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Measuring the impact of short-term campus exchange programs: an evaluation study

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Content Running head: MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

1

Measuring the Impact of Short-term Campus Exchange Programs: An Evaluation Study
By
Kevin Anthony D’Arco

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2019

Copyright 2019 Kevin Anthony D’Arco

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 2
ACKNOWLEDGEMENTS
I would like to first thank the faculty of the University of Southern California Rossier
School of Education for their constant support from the beginning of this program to the
completion of this dissertation. I am grateful for the guidance and encouragement provided by
my committee chair, Dr. Kathy Stowe, as well as Dr. Holly Ferguson and Dr. Eric Canny, who
both provided writing support throughout the dissertation writing process. I also want to thank
Dr. Courtney Malloy and Dr. Monique Datta for serving on my dissertation committee and
supporting my doctoral education. I want to express my gratitude to Dr. Datta, who was the first
faculty member I met in the Organizational Change and Leadership program. Her writing
feedback was effective and critical to my ability to complete this program successfully. Lastly,
thank you to Lucia Monzon and the OCL staff at Rossier for their advising and guidance.
I also want to thank the great Cohort Eight of the USC OCL program, specifically the
Saturday Trojans I was fortunate to get to learn from every week. I am grateful for the support
and friendship we have provided one another through the ups and downs of this program, both in
and out of the classroom. We have come a long way since meeting one another at immersion,
and the community we built was both compassionate and motivating. I look forward to cheering
on your continued professional successes.
I chose a career in student affairs and higher education in part due to the mentorship of a
few key individuals in my undergraduate and graduate careers. One year before starting the
OCL program, I caught up with both Dr. Kelli Peck-Parrott and Dr. Amy Barnes at a
professional conference. They gave me the necessary and not-so-subtle nudge I needed to
pursue my doctorate, and I am grateful for those conversations and their continued
encouragement. I would also like to acknowledge the mentorship of GAK and RC, two
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 3
individuals who have shaped me professionally and guided my practice to be a relentless
advocate for students.
Most importantly, I would like to thank my family for their unparalleled support
throughout my education. My parents encouraged me early on to pursue a field that aligned with
my strengths, a charge which I am grateful for. They have consistently supported me throughout
my education, and I am appreciative to have always had them in my corner. While writing this
dissertation, my parents and mother-in-law were critical caregivers to my newborn son,
especially as I spent my weekends and evenings writing and completing coursework. The
unconditional love and time they gave my family were critical to staying on track and
completing this dissertation and program.
To my wife, Katie: thank you for the consistent support, empathy, and persistent
understanding that assignments had to be completed, even while on vacation and on the
weekends. The little windows of time we spent together were precious and helped energize me
throughout this program. I will always appreciate the steady support and encouragement you
provided along this process.
To my infant son, Mark: let’s go on many adventures together.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 4
TABLE OF CONTENTS
Acknowledgements 2

List of Tables 7

List of Figures 9

Abstract 10

Chapter One: Introduction 11
Background of the Problem 12
Importance of Addressing the Problem 14
Organizational Context and Mission 15
Organizational Performance Goal 17
Description of Stakeholder Groups 18
Stakeholder Group for the Study 18
Stakeholder Performance Goals 19
Purpose of the Project and Research Questions 20
Conceptual and Methodological Framework 20
Definitions 21
Organization of the Study 22

Chapter Two: Review of Literature 23
Purpose and Goals of Internationalization in Higher Education 23
Institutional development 23
Intercultural competence and student development 25
Role of assessment and reflection 28
Methods of Internationalization at Colleges and Universities 29
Study abroad 30
International service-learning 32
International branch campuses 33
Short-term campus exchange programs 36
Opportunities 37
Challenges 38
Considerations for Practice 40
Stakeholder Knowledge, Motivation, and Organizational Factors 42
Knowledge and Skills 42
Motivation 50
Organization 55
Conceptual Framework: The Interaction of Stakeholders’ Knowledge,
Motivation and the Organizational Context 63

Chapter Three: Methodology 70
Research Questions 70
Participating Stakeholders 70
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 5
Survey Sampling Criteria and Rationale 72
Survey Sampling Recruitment, Strategy, and Rationale 72
Interview Sampling Criteria and Rationale 73
Interview Sampling Recruitment, Strategy, and Rationale 73
Surveys 74
Interviews 75
Sampling Strategy and Timeline 75
Quantitative Data Collection and Instrumentation 76
Survey instrument 77
Survey procedures 78
Qualitative Data Collection and Instrumentation 79
Interview protocol 80
Interview procedures 80
Validity 82
Reliability 84
Credibility 84
Trustworthiness 85
Ethics 87
Limitations and Delimitations 89

Chapter Four: Results and Findings 92
Participating Stakeholders 92
Results and Findings: Research Question One 94
Motivation Influences on Creating Strong Connections 95
Organizational Influences on Creating Strong Connections 97
Results and Findings: Research Question Two 103
Knowledge Influences on Reflection 104
Motivation Influences on Reflection 106
Organizational Influences on Reflection 108
Results and Findings: Research Question Three 111
Knowledge Influences on Achieving Organizational Goals 112
Motivation Influences on Achieving Organizational Goals 119
Organizational Influences on Achieving Organizational Goals 120
Summary 124

Chapter Five: Discussion and Recommendations 125
Knowledge Recommendations 125
Motivation Recommendations 131
Organization Recommendations 135
Integrated Implementation and Evaluation Plan 143
Level 4: Results and Leading Indicators 144
Level 3: Behavior 146
Level 2: Learning 149
Level 1: Reaction 152
Evaluation Tools 153
Strengths and Weaknesses of Approach 155
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 6
Limitations and Delimitations 155
Future Research 156
Conclusion 157

References 158

Appendices
Appendix A: Survey Items 182
Appendix B: Interview Protocol 189
Appendix C: Informed Consent 193
Appendix D: Information Sheet 196
Appendix E: Request to administer survey 198
Appendix F: Interview Recruitment Letter 201
Appendix G: Quantitative Survey Results 203
Appendix H: Immediate Evaluation of Implementation Plan 207
Appendix I: Delayed Evaluation of Implementation Plan 209
Appendix J: Data Presentation 210

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 7
LIST OF TABLES
Table 1. Organizational Mission, Global Goal and Stakeholder Performance Goals 19
Table 2. Assumed Knowledge Influences and Knowledge Influence Assessment 49
Table 3. Assumed Motivation Influences and Motivational Influence Assessment 55
Table 4. Assumed Organizational Influences and Organization Influence Assessment 62
Table 5. Sampling Strategy, Stakeholder Population, Proposed Participants,
Data Collection Period 75
Table 6. Open-ended survey question participants 93
Table 7. Interview participants, listed alphabetically by campus 93
Table 8. Summary of Knowledge Influences and Recommendations 126
Table 9. Summary of Motivation Influences and Recommendations 132
Table 10. Summary of Organization Influences and Recommendations 136
Table 11. Outcomes, Metrics, and Methods for External and Internal Outcomes 145
Table 12. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 146
Table 13. Required Drivers to Support Critical Behaviors 148
Table 14. Evaluation of the Components of Learning for the Program 151
Table 15. Components to Measure Reactions to the Program 153
Table 16. Survey Results for Pre-program Knowledge Question Responses 203
Table 17. Survey Results for Reflection Knowledge Question Responses 203
Table 18. Survey Results for Intercultural Development Knowledge Question
Responses 204
Table 19. Survey Results for Motivation Influence on Goals 204
Table 20. Survey Results for Organizational Influence on Dialogue 205
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 8
Table 21. Survey Results for Organizational Influence on Goals 205
Table 22. Survey Results for Overall Organizational Influence Question
Responses 206

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 9
LIST OF FIGURES
Figure 1. Process Model of Intercultural Competence 26
Figure 2. Interaction of Stakeholder Knowledge and Motivation within
Organizational Cultural Models and Cultural Settings 66
Figure 3. Survey respondent data per INTLEXP participant year 92
Figure 4. Delayed Assessment model 211

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 10
ABSTRACT
The goal of this study was to better understand how the Technical Midwestern University
engendered closer campus connections and fostered intercultural development as a result of
student participation in the INTLEXP program. Short-term campus exchange programs such as
INTLEXP are part of an emerging trend within an internationalizing higher education
landscape. This evaluation study was grounded in the Clark and Estes (2008) conceptual
framework, which asserts that organizational performance gaps are rooted in three areas:
knowledge, motivation, and organization, or KMO. This study used a convergent mixed
methods approach to learn about the experiences of the 200 program alumni who have
participated in the INTLEXP program since its inception. The population of this study included
program alumni who attended either the Tech City (TMU-TC) or Qatar (TMU-Q) campus. Sixty-
nine (34.5% response rate) program alumni completed the survey, and 13 individuals
participated in interviews. The results and findings of the two data collection instruments were
wide-ranging and provided significant insights into the KMO influences of short-term campus
exchange programs. The findings included the importance of peer relationships in program buy-
in, the critical role of Student Affairs professionals organizing the program, the value of
reflection in student learning, the potential for intercultural growth for participants, and the
importance of re-entry support for program alumni. This dissertation concludes with
recommendations for these findings, including developing more robust pre-departure and re-
entry support, developing reflection skills and providing sufficient organizational support
through both resources and staffing. The recommendations led to an implementation plan, based
on the New World Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016), which argues for
adding more organizational support to enhance INTLEXP participant learning.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 11
CHAPTER ONE: INTRODUCTION
Universities across the world are continually internationalizing to meet the needs of a
globalized society by taking advantage of higher student mobility and offering degree programs
abroad through international branch campuses (IBCs) (Altbach, 2010; Deardorff, 2006).
Development in these areas has been steady; however, universities are working to better
understand how their specific internationalization initiatives are affecting student learning in the
domain of intercultural competence (Deardorff, 2006). According to a questionnaire completed
by 24 higher education administrators in the United States and abroad, Deardorff (2006) found
few universities developed students’ intercultural competency sufficiently despite intercultural
competence’s ubiquity in university strategic plans and mission statements. This research argued
the evolving definitions of intercultural competence underscore part of the problem. As such, it
is a challenge for universities to measure the growth ascribed to cross-cultural experiences.
Universities utilize international service-learning, study abroad, and international branch
campuses as high impact methods to develop their students’ intercultural competence (Deardorff,
2006; Kuh, 2009; Redden, 2016), which is illustrated through research. For example, assessment
of 170 student participants in intensive service-learning noted these types of programs enhance
some aspects of students’ intercultural competence (De Leon, 2014). Martinsen (2011)
additionally cited short-term study abroad as a useful tool to promote internationalization as it
allows students to go overseas without spending a full semester away. Short-term experiences
moreover align with the goals of a student’s broader education because they encourage
individuals to question their assumptions, gather and interpret data, understand the importance of
self-development and focus on personal growth (Martinsen, 2011). Research in this area
indicated study abroad participants have increased levels of confidence, independence, and
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 12
intercultural competence, in addition to the development of an identity as a global citizen
resulting from their time abroad (Dwyer, 2004; Franklin, 2010; Tarrant, Rubin & Stoner, 2014).
Another emerging trend with colleges globalizing is the growing prominence of
international branch campuses, as there are over 250 international branch campuses (IBCs)
operating worldwide (Redden, 2016). IBCs are designed to be small, specialized versions of an
institution’s main campus that offer selected degree programs of the home university while
hosting most or all of its coursework at an international host site (Altbach, 2010; Regional
Commission on Higher Education, 2018; Tierney & Lanford, 2015). International branch
campuses often partner with their home campus for short-term campus exchange programs to
increase student mobility between them, share campus traditions and connect students (Wood,
2011). However, there is a dearth of research on the effectiveness of these types of programs
across different institutions. This study sought to better understand how short-term campus
exchange programs foster closer campus connections and intercultural development.
Background of the Problem
The ability for students to find short-term campus exchange experience meaningful is
linked to their ability to reflect before, during and after their international experience (Kortegast
& Boisfontaine, 2015; Peterson, DeCato & Kolb, 2015; Salisbury, An & Pascarella, 2013;
Sturgill & Motley, 2014; Walling et al., 2006). The Process Model of Intercultural Competence
posits intercultural competence is an ongoing process that is dependent on the openness and
curiosity of a student before the start of their educational experience (Deardorff, 2009, 2011).
Allen (2010) added a student’s motivation and understanding of their goals influence their ability
to develop during their experience abroad personally. One tool which universities can utilize to
foster student learning is reflection.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 13
Reflection is a skill that students need to develop for them to construct knowledge and is
valuable because it allows students to contextualize their experience, question their assumptions
and conduct a self-appraisal (Le Cornu, 2009; Sturgill & Motley, 2014; White, 2012). Reflection
is not complete unless a student can externalize their thoughts in either a written or an oral
format (Le Cornu, 2009). Moreover, strong reflection needs to occur periodically, can be
improved with experience and is most meaningful when faculty guide it and provide feedback to
the student (Lew & Schmidt, 2011; Sturgill & Motley, 2014; White, 2012). Research
additionally indicated learning and growth through international experiences can continue, or be
hindered, when a student returns to their home campus depending on the support students receive
from their institution (Gray & Savicki, 2015; Kiely, 2004). As a result, universities need to create
reflection opportunities for students after the program to turn abstract experiences into concrete
learning (Kortegast & Boisfontaine, 2015; McLaughlin & Johnson, 2006; Salisbury et al., 2013).
Research related to this area illustrated that students return to their university with
varying levels of reverse culture shock, which emphasized the need for universities to provide
support for student learning and development before, during and after the short-term campus
exchange program (Gaw, 2000; Kiely, 2004). Gaw (2000) explained reverse culture shock as the
challenges students face when returning from study abroad, and this concept serves as a prism to
understand the potential stress associated with a return an international experience. Reverse
culture shock is defined as “the process of readjusting, re-acculturating and re-assimilating into
one's own home culture after living in a different culture for a significant period of time” (Gaw,
2000, p. 84). The higher the disparity between home and foreign cultural contexts, the higher the
likelihood a student will experience culture shock (Kiely, 2005). Gaw (2000) likewise asserted
the higher a student experiences reverse culture shock, the more unlikely they are to seek support
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 14
services such as counseling because they believe most people will not be able to help them.
Students who experience culture shock upon returning home from study abroad are less likely to
engage with their university community (Presbitero, 2016) which is consequential for
universities as student engagement is foundational for student learning, growth, and persistence
(Patton, Renn, Guido, & Quaye, 2016). If institutions are providing high impact experiences
such as short-term campus exchanges, they need to be deliberate with the support offered to
students to make the experience meaningful for both the student and institution, in addition to the
learning being long-lasting.
Importance of Addressing the Problem
College-aged students are at a crucial developmental stage, making it is critical for
universities to attend to the shifting cultural identity created by international experiences, and
support student growth and development (Kuh, 2009; Patton et al., 2016; Walling et al., 2006).
Universities encourage study abroad participation by promoting it as an impactful experiential
learning opportunity for students, in addition to acknowledging its importance to the
internationalization of the school (Ault & Martell, 2006; Deardorff, 2006). International
exchanges are also beneficial to the internationalization of campus and require intentionality to
create well-organized programs to maximize their ability to foster student learning and
development (Ault & Martell, 2006; Bloom & Miranda, 2015; Wood, 2011).
Student participants developed interculturally and interpersonally during these
experiences and need to actively reflect on their international experiences to sustain the growth
from their time abroad (Kortegast & Boisfontaine, 2015). These researchers posited students
who try to simplify or minimize their study abroad experience to others, to fit in with peers who
did not have a similar experience, are at risk of negating the personal growth gained through
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 15
their time abroad. Research and assessment allow university staff to better understand how and
what students are learning, and the knowledge gained from this research will inform future
practice germane to international experiences for college students (Tucker, Gulliksen &
McCambridge, 2011). Presbitero (2016) maintained universities need to be proactive with their
support practices for students managing culture shock for their experience to foster long-term
growth in the student's personal development.
Organizational Context and Mission
Technical Midwestern University in Qatar (TMU-Q), a pseudonym for the institution
utilized for this study, was founded as an international branch campus in 2004 as a part of a
consortium of international branch campuses in the country of Qatar. The main campus is a
private institution located in Tech City, USA (TMU-TC), also a pseudonym. International
branch campuses pose several challenges for universities (Garrett, 2018; Streitwieser & Beecher,
2017; Wilkins, 2016). Successful IBC development can positively expand a university’s
recognition globally in addition to broadening its’ curriculum and student diversity; whereas
unsuccessful IBCs often struggle to attract faculty to teach abroad, replicate the home campus
experience and pose risks to a university’s reputation (Altbach, 2010; Balakrishnan, 2013; Crist,
2014; Garrett, 2018; Streitwieser & Beecher, 2017).
The Regional Commission on Higher Education (2018), a pseudonym for a United States
based organization responsible for TMU’s accreditation, defined a branch campus in its
accreditation statement for Technical Midwestern University as:
An institution that is geographically apart, independent of the primary/main campus. The
branch campus is considered independent of the main campus if it is permanent in nature;
offers courses in educational programs leading to a degree, certificate, or other
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 16
recognized educational credential; has its faculty and administrative or supervisory
organization, and has its own budgetary and hiring authority. (para. 5)
Although international branch campuses are semi-autonomous, they are tasked to create an
organizational culture that reflects the home campus and balances it with the needs of the local
cultural context (Balakrishnan, 2013; Borgos, 2016; Garrett, 2018; Hallak & Poisson, 2005;
Healey, 2015; Tierney & Lanford, 2015). Despite this directive, a study based at an IBC in the
United Arab Emirates noted the breadth of curriculum, quality of academic experience and
facility quality are lower at the university's international location (Wilkins, Balakrishnan &
Huisman, 2012a). Despite these limitations, students from this study shared they were satisfied
with their educational experience.
Whereas Wilkins et al.’s (2012a) research cited satisfaction in one’s IBC educational
experience as significant, another study highlighted how institutional reputation is one of the
most influential factors in overall student satisfaction with their university experience
(Elsharnouby, 2015). Students attending international branch campuses often want an
experience similar to the one they would receive at the home campus without leaving their home
country (Durrani, 2016a, 2016b); so IBCs replicate the college experience through sharing
campus traditions and through targeted efforts such as international campus exchanges in order
to increase student satisfaction with their university experience (Altbach, 2010; Wood, 2011).
Technical Midwestern University in Qatar’s Division of Student Affairs utilizes the same
mission statement as its home campus in the United States. The mission of the organization
centers around its staff’s focus on developing the intellectual and artistic curiosity of TMU
students, promoting their well-being, developing their professional acumen, fostering leadership
development, cultivating social responsibility and encouraging students to engage in their
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 17
respective communities (Technical Midwestern University, n.d.a.). The mission further
articulates the need for staff to create and sustain healthy relationships with students to help them
grow and develop outside of the classroom.
Organizational Performance Goal
Clear internationalization goals are valuable for staff and faculty to create congruence
with services and programs against an institution’s broader globalization goals (Bartell, 2003).
During a visit to TMU-Q in Fall 2015, a prominent TMU administrator shared with Qatar
campus leadership a desire for increased opportunities for the two campuses to interact and
connect with one another (Technical Midwestern University Administrator, personal
communication, October 2015). The INTLEXP program, a pseudonym for TMU’s short-term
campus exchange program, was an opportunity to achieve this directive. The experiences of
program alumni were at the core of this study.
The INTLEXP program is organized by Student Affairs staff on the Tech City and Qatar
campuses. University staff play a crucial role in creating transformational educational
experiences in and out of the classroom highlighting the importance of professional leadership of
this program (Patton et al., 2016; Vianden & Barlow, 2014). INTLEXP is an annual spring
break exchange program between Technical Midwestern University’s two undergraduate
campuses organized by Student Affairs staff. The program started in 2010. The academic
calendars for each school are offset by one week allowing for two weeks of continuous learning
opportunities during the consecutive spring break weeks. During the first phase of the program,
students from the Qatar campus visit Tech City to learn about the life of a Tech City campus
student. At the end of the week, the Tech City group flies to Qatar with their peers to learn about
life as a Qatar campus student. Student Affairs staff at each campus construct the itinerary to
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 18
allow for ample peer-to-peer interactions, structured and unstructured dialogue, and cultural
exploration.
The goal of this study was to better understand how the Technical Midwestern University
engendered closer campus connections and fostered intercultural development as a result of
student participation in the INTLEXP program. The organizational performance goal stated by
the end of spring semester 2019, 100% of program alumni would be able to express satisfaction
with their INTLEXP experience. Data related to this organizational performance goal is limited
on both campuses; likewise, research specific to international short-term campus exchange
programs was also narrow. This study evaluated the efficacy of the university in achieving its
organizational goal.
Description of Stakeholder Groups
There were three stakeholder groups relevant to a study on the INTLEXP program. The
first group consisted of the former participants, also referred to as INTLEXP program alumni,
from both the Qatar and Tech City campuses. Ten students from their respective campus
participate in the program each year. A second stakeholder group was the Student Affairs staff
from each campus who were responsible for organizing the itinerary for the trip, facilitating
reflections during the program, and assessing the program afterward. A third stakeholder group
was the Technical Midwestern University administration. Each of the three stakeholders have
expressed a desire to create more frequent opportunities to connect the Qatar and Tech City
campuses.
Stakeholder Group for the Study
The primary focus of this study was the alumni of INTLEXP. The population of this
study was the 200 plus program alumni who have participated in INTLEXP since its inception.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 19
INTLEXP was hosted for its 10th year in 2019 and represents one of the most sustained
connections between the two campuses since Technical Midwestern University in Qatar’s
founding in 2004. The stakeholder goal is vital since student learning is the focus of university
administration and the Student Affairs staff from both of the campuses responsible for
organizing the INTLEXP program.
Table 1 outlines Technical Midwestern University's Division of Student Affairs'
organizational mission and organizational performance goal in addition to goals for each of this
study's stakeholders. The stakeholders are the program's alumni, Student Affairs staff, and
University Administration.
Stakeholder Performance Goals
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
Technical Midwestern University’s Division of Student Affairs provides a framework for the
TMU student experience with an emphasis on personal development and lifelong growth.
This framework facilitates student development through the arts, well-being, professional
skills, leadership, social responsibility and community service (Technical Midwestern
University, n.d.a.).
Organizational Performance Goal
Following the 2019 INTLEXP exchange program, 100% of program alumni will be able to
express satisfaction with their INTLEXP experience.
Program Alumni Student Affairs Staff University Administration
By the end of spring semester
2019, 100% of participants of
INTLEXP will have created
strong connections between
TMU’s Tech City and Qatar
campuses in addition to
identifying how reflection
facilitated their personal
development.
By the end of spring semester
2019, Student Affairs staff
will be able to identify how
student reflection regarding
their learning during the
INTLEXP program facilitated
students’ personal
development.
By the end of spring
semester 2019, Technical
Midwestern University
administrators will be able
to articulate how
INTLEXP best connects
the Tech City and Qatar
campuses.

