While many studies have been conducted on study abroad programs, few have sought to examine the inner workings of a short-term, non-traditional (non-classroom based) program, particularly from the participants point-of-view. This in-depth case study explores a short-term (4-week) cultural and linguistic internship program, LSU in the French Alps, as well as the perspectives of four program participants. This research was conducted during four phases of the study abroad experience: the pre-departure orientation (4 days on LSUs main campus), the in-country stay (4 weeks in the French Alps), re-entry into the United States (first 10 days upon return), and post study (6 months after re-entry).
Extensive participant observation was essential to gaining an emic, or insider, view of the program, its surroundings and its participants. Data sources included individual interviews with participants, numerous questionnaires about their experiences, participants reflective papers and their final video project. The fieldwork conducted in this study uncovered details about the immigration history among the Ubaye Valley, parts of Mexico, and southern Louisiana. The development of this program abroad and its founding principles and goals were also unearthed.
Findings revealed that the lack of structure and organization of the pre-departure orientation left the participants anxious and unprepared for the programs internships. The participants suggested ways to improve the pre-departure orientation and the program in general. They experienced minimal culture shock in France. However, some stress within the group was reported, as the participants grew frustrated with the constant interaction with one another. They perceived numerous benefits and positive effects from studying abroad, including in all areas of development which were investigated in the study (academic, personal, career, cultural and linguistic). Every participant believed the most substantial growth occurred in his or her cultural acquisition, followed by personal development. They also revealed what and how they learned from their experiences during the programs internships and their outside-the-classroom contacts with host nationals and the French culture. The results have opened up new possibilities for inquiry into non-traditional programs and their connections to experiential learning.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-03232010-164719 |
| Date | 24 March 2010 |
| Creators | Schroth, Terri Lee |
| Contributors | Leupin, Alexandre, Parker, Margaret, Yeager, Jack, Egea-Kuehne, Denise, Bridwell-Bowles, Lillian |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-03232010-164719/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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