by Makayla Vasek, Summer 2020 Marketing Intern

Over the course of the summer, I had the opportunity to speak to several college professors who have or are planning to lead a short-term study abroad program. Leading a study abroad program is no small task and often requires months of logistical planning with little monetary reward, so when I asked professors why they choose to teach abroad, I received a variety of responses:

The Travelers

The majority of interview respondents referenced their own travel experiences during their college and/or professional careers. These professors recognize the value of cultural immersion and want to share that opportunity with their students.

“I like to consider myself a global citizen. I have taught on four different continents. I am personally very inclined to link practice in the global context. And it makes a huge difference when you let students go beyond the classroom in the global scene.” - Ahmed Deif, Professor of Operation and Supply Chain Management at California Polytechnic State University

“I studied abroad in Puebla when I was in school, and I think it’s important for students to learn to adapt to changing circumstances like I did.” - Greg Heinzman, Lecturer for University Foundations Program at Boise State University

The Researchers

Another segment of professors are drawn to teach abroad based on their own research in specific geographic regions. Taking students to field sites and world landmarks gives them the opportunity to see the physical manifestation of theoretical classroom concepts. Oftentimes, through partnerships with foreign institutions, these professors and their students are also able to access world-renowned facilities that don’t exist on their own campuses.

“In the geosciences, field work is fundamental to our work. It is less of a luxury and more of a necessity for our students. So, teaching abroad is really a built in aspect of being a professor for me.” - Brian Horton, Professor of Geological Sciences at the University of Texas at Austin

“In the earliest of years, it was part of my research, and the students engaged in my research. What motivated me to teach abroad was my own field of expertise with Mesoamerica and specifically Mayan culture.” - Fred Valdez, Professor of Anthropology at the University of Texas at Austin

The Newcomers

Then there are the professors who simply find themselves in the right place at the right time to lead a program abroad. Whether due to job expectations or a direct inquiry from the campus study abroad office, these professors may not have the initial inclination to teach abroad but jump on the opportunity when provided the right tools.

“Our department had a program that needed a faculty member to take over for a year and my circumstances allowed me to do so; I also enjoy Mexico City and was happy to spend the summer there.” - Julie Minich, Professor of English, Mexican American and Latino/a Studies at the University of Texas at Austin

Ultimately, there is no one personality that defines a qualified faculty leader for study abroad. Any professor with an adventurous spirit can teach abroad when provided the necessary support and resources.

What Professors Enjoy Most About Faculty-led Study Abroad

I then inquired about what professors enjoy most about teaching abroad and what motivates them to continue leading short-term programs. Most responses were linked to the desire to cultivate cultural interactions between host communities and college students, many of whom have never left the U.S.

“It makes me really excited when people change their minds, their abilities, what they think about themselves, and their preconceived opinions of other countries.” - Ara Pachmayer, Professor of Kinesiology at Humboldt State University

“When you take students abroad, you get reminded of what you thought was cool years ago but had forgotten about. That happens with the food they are eating or a museum they go to. You are seeing your experience be re-lived through the eyes of other people.” - Orlando Kelm, Professor of Marketing, Spanish and Portuguese at the University of Texas at Austin

Trends in Short-term Study Abroad

According to Forum on Education Abroad’s State of the Field Survey, 65% of all undergraduate study abroad programs were eight weeks or less in 2017, demonstrating a national relative popularity in short-term study abroad that continues to grow each year. Based on this research and my own conversations with students who have traveled on faculty-led programs, I found that students often prefer to stay on campus during the regular semester and reserve summer breaks for internships and part-time jobs. The flexibility of short-term study abroad accommodates alternative break programs during winter and spring recesses as well as capstone course travel. I also learned that students prefer to travel with faculty who they already know and respect. Because most faculty-led programs are short-term, this could explain the growing popularity in short-term study abroad.

In response, many study abroad offices are creating more short-term faculty-led programs to increase participation.

Maymester Model for Short-term Study Abroad

The University of Texas at Austin formulated the Maymester study abroad program to cater to the interests of faculty and students. A Maymester program convenes for four weeks at the end of the spring semester, leaving the remainder of the summer open for professor research, student internships, and summer classes. In addition, the Maymester programs are considered part of the spring course load, allowing students to easily apply their financial aid packages and receive academic credit.

MBA Programs for Short-term Study Abroad

As reported by the Institute of International Education, graduate students are more likely to participate in short-term study abroad than undergraduates. Among graduate students, business is the top field, representing 34% of the graduate study abroad population. From this interest was born the 2-week MBA study abroad program that has been adopted by several business schools and study abroad providers across the country.

These are just two models of shorter term study abroad that allow faculty ample opportunity to get involved in teaching abroad without committing to a full semester term. They also allow for a high degree of flexibility when planning programs and integrating them into existing or new curriculum taught on the home campus, or remotely.

3 Short-term Study Abroad Challenges

In spite of the growing popularity of short-term study abroad programs and the high degree of interest among faculty, a number of challenges persist for increasing participation.

Limited Cultural Immersion
A shorter in-country experience directly relates to less time to explore the host culture. For language-learning programs especially, short-term study abroad may not provide the necessary learning environment. Offering pre-departure modules that introduce students to cultural norms and regional dialects prior to travel can help overcome this challenge.
Academic Credit Transferability
Less time for in-country learning makes it difficult to ensure academic credit for students. This problem is often solved by creating a hybrid program that combines on-campus classroom learning with short-term travel.
Home Responsibilities
Even short-term travel requires professors and students to leave behind important responsibilities in the U.S. such as jobs and family care. Unless they have access to resources that alleviate these stressors, they will likely turn down any form of study abroad travel. As technology advances, virtual study abroad programs are being developed to offer similar cultural experiences to those who can’t afford to leave the country for an extended period of time.

3 Short-term Study Abroad Advantages

Lower Costs/Reduced Time Commitment
Short-term programs require less travel and living expenses which in turn lowers program costs. The reduced time commitment out of country is also appealing for professors and students who cannot leave behind on-campus responsibilities for long periods of time.
Customized Courses
Short-term programs cater to strict degree plans by giving professors the opportunity to create a program based on a specific course syllabus. For fields of study like engineering and architecture, this is critical for making study abroad more accessible to students.
Low-risk Introduction to Travel
Many faculty and students are intimidated by the prospect of leaving the comforts of home to study abroad. Short-term programs give both groups the opportunity to test the waters of world travel and may even encourage them to travel more in the future.

The Short-term Study Abroad Lifestyle

I’ve come to learn that most professors don’t just teach one program abroad; teaching abroad becomes part of their permanent job as they are drawn to teach recurring and new programs each year. Whether faculty are seeking cultural experiences, international research collaboration, or just the opportunity to grow closer with their students, short-term study abroad could be their next career move. As short-term programs grow in popularity and participation barriers are resolved, some professors might even be expected to adopt this innovative teaching lifestyle. So, why not start planning a program now?