Background In a global market where competition is constantly growing, organizations need to staff employees from the home country company in the subsidiaries abroad in order to create a local presence and sustain the international competition which is referred to as expatria-tion. The expatriation process requires lots of planning and training before departure and adaptation when on place and also re-adaptation of oneself when coming back to the home country. Problems that occur during the international assignment might lead to ex-patriate failure which is termination of the assignment prematurely. Purpose The purpose of this thesis is to contribute with an understanding of problems expatriates encounter during their expatriation period and how the expatriation process can be im-proved. Method A qualitative study with in-depth interviews has been carried out. Seven case studies have been conducted with seven expatriates from three different organizations, who have been working in different countries. The personnel who work with the expatriation process have also been interviewed in order to gain a better understanding about how the expatriation process is planned and supported. Conclusion The empirical findings show that the pre-departure training expatriates receive are focused on work related issues, hence cultural awareness training are often neglected. This leads to problems for the expatriates, like for example integration problems, adjustment problems for the expatriate and his/her family members, and not being able to communicate in the local language. Also the support received from the home country company are many times insufficient, and the home country companies rarely provide the expatriates with any form of repatriation program to ease their re-adjustment process. This study shows that many organizations need to improve the different parts of their expatriation process. The organizations should especially focus on developing their pre-departure training to include cultural training for both the expatriate and the spouse, and develop a sufficient repatria-tion program.

<p>Background</p><p>In a global market where competition is constantly growing, organizations need to staff employees from the home country company in the subsidiaries abroad in order to create a local presence and sustain the international competition which is referred to as expatria-tion. The expatriation process requires lots of planning and training before departure and adaptation when on place and also re-adaptation of oneself when coming back to the home country. Problems that occur during the international assignment might lead to ex-patriate failure which is termination of the assignment prematurely.</p><p>Purpose</p><p>The purpose of this thesis is to contribute with an understanding of problems expatriates encounter during their expatriation period and how the expatriation process can be im-proved.</p><p>Method</p><p>A qualitative study with in-depth interviews has been carried out. Seven case studies have been conducted with seven expatriates from three different organizations, who have been working in different countries. The personnel who work with the expatriation process have also been interviewed in order to gain a better understanding about how the expatriation process is planned and supported.</p><p>Conclusion</p><p>The empirical findings show that the pre-departure training expatriates receive are focused on work related issues, hence cultural awareness training are often neglected. This leads to problems for the expatriates, like for example integration problems, adjustment problems for the expatriate and his/her family members, and not being able to communicate in the local language. Also the support received from the home country company are many times insufficient, and the home country companies rarely provide the expatriates with any form of repatriation program to ease their re-adjustment process. This study shows that many organizations need to improve the different parts of their expatriation process. The organizations should especially focus on developing their pre-departure training to include cultural training for both the expatriate and the spouse, and develop a sufficient repatria-tion program.</p>

With rising demand for a workforce that can work cross-culturally (Mangan, 2011; Orahood, Woolf, & Kruze, 2008), it is not surprising that study abroad numbers continue to increase to a range of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Alred & Byram, 2002; de Nooy & Hanna, 2003; Einbeck, 2002; Freed, 1995; Kearney, 2010; Kinginger, 2008; Kinginger, 2009; Rivers, 1998; Wilkinson, 2000). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote and integrate study abroad into the curriculum to foster the development of 21st century global citizens. In order to examine what businesses actually valued in hiring, Trooboff, Vande Berg, and Rayman (2007) surveyed employers and found not only that they valued study abroad as a form of international education, but also that they specifically valued many intercultural skills. However, on average, the respondents did not believe that studying abroad led to the enhancement of these skills, echoing the dominant discourse of study abroad being a frivolous endeavor for wealthy white women (Gore, 2005). Trooboff et al. (2007) noted that students need to be better trained to translate their experiences for their potential employers. In a similar vein, Root and Ngampornchai (2012) recommended that students be trained in intercultural communication to better help them articulate their learning. Nevertheless, Deardorff (2008) noted that intercultural training should not be limited to pre-departure orientation, but that a series of workshops or even a course could help address intercultural learning needs. While a number of courses of this nature have been offered either before departure or upon return (eg. With rising demand for a workforce that can work cross-culturally (Mangan, 2011; Orahood, Woolf, & Kruze, 2008), it is not surprising that study abroad numbers continue to increase to a range of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Alred & Byram, 2002; de Nooy & Hanna, 2003; Einbeck, 2002; Freed, 1995; Kearney, 2010; Kinginger, 2008; Kinginger, 2009; Rivers, 1998; Wilkinson, 2000). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote and integrate study abroad into the curriculum to foster the development of 21st century global citizens. In order to examine what businesses actually valued in hiring, Trooboff, Vande Berg, and Rayman (2007) surveyed employers and found not only that they valued study abroad as a form of international education, but also that they specifically valued many intercultural skills. However, on average, the respondents did not believe that studying abroad led to the enhancement of these skills, echoing the dominant discourse of study abroad being a frivolous endeavor for wealthy white women (Gore, 2005). Trooboff et al. (2007) noted that students need to be better trained to translate their experiences for their potential employers. In a similar vein, Root and Ngampornchai (2012) recommended that students be trained in intercultural communication to better help them articulate their learning. Nevertheless, Deardorff (2008) noted that intercultural training should not be limited to pre-departure orientation, but that a series of workshops or even a course could help address intercultural learning needs. While a number of courses of this nature have been offered either before departure or upon return (eg. Brewer & Solberg, 2009; Downey, 2005), it appears that only one study to date examined the process of intercultural learning as it relates to study abroad (Anderson & Cunningham, 2009). The current study attempts to fill the gap in research by examining the effectiveness of a three-credit general education course in intercultural communication on the process of becoming interculturally competent. Additionally, it also examined the ability of post-study abroad students who enrolled in this course to articulate what they had learned while abroad in comparison with post-study abroad students who had not enrolled in the course. While most of the students (n = 33) participating in this study had enrolled in the course in intercultural communication were preparing to study abroad, there were also a number of participating students (n = 6) who had previously studied abroad. In this mixed-methods research, whose findings are reported in three separate, yet related, articles, answers to the following research questions were sought: 1. How does intercultural competence develop in post-study abroad students over the span of a semester-long course focused on the development of intercultural communication skills through critical reflection? The first article of this dissertation examines the process of unpacking the study abroad experience two students went through upon return to the home campus through the lens of experiential learning (Kolb, 1984), transformative learning (Mezirow, 2000), and ethnocentric versus ethnorelative worldviews (Bennett, 1993). The second article uses these same frameworks to investigate the learning process for four pre-study abroad students enrolled in this same course to answer the question: 2. Are there noticeable differences in the development of intercultural competence in pre-study abroad students who are enrolled in a semester-long course focused on the development of intercultural competence? Lastly, the third article examines how post-study abroad students articulated their learning abroad differently by answering the question: 3. Are post-study abroad