Participants will be able to
articulate how the
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 20
organization created
opportunities for cross
campus learning and
intercultural growth.

Purpose of the Project and Research Questions
The goal of this study was to better understand how Technical Midwestern University
(TMU) engendered closer campus connections and fostered intercultural development as a result
of student participation in the INTLEXP program. The analysis focused on the knowledge,
motivation, and organizational influences pertinent to TMU in achieving its organizational goal.
The stakeholders chosen for this study were the program alumni. The analysis conducted in this
study considered the KMO influences for both the organizational performance goal and the
stakeholder goal. As such, the questions that guide this study were:
1. To what extent is the organization meeting its goal of 100% of participants of
INTLEXP will have created strong connections between TMU’s Tech City and Qatar
campuses?
2. To what extent is the organization meeting its goal of identifying how reflection
facilitated their personal development?
3. What are the knowledge, motivation, and organizational elements related to achieving
the organizational goal around student satisfaction?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual and Methodological Framework
The conceptual framework utilized in this study is based on the research delineated by
Clark and Estes (2008), who argued performance gaps are reflective of a misalignment of
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 21
knowledge, motivation, and organizational influences. A mixed methods approach was utilized
for this study. Both a survey and interviews were administered to evaluate the effectiveness of
Technical Midwestern University in achieving its performance goal for the INTLEXP program
in the areas of knowledge, motivation, and organizational resources. Program alumni’s
respective experiences and satisfaction with INTLEXP were measured using both quantitative
and qualitative data collection methods, in addition to being supported by relevant research. The
data collected from the mixed methods study was used along with pertinent research to make
recommendations to the institution.
Definitions
This section outlines definitions of key terms that will be utilized throughout the text of
this dissertation.
Chameleon complex: the internal struggle between conforming to, and resisting, dominant
norms, rituals, and practices in the United States. (Kiely, 2004, p. 15)
Intercultural competence: the ability to communicate effectively and appropriately in
intercultural situations based on one's intercultural knowledge, skills, and attitudes. (Deardorff,
2006, p. 247)
International branch campus (IBC): an institution that is geographically apart, independent of
the primary/main campus. The branch campus is considered independent of the main campus if it
is permanent in nature; offers courses in educational programs leading to a degree, certificate, or
other recognized educational credential; has its faculty and administrative or supervisory
organization, and has its own budgetary and hiring authority. (Regional Commission on Higher
Education, 2018, para. 5)
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 22
Reverse culture shock: the process of readjusting, re-acculturating, and re-assimilating into
one's own home culture after living in a different culture for a significant period of time. (Gaw,
2000, p. 84)
Service-learning: a teaching and learning strategy integrating meaningful community service
with instruction and reflection to enrich the learning experience, teach civic responsibility, and
strengthen communities. (Ryan, 2012, p. 4)
Student development: some positive change [that] occurs in the student (e.g., cognitive
complexity, self-awareness, racial identity, or engagement. (Jones & Abes, 2011, p. 153).
Student engagement: participation in educationally effective practices, both inside and outside
the classroom, which leads to a range of measurable outcomes. (Harper & Quaye, 2009)
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about the effectiveness of short-
term campus exchange programs. The organization's mission, goals, and stakeholders as well as
the review of the evaluation framework was provided. Chapter Two provides a review of the
current literature surrounding the scope of the study. Topics of internationalization in higher
education, methods for internationalization (e.g., study abroad, international service-learning and
international branch campuses), assessment, IBC management and opportunities and challenges
related to short-term campus exchange programs will be addressed. Chapter Three details the
choice of participants, data collection, and analysis. In Chapter Four, the data and results will be
described and analyzed. Chapter Five provides recommendations for practice, based on data and
literature as well as recommendations for an implementation and evaluation plan.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 23
CHAPTER TWO: LITERATURE REVIEW
This chapter has two components. The first component is a literature review of relevant
research to understand the internationalization of higher education and different programs which
international short-term campus exchange programs are derived from. The literature review
includes relevant research, data, and information of internationalization in higher education,
methods of internationalization and pertinent information regarding international campus
exchanges. The second component of this chapter is a section featuring supporting literature to
better understand the knowledge, motivation and organizational (KMO) influences affecting this
problem of practice. The Clark and Estes (2008) KMO framework contends there are three
critical factors in the analysis process: people's knowledge and skills, their motivation to achieve
the goals, and organizational barriers that preclude the organization from achieving its goal. In
order for an organization to achieve its organizational change initiatives, its KMO variables need
to be identified, evaluated and ultimately in alignment with one another (Clark & Estes, 2008).
Short-term Campus Exchange Program Literature Review
Purposes and Goals of Internationalization in Higher Education
It is essential to understand and examine the purpose behind internationalization efforts in
higher education to better understand the context of this problem of practice. The ensuing three
sections will explore themes around the internationalization of higher education, including
institutional development, intercultural competence, and institutional assessment methods. The
breadth of this research serves as a contextual foundation for understanding different
internationalization efforts, including short-term campus exchange programs.
Institutional development. Internationalization, globalization, and intercultural
development are common themes in strategic plans for higher education institutions; however,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 24
administrators sometimes struggle to define what this means or how to achieve these objectives
for their respective institutions. Research on the internationalization of higher education
elaborated how the increased complexity of the process, and misaligned methods universities
utilized in achieving its goal, muddle a university’s success in achieving its internationalization
strategic plans (Altbach & Knight, 2007; Deardorff, 2006). Deardorff’s (2006) study included
survey responses of 24 higher education administrations regarding internationalization and
intercultural competence. This research affirmed that internationalization is a central component
of university strategic plans, as well as explained how the methods supporting
internationalization are both broad and institutionally specific.
Internationalization in higher education is also exhibited through increased student
mobility. According to the United Nations Educational, Scientific, and Cultural Organization
(UNESCO), there were 4.8 million international students worldwide in 2018, more than half of
whom choose to study in the United States, United Kingdom, Australia, France, Germany and
the Russian Federation (Migration Data Portal, n.d.; United Nations Educational, Scientific, and
Cultural Organization, 2018). Universities benefit from the knowledge and skills of their
enrolled international students, in addition to benefiting financially from them since international
student enrollment comes with higher tuition fees than those of their domestic peers (Anderson,
2018; Ault & Martell, 2006; García & Villareal, 2014; Hegarty, Fuxman, Elifoglu & Chao, 2013;
Wadhwa, 2016). Regardless of a student’s nationality, both domestic and international students
benefit from a university’s internationalization efforts because one’s ability to work in a global
environment and exhibit intercultural competence are critical skills which employers are seeking
(Kehl & Morris, 2008; Schreiber, 2016; Shively & Misco, 2015).
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 25
Intercultural competence and student development. Definitions for intercultural
competence are complex, differ between institutions, and are evolving, which makes it difficult
to assess the effectiveness of institutional internationalization efforts (Deardorff, 2006).
Intercultural competence is best developed through intentional, reflective process and is part of a
college student’s continuing identity development (Deardorff, 2009, 2011). Haugh (2008)
interviewed international students for a qualitative study that examined the role of discourse in
identity development. This study posited that cultural identity is a concept that is constructed,
dynamic, and affected by one's interactions. Student development theory research further
emphasized how college enrollment is a highly significant time for the interpersonal
development of an individual (Patton et al., 2016). Patton et al. (2016) noted how both the
institution's, as well as its student population's, culture and values would impact the personal
development of an institution’s enrolled students. Haugh’s (2008) research moreover articulated
how people act in accordance with how they believe others around them think they should act,
based on cultural norms and asserted one’s cultural identity is projected and continually
negotiated by the individual.
It is important to note prior international travel experience does not portend more
significant intercultural development (Slantcheva-Durst & Danowski, 2018); however, a
student's attitude toward learning is a fundamental starting point to their ability to develop
intercultural competence (Deardorff, 2006). Deardorff (2009, 2011) advanced the literature on
measuring intercultural competence through the development of the Process Model of
Intercultural Competence, which is shown in Figure 1.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 26

