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In their chapter on enriching educational experiences, Kuh et al. (2010) discuss how DEEP institutions present students with opportunities to complement their academic programs and learning in the classroom. This week’s Discussion considers the purpose and responsibility of institutions in providing opportunities like study abroad programs, especially in the context of diversity and global learning. The discussion prompts us to evaluate whether such opportunities should be mandatory at some institutions and explore alternatives to expensive study abroad programs. Furthermore, it is essential to consider implementation strategies for these alternatives and how to ensure that students meet institutional learning goals related to global awareness.

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In recent decades, the importance of global learning and intercultural competence has gained prominence within higher education. Many institutions recognize that providing students with international experiences, such as study abroad programs, enhances their understanding of diverse cultures, global issues, and prepares them for an increasingly interconnected world. Given this context, the question of whether opportunities like study abroad should be considered mandatory at some institutions hinges on specific institutional missions, resources, and priorities. For institutions that emphasize diversity, global engagement, and preparing students for global citizenship, making such experiences mandatory could reinforce these values and significantly contribute to student development.

Institutions emphasizing diversity and global learning might consider making study abroad programs compulsory to ensure equitable access to global exposure for all students. Such mandates could foster a more inclusive global perspective across student bodies, regardless of students’ socioeconomic backgrounds. However, mandatory programs must be implemented thoughtfully, considering students’ financial, academic, and personal circumstances. To mitigate barriers, institutions could offer scholarships, financial aid, and flexible program options, making international experiences accessible to a broader student population. Moreover, integrating global learning components into the curriculum and providing domestic intercultural experiences can serve as viable alternatives for students who face logistical or financial obstacles.

Alternative approaches to traditional study abroad programs include virtual international exchange programs, service learning projects focusing on global issues, and internationalized curricula that incorporate global perspectives. Virtual exchanges, facilitated through technology, allow students to collaborate with peers abroad, engage in intercultural dialogue, and develop global competencies without the high costs associated with physical mobility. These alternatives can be effectively implemented by leveraging online platforms, partnership agreements, and faculty training to ensure meaningful intercultural engagement. To ensure students meet institutional global awareness goals, assessments can be integrated into these programs, such as reflective essays, intercultural competency tests, and project-based evaluations. Additionally, embedding these experiences within existing coursework ensures that global learning objectives are aligned with institutional outcomes.

Ensuring that students meet global learning goals through diverse implementation strategies requires ongoing assessment and alignment with institutional missions. Regular evaluation of program effectiveness, student learning outcomes, and student feedback can inform continuous improvement efforts. By fostering partnerships with international organizations, local communities, and virtual exchange providers, institutions can broaden the scope and accessibility of global learning opportunities. Ultimately, whether through study abroad or its alternatives, the goal remains to prepare students to navigate and succeed in a globalized world. A balanced approach that combines physical mobility, virtual exchange, and curricular integration can provide inclusive, effective, and diverse pathways to achieving global awareness among students.

References

• Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2010). Student success in college: Creating conditions that matter. Jossey-Bass.
• Braskamp, L. A., Braskamp, D. C., & Merrill, K. C. (2009). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18.
• Fischer, K. (2010, October 17). Study abroad's new focus is job skills. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com
• Temple, P. (2016). The Internationalization of Higher Education: Global Patterns and Case Studies. Routledge.
• Knight, J. (2017). Internationalization renewing the way universities operate. Journal of Studies in International Education, 21(1), 3-4.
• Jones, E., & Valeau, E. J. (2018). Global Learning in Higher Education: Developing a Framework for Practice. Routledge.
• Martin, M. J. (2017). The Impact of Virtual Exchange on College Student Intercultural Competence. Journal of Studies in International Education, 21(2), 124-138.
• Nilsson, P. (2019). Strategies for Implementing Internationalization in Higher Education. Journal of International Higher Education, 90, 32-38.
• Leask, B. (2015). Internationalization of the curriculum in higher education. Routledge.
• Sutton, J., & Webb, M. (2020). Enhancing Global Competency through Internationalized Curricula. Journal of Global Education Studies, 12(3), 55-70.