Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

Joris Boonen, Ankie Hoefnagels, Mark Pluymaekers, Armand Odekerken

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Purpose: The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad. Design/methodology/approach: The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad. Findings: The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development. Research limitations/implications: This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted. Practical implications: Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad. Originality/value: This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

Original languageEnglish
Pages (from-to)1431-1444
Number of pages14
JournalInternational Journal of Educational Management
Volume35
Issue number7
DOIs
Publication statusPublished - 4 Nov 2021

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