Figure 1. Process Model of Intercultural Competence (Deardorff, 2011, p. 67).
Although there are other models to understand intercultural competence, the Process
Model of Intercultural Competence is an oft cited and helpful lens for university administrators
to utilize in order to understand how organizations can positively affect a student's intercultural
competence by providing access to intercultural opportunities. There are two critical
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 27
components to this model. First, students choose to enter into a scenario where their intercultural
competence can be measured and challenged. This is represented by the arrow entering the cycle
in Figure 1. Second, the learning process is continual. The more opportunities a student has to
develop their attitude and knowledge, the more likely they are to achieve a desired internal and
external outcome. The Process Model of Intercultural Competence posits the degree to which an
individual can develop intercultural competence is rooted in the value they place on other
cultures, their openness, and curiosity to learn more. Efficacy in these areas supports a student's
self-awareness, attitudes, and in-depth cultural knowledge. More refined beliefs, attitudes, and
knowledge then lead to internal competence outcomes such as adaptability and external
competence outcomes such as appropriate communications with others in an intercultural
situation (Deardorff, 2011).
At its core, intercultural competence is developed through an individual making meaning
of their experience (Deardorff, 2006, 2009, 2011); however, universities need to create and
promote these opportunities in order for students to develop. A study with 81,135 respondents
across nine large public institutions articulated that intercultural competency can be developed
without leaving campus, provided students have the ability to engage with international students
and experience different cultures (Soria & Troisi, 2014). Experiential learning theory, which
promotes an experience-reflect-think-act cycle of learning, provides further context to
understand short-term campus exchange programs. According to this theory, learning is best
achieved when students have an experience, reflect on how the experience affected them, think
about their reaction to it, and act on their new perspective gained from experience (Peterson et
al., 2015). The research presented in this section highlighted the critical role institutions play in
stimulating intercultural development for its students.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 28
Role of assessment and reflection. It is critical for institutions to focus on assessing
student learning before, during and after their international experiences in order to understand the
learning which occurs in addition to and to continuing to improve these types of educational
opportunities. Research has advocated for strong assessment practices to understand the
effectiveness of international programs because these experiences are high impact practices for
student development in higher education (Kehl & Morris, 2008; Kuh, 2009). However, there has
been insufficient research conducted to understand how students best construct meaning through
their international experiences (Streitwieser & Light, 2018). Deardorff’s (2006) research
encouraged universities to utilize a combination of qualitative and quantitative measures to
measure a student's intercultural competence. The assessment provided vital insights to improve
the student experience and can include a combination of student interviews, student papers,
observations, student portfolios, professor evaluation and custom instruments (Deardorff, 2006;
Tucker et al., 2011).
Strong reflection practices are advantageous towards increasing the likelihood that
international experiences are turned into transformative experiences for students' intercultural
growth. Sturgill and Motley (2014) reviewed the student assignments from an international
service-learning course at a medium-sized liberal arts university. The findings of this study
affirm the association of quality reflection with intercultural student development. Guided
reflections, with meaningful questions developed by faculty course leads, led to the deepest
levels of self-reflection about one’s cultural identity (Sturgill & Motley, 2014). Evidence from
additional studies indicated how reflection improves with experience and emphasized the
importance of faculty guidance in leading useful reflection (Le Cornu, 2009; Lew & Schmidt,
2011; Lorson, Goodway & Hovatter, 2007; Quinton & Smallbone, 2010; White, 2012). Le
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 29
Cornu (2009) asserted critical reflection involves multiple components including an appraisal of
self and questioning one’s assumptions as well as an individual to actively stepping back to
objectively consider themselves and their role in interacting with their environment.
Further research noted that learning is a continual process and requires the learner to
engage with the environment around them during and after their international experience.
Surveys results from 669 students returning from study abroad program prompted researchers to
assert that international experiences are an effective method of compelling students to take a
more critical view of their culture and how it affects their interactions with a broader global
community (Wielkiewicz & Turkowski, 2010). Strange and Gibson (2017) surveyed 950 college
students who studied abroad, and their study's findings provided further insight into the
importance of creating a structure to support an individual's experiential learning capacity. The
results of their research maintained that students who were able to reflect on their concrete
experiences during short-term international experiences actively were able to articulate the
correlation between experiential learning and curricular aspects of their program (Strange &
Gibson, 2017).
Methods of Internationalization at Colleges and Universities
Study Abroad, International Service-learning & International Branch Campuses
This section provides relevant research for study abroad, international service-learning,
and international branch campuses. These kinds of experiential learning opportunities allow
institutions to put their internationalization efforts into action (Bennett & Salonen, 2007).
Information from the research available on these topics offers valuable background information
regarding effective short-term campus exchange programs.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 30
Study abroad. Two organizations that promote study abroad and campus
internationalization are NAFSA: Association of International Education (NAFSA) and the
Institute of International Education (IIE). NAFSA is an organization that works with educators
to promote international opportunities for college students (NAFSA: Association of International
Education, n.d.a.). NAFSA (n.d.b.) advocates for increased internationalization of higher
education through study abroad in order to develop intercultural competence to better prepare
students for a globalized workplace. IIE works globally to advance scholarship, promote access
to international opportunities, and writes annual reports featuring study abroad and international
student migration statistics (Institute of International Education, n.d.). Statistics from the 2016
IIE Open Doors Reports show a three percent increase of study abroad participation for U.S.
students to 325,339 students. The IIE report cited European countries as hosting the most
substantial amount of U.S. study abroad students with 54% of the market share, followed by 16%
of students studying in Latin American countries. The Middle East is the second lowest
percentage of students at 1.4% of the study abroad population, ranking only above North
American host countries (Institute of International Education, 2017; NAFSA: Association of
International Education, n.d.b.). He and Banham (2011) postulated that location and cost are two
of the primary decision points for students when they are determining whether to study abroad.
Regardless of location, the goals of college study abroad programs include increasing a student’s
global mindedness and exposing students to international experiences.
Research on college student development argued study abroad serves as a high impact
practice for student engagement and promoted intercultural development amongst its participants
(Kuh, 2009; Soria & Troisi, 2014). Study abroad duration can vary; however, a primary goal of
both short and long-term experiences is the international exposure attained by students since this
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 31
is an essential step towards developing skills and knowledge related to intercultural competence
(Slantcheva-Durst & Danowski, 2018; Slotkin, Durie & Eisenberg, 2012). Slotkin et al. (2012)
posited through a research synopsis of relevant literature that the main difference between these
two types of study abroad programs is the focus on language acquisition in longer experiences,
as opposed to exposing students to a new culture via shorter programs. For example, a study of
57 students’ Intercultural Effectiveness Scale (IES) results, a tool used to measure effective
interactions between people from different backgrounds across six intercultural sub-domains,
connected short-term study abroad experiences to personal growth in a student’s self-awareness,
development of a global mindset and their increased relationship building interest (Kozai Group,
n.d.; Nguyen, 2017). Shorter opportunities allow students to study abroad without committing to
a full semester or year and are becoming increasingly popular in higher education (Lewis &
Niesenbaum, 2005; Martinsen, 2011). Additional studies validated the efficacy of short-term
programs. Walters, Charles and Bingham’s (2017) research compared the student learning of 26
short-term study abroad participants from a southeastern U.S. university to those of the
participants’ of longer terms study abroad opportunities from the same institution. These
researchers’ findings illustrated how similar levels of transformative learning can occur across
both short and long-term study abroad models amongst student participants.
There is ample research evidence available to stress the significance of study abroad,
regardless of program length, for undergraduate students in several learning domains. Dwyer
(2004) collected data from 3723 alumni of study abroad programs and the information from this
research provides strong evidence correlated to study abroad experiences. According to Dwyer’s
(2004) findings, 98% of participants believe their experience helped them understand their
cultural values and biases, 90% believe it influenced them to seek greater diversity of friends,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 32
94% believe it influenced their interactions with people from different cultures, and 84% believe
it contributed to developing a more sophisticated way to look at the world. Streitwieser and Light
(2018) interviewed 28 students regarding their international experience and argued that students
learn through experiencing a background different than their own. Their study highlighted
noteworthy distinctions between the individual student experiences of the study's interviewees.
One distinction came with a student’s characterizing their experiences as observing the other
culture, interacting with the other culture and participating in the other culture. Observing is
reflected in a student identifying differences between themselves and the other culture,
interacting involves seeking opportunities to engage in a meaningful way in order to learn and
participating in the other culture is exhibited through adopting the norms and practices of the
other culture (Streitwieser & Light, 2018).
International service-learning. International service-learning (ISL) programs are
opportunities for students to improve their civic engagement and intercultural effectiveness,
which require effective planning in order to be practical tools for student growth and campus
internationalization goals. The National Service-Learning Clearinghouse (NSLC) defined
service-learning as “a teaching and learning strategy integrating meaningful community service
with instruction and reflection to enrich the learning experience, teach civic responsibility, and
strengthen communities” (Ryan, 2012, p. 4). A two-year study of 130 service-learning
participants illustrated how their experience made them more accepting of others, increased their
awareness of diversity-related issues, increased the awareness of others' needs and increased
their commitment to helping others (Hérbert & Hauf, 2015).
International service-learning opportunities are a popular method to bridge a university's
internationalization goals with their civic goals (Niehaus & Crain, 2013). These researchers’ ISL
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 33
study, based on data from the 450 respondents in the National Survey on Alternative Breaks,
provided insight into the benefit of international service-learning. This study posited ISL
participants are likelier to have higher levels of engagement with community members in an
international service-learning experience in comparison to a domestic service project because
international projects are more immersive (Niehaus & Crain, 2013). Numerous studies on
international service-learning illustrated how effective program design leads to decreased
stereotypes, critical thinking skill development and personal transformation (Bettencourt, 2015;
De Leon, 2014; Kilgo, 2015; Niehaus & Crain, 2013). Growth in these learning objectives are
best achieved through reflective practices such as journaling or facilitated dialogue, both of
which are most effective when hosted by a faculty by a faculty or staff member (Cawthorn,
Havice & Roof, 2008; Deeley, 2010; Patton et al., 2016; Strange & Gibson, 2017; Walters et al.,
2017).
International branch campuses. There are over 250 international branch campuses
(IBCs) across the world, and both history and statistics indicate IBC development is a growing
trend in higher education (Ahmad, 2015; Redden, 2015, 2016; Toppo, 2018). The first wave of
IBCs commenced in the 1980s, and their prevalence has grown steadily since then (Redden,
2015). As of 2018, 130 international branch campuses were in their 10th year of operation,
while the rest have opened in the past ten years (Garrett, 2018). The number of countries hosting
international branch campuses has also risen from 53 to 71 countries between 2012 to 2014
(Redden, 2015). The foundation of these campuses, and the manner in which they are operated,
have come in waves across different regions of the world (Kosmützky, 2018). Models of
international branch campuses range from the most common, a home campus owning the branch
center, to the least common, institutions renting physical spaces of another university as part of
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 34
an academic partnership (International Consultants for Education and Fairs Monitor, 2015). The
Technical Midwestern University in Qatar campus is subsidized by a local government
organization who owns the local campus (e.g., the building itself, materials in the classroom such
as lab equipment) and provides direction for TMU-Q’s strategic plan in along with the home
campus in Tech City (Technical Midwestern University in Qatar, n.d.). The operational model
which Technical Midwestern University in Qatar operates under is the second most common
IBC model (International Consultants for Education and Fairs Monitor, 2015).
International branch campus administrators believe their students are more globally
minded and note the significance that their IBC is responsible for replicating the academic and
student administration (Altbach, 2010; Garrett, 2018). Most IBCs’ home campuses are located
in western countries such as the United States, United Kingdom, France, and Australia due to the
institutional trust and reputation attributed to these countries (Balakrishnan, 2013). These
locations are in alignment with the countries international students with non-Western
nationalities are most likely to attend (United Nations Educational, Scientific, and Cultural
Organization, 2018), which was outlined earlier in this chapter. Countries hosting IBCs have
strong incentives to do so. These countries are attempting to entice their students to study
domestically to obtain highly sought-after Western college degrees, as well as recruit and admit
international students who are interested in universities with strong reputations and academic
programs to migrate to their country instead of more traditional Western opportunities (Ahmad
& Buchanan, 2017; Durrani, 2016a; Wilkins, Balakrishnan & Huisman, 2012b). Research also
provides caution for countries and institutions considering moving into the branch campus
market.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 35
Wilkins (2016) studied the opportunities and risks associated with opening an
international branch campus by reviewing relevant empirical literature available on the subject.
This research argued universities that open international branch campuses do so hastily in order
to capitalize on the financial gain that accompanies their founding, as opposed to conducting
pragmatic data-driven research about their efficacy and long-term sustainability before moving
forward their IBC plans. IBCs typically modify their governance to meet the demands of their
stakeholders, which for Technical Midwestern University includes the administration from the
Tech City campus, the local government entity sponsoring its presence in Qatar, faculty (both
those locally hired and those hired on contract from the Tech City campus) and its students
(Garrett, 2018; Harding & Lammey, 2011; Hill & Thabet, 2017; Kosmützky, 2018; Shams,
2017). Joint governance, lack of adequate research facilities, misalignment of institutional and
host country interests as well as concerns over academic freedom are ongoing concerns of the
limitations of IBCs (Anderson, 2015; Jaschik, 2013; Kosmützky, 2018; Sutrisno, 2018).
International branch campus administrators adapt their practices to meet the requirements of both
their home campus and the host country, with critics of IBCs seeing these compromises as
weakening the degree being offered (Garrett, 2018).
International branch campuses are located in competitive markets and require innovative
practices in order to thrive and stand out among their peers (Balakrishnan, 2013). Healey (2018)
argued IBCs need to modify their instructional and governance strategies in order to adapt
curricular needs to those of the host country. This research maintained that the uniqueness of
this challenge creates opportunities for growth for local stakeholders. Additional studies on
student satisfaction, international student migration trends and the international branch campus
student experience indicate institutional reputation and student satisfaction with their IBC
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 36
experience as essential factors to the viability of a campus, because it attracts a competitive
applicant pool (Ahmad, 2015; Arambewela, Hall & Zuhair, 2006; García & Villareal, 2014;
Hegarty et al., 2014; Wadhwa, 2016). Three hundred and eighty-five of 447 (86% completion
rate) of Qatar based students completed a survey on student satisfaction with their college
experience (Elsharnouby, 2015). The findings from the Elsharnouby (2015) study illustrated a
connection between a strong institutional reputation with a positive student experience. Ahmad's
(2015) study on student satisfaction and international branch campuses provided additional
information to support the importance of student satisfaction. According to the 245
questionnaire respondents, university reputation, program quality, teaching quality, student
learning environment, and social life were cited as indispensable components of IBCs for their
students (Ahmad, 2015).
Short-term Campus Exchange Programs
The literature review thus far gave context for internationalization in higher education in
addition to outlining the role of intercultural competence and assessment to meet those
internationalization goals. The literature on study abroad, international service-learning, and
international branch campuses provided pertinent information to help better understand some of
the methods universities are implementing to meet internationalization objectives. A survey
completed by 99,810 students across 12 undergraduate institutions articulated a key point about
international experiences. According to Stableton, Soria and Cherney (2013), intentionally
designed international opportunities foster deeper engagement and promote intercultural
competence development amongst their participants. Regardless of the destination, international
experiences have a powerful impact on the student development (Dieguez & El Housseini, 2016;
Kuh, 2009; Slantcheva-Durst & Danowski, 2018; Stableton et al., 2013).
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 37
A review of student journals from faculty-led short-term programs indicated students’
development in self-awareness of values and beliefs, ability to navigate new cultures and
knowledge of other cultures increases with international experiences (Slantcheva-Durst &
Danowski, 2018), which align with the aspects of the Process Model of Intercultural Competence
(Deardorff, 2009, 2011). Short-term campus exchange programs are opportunities for students
from the home campus to travel to the international campus, and vice versa (Wood, 2011). The
ensuing section will outline the opportunities and challenges associated with short-term campus
exchange programs before concluding with considerations for practice.
Opportunities and Challenges
Opportunities. Both international branch campus and home campus students can benefit
personally and intellectually from campus exchanges through a transfer of ideas, cultures, and
traditions. It is typical for IBCs, mostly located in non-Western countries, to see a higher flow of
their students study and travel to the home campus than the reverse trend (Balakrishnan, 2013;
Garrett, 2018). This finding aligned with research insights stating it is more likely for
international students to study in western countries (Altbach & Knight, 2007). Short-term
campus exchanges promote two-way student mobility between campuses, and most IBCs offer
opportunities for students to travel between campuses (Durrani, 2016b; Wood, 2011).
Balakrishnan (2013) argued that branch campuses are more dynamic than their home campus
due to their comparatively diminutive size and a centralized core of decision makers. These
factors create an opportunity for IBCs to create positive experiences, shared campus cultures,
and a collective identity regardless of where a student takes the majority of their classes (Wood,
2011). Strong alumni ties are moreover essential for the reputation of an institution
(Elsharnouby, 2015), while reputation is one of the factors driving student migration (Ahmad,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 38
2015; García & Villareal, 2014). Research also indicates short-term experiences foster long-
lasting relationships between the participants of the program (Slantcheva-Durst & Danowski,
2018).
Short-term programs can additionally be utilized since well-organized opportunities can
