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Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

Joris Boonen (Research Centre Global Minds @ Work, Zuyd University of Applied Sciences, Maastricht, The Netherlands)
Ankie Hoefnagels (Research Centre Global Minds @ Work, Zuyd University of Applied Sciences, Maastricht, The Netherlands)
Mark Pluymaekers (Research Centre Professional Communication in a Digititalizing Society, Zuyd University of Applied Sciences, Maastricht, The Netherlands)
Armand Odekerken (Research Centre Data-Driven Hospitality, Zuyd University of Applied Sciences, Maastricht, The Netherlands)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 14 September 2021

Issue publication date: 4 November 2021

376

Abstract

Purpose

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.

Design/methodology/approach

The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.

Findings

The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.

Research limitations/implications

This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.

Practical implications

Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.

Originality/value

This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

Keywords

Acknowledgements

The authors would like to thank the Hotel Management School Maastricht, Zuyd University of Applied Sciences and the Taskforce for Applied Research SIA (NWO) for the funding to develop the Global Mind Monitor. The authors would also like to thank Etil Research Group for the development of this tool and the online learning environment for students. Finally, the authors would like to thank the editors and the anonymous reviewers of the International Journal of Educational Management for their valuable comments on earlier versions of this manuscript.

Citation

Boonen, J., Hoefnagels, A., Pluymaekers, M. and Odekerken, A. (2021), "Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home", International Journal of Educational Management, Vol. 35 No. 7, pp. 1431-1444. https://doi.org/10.1108/IJEM-01-2020-0011

Publisher

:

Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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