Abstract:

Study abroad (SA) is a valuable transformative learning experience (TLE). This study is of particular interest for professors who are not native to a host country in which a customized business school Study Abroad Experience (SAE) program is planned. TLE is an active process of learning that encourages seeing new things, seeing old things differently, and re-conceptualizing mindsets by creating a shared vision. TLE is a form of learning in which a professor provides a safe space where students can learn through various lenses and not just the lens that their life has afforded. One of the most critical factors contributing to TLE comes from working and learning with people in places where others are “not just like me.” Reflecting is an essential part of TLE. However, creating a valuable SA TLE is often complicated and time consuming for the faculty member planning and implementing the experience. In the business world, companies use in-country agencies to help expedite the buying and selling process and to move to provide services in which the company does not have the expertise or relationships within a foreign country. The decision to seek out and hire a foreign host-country agency was the result of experiences from planning and implementing an SAE in Canada without using a host-country agency. When selecting an agency, the reputation of the agency is important just as it is with any country agent whether importing, engaging in a foreign direct venture, or creating an SAE. It is highly recommended that several agencies be examined to assure that they offer what it is the faculty member and his or her university needs, discovering whether the agency has the capacity to meet those needs and that the agency has a reputation of excellence. As for partnering with an host-country agency, the satisfaction from the first year’s experience using a host-country agency for an SAE in Spain lead to the continuation of using the agency for SAE since 2012. This study presents SAE through a business perspective in which a host-country agency is hired as a partner to add value to the study abroad experience (SAE) through the agency’s host-country cultural and business knowledge and host county relationships. Results of a survey of students participating in four separate years (2012, 2014, 2016, 2018) of College of a Business Marketing SAE in Spain revealed the perceived value of the students as to their learning experience provided in partnership with the ISA agency and a medium sized liberal arts university in Georgia (USA). Students participating in the SAEs ranged in ages from 20 to 25 with one being 45 years of age. Because the SAE is a customized program, students from other universities were able to participate. The study participants were from five universities with the majority from one university. Some personnel changed within the ISA agency, and there were no significant differences in the findings across years. The participants’ level of satisfaction with the agency as a value-added partner was high, and participants overwhelmingly agreed that the agency met or exceeded their expectations. This SAE is also champion by parents of participants in this customized SAE. The findings are from a case study of one university’s experiences with a host-country agency in one country; thus, further examination of agency relationships are recommended.

Keywords:

Study Abroad Experience, Transformative Learning Experience, Host-Country Agency, Empirical Longitudinal Study, Value Added.