be as effective as long-term programs in promoting students’ intercultural competence. Bloom
and Miranda (2015) contended that “short-term programs could prove more effective in
promoting the development of students' intercultural sensitivity through a carefully designed
curriculum that is implemented before, during and following students' experience abroad.” (p.
578). This argument is based on interviews with 12 students who returned from their short-term
study abroad experience. The students in this study indicated they were more likely to pursue
additional international and cross-cultural experiences in order to continue their intercultural
development. A case study of a university’s short-term campus exchanges emphasized these
programs ought to be tailored to fit the institution’s mission and become a part of the
organizational culture in order to unite students and personnel from across campuses (Ault &
Martell, 2006).
Challenges. Although the institution may place value on campus exchanges and creating
space for campus exchanges, students may not be interested in this kind of experience. Students
at both the home and international campuses do not need to study at the other campus in order to
complete their degree (Durrani, 2016b). According to a mixed methods study on student choice
and attendance of IBCs, institutional reputation, quality of the degree, similar degree offerings
and reputation within one's home country rank as the principal reasons why students choose to
attend an IBC (Ahmad & Buchanan, 2017). Universities need to support and promote
international campus exchanges as part of the institutional culture in order for them to be
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 39
considered necessary by university stakeholders (Ault & Martell, 2006). Active choice is needed
to enter into a situation where one's cultural identity can be developed and is the first step of the
Process Model of Intercultural Competence; thus without a student initiating this learning and
growth opportunity, they are less likely to purposefully develop intercultural competence
(Deardorff, 2009, 2011). In order to encourage more student participation, research on study
abroad recruitment methods in higher education indicated universities are likely to be more
successful through the use of promotional materials and frequently contacting students interested
in going abroad (Lukosius & Festervand, 2013).
Studies on international experiences also counter a conventional narrative that only going
abroad will develop intercultural competence. Salisbury et al.’s (2013) survey of 1647 students
across 17 institutions at the end of each participant's first, second and fourth year of college
provided criticism against the belief that study abroad is a transformative learning experience.
This research argued study abroad is most effective at providing students exposing students to
diversity through living in a new environment; however, diversity of contact does not translate to
an appreciation of cultural differences or comfort and understanding of those differences
(Salisbury et al., 2013). This research further emphasized the prerequisite for well-designed and
well-executed programs by universities led by well-trained university staff (Ault & Martell,
2006; Patton et al., 2016). It is additionally essential to note the challenges of IBC development
and expansion cited in the literature. Research indicated the academic readiness of international
branch campus student populations is lower than that of the home campus student, as well as
concerns of sustainability at the international location due to changing political environments, as
two areas of concern for university administrators (Altbach, 2010, 2015).
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 40
A study of 38 expatriate faculty and staff working at an IBC in the United Arab Emirates,
a country with a similar profile to that of Qatar’s, cited the challenges of long-term staff retention
at the institution (Chapman, Austin, Farah, Wilson & Ridge, 2014). This research illustrated
how expatriate faculty and staff usually choose to work abroad for their personal experience and
growth, as opposed to institutional loyalty and dedication to the mission of the IBC and host
country, which harms the long-term viability of the campus. One strategy for sustainable
development for international branch campuses would be to engage staff and faculty with
meaningful work and create an atmosphere for long-term growth for both the employee and by
proxy, the university (Chapman et al., 2014). Programs like INTLEXP can provide such an
opportunity for Technical Midwestern University.
Considerations for practice. Administrators should better understand the differences
between the motivations of students attending university at both the home and international
campus. Communication and clear objectives are vital for the long-term success of an IBC, in
addition to receiving tantamount financial support to fund its strategic initiatives (Balakrishnan,
2013; Hill & Thabet, 2017; Mahani & Molki, 2011; Wilkins, 2016). Short-term campus
exchange programs can be just as impactful for universities as any other internationalization
method and require sufficient planning and personnel in order for them to be effective (Ault &
Martell, 2006; Austin & Rust, 2015; Bloom & Miranda, 2015; Eckert, Luqmani, Newell,
Quraeshi & Wagner, 2013; McKenzie, Lopez & Bowes, 2010; Wood, 2011).
Universities should consider how to support students upon their return from their
international exchange program to combat reverse culture shock and promote continued student
growth and learning. Gray and Savicki (2015) posited students who focus on assimilating and
integrating back into their home culture are likely to struggle with cognitive dissonance and find
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 41
themselves oscillating between old and new identities depending on their context. Kiely (2004)
described this phenomenon as the chameleon complex which the researcher defined as the
“internal struggle between conforming to, and resisting, dominant norms, rituals, and practices in
the United States” (p. 15). The research asserted that students returning home from their time
abroad felt compelled to hide whom their newly formed personal identity to fit in with their
peers, as opposed to espousing their newly formed perspectives and value system (Kiely, 2004).
Kiely (2004) posited the reason for this behavior is due to the ease associated with blending in
with others, rather than attempting to re-establish one's newly formed identity within their peer
group (Kiely, 2004). This pattern of behavior breaks from the learning cycle outlined in the
Process Model of Intercultural Competence illustrated in Figure 1. Universities ought to provide
guided reflection before, during and after the international experience program in order to best
support student learning and growth (Dieguez & El Housseini, 2016; Gray & Savicki, 2015;
Peterson et al., 2015; Stableton et al., 2013).
If universities establish international exchanges as part of the institutional mission, then
they are more likely to succeed. The research on this topic noted that campus interactions
between diverse student groups could be as effective as study aboard in fostering intercultural
competence (Salisbury et al., 2013). International exchanges between IBCs and their home
campuses provide contact opportunities for students on both campuses. In the absence of formal
best practices for campus exchange programs, research from study abroad and service-learning
can inform best practices for the development of effective programs. According to Healey
(2015), one of the core challenges for international branch campuses managers is to develop
theoretically based best practices for managing and supporting programs. As more programs
become established abroad, more research is needed that goes beyond anecdotal reflections of
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 42
IBC administrators about how to best operate campuses and instead be grounded in sound
research (Healey, 2015).
Stakeholder Knowledge, Motivation, and Organizational Factors
The second component of this literature review includes information pertaining to the
stakeholder knowledge, motivation, and organizational factors related to this problem of practice.
These are the foundational components of the Clark and Estes (2008) conceptual framework
utilized by this study. These influences were examined through a mixed-methods research
approach which will be detailed in Chapter Four. It is critical to better understand the mechanics
of the INTLEXP program to contextualize each of the assumed influences.
TMU-Q staff and faculty are tasked with providing their Qatar based students a Technical
Midwestern educational experience both inside and outside of the classroom. One of the
mechanisms for doing this is through a short-term campus exchange program called INTLEXP.
INTLEXP includes ten TMU-Q students traveling from the Qatar to Tech City campus to
develop a better understanding of their campus culture. Students from both campuses then travel
together from Tech City to Doha to do the same. Students engage with one another through
facilitated conversations and programs, attend campus events to get a sense of the out of the
classroom student experience, and engage with the local campus areas to understand how the
cities of Tech City and Doha intersect with student life. The purpose of the following section is
to review literature related to knowledge influences germane to the stakeholder goal. The
subsequent sections will outline the influences of other two aspects of the KMO framework,
motivation and organization.
Knowledge and Skills
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 43
Krathwohl (2002) identified four different knowledge dimensions in a revision of
Bloom’s Taxonomy of Learning. Krathwohl’s (2002) knowledge dimensions are categorized as
factual, conceptual, procedural, and metacognitive. Factual knowledge is exhibited by an
understanding of terminology and details. Conceptual knowledge is the comprehension of
essential elements of an organization or structure and how these elements work together.
Procedural knowledge is how one completes a task and their methodology for doing so.
Metacognitive knowledge is one's awareness of their knowledge and cognitive processing
(Krathwohl, 2002). One of the core principles of learning is that change within the individual
needs to occur (Alexander, Schallert & Reynolds, 2009). According to their research supporting
this concept, Alexander at al. (2009) contended that learning can occur in small increments,
dramatically overnight, over varying lengths of time but best achieved through a systematic
approach. When studying this problem from an organizational perspective, it is imperative for
the university to understand the initial knowledge levels of students, clearly articulate the
learning objectives of the program, ensure program design works to meet those objectives and
administer a summative assessment to measure the transfer of information and growth for the
learner.
Students need to develop knowledge about the Tech City and Qatar campuses
through structured pre-departure orientations, in addition to developing knowledge about
their campus contexts. This assumed knowledge influence was categorized as conceptual. In
order for students to make the most of their INTLEXP experience, the organization ought to
identify necessary information regarding the Tech City and Qatar campus as shared base
knowledge during pre-departure orientations leading up to INTLEXP (Eckert et al., 2013). If
students do not understand what they need to understand, then achieving the learning objectives
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 44
of the program would be more difficult (Rueda, 2011). Mayer (2011) argued that this type of
knowledge is best gained through information acquisition, which is expressed as the input of new
information being registered to one's memory in order to be recalled later. The role of the
teacher, or in this case, the Student Affairs professionals organizing the INTLEXP program, is to
ensure information is available and presented to learners effectively. Mayer's (2011) research
asserted that the role of the learner is to be a passive recipient of the core concepts presented as
they are related to each campus' respective context. Examples of relevant information for
students to know in order to understand both campuses includes administrative structures,
university support services and systems, governance, campus involvement opportunities,
demographics and course offerings. Mandatory pre-departure orientations are considered a
productive time for the organization to share relevant information to students going on short-
term campus exchange programs, in addition to helping students identify gaps in their
understanding of the INTLEXP program and destination (Eckert et al., 2013; Haber & Getz,
2013).
This knowledge influence was conceptual because student participants in the INTLEXP
program need to infer where there are consistencies as well as differences between the campuses.
This conceptual knowledge influence not only accounts for what is relevant to each campus, but
also how those campus services are conducted. Mayer (2011) expressed this notion through the
concept of knowledge construction, or a learner’s ability to create a mental representation from
where they can make inferences. This ability requires the Student Affairs program lead to help
the learner to engage with, and make sense of, the material presented to them during the
construction process (Mayer, 2011). Carpenter (2012) moreover defined knowledge transfer as
the ability to apply learned information to novel contexts. The organization’s efficacy in helping
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 45
its’ students to transfer factual and conceptual knowledge is correlated to program alumni’s
ability to maximizing their INTLEXP experience. The importance of the role was emphasized in
the American Psychological Association (APA) Coalition for Psychology in Schools and
Education’s (2015) “20 Principles of Teaching and Learning.” Research published by the APA
asserted teaching and learning are linked to one another, and learning is exhibited by behavioral
changes for a student from effective teaching (American Psychological Association, Coalition
for Psychology in Schools and Education, 2015).
Students need to know how to develop goals for what they want to achieve as a
result of participating in the INTLEXP program. This knowledge influence was categorized
as procedural since goal setting is a domain specific skill outlined in learning research
(Krathwohl, 2002). Throughout the goal development process, it would be necessary for the
INTLEXP Student Affairs program leads on both campuses to provide consistent feedback to the
student participants. Shute’s (2008) literature review on formative feedback emphasized
feedback’s crucial role in learning. This research posited strong feedback from an instructor,
given against established and well-defined standards, will enhance an individual's learning and
performance before, during, and after the program. One of the APA’s principles of learning
stressed that an individual’s ability to learn is based on context and cautions against utilizing a
universally applied approach across different contexts like Tech City's and Qatar's (American
Psychological Association, Coalition for Psychology in Schools and Education, 2015). Learning
requires guided facilitation from the staff at the institution, and organizers of the program need to
comprehend the concept that the transfer of knowledge does not happen spontaneously. This
notion is supported by additional research. According to a survey of 553 students in an
experiential learning course, students were more likely to be engaged in experiential learning
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 46
programs when learning objectives are connected clearly to desirable outcomes because they are
opportunities for students to develop new skills in a safe environment (Clem, Mennicke &
Beasley, 2014). The APA (2015) summarized the principle above by encouraging teachers to
consider their context and how it affects their learners. From there, the INTLEXP staff should
devise an approach that best fits the needs of everyone involved in the program.
Assessment on experiential learning coursework submitted by students at a United
Kingdom-based university provides further evidence of the importance of the role of university
faculty in student learning. Students in this study showed lower reflection levels than their
faculty expected, and the researchers maintained this is a result of students’ lack of
understanding of what the process of reflection entails (Adelopo, Asante, Dart & Rufai, 2017).
These researchers argued that faculty should not make assumptions when working with students
about the purpose or process of learning as well as advocated for support systems to help
students develop their goals. The findings of this study asserted it would be essential to consider
and evaluate the differences between the kinds of goals developed against individual plans for
working towards these goals (Adelopo et al., 2017).
Roberts and Roberts (2012) analyzed assessment results from post surveys of participants
of a short-term professional exchange symposium hosted in Qatar. The program featured
students from Student Affairs graduate preparation programs from the United States and their
faculty, in addition to full-time professionals based at universities in Qatar. Their research
revealed key distinctions of learning based on the starting context. U.S. based participants
debunked stereotypes of Arab women, developed a better understanding of collectivist cultures
and the role of religion in the culture, among other concepts. Conversely, Qatar based
participants developed a better understanding of the role of Student Affairs in student learning,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 47
the contextual application of theory to practice, and fostered enhanced pride in Qatar's role in
pioneering new educational approaches in the Gulf region. Roberts and Roberts' (2012) research
highlighted how the same conversations and lessons could lead to different learning outcomes
depending on the one's preliminary knowledge heading into the experience. This research is
compelling in the context of INTLEXP as it informed program organizers on both campuses that
their students would likely achieve different learning outcomes even though they were
objectively experiencing the same events. This study asserted how effective program design for
INTLEXP by the TMU staff could have resulted in different kinds of learning for the United
States and Qatar based students (Roberts & Roberts, 2012). The individual student goals needed
to be aligned with the ones designed by the organization in order for the organization to help the
student in this knowledge domain.
Students need to understand how their cultural background influences their
worldview. This knowledge influence was categorized as metacognitive because it involved a
deeper level of understanding oneself, in addition to an understanding of how an individual's
cultural background could have influenced their actions and interactions with people around
them (Krathwohl, 2002). Through guided facilitation by TMU staff, INTLEXP was an
opportunity for students to reflect critically on their cultural background and their awareness of
how it affects them, through thoughtful reflection. Research from the APA advocated for
consistent and structured reflection through the duration of the program, as this is most likely to
lead to sustained learning and growth for students (American Psychological Association,
Coalition for Psychology in Schools and Education, 2015).
It is imperative for institutions to develop global engagement opportunities with realistic,
achievable learning outcomes as the core of their program design (Mills, 2014). An analysis of
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 48
faculty reflections from a professional exchange between Student Affairs colleagues based in
Qatar and the United States provided evidence of this. According to Mills’ (2014) research,
faculty believed students in Qatar “straddle multiple cultures and multiple worlds” (p. 233) due
to their unique cultural context of living in a majority expatriate population and exposure to the
West through media and their college education. Students may not have recognized how these
factors influenced their behavior without direction and required guided facilitation by university
staff or faculty to help them better understand the complexities of each of these perspectives
(Deardorff, 2016; Haber & Getz; 2013; Le Cornu, 2009; Lew & Schmidt, 2011; Lorson et al.,
2007; Mills, 2014; Sturgill & Motley, 2014; White, 2012). Facilitation led by INTLEXP’s
Student Affairs organizers should help program participants understand their experiences better
and turn them into tangible learning (American Psychological Association, Coalition for
Psychology in Schools and Education, 2015; Strange & Gibson, 2017).
A case study of seven college students enrolled in an intercultural online virtual course in
New Zealand helped illustrate the metacognitive nature of intercultural competence. Corder and
U-Mackey (2015) contended that cultural awareness alone did not lead to intercultural
competence. Participants in this study enrolled in a course requiring them to create avatars, and
manipulated variables such as race or gender, to interact with one another in a virtual world. By
watching and reflecting on how their diverse avatars interacted, students used faculty-designed
course assignments to articulate their stronger desire to self-assess their cultural awareness and
empathy for others in order to engage more thoughtfully with this subject in real life (Corder &
U-Mackey, 2015).
Table 2 summarizes the organization’s assumed knowledge influences and knowledge
influence assessments relevant to this problem of practice. This table also includes how each
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 49
influence was examined through this study.
Table 2
Assumed Knowledge Influences and Knowledge Influence Assessment
Organizational Mission
Technical Midwestern University's Division of Student Affairs provides a framework for the
TMU student experience with an emphasis on personal development and lifelong growth. This
framework facilitates student development through the arts, well-being, professional skills,
leadership, social responsibility, and community service (Technical Midwestern University,
n.d.a.).
Organizational Global Goal
Following the 2019 INTLEXP exchange program, 100% of program alumni will be able to
express satisfaction with their INTLEXP experience.
Stakeholder Goal
By the end of spring semester 2019, 100% of participants of INTLEXP will have created strong
connections between TMU’s Tech City and Qatar campuses in addition to identifying how
reflection facilitated their personal development.
Knowledge Influence Knowledge Type Knowledge Influence Assessment
Students need to develop
knowledge about the Tech City
and Qatar campuses through
structured pre-departure
orientations, in addition to
developing knowledge about
their campus contexts.
Conceptual Survey and interview questions asked
program alumni to share information
regarding what they knew about their
campus and peers.

