![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Undergraduate science/engineering students are being encouraged to engage in inquiry- or design-based learning with global dimensions. However, outcomes of longer versus short overseas engagements have been predominantly anecdotal. In light of the high cost associated with longer engagements, a comparative assessment for short and long stays is needed. Using Intercultural Communication Apprehension and World Minded Attitudes instruments, we compared three groups of students (seniors with local projects, seniors with short overseas stay, and seniors with long overseas stay projects). Students who conducted projects overseas exhibited lower anxiety associated with intercultural communication and greater world mindedness and these changes were independent of the length of overseas stay. The length of overseas stay similarity between short and long stays was confirmed through analysis of student reflections. These results provide preliminary evidence in support of the notion that both short- and long-term projects equally put students on a trajectory toward developing global competencies, suggesting more study of the effectiveness of short overseas stay projects.
Acknowledgements
The authors also acknowledges Dr. David Gattie of University of Georgia for mentoring the student design teams that worked in Costa Rica. Technical support from Office of Global Programs (Dr. Ed Kanemasu and Ms. Victoria Collins McMaken) and the Statistical Consulting Center (Dr. Kim Love-Myers and Mr. Fei Liu), both of University of Georgia are acknowledged. The authors also acknowledges Dr. Nicola W. Sochacka of the University of Georgia College of Engineering Education Transformations Institute, who critically reviewed the manuscript.
Disclosure statement
Three commercialised products, in which the lead author has a financial interest, originated from some of the projects students worked on.
Additional information
Funding
Notes on contributors
William S. Kisaalita
Dr. William S. Kisaalita obtained his PhD in chemical engineering from the University of British Columbia. He is currently a Distinguished University Professor of Engineering at the University of Georgia. One of his areas of teaching/research interests is ‘development engineering.’ His work has resulted in the commercialisation of several products, enabling smallholder farmers to achieve the order of magnitude increase in productivity or reduced labour. He is a Fellow of the American Association for the Advancement of Science, the Uganda National Academy of Sciences, and a 2020–2021 Fulbright Scholar. He is the author of, ‘Development Engineering: Empowering the Poor through Sustainable Technology-based Solutions,’ Cambridge Scholars Publishing, 2020.
Charles K. Muyanja
Dr. Charles K. Muyanja obtained his PhD in food science (microbiology and biotechnology) from the Norwegian University of Life Sciences. He is a Professor of Food Science, Department of Food Technology and Nutrition at Makerere University, where he has been a faculty member since 1992. Prof. Muyanja teaches a number of undergraduate and graduate courses and is heavily involved in research. He spearheaded the development of a master degree program in food safety and quality management at Makerere University. His primary research interest areas are the safety of street-vended foods and consumer behaviour. He is a food safety consultant with Food Safety Associates Ltd. (Uganda) and Air Water Earth Environmental Consultants (AWE, Uganda). He is a member of Uganda National Codex Committee that advises the Government on the national food control issues.
John M. Mativo
Dr. John M. Mativo obtained his PhD in mechanical engineering from the University of Dayton, and Doctorate in Education in Technical Education from the University of Georgia. He is currently a Professor and holds the Josiah Meigs Distinguished Teaching Professorship and the Richard B. Russell Excellence in Undergraduate Teaching Awards. His research revolves in both the workforce education and energy harvesting. In workforce education, he studies best practices for teaching and learning in STEM fields. In Energy harvesting, he develops tools to access waste heat. He has received Fulbright Hays funding to engage USA graduate students in promoting culture and Robotics Education in Tanzania.