Building relationships: A perspective on how to achieve teaching success in study abroad programs

Abstract

Study abroad programs have become increasingly popular in recent years as vehicles to prepare students for the global work environment. This paper describes a perspective on how to maximize teaching effectiveness in these programs via developing personal relationships. Based on the teaching of a Principles of Marketing course in Florence, Italy, the author discusses how the special characteristics of the study abroad program enabled the formation of deep faculty-student and peer relationships. Key faculty-student relationship factors were connections outside the classroom, career discussions, and assignment/exam reviews, while key peer relationship factors were interactions between students outside of class and field trips. The author notes how the importance of these factors is supported by current theory and research. He also describes how the factors led to higher teaching performance in Florence than in the U.S. as measured by student evaluations, marketing core question ratings, grades and attendance. Ideas for future research on the impact of relationship variables in study abroad programs are suggested.

Keywords

Study abroad education abroad faculty-student relationship faculty-student rapport peer relationships field trips

Get full access to this article

View all access options for this article.

References

Bauer

(2020) The power of community in the business professional to academic transition. Industry and Higher Education 34(5): 298–302.

Bernard

Thornton

(2020) Empathy, indiscipline and employability: A research essay on the bilingual Masters programme ‘Cultural Intelligence and Innovation’ at Université de Paris. Industry and Higher Education 34(4): 230–246.

Borden

Monahan

(2020) Unique study abroad program highlights benefits to students and faculty alike. Business Education Innovation Journal 12(1): 180–185.

Demir

Burton

Dunbar

(2019) Professor–student rapport and perceived autonomy support as predictors of course and student outcomes. Teaching of Psychology 46(1): 22–33.

Fedesco

Cavin

Henares

(2020) Field-based learning in higher education: exploring the benefits and possibilities. The Journal of Scholarship of Teaching and Learning 20(1): 65–84.

Ferguson

(2021) Effects of faculty and staff connectedness on student self-efficacy. The Journal of Scholarship of Teaching and Learning 21(2): 58–78.

Galizzi

(2014) Bringing Adam Smith's pin factory to life: field trips and discussions as forms of experiential learning. The Journal of Scholarship of Teaching and Learning 14(5): 27–47.

Loroz

(2009) Teaching marketing in a study abroad program: learning and assessment in an internationalized principles of marketing course. Marketing Education Review 19(3): 3–16.

Mattanah

Holt

Feinn

, et al. (2024) Faculty-student rapport, student engagement, and approaches to collegiate learning: exploring a mediational model. Current Psychology 43: 23505–23516. DOI: 10.1007/s12144-024-06096-0.

10.

Ngwenya

Davis

Ncube

(2023) The practical relevance of strategy education: evidence from the lived experiences of business school alumni. Industry and Higher Education 37(4): 457–472.

11.

Rugutt

Chemosit

(2009) What motivates students to learn? Contribution of student-to-student relations, student-faculty interaction and critical thinking skills. Educational Research Quarterly 32(3): 16–28.

12.

Ryan

Deci

(2017) Self-determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford.

13.

Snijders

Wijnia

Dekker

HJJ

, et al. (2022) What is a student-faculty relationship? A template analysis of students' positive and negative critical incidents with faculty and staff in higher education. European Journal of Psychology of Education 37(4): 1115–1139.

14.

U. S. Department of State (2023) Open doors report. Available at: https://opendoorsdata.org/annual-release/u-s-study-abroad/#:∼:text=Key_Findings,-Study_abroad_bounces&text=The_Open_Doors_2023_Report_shows_that_during_the_2021,opportunities_abroad_for_academic_credit.

15.

Ullah

Wilson

(2007) Students’ academic success and its association to student involvement with learning and relationships with faculty and peers. College Student Journal 41(4): 1192–1202.

16.

Vianden

(2015) What matters in college to students: critical incidents in the undergraduate experience. Journal of Student Affairs Research and Practice 52(3): 287–299.