Students need to know how to
develop goals for what they
want to achieve as a result of
participating in the INTLEXP
program.
Procedural Survey and interview questions asked
program alumni to discuss their goal
development process.

Survey and interview questions
further asked program alumni about
whether they achieved their goals.
Students need to understand
how their cultural background
influences their worldview.
Metacognitive Survey and interview questions asked
program alumni to whether they took
a pre-assessment that measures how
their cultural background influences
them.

Survey and interview questions
explored program alumni’s
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 50
intercultural development through
INTELXP.

Motivation
Welkener and Bowsher (2012) conducted qualitative research on students' perspectives
on developing meaning and purpose through their experiences while attending college, which
presented an understanding of why students seek opportunities to engage with co-curricular
activities. Co-curricular, also referred to as extracurricular activities, are distinguished as any
outside of the classroom experiences that allow students to express and explore the values and
beliefs of themselves and their classmates (Dalton & Crosby, 2012). Research indicated students
are motivated to participate in extracurricular activities because they are a medium that allows
them to conduct inner exploration, enhance their leadership capacity, develop healthy
relationships, make meaning of their experience and to explore big questions about life (Patton et
al., 2016; Welkener & Bowsher, 2012).
Research also noted that short-term international experiences are becoming increasingly
popular extracurricular activity on college campuses in the United States (Martinesen, 2011).
Data from 32 post-program surveys revealed that students who participated in short-term
international opportunities often do so because they cannot study for an entire semester or year
(Lewis & Niesenbaum, 2005). Pintrich (2003) maintained that motivations are often
unconscious or implicit, and actions often represented an individual's wishes and desires. It is
therefore crucial for INTLEXP’s staff organizers to better understand the multifaceted values of
the program, and how students identify with some or all of them, in order to comprehend the
varying motivations of students participating in short-term campus exchange programs.
Motivation is rooted in three facets: active choice, persistence, and mental effort, and is
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 51
an important component of gap analysis (Clark & Estes, 2008). Clark and Estes (2008) defined
active choice as people choosing to pursue a goal, persistence as one's ability to look past
distractions to focus on a goal and mental effort as placing sufficient time as well as energy into
completing tasks associated with a goal. Meaningful learning does not occur if a student chooses
not to exert sufficient energy to engage with the material (Mayer, 2011). There are two
motivation theories relevant to this problem of practice: self-efficacy and goal orientation. Self-
efficacy theory considers the beliefs an individual has about themselves and the ability to
complete a task (Pajares, 2006). Goal orientation theory examines why individuals choose to
participate in a given task (Yough & Anderman, 2006).
Self-efficacy theory. This theory provides the foundation for human motivation, well-
being, and personal accomplishment. The motivational influence pertaining to the self-efficacy
theory assumed students need to understand how cultural campus exchanges will benefit them
and believe they have the skills needed to have a successful experience (Pajares, 2006). Pajares
theorized self-efficacy affects one's productivity, stress management, and the ability to handle
adversity. While highly confident individuals expect successful outcomes, individuals with low
confidence often encounter poorer performance, anxiety, stress, and limits problem-solving
abilities for a person (Pajares, 2006).
Allen (2010) encouraged faculty leading short-term international experiences to
understand the different objectives of the students actively choosing to participate in the
program. Research of 15 facilitators of a multi-day leadership program emphasized the
importance of mastering knowledge and being organized to lead an effective program (McCree
& Haber-Curran, 2016). Young people develop efficacy by vicariously watching others do a
task and role model success (Pajares, 2006). This is relevant for two reasons. First, INTLEXP
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 52
Student Affairs organizers needed to be self-efficacious in their leadership in order to create a
positive learning environment. Second, program organizers could have chosen to include past
participants who achieved their goals during INTLEXP to share how they were able to do so in
the pre-departure process.
Research indicates that short-term international experiences promoted growth in several
skills for college students, including questioning one's cultural assumptions and helps focus a
student on their self-development and personal growth (Lewis & Niesenbaum, 2005). Results
from pre and post-surveys of 45 student participants in a six-week immersive program showed
that interactions with native speakers were the highest reason for an increase in intercultural
sensitivity (Martinesen, 2011). Vashø's (2013) qualitative study of students participating in a
study abroad program stated that organized intercultural programs are effective methods for
learning social and communication skills, as well as cultural knowledge and skills. TMU staff
needed to help students acknowledge their active choice to participate in this program and
develop the persistence to work through adversity and capitalize on their experience. The
Process Model of Intercultural Competence, presented earlier in this chapter in Figure 1,
highlighted that intercultural competence begins once a student chooses to enter into a scenario
where intercultural competence can be challenged (Deardorff, 2009, 2011). The more
confidence students have in their ability to seek out and identify activities to help achieve these
goals, the more likely they will actively engage with all of the aspects of the INTLEXP program
and seek other intercultural experiences (Bloom & Miranda, 2015; Vashø, 2013).
Goal orientation theory. The motivational influence related to goal orientation theory
assumed students should have striven to identify continuing opportunities to develop their
intercultural competency. According to Yough and Anderman (2006), goals are categorized as
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 53
either mastery goals or performance goals. Mastery goals are defined as one's ability to master a
task, while performance goals are related to ability compared to others (Yough & Anderman,
2006). Individuals can work towards both types of goals simultaneously, and there can be
multiple levels of goals. Yough and Anderman (2006) maintained both mastery and
performance goals are divided into approach and avoid goals. Mastery-approach oriented
individuals are interested in mastering the task, whereas mastery-avoid oriented students are
interested in avoiding a misunderstanding with the task (Yough & Anderman, 2006). Likewise,
goal orientation theory research distinguished how performance-approach oriented individuals
want to prove they are more competent than others, as opposed to a performance-avoid oriented
student who wants to avoid appearing incompetent.
Motivation and goals are interconnected. Martinsen (2011) argued it is beneficial in
program design and development to help provide some reasonable goals for students to consider
as they head into their international experience. Darby, Longmire-Avital, Chenault and Haglund
(2013) assessed 134 students at the beginning, middle, and end of a semester through
quantitative and qualitative approaches to better understand student motivation and service-
learning. Their research found motivation increased when students gained insights and could
better articulate their values and goals related to their participation. Motivation also increased
when students enjoyed their experiences and felt engaged with their new community.
Conversely, motivation decreased when there was poor communication, a lack of integration of
coursework into the program activities, or there were logistical issues related to the schedule and
transportation (Darby et al., 2013). These findings supported the importance of the institution in
student learning. Analysis of intercultural competence tools adds further clarity to this
motivational influence.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 54
The Intercultural Development Inventory (IDI) is a tool that measures intercultural
competence and aims to bridge cultural gaps (Intercultural Development Inventory, n.d.).
Analysis of IDI reports showed that high intercultural contact does not correlate positively to
intercultural learning (Lantz-Deaton, 2017). According to this study, intercultural competence
development depended on context and structure in addition to the quality and frequency of
contact between individuals. Lantz-Deaton (2017) argued that motivation is critical in reaching
the goals of an intercultural program. INTLEXP staff need to help students craft goals which
exhibit active learner behavior as opposed to passive cultural tourist behavior (Lantz-Deaton,
2017). Staff reflections of student involvement in co-curricular program development
additionally posited that students who have ownership of their goals were more likely to connect
meaningfully to high impact programs like INTLEXP (Kerr, Tweedy, Edwards & Kimmel,
2017). There is additional research available which highlighted the learning potential of
exchange programs specifically between the countries of United States and Qatar.
Haber and Getz (2013) analyzed the assessment data of participants in a professional staff
exchange between US-based and Qatar based Student Affairs professionals. Participants actively
chose to participate in this program. The performance goals and outcomes for each group varied.
US-based professionals felt their intercultural awareness and sensitivity increased, whereas Qatar
based professionals understood professional practices better (Haber & Getz, 2013). Despite the
cultural dissonance attributed to their participation in the program from the participants in the
Haber and Getz (2013) study, individuals were able to identify both personal and professional
goals and work towards them throughout the professional staff exchange.
Table 3 summarizes the organization’s assumed motivation influences and motivational
influence assessments relevant to this problem of practice. This table also includes how each
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 55
influence was examined through this study.
Table 3
Assumed Motivation Influences and Motivational Influence Assessment
Organizational Mission
Technical Midwestern University’s Division of Student Affairs provides a framework for the
TMU student experience with an emphasis on personal development and lifelong growth. This
framework facilitates student development through the arts, well-being, professional skills,
leadership, social responsibility, and community service (Technical Midwestern University,
n.d.a.).
Organizational Global Goal
Following the 2019 INTLEXP exchange program, 100% of program alumni will be able to
express satisfaction with their INTLEXP experience.
Stakeholder Goal
By the end of spring semester 2019, 100% of participants of INTLEXP will have created strong
connections between TMU’s Tech City and Qatar campuses in addition to identifying how
reflection facilitated their personal development.
Assumed Motivation Influences Motivational Influence Assessment
Self-Efficacy – Students need more
confidence students to accomplish their
INTLEXP goals in order to be more likely to
achieve them.
Survey and interview questions asked program
alumni to identify if they felt confident that they
would have a positive learning experience going
into the program, and if their experience matched
their expectations.
Goal Orientation - Students need to identify
continuing opportunities to develop their
intercultural competency during the
INTLEXP program.
Survey and interview questions asked program
alumni whether or not they identified and
articulated goals related to their participation in
the program before participating in it.