Learning/volunteer abroad (LVA) programs offer important opportunities for students to develop cross-cultural skills and global competence. Universities recognize the value of international experiential learning programs in terms of skills development and career preparation as one component in their internationalization policies and priorities. Scholarly studies on international education and LVA programs have examined university internationalization priorities in promoting international experiential learning. Other scholarly contributions to the field of LVA have documented the nature of students’ experiences, learning outcomes, critical analysis of impacts, and motivations, among other important research areas. Within the LVA scholarship, there are frequent references to the importance of pre-departure training and preparation of students. Many of the references to the value of pre-departure training move beyond practical information (such as staying safe and staying healthy while abroad) to more critical discussions of cross-cultural learning opportunities, ethical considerations, and impacts. Despite these references to the importance of pre-departure training, there are few studies documenting the nature and content of pre-departure training for students participating in international experiences through an academic institution. As a result, there is no clear sense of the range of pre-departure training programs, what information students are receiving as part of their pre-departure training or the impact of training on the outcomes of the students’ learning. This thesis aimed to fill this gap by examining the preparation and training provided to students prior to their international experiences. Through the utilization of a case study approach based on the University of Ottawa’s LVA programs’ pre-departure training, this research specifically analysed the content that is currently employed during pre-departure training and how it ranged across LVA programs. The findings demonstrate that, while all LVA programs provided pre-departure training and covered similar content themes, there was also a range in the content provided across the LVA programs’ pre-departure training. Specifically, the greatest diversity in content was found in the depth of discussion provided to students regarding cross-cultural understanding, ethics, experiential learning, and reflection. Analysis of the identified differences across LVA programs suggest there are likely implications for students’ learning generated from their experience abroad. When students are not prepared to critically understand the complexities associated with living, studying, and/or working cross-culturally and how to reflect upon and generate knowledge from their experiences overseas, learn/volunteer programs may have limited or even negative impacts on cross-cultural understanding and global competence.

A common practice of multinational companies is to temporarily transfer employees to international locations in order to exchange technology, launch new ventures, and facilitate communication within the company. To do this, multinational companies must make a number of decisions regarding their expatriate programs. Even though international companies would rather stay focused on the professional performance of their employees without having to "meddle" in personal and family affairs, recent research has shown that the adaptation of the accompanying spouse is one of the most critical factors in expatriate assignment success or failure. By studying the available literature on expatriate spouse adaptation, coupled with conducting my own exploratory research with American expatriate spouses currently living in France, I was led to the conclusion that adequate, pre-departure preparation is indispensable to an expatriate spouse's successful cross-cultural adaptation. To improve the efficacy of pre-departure training, I propose providing expatriate spouses with personal trainers who will teach them to adopt a new mindset for the purpose of conducting cultural analysis. This mindset involves assuming the role of anthropologist—just as an actor would assume a role in a play. The benefits of this approach are twofold: firstly, imagining oneself as an anthropologist provides excellent motivation to get out and explore a new culture rather than avoiding it and hiding out in the safe haven of one's own home; secondly, having a new, temporary identity will help create the emotional distance necessary to minimize reactionary, negative feelings and allow for progressive, cross-cultural understanding. While being sensitive to prospective expatriate spouses' personal goals, personal trainers should provide concrete methods to help mitigate culture shock's related stresses, as well as helping expatriate spouses develop appropriate coping skills to assist them in dealing with the unsettling experience of living in another culture. By implementing improvements in relocation programs, such as the solution I propose, multinational companies can maintain an acceptable return on investment for their relocation programs while affording expatriate employees and their respective families an enriching and life-changing intercultural experience.