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This paper aims to provide evidence on the role study tours play in expanding student cultural capital via increased confidence in international travel.

In this paper, survey data from individuals who participated in a study tour experience offered by a Florida-based university are analyzed for the assessment of cultural capital acquisition across select demographic types. Results are derived for paired difference tests as well as differences in population means.

Findings indicate that students participating in study tours did, in fact, gain confidence in engaging in international travel, especially so for first-time passport users and female participants.

The study was limited because of the size of the sample population. It is likely that significant relationships via other demographic cohorts will unfold as program participation increases.

Study tours represent a viable pathway for the acquisition of cultural capital.

Study tours present a unique means of providing students a first-hand global experience, and when marketed to a non-traditional student population, offer opportunities for acquisition of cultural and social capital that could not be achieved through non-experiential means.

The results of this study show that the study tour experience enriched the cultural capital of student participants through an increase in confidence associated with traveling abroad. The benefits of the study tour were widespread, as virtually, all population groups analyzed tended to gain confidence in traveling abroad, even those who had prior experience traveling internationally. This paper also suggests future pathways for research based on other demographic cohorts.

The purpose of this paper is to highlight the role blended learning plays in expanding study abroad opportunities.

The approach utilized involves providing a synopsis of research dealing with study abroad and its benefits, particularly for student populations likely to comprise a significant portion of the distance learning market. Perspectives on the benefits derived from incorporating distance learning into short‐term study abroad programs are then discussed based on the experiences of a business college with a significant enrollment of online students.

This paper highlights the flexibility afforded by online education in fulfilling academic content requirements, showcasing blended learning as a strategic complementary input in content delivery. The enhancement in study abroad options afforded offers the potential to introduce international business experiences to student populations historically underserved.

Blended learning facilitates the inclusion of online students, enhancing the financial viability of study abroad courses and programs.

Blended learning facilitates the inclusion of online students, expanding study abroad opportunities to student populations historically underserved.

Conceptualizing blended learning as a facilitating device for study abroad is a contribution to the literature; research surrounding the nexus between online learning and study abroad is embryonic. Within this nascent area, this paper also provides value in offering suggestions for future empirical research.