Organization
According to Clark and Estes (2008), inefficient processes and inadequate resources can
impede an organization's ability to achieve its goals. Their research emphasized the importance
of streamlining workflows, improving accessibility to resources and strategically allocating
materials in addition to developing cohesive value streams and value chains to promote change
within an organization. Value streams are represented through the coordination of an
organization's structure to meet the needs of its stakeholders, while value chains analyzed the
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 56
organization's workflows (Clark & Estes, 2008). For this study, the organization is represented
by the institution being studied, Technical Midwestern University. Organizations like TMU are
characterized by their cultural models and cultural settings.
Cultural models are defined by the shared understanding of how an organization
functions, its value statements, how the organization’s members interact, whom they interact
with and the rules behind those relationships (Gallimore & Goldenberg, 2001). This research
distinguished cultural settings as the place where members of an organization come together to
complete their organization's mission. The cultural setting of an organization represents the
context where its members interact and function (Gallimore & Goldenberg, 2001; Rueda, 2011).
The subsequent sections will consider research pertinent to organizational factors within
Technical Midwestern University's cultural model and cultural setting pertaining to the
effectiveness of short-term campus exchange programs.
The organization needs a culture that values guided intergroup dialogues to
facilitate learning during INTLEXP. Mayer (2011) asserted that deep learning occurs through
peer discussion. Student development theory research further supports the importance of peer
discussion and noted how higher education institutions should host intergroup dialogues because
meaningful discourse fostered learning (Patton et al., 2016). Intergroup dialogues allow students
to speak about their personal experiences and build shared understandings across cultural
differences. Patton et al. (2016) outlined four stages universities can follow in order to host
productive intergroup dialogues. During the first stage, dialogue participants need to build
rapport and develop trust to allow for an authentic conversation. INTLEXP occurs over two
weeks, but bi-weekly pre-departure orientations are leading up to the program. Additional
evidence supports that the organization needs to use these meetings as opportunities to build
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 57
rapport (Eckert et al., 2013). Patton et al. (2016) continued by noting that participants need to
develop a common language and an understanding about the core differences between one
another before proceeding to the third stage, where participants start to explore their role in the
dialogue's core topic. The final stage involves the group identifying actionable items from their
discussion that can foster ongoing interpersonal development, which in turn can enhance their
university community (Patton et al., 2016).
At the end of the short-term campus exchange program, universities should consider
hosting a reflection in order for students to share their feelings, reactions, and experiences
attributed to participation in INTLEXP (Cawthorn et al., 2008; Peterson et al., 2015). Failure by
the organization to facilitate meaningful reflection was detrimental to learning, and students were
unlikely to reflect adequately without guidance from university personnel (Le Cornu, 2009;
White, 2012). Research on reflection contended that universities need to cultivate students' skills
in this domain, which emphasized the institution’s role in hosting well-moderated conversations
(Lew & Schmidt, 2011; White, 2012). Reflection ought to be both structured and goal-oriented
in order for participants to be introspective and engaged. It is important to note universities
should not over utilize reflection in order to maintain adequate student engagement throughout
INTLEXP and meaningful engagement during intergroup dialogues and reflection sessions
(Lorson et al., 2007; White, 2012). The organization should further consider using appreciative
reflection, which encourages participants to delve deep to discover new insights about
themselves and understand their values (Le Cornu, 2009). This reflection experience would
allow the INTLEXP participants to re-enforce what they have learned about themselves and
others because of the program. Technical Midwestern University, or any organization hosting
short-term campus exchange programs, is responsible for creating these events through the
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 58
program’s schedule since staff members from each respective campus construct the INTLEXP
experience for the students.
The organization needs a culture that promotes cross-campus programs such as
INTLEXP. Culture is a product of shared learning, and it shapes the values and norms of the
members of an organization (Erez & Gati, 2004; Schein, 2017). Bandura (2005) posited
environments are imposed, selected, or created regardless of how an individual enters an
environment (e.g., Technical Midwestern University), the environment will somehow affect
those interacting within it. Schein (2004) asserted that culture is difficult to change once it is
established and can be less tangible to its members once embedded because it is pervasive. The
Qatar campus was established shortly after the Tech City campus' 100th anniversary of its
founding, so TMU-Q's culture and operations are still in their infancy in comparison to TMU-
TC's. Change at younger organizations occurs more frequently because of their inherent
necessity to rapidly grow (Kezar, 2001), putting the Qatar campus in position to be a catalyst for
the growth of the INTLEXP program.
Irrespective of the campus where they are enrolled, students at Technical Midwestern
University actively chose TMU as their higher education environment, and it is critical for the
university to recognize how the university's culture transfers to its members. Organizational
cultures can change simply by coming into contact with other cultures (Erez & Gati, 2004). One
of the goals of INTLEXP was to create stronger connections between the campuses. Short-term
campus exchange programs are considered practical tools to achieve this objective (Wood,
2011). Therefore essential resources, ranging from staffing to budgets, should be allocated to
ensure a constructive learning experience for all program participants (Council for the
Advancement of Standards in Higher Education, 2015).
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 59
The organization needs to create structured opportunities for students during the
INTLEXP program to reflect on their experience. The Council for the Advancement of
Standards (CAS) in Higher Education outlined best practices across 44 different functional areas
in the Student Affairs profession (Council for the Advancement of Standards in Higher
Education, n.d.). Two of the functional areas CAS delved into are Education Abroad Programs
and Services as well as International Student Programs and Services, which are mutually
applicable to INTLEXP. CAS (2015) stated that organizations need to articulate clear and
current goals, outcomes, policies, procedures, and performance expectations in order to create
effective intercultural and exchange programs. As INTLEXP students participate in the
program, they would be more likely to acquire new knowledge about how Tech City and Qatar
campuses operate in addition to better understanding intercultural differences between the
respective student bodies (Scott & Palinscar, 2006).
Research indicated that intercultural competence is best developed when the university
includes structured dialogue after the completion of an international experience (Salisbury et al.,
2013). Likewise, students going abroad, or only bringing a group of diverse students together,
does not ensure learning or intercultural development (Deardorff, 2016). Facilitated dialogues
were opportunities for students to identify their values as well as challenge their assumptions
about others, and universities are a natural setting to promote peer to peer interactions (Bennett
& Salonen, 2007; Dalton & Crosby, 2012; Patton et al., 2016). Research supported institutions
hosting purposeful opportunities for students to interact with one another because it benefits their
personal development and is a natural conduit for the exchange of ideas between individuals
from different cultures (Cawthorn et al., 2008; Dalton & Crosby, 2012; Erez & Gati, 2004;
Patton et al., 2016).
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 60
The organization needs effective program leadership by Student Affairs staff in
order to facilitate student learning. As international branch campuses develop, so too has the
breadth and depth of their co-curricular program offerings (Stryker, Witt & Konecny, 2016).
Well-planned campus programs are considered effective methods for universities to foster
interpersonal and intercultural growth for their students (Patton et al., 2016). According to CAS
(2015), the professional personnel working with functional areas coordinating programs such as
INTLEXP should be competent in a wide array of skillsets. These skillsets included experiential
education, legal affairs, risk management, intercultural communication, cultural competence,
culture shock, reverse culture shock, student advising, counseling, crisis management as well as
the ability to collaborate with academic stakeholders on both the home and host campuses
(Council for the Advancement of Standards in Higher Education, 2015). One of the challenges
of transnational universities in particular is their ability to hire and retain proficient staff and
faculty who are committed to the greater university’s mission who understand best practices in
Student Affairs, while maintaining academic and student service standards (Chapman et al.,
2014; Hallak & Poisson, 2005; Healey, 2015; Stryker et al., 2016). Engaged leadership from the
Student Affairs staff leading INTLEXP is considered essential to developing a focused and
productive short-term campus exchange program (Austin & Rust, 2015; McKenzie et al., 2010;
Slantcheva-Durst & Danowski, 2018).
A meta-analysis of 22 articles about Student Affairs professional competencies lists
multicultural competency and student development theory as the top two desired competencies in
the field (Herdlein, Riefler, & Mrowka, 2013). A similar study found a general skill desired
within the student affairs profession, global competency is described as a vague goal in research;
yet it is a competency expectation for professionals entering the student affairs field (Bresciani,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 61
2008). This study analyzed documents from various professional organizations and research to
identify critical competencies. The recommendations from this study outlined five steps to
develop global competencies, including a professional demonstrating a desire to be globally
competent, demonstrating knowledge and skills to becoming a global citizen, effective global
learning opportunities, supportive organizational cultures and systematic evaluation of the
professional (Bresciani, 2008). Additional research on global competencies for Student Affairs
professionals identified adopting international perspectives, developing respect, compassion and
inclusion, as well as confronting personal biases, as necessary for staff working with
international student populations and global programs (Moscaritolo & Roberts, 2016). Student
Affairs professionals ultimately have an integral role in the intercultural competence
development of their students (Deardorff, 2016).
In addition to understanding the complexity of intercultural competence, research about
staff leading programs like INTLEXP from both sides need to be mutually invested in the
mission and learning outcomes of the program in order for it to be successful (Haber & Getz,
2013). TMU's hiring of skilled staff, or assigning current staff who can serve as effective
program leads, to manage and lead INTLEXP would be crucial for its long-term effectiveness
and ability to achieve the organization's performance goal. A survey of 1207 college students
indicated that quality interactions with staff, particularly with Student Affairs staff, through co-
curricular programs increase student satisfaction with their experience and created positive
associations between the individual and their institution (Vianden & Barlow, 2014).
Student Affairs sponsored programmatic efforts to create hands-on opportunities for
students to learn and grow; however, universities should assume students will not learn without
active guidance from staff (Adelopo et al., 2017; Deardorff, 2016; Nguyen, 2017; Patton et al.,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 62
2016; Salisbury et al., 2013). There was a wider variance of the understanding of the best
practices of the profession and formal education backgrounds for staff working at international
branch campuses in comparison to their peers working in universities in the United States
(Stryker et al., 2016). Western practices of student affairs may not apply to both the Tech City
and Qatar campuses, so practitioners leading INTLEXP are recommended to discern between
current research and intercultural models to determine the best path forward for the program’s
design (Moscaritolo, Osfield, Perozzi, & Shea, 2016).
Even if members of an organization have the knowledge and motivation to achieve an
organization's goals, it is conceivable that the organization itself is impeding its progress (Clark
& Estes, 2008; Rueda, 2011). Table 4 summarizes the organization’s cultural model and cultural
setting influences relevant to this problem of practice. This table also includes how each
influence was examined through this study.
Table 4
Assumed Organizational Influences and Organization Influence Assessment
Organizational Mission
Technical Midwestern University's Division of Student Affairs provides a framework for the
TMU student experience with an emphasis on personal development and lifelong growth. This
framework facilitates student development through the arts, well-being, professional skills,
leadership, social responsibility, and community service (Technical Midwestern University,
n.d.a.).
Organizational Global Goal
Following the 2019 INTLEXP exchange program, 100% of program alumni will be able to
express satisfaction with their INTLEXP experience.
Stakeholder Goal
By the end of spring semester 2019, 100% of participants of INTLEXP will have created strong
connections between TMU’s Tech City and Qatar campuses in addition to identifying how
reflection facilitated their personal development.
Assumed Organizational Influences Organization Influence Assessment
Cultural Model Influence 1: The
organization needs a culture that values
Survey and interview questions asked program
alumni whether TMU values intergroup
dialogues.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 63
guided intergroup dialogues to facilitate
learning during INTLEXP.
Cultural Model Influence 2: The
organization needs a culture that promotes
cross-campus programs such as INTLEXP.
Survey and interview questions asked program
alumni whether they believed TMU provided
sufficient support for INTLEXP.
Cultural Setting Influence 1: The
organization needs to create structured
opportunities for students during the
INTLEXP program to reflect on their
experience.
Survey and interview questions asked program
alumni about the efficacy of the group facilitation
sessions and intergroup dialogues hosted by
Student Affairs staff.

Cultural Setting Influence 2: The
organization needs effective program
leadership by Student Affairs staff in order
to facilitate student learning.
Survey and interview questions asked program
alumni about the effectiveness of Student Affairs
staff organizers in participants’ student
development during the INTLEXP program.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge, Motivation and the
Organizational Context
The purpose of a conceptual framework, also commonly referred to as a theoretical
framework, is to graphical outline of the underlying concepts which are pertinent to a research
problem (Maxwell, 2013). Conceptual frameworks are valuable tools to help a reader
understand the expectations, definitions, models, assumptions, and theories that affect the
research problem (Maxwell, 2013; Merriam & Tisdell, 2016). These frameworks represent
tentative theories behind the phenomena being analyzed and need to be continually developed as
the researcher cultivates a better understanding of the relevant assumptions and definitions for
the problem of practice being investigated (Maxwell, 2013). The design choice of the conceptual
framework is significant as it will guide the data analysis process and interpretations of the study
(Merriam & Tisdell, 2016). Well-organized conceptual frameworks are a valuable tool for both
the researcher and their reader to consistently refer to since theoretical frameworks serve as
visual representations to guide one's understanding of the study (Maxwell, 2013; Merriam &
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 64
Tisdell, 2016). Maxwell (2013) additionally emphasized the significance of aligning the
research questions to the conceptual framework. As the research questions and literature review
are refined, the investigator needs to ensure the conceptual framework is appropriately adjusted
to fit the final structure of the study.
There are four knowledge modules that a researcher can utilize in the design of their
conceptual framework: experiential knowledge, existing theory and research, exploratory
research, and thought experiments (Maxwell, 2013). This study followed the experiential
knowledge module because the framework of the study accounted for the perspective of the
Technical Midwestern University INTLEXP program alumni. In order to better understand the
effectiveness of short-term campus exchange programs, the researcher applied a mixed methods
approach. This study utilized a survey inclusive of the entire alumni population of the program,
which is 200 individuals. This study also included interviews with a sample of the program’s
alumni. Detailed information regarding participant recruitment as well as the validity and
reliability of both the survey instrument and interview protocol is detailed further in Chapter
Three.
This study was conducted using a constructivist worldview. Creswell and Creswell
(2018) asserted that social constructivists seek to better understand the world in which they live
by developing subjective meanings of the experiences of participants in their research. This
study sought to better understand the effectiveness of short-term campus exchange programs
between international branch campuses (IBCs) and their respective home campus. It would be
difficult to do so without considering the subjective meaning TMU students create during their
ITNLEXP experience. It therefore accomplished the study’s purpose by collecting data through
a survey and interviews regarding the satisfaction of INTLEXP program alumni regarding their
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 65
experiences. The underlying factors affecting this problem of practice are characterized by the
knowledge, motivation, and organization (KMO) influences at the core of Technical Midwestern
University's students, who were the principal stakeholders of the problem of practice. Clark and
Estes (2008) posited that the KMO influences are interconnected, and the conceptual framework
demonstrated this within the context of this study.
The conceptual framework in Figure 2 represented how the research for this problem of
practice is constructed and takes into consideration the knowledge, motivation and organization
influences that affect the study (Clark & Estes, 2008; Maxwell, 2013; McEwan & McEwan,
2003). Research on organizational change argued change efforts are often ineffectual without an
alignment of knowledge, motivation, and organizational factors (Clark & Estes, 2008). The
conceptual framework design of Figure 2 outlines how Technical Midwestern University, as the
organization, directly affects the knowledge and motivation factors germane to the alumni
stakeholders for this problem of practice.
Figure 2 represents a conceptual framework of the interaction of stakeholder knowledge
and motivation influences within the organizational cultural models and cultural settings of
Technical Midwestern University (TMU) related to this problem of practice.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 66

Figure 2. Interaction of Stakeholder Knowledge and Motivation within Organizational Cultural
Models and Cultural Settings
Technical Midwestern University (TMU)
Cultural Settings (structured opportunities for reflection created by the
university, adequate staff leading INTLEXP) and Cultural Models
(University structure and support for INTLEXP)

Stakeholder Goal: By the end of spring semester 2019, 100% of participants of
INTLEXP will have created strong connections between TMU’s Tech City and Qatar
campuses in addition to identifying how reflection facilitated their personal
development.
Stakeholder Group (Alumni)
Knowledge (Understanding campus information,
campus functions, goal creation, cultural
background influence) & Motivation (how the
program benefits personal growth, the importance
of goal development)

Conceptual Framework Key:
Blue: Organization influences
Green: Knowledge and Motivation influences
Yellow: Stakeholder goal
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 67
The conceptual framework for this study assumed that the organization directly shaped
the knowledge and motivation influences of the students, who are members within the
organization, and will be shaped by the structure the university creates for INTLEXP. An
alignment of these three areas will lead to the organization achieving its organizational change
goal. The organizational goal stated that 100% of program alumni will be able to express
satisfaction with their INTLEXP experience. The stakeholder goal further stated that by the end
of spring semester 2019, 100% of participants of INTLEXP will have created strong connections
between TMU's Tech City and Qatar campuses in addition to identifying how reflection
facilitated their personal development. INTLEXP participants were able to articulate how the
organization created opportunities for cross-campus learning and intercultural growth through
this study’s design.
The organizational influences of Technical Midwestern University are reflected by its
cultural models and cultural settings (Gallimore & Goldenberg, 2001; Rueda 2011). The cultural
model influences included research supporting the organization’s ability to create a structure for
student learning which is necessary for the program to occur (Cawthorn et al., 2008; Council for
the Advancement of Standards in Higher Education, 2015; Dalton & Crosby, 2012; Eckert et al.,
2013; Erez & Gati, 2004; Le Cornu, 2009; Lew & Schmidt, 2011; Lorson et al., 2007; Mayer
2011; Patton, et al., 2016; Peterson et al., 2015; White, 2012). The significance TMU placed in
promoting cross-campus programs also created an engaged student population to select from
(Bandura, 2005; Erez & Gati, 2004; Kezar, 2001; Schein, 2004; Schein, 2017; Wood, 2011).
The cultural setting influences accounted for TMU creating structured opportunities for students
to reflect on what they are learning about themselves and the other campus during INTLEXP
(Adelopo et al., 2017; Bennett & Salonen, 2007; Council for the Advancement of Standards in
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 68
Higher Education, 2015; Dalton & Crosby, 2012; Deardorff, 2016; Erez & Gati, 2004; Haber &
Getz, 2013; Mills, 2014; Patton et al., 2016; Salisbury et al., 2013; Sturgill & Motley, 2014) in
addition to signifying the importance of strong Student Affairs staff leadership of the program
(Adelopo et al., 2017; Austin & Rust, 2015; Bresciani, 2008; Chapman et al., 2014; Council for
the Advancement of Standards in Higher Education, 2015; Deardorff, 2016; Eckert et al., 2013;
Haber & Getz, 2013; Hallak & Poisson, 2005; Healey, 2015; Herdlein et al., 2013; McKenzie et
al., 2010; Moscaritolo et al., 2016; Moscaritolo & Roberts, 2016; Nguyen, 2017; Salisbury et al.,
2013; Slantcheva-Durst & Dankowski, 2018; Stryker et al., 2016; Vianden & Barlow, 2014).
The knowledge influences are factual, conceptual, procedural, and metacognitive
(Krathwohl, 2002). Technical Midwestern University is responsible for ensuring program
participants have the requisite knowledge needed to have a meaningful INTLEXP experience.
They are supported by relevant literature on information acquisition and sound educational
practices which notes students will need to develop foundational knowledge of their campus,
develop goals for the program, understand their cultural background and understand how their
cultural background affects their experience (Adelopo et al., 2017; Alexander, et al., 2009;
American Psychological Association, Coalition for Psychology in Schools and Education, 2015;
Carpenter, 2012; Clem et al., 2014; Corder & U-Mackey, 2015; Deardorff, 2016; Eckert et al.,
2013; Haber & Getz, 2013; Krathwohl, 2002; Le Cornu, 2009; Lew & Schmidt, 2011; Lorson et
al., 2007; Mayer 2011; Mills, 2014; Roberts & Roberts, 2012; Rueda, 2011; Shute, 2008; Sturgill
& Motley, 2014; Strange & Gibson, 2017; White, 2012). The motivation influences are focused
on literature related to self-efficacy theory, which noted students will need to believe they can
have a positive INTLEXP program experience and goal orientation theory, where students will
need to align goals to that of the program’s in order to have a meaningful experience (Allen,
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE 69
2010; Bloom & Miranda, 2015; Clark & Estes, 2008; Dalton & Crosby, 2012; Darby et al., 2013;
Deardorff, 2009, 2011; Haber & Getz, 2013; Kerr et al., 2016; Lantz-Deaton, 2017; Lewis &
Niesenbaum, 2005; Martinsen, 2011; Mayer, 2011; McCree & Haber-Curran, 2016; Pajares,
2006; Patton et al., 2016; Pintrich, 2003; Vashø, 2013; Welkener & Bowsher, 2012; Yough &
Anderman, 2006).
The conceptual framework presented in Figure 2 included foundational aspects of this
problem of practice which are supported by the literature on knowledge, motivation and
organizational factors, and these coalesce to influence the problem of practice (Clark & Estes,
2008; Maxwell, 2013; Merriam & Tisdell, 2016). The analysis of the data collected informed the
conceptual framework design, and it reflected the knowledge, motivation, and organizational
factors outlined in the mapping process (Merriam & Tisdell, 2016).
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70
CHAPTER THREE: METHODOLOGY
Chapter Three provides an outline of the research methodology for this study. Sections
of this chapter include background information regarding the participating stakeholders, the
rationale for the choice of a mixed methods methodology for this study as well as its design and
strategy for collecting data. Additionally, this chapter addresses the validity, reliability,
credibility, and trustworthiness of this research. It will conclude with sections on the ethics and
limitations of this study.
Research Questions
1. To what extent is the organization meeting its goal of 100% of participants of
INTLEXP will have created strong connections between TMU’s Tech City and Qatar
campuses?
2. To what extent is the organization meeting its goal of identifying how reflection
facilitated their personal development?
3. What are the knowledge, motivation, and organizational elements related to achieving
the organizational goal around student satisfaction?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Participating Stakeholders
The goal of this study was to better understand how Technical Midwestern University
(TMU) engendered closer campus connections and fostered intercultural development as a result
of student participation in the INTLEXP program. A mixed methods approach was utilized to
measure the organizational performance goal, which stated that by the end of spring semester
2019, 100% of program alumni will be able to express satisfaction with their INTLEXP
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71
experience. Surveys were utilized to develop a broad understanding of the experience of each of
the 200 INTLEXP program alumni, while interviews were utilized to collect qualitative data
from a sample of INTLEXP alumni. It is important to mention that the terms program alumni
and program participants will be used interchangeably to describe TMU students who have
previously participated in the INTLEXP program. Program alumni represent this study's
population. This study utilized a convergent mixed methods design because it collected both
quantitative and qualitative data. It is a convergent design because the survey and interview data
were collected concurrently and reviewed together to analyze this study's problem of practice
(Creswell & Creswell, 2018).
The stakeholder population for this study was the alumni of the INTLEXP program on
both the Tech City (TMU-TC) and Qatar (TMU-Q) campuses. Students are chosen for the
program through a competitive merit-based application process organized by Student Affairs
staff independently at their respective Tech City and Qatar campuses. This process is reviewed
and refined each year by the INTLEXP program’s Student Affairs staff organizers. It typically
includes a review of an applicant’s leadership potential and campus engagement, as well as the
student’s ability to demonstrate their interest in INTLEXP’s learning objectives. This process
occurs annually and involves a combination of essays, group interviews, and individual
interviews. TMU’s Student Affairs staff and INTLEXP alumni typically contribute as volunteers
in the application process on both campuses as either application readers or interviewers.
Considerations are made by Student Affairs program organizers to ensure there is a gender
balance to the final group that comprises the INTLEXP cohorts for each year.
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72
Survey Sampling Criteria and Rationale
Criterion 1. Survey participants must have been past participants of the INTLEXP
program. The rationale for this was, as this is a study of INTLEXP, only participants could
articulate the program experience.
Criterion 2. Survey participants could have been currently enrolled students or
graduates of Technical Midwestern University at the time the survey was administered, provided
they have participated in the INTLEXP program while they were enrolled as a TMU student.
Similar to Criterion 1, the rationale for this is grounded in the significance of previous
participation in the program.
Criterion 3. INTLEXP program alumni must have participated in the surveys at their
discretion and through informed consent. Program alumni were not compelled to complete the
survey.
Survey Sampling Recruitment, Strategy, and Rationale
The survey component of this mixed methods study used comprehensive sampling
because this method included each of the past participants in the INTLEXP program and created
a representative sample of the INTLEXP student experience (Johnson & Christensen, 2015).
The higher the number of participants in the survey, the more likely the study would have
provided insight regarding the organization’s role in the effectiveness of short-term campus
exchange programs such as INTLEXP (Locke, Silverman & Spirduso, 2010). Surveys were an
effective method to cultivate a deep understanding of the participant experience, including the
learning which occurred as well as program alumni satisfaction with participation in the
INTLEXP program.
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73
Interview Sampling Criteria and Rationale
Criterion 1. Interview participants must have been past participants of the INTLEXP
program. The rationale for this was, as this is a study of INTLEXP, only participants could have
articulated the program experience.
Criterion 2. Interview participants could have been currently enrolled students or
graduates of Technical Midwestern University at the time of the interview, provided they have
participated in the INTLEXP while they were enrolled as a TMU student. Similar to Criterion 1,
the rationale for this was grounded in the significance of previous participation in the program.
Criterion 3. INTLEXP program alumni participated in interviews at their discretion and
through` informed consent. Program alumni indicated their interest through the last question in
the survey and were randomly selected. Previous INTLEXP participants will not be compelled to
interview, even if they were randomly selected.
Criterion 4. All program alumni needed to have access to video conferencing software.
The rationale for this was to have the same interview experience for each participant, regardless
of their location.
Interview Sampling, Recruitment, Strategy, and Rationale
The interview component of this mixed methods study used two-tier sampling based on
the list of potential participants who indicate their interest to be interviewed in the survey
(Johnson & Christensen, 2015). The last question of the survey asked, “Are you interested in
participating in an interview to further discuss your INTLEXP experience and to provide
feedback? If interested, please type your name and e-mail below. NOTE: Your contact
information above will be extracted separately and not linked to or stored with your survey
responses. Interview participants will be selected through a random draw from a list of all survey
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

74
respondents who volunteer to be interviewed. You may decide at a later time if you are
contacted, to not participate in the interview.” A sample of participants was created based on the
subset of the population who indicated their willingness to partake in an interview through the
designated survey question. Measuring the impact of cross-campus exchange programs is a
multifaceted problem of practice; therefore, it was essential to invite a small group of people
randomly selected from each campus to allow the interviewer to elicit insightful and meaningful
qualitative data (Krueger & Casey, 2009). All interviewees were invited to for an interview over
video conferencing software and provided consent both in advance by e-mail and through the
interview protocol.
Data Collection and Instrumentation
This mixed methods study included both a survey and interviews to better understand the
knowledge, motivation, and organizational factors related to this problem of practice. The
subsequent sections provide further detail on both of the data collection methods used in this
study.
Surveys
The goal of this study’s survey was to provide descriptions of trends, attitudes, and
opinions of prior INTLEXP participants and included descriptive questions to provide robust
data related to the research questions (Creswell & Creswell, 2018). The survey was conducted
online and sent to participants through an e-mail invitation from a Student Affairs administrator
familiar to program alumni of both TMU campuses. An online survey served a practical purpose
as alumni of this program were located around the world. This instrument choice allowed the
researcher to collect data from program alumni who participated in the program since its
inception in 2010. It was essential to look beyond the recent INTLEXP cohorts as this would not
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75
have provided as broad of an outlook on the satisfaction of participants for the experience of all
program alumni.
Interviews
Interviews were additionally utilized in this mixed methods study. The interviewer, in
the form of the researcher, probed for more information to develop a more in-depth
understanding of an INTLEXP program participant’s learning (Creswell & Creswell, 2018;
Johnson & Christensen, 2015; Merriam & Tisdell, 2016). Two-tier sampling was used for
interviews since this form of sampling was conducted within the INTLEXP participant pool
(Johnson & Christensen, 2015; Merriam & Tisdell, 2016). The first stage was comprised of the
alumni in the respective Qatar and Tech City groups who indicated their interest in participating
in an interview through the survey, and then sampling was completed within that population at
random to choose interview participants.
Sampling Strategy and Timeline
Table 5 outlines the sampling strategy, the number of stakeholders, and the timeline for
this quantitative study. The actual number of participants for the survey and interviews will be
elucidated in Chapter Four.
Table 5
Sampling Strategy, Stakeholder Population, Proposed Participants, Data Collection Period
Sampling Strategy Number in
Stakeholder
Population
Number of Proposed
participants from
Stakeholder
Population
Start and
End Date
for Data
Collection
Surveys Received written
permission from a
Technical Midwestern
University Student
Affairs administrator
to contact alumni via
200 alumni
of the
INTLEXP
program.
200 – all alumni of the
program were
contacted;
comprehensive
sampling was used.

May-June
2019.
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76
the program database.
Interview link was
sent to program
alumni through this
administrator.
The survey took
roughly 15-30 minutes
to complete.
Interviews Two tier sampling
from participants who
indicated interest in
the survey.
200 alumni
of the
INTLEXP
program.
10 – 5 from the Tech
City campus and five
from the Qatar campus.

The interviews took
between 30-60 minutes
to complete.
June 2019.

Quantitative Data Collection and Instrumentation
The purpose of this study was to better understand how Technical Midwestern University
engendered closer campus connections and fostered intercultural development as a result of
participation in the INTLEXP program. The study collected data to better comprehend the
experiences of the alumni of the INTLEXP program, an annual program designed by TMU to
improve the relationships between and connect the campus cultures of the Tech City and Qatar
campuses.
Surveys
The survey questions for this study evaluated the knowledge, motivation, and
organizational (KMO) influences related to the problem of practice. Identifying the critical
factors for each of the KMO influences is critical for analyzing the underlying factors relevant to
the problem of practice being studied (Clark & Estes, 2008). Measuring each of these influences
allowed the researcher to evaluate the effectiveness of short-term campus exchange programs
between Technical Midwestern University's Tech City and Qatar based campuses. The
organization's performance goal for this study stated that 100% of program alumni will be able to
express satisfaction with their INTLEXP experience. The alumni stakeholder goal asserted that
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77
100% of INTLEXP participants will have created strong connections between TMU's Tech City
and Qatar campuses in addition to identifying how reflection facilitated their personal
development. The KMO influences outlined in the literature review were designed to align with
this stakeholder goal and were supported by appropriate theory and research.
Survey instrument. The survey was created by the researcher and administered online.
The survey’s questions were related to the KMO influences pertinent to the problem of practice
and included a mix of Likert closed-ended questions and open-ended questions for program
alumni to answer. The Likert scale questions were asked on a four-point scale, ranging from
strongly disagree, disagree, agree, or strongly agree. A 'Not Applicable' option was also
provided in case the question was not relevant to the experience of the alumni completing the
survey. Survey participants had the ability to skip any question they chose. One of the
knowledge influences that was assessed maintained program participants need to develop
knowledge about the Tech City and Qatar campuses through structured pre-departure
orientations, in addition to developing knowledge about their respective campus. A few survey
questions were created to determine the effectiveness of pre-departure orientations for program
participants. For example, one Likert scale stated, “I could describe my campus to my peers on
the other campus” to measure program alumni's knowledge of their respective campus before the
program. Another question stated, “Pre-departure meeting reflections prepared me for my
participation in the INTLEXP program” in order to assess their perspective on the effectiveness
of these meetings and the impact of the organization’s influence on a program alumni’s
INTLEXP experience.
One of the organizational influences studied was whether or not Technical Midwestern
University provided effective program organizational leadership and support and whether it
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78
facilitated participant learning during INTLEXP. The survey questions asked program alumni
about their perception of the effectiveness of the Student Affairs staff leading the program, and if
staff facilitated learning during the program. This area was where both a Likert and open-ended
survey question was utilized. The Likert scale question stated, “Technical Midwestern
University staff provides effective mentorship during INTLEXP” and an open-ended follow-up
question then asked, “What is the most important support TMU provides for INTLEXP?”. The
second question in this example was designed not to assume either a strongly disagree or
strongly agree answer from the previous question, and allowed for richer data as answers if the
survey participant chose to answer the question. Research on survey designed maintained that
the ability to answer in one's own words is what distinguishes open-ended questions from closed-
ended questions (Fink, 2013), so the survey design for open-ended questions was intentional in
this regard.
Additionally, demographic data was collected to determine if specific populations have
different trends than others. Some of the demographic data collected for this study included
gender, which campus the individual primarily attended (e.g., Tech City or Qatar), previous
international travel experiences to the other campus and when the individual participated in the
INTLEXP program. These questions provided nominal data for the researcher to analyze
(Salkind, 2017). After the survey was administered, the data was analyzed for frequency and
standard deviation through Microsoft Excel software.
Survey procedures. The purpose of this study was to better understand how Technical
Midwestern University engendered closer campus connections and fostered intercultural
development as a result of participation in the INTLEXP program. A survey was utilized
because it incorporated the experiences of the INTLEXP alumni population, which included
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79
cohorts of approximately 20 participants over a 10-year period who participated in the INTLEXP
program. Program alumni live across the world, which made surveys an optimal tool of choice
for this study. In order to contact program alumni, permission was given by a Student Affairs
administrator of Technical Midwestern University, who e-mailed the survey to a program alumni
database maintained by the institution.
Survey data was collected during one period: May-June 2019. There were two primary
purposes for this timeline. First, this timeframe allowed the investigator to complete the
Institutional Review Board (IRB) approvals for both the University of Southern California and
Technical Midwestern University IRB offices between February to May 2019. Any amendments
and recommendations from the Institutional Review Board were made to the survey tool in May
2019 in advance of the survey being administered. Second, this timing allowed participants of
the 2019 iteration of INTLEXP to be eligible for the study since the program finished in mid-
March, which created a larger population of program alumni to be utilized for this study.
Participants completed the survey during a one-month administration period. Participants
received one reminder from the Student Affairs administrator two weeks after initial contact to
complete the survey. For the online survey, consent was obtained on the first page of the
assessment. Participants were prompted to read and click consent to continue to the survey. If
they did not consent, they were directed to a page thanking them for their participation
consideration. Participants had the ability to opt out of the survey at any point. This information
is outlined further in Appendix A.
Qualitative Data Collection and Instrumentation
Interviews
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80
Interviews are a qualitative form of research where the interviewer serves as the
assessment tool, and respondents answer questions to provide the researcher with an
understanding of what cannot be observed (Creswell & Creswell, 2018; Maxwell, 2013). The
interviews conducted for this study were semi-structured and occurred after program alumni
participated in the INTLEXP survey. Semi-structured interviews seek to obtain specific
information for a study and includes a list of prepared questions that can be used flexibly
(Creswell & Creswell, 2018; Merriam & Tisdell, 2016).
Interview protocol. Interviewers have a responsibility to the respondent to be respectful
of their time and needs, not to harm or pressure them and honor any promises they have made
during their consent to participate in the interview (Rubin & Rubin, 2012; Weiss, 1994), which
was a focus of the principal investigator (PI). It is additionally incumbent on the interviewer to
build a strong rapport with the interviewee through exhibiting empathic neutrality, which is
characterized as a non-judgmental neutral approach to interviewing (Patton, 2015). The
interviewer’s questions were modified slightly depending on whether or not TMU Tech City or
Qatar campus program alumni were being interviewed. Examples for this are elucidated in the
interview protocol, which can be found in Appendix B. Weiss (1994) encourages researchers to
use probes in order for interviewees to extend answers, provide more detail, and identify
additional actors in the respondents' experience. The probes listed for each of these interview
protocol's questions in Appendix B were designed to elicit additional information from the
respondent. Additional probes were used to prompt more detailed answers depending on the
context of each semi-structured interview.
Interview procedures. Interviews for this study were conducted in June 2019. The
author of this study served as its' principal investigator and conducted each of the interviews.
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Interview participants were selected randomly from a sample derived from the subgroup who
identified their interest in participating in an interview in the last question of the survey. Semi-
structured interviews were conducted via video conferencing software regardless of the location
of the interviewer and interviewee. Interviews were recorded in audio format with the consent of
the participant and transcribed afterward using a third-party transcription service. Throughout
each of these steps, the researcher articulated how and why these technical decisions were made
in order to guide the interview participant along with their thought process (Creswell &
Creswell, 2018).
The participant provided the principal investigator with a pseudonym name that was used
throughout the interview to further protect their identity. The PI audio recorded the interview
using a handheld digital audio recorder, and these files were stored in a password-protected file
on a password-protected computer. The principal investigator conducted the interviews from a
secure office so that no one could inadvertently be recorded, The PI asked the interviewee to be
in a private space to ensure no one else would inadvertently be recorded during the interview. If
the individual did not wish to have his/her interview audiotaped, this did not affect eligibility to
participate in the interview process. Participants were allowed to stop participating at any point
during either the quantitative or qualitative components of the study. Consent was obtained
verbally at the beginning of the interview for the qualitative component of the study in addition
to the signed form sent to the PI prior to hosting the interview. The researcher requested
permission to use direct quotes from the respondents, and explained this was a way of illustrating
their points in this dissertation. If participants chose not to allow to the use of direct quotes in
this dissertation, it did not affect their ability to participate in the interviews. All information that
could have led to the identification of the individual behind the quote was removed. Further
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elaboration of these procedures is included in the interview protocol displayed in Appendix B,
the informed consent provided in Appendix C, and the information sheet exhibited in Appendix
D.
Validity, Reliability, Credibility, and Trustworthiness
Establishing validity, reliability, credibility, and trustworthiness are critical to producing
sound research and require considerable attention from a researcher in order to improve the
veracity of a study (Merriam & Tisdell, 2016). Well-articulated procedures and research
methods rule out validity threats and increase the credibility of a study’s conclusions (Maxwell,
2013). Reliability will ensure the survey is not institution specific and can be applied across
other universities interested in studying the problem as it relates to their campus (Salkind, 2017).
A researcher needs to establish trustworthiness in order for their data to be considered credible
(Merriam & Tisdell, 2016; Patton, 2015). If the survey is well-designed and the interviews are
facilitated appropriately, other institutions with the same problem of practice should be able to
implement the tool to better understand the knowledge, motivation and organizational factors
influencing this problem of practice at their campus. The following sections will provide detail
for how this study intends to increase its validity and reliability, respectively.
Validity
Validity assures that the survey instrument is measuring what it is supposed to be
measuring (Creswell & Creswell, 2018; Salkind, 2017). Salkind (2017) outlined three different
kinds of validity for researchers: content, criterion, and construct. Content validity is whether
the sample reflects a universal claim for a topic, criterion validity helps a researcher identify
whether the data are related to the criteria of the study and construct validity which tests whether
they survey measures an underlying psychological construct (Salkind, 2017). In order to
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establish content validity, the researcher requested feedback about the survey questions with
program alumni from both the Tech City and Qatar campuses to determine if the questions asked
for the information which the researcher wanted the questions to ask. There were no available
data points to determine concurrent validity, which is a criterion validity considering the survey
participants’ present reality. Construct validity was not feasible for this study as there were no
pre-existing constructs used as a model for the study’s design. For Technical Midwestern
University, the research can focus on studies of intercultural competence and professional
competency presented in the literature review. If a question on the survey, or in the interview
protocol, included a technical term like intercultural competence, the researcher incorporated a
definition to make sure the survey participant understands the question (Fink, 2013). The
questions of the survey and foundation of the study were designed from the information
presented in Chapters One and Two.
Threats to validity can be internal or external (Creswell & Creswell, 2018). Creswell and
Creswell (2018) noted internal validity threats include experiences from the study’s participants
that hinder the researcher’s ability to reach valid conclusions results for their survey. Some
examples of internal validity threats relevant to this study are history and maturation.
Participants in this study could have gone on INTLEXP 10 years ago, so their recollection of
what the instrument is asking them may be vague. Also, program alumni who took this survey
may be predisposed to doing so because they had a positive or negative INTLEXP experience
and want to share this data with TMU, so there are self-selection concerns. To increase validity
on history and selection, Creswell and Creswell (2018) encouraged researchers to select
participants randomly for the study to see if their answers are consistent with the whole
population. Within this study, the different demographic variables can be used to test validity
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over time. For example, if an individual who participated in the program seven to 10 years ago
measure along with the same metrics of intercultural competence development as recent
participants, the results of this study are more valid. An external validity threat occurs when a
researcher draws incorrect inferences due to obvious reasons such as the interaction between
selection and treatment. Creswell and Creswell (2018) urged researchers to restrict claims about
what can be generalized in the data; however, since the population is all alumni, this is likely not
to be an issue.
Reliability
Reliability determines whether a survey consistently measures what it is supposed to
measure (Salkind, 2017). There are several kinds of reliability, including test-retest, parallel
forms, internal consistency, and interrater. Test-retest reliability is used to know if a test is
reliable over time, whereas parallel forms reliability is used to compare the survey to other
similar surveys. Internal consistency reliability is used when the researchers want to assess one
particular variable further. Interrater reliability is used when the researcher wants to know if
there is consistency with one of the survey items being assessed. Internal consistency is most
salient for this study. Salkind (2017) noted that the purpose of this reliability is to ensure that the
test measurements utilized measures only one area of interest for the study. Each question was
designed to measure a specific KMO variable or variables. In order to increase the reliability of
the survey, the survey questions were tailored for the Tech City and Qatar campuses to make
them context specific.
Credibility
Creswell and Creswell (2018) asserted that having the researcher conduct the interview is
a strength in the process because it will allow them to control the interview protocols; however,
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it also cautions that their presence may bias the responses of the study’s participants. Duke and
Martin (2011) warned against allowing one's experience to misguide them, making it imperative
for the researcher to be unbiased in their data collection process. One method to fend against this
and increase validity is through member checking. Member checking is a method where the
researcher breaks from the interview protocol questions to determine if they are interpreting their
interviewee's statements accurately, and as they intended (Creswell & Creswell, 2018). Member
checking was applied frequently during interviews by the principle investigator in order to make
sure the PI comprehended what the program alumni was saying, or to make sure the program
alumni was articulating their point suitably.
Furthermore, the researcher needed to discern the difference between this study and
INTLEXP post-program assessments, which INTLEXP alumni are accustomed to completing.
This was a study that sought to evaluate the INTLEXP program alumni experience holistically
from the past ten years. To date, program alumni were generally accustomed to completing a
post-program evaluation administered by their respective campus' INTLEXP program lead, a
common assessment practice within the Student Affairs profession. Whereas program
evaluations seek conclusions about INTLEXP after it occurs, research projects such as this study
sought to add to the body of knowledge about this problem of practice (Alkin, 2011). The
interview data collected provided in-depth insights into the alumni experience of INTLEXP and
was used to determine the organization's efficacy in achieving its performance goal.
Trustworthiness
The trustworthiness of a study’s data is connected to the trustworthiness of the researcher
collecting the data (Patton, 2015). Since the research was conducted on a problem of practice
occurring at Technical Midwestern University, it can be considered action research (McEwan &
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McEwan, 2003). Action research is defined as a “systematic approach to investigation that
enables people to find effective solutions to problems they confront” (Stringer, 2014, p. 1).
Action research creates an atmosphere of trust that allows the stakeholders to interpret their
experience because it involves all relevant stakeholders (e.g., INTLEXP participants) in its study.
The author of the study was responsible for organizing each of the study’s components,
which emphasized the critical nature behind the study’s planning and preparation (Locke et al.,
2010). Creswell and Creswell (2018) advocated for researchers to explicitly clarify any bias they
may have early in the dissertation. By explaining the researcher’s role, it gives the audience of
for this research an understanding of how it could have affected the data for this study. For
example, program alumni who are interviewed may want to provide the researcher responses that
will lead them to an answer they think the researcher wants them to say. Locke et al. (2010)
contended that it is essential for the researcher to understand how subjectivity can affect the data
collection process. Although objectivity should be the goal of the researcher, it can be
challenging to maintain. The researcher was upfront about potential biases and conflicts of
interest with both the survey and interview participants, and the readers of this study (Creswell &
Creswell, 2018; Locke et al., 2010). Lastly, it will be necessary for the investigator to recognize
the power dynamic they bring to the study (Creswell & Creswell, 2018), which is why Survey
Criterion 3 articulated how program alumni to opt out of being in the pool of interview
candidates by not submitting their e-mail address.
Once the interviews were transcribed, the researcher followed several steps to analyze the
data. According to Creswell and Creswell (2018), researchers should organize and prepare the
data for analysis, read or look at all of the data, code the data, generate descriptions and themes,
and finally present the descriptions and themes. After this, the researcher summarized their
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findings, compared it to the literature and articulate limitations, and identified areas for future
research. The interview recordings were stored on a password-protected computer in the
investigator's card key-controlled office. Program alumni who chose to participate in this
research were notified about measures the research will make to protect their confidentiality and
protect data associated with them.
Ethics
It is vital for a research investigator to acknowledge any ethical considerations which
pertain to their study in advance of working with human subjects (Merriam & Tisdell, 2016).
Merriam and Tisdell (2016) asserted that all research studies need to protect its participants from
harm, provide informed consent, cannot deceive its participants, and resolve these issues in
advance of conducting the study. In order to move forward with a proposed research project,
Institutional Review Board (IRB) approval needed to be obtained from both Technical
Midwestern University and the University of Southern California, and it was dependent on
satisfactory compliance and acknowledgment of ethical issues (Glesne, 2011; Rubin & Rubin,
2012). Informed consent included three aspects that the investigator was responsible for
outlining and sharing with a study's participants. These aspects included an individual
understanding that their participation in a study is voluntary, their awareness of any aspects of
the study which could affect their wellbeing and their ability to freely end their participation in
the study (Glesne, 2011; Krueger & Casey, 2009; Merriam & Tisdell, 2016; Rubin & Rubin,
2012). Individuals from the study’s population were notified of the study’s purpose and needed
to give their consent before completing the survey and if selected, before they participated in the
interview both in written form over e-mail and verbally at the start of the interview. This is
demonstrated greater detail in Appendices B, C, and D.
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The quality of information collected through this study was dependent on the
investigator’s ability to outline and manage ethical considerations, in addition to developing
robust research questions (Patton, 2002). Maintaining confidentiality and securing storing data
are also essential components of research involving human subjects (Merriam & Tisdell, 2016).
The demographic data collected was general (e.g., which campus a program participant attended
when they participated in the program, gender) and protected individuals’ identities as a result.
Information collected was stored on a password-protected computer in the investigator's card
key-controlled office. Program alumni who chose to participate in this study were notified about
measures the researcher made to protect their confidentiality and protect data associated with
them.
The investigator in this study is a tenured staff member from the Qatar campus Division
of Student Affairs who has strong relationships with TMU-Q students and program alumni but
only some TMU-TC students and program alumni. By the nature of the investigator’s
professional responsibilities on the Qatar campus and its small campus population of 400
students, strong relationships were likely to have been cultivated through advising, mentoring
and supporting students, making it likely that there will be pre-existing relationships with some
INTLEXP alumni. The Tech City campus has substantially more undergraduates, and the
opportunities for Qatar campus staff to work with TMU-TC students are usually limited to
INTLEXP. Power relationships in research often disproportionally favor the researcher, so it is
incumbent on the researcher to understand their influence on the study, make considerations for
the welfare of study participants and articulate all components of informed consent (Glesne,
2011). Through informed consent, the investigator acknowledged their role as a researcher for
the interviews, and in order to avoid concerns of deception during data collection, the
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investigator occasionally reminded the interview participants throughout the study of their
investigator role (Rubin & Rubin, 2012).
Program alumni’s perspectives of their INTLEXP program experience were helpful to
learn about how they experience the program, collect multiple perspectives, and understand how
events throughout INTLEXP affect their learning (Weiss, 1994). It was essential to recognize
the potential power imbalance in relationships between interviewer and currently enrolled
students. The established relationships between interviews and INTLEXP alumni could have led
to higher participation rates of Qatar campus program alumni in comparison to Tech City
program alumni. The investigator had a bias towards the success of the program due to their
proximity to working with INTLEXP for several years. However, the relative relationship
distance between the investigator and study participants does not matter if the study is not
designed on a solid foundation (Glesne, 2011). This researcher further outlined several ethical
codes a researcher needs to abide by, which applies to this research to overcome researcher bias.
This study needed to ensure all of its participants have sufficient information to make informed
decisions about their participation in the survey, and participants must be able to withdraw from
the study without penalty.
Limitations and Delimitations
Among the limitations of this study was the program participant rate in the survey and the
ability to obtain an equal amount of data from both TMU-Q and TMU-TC program alumni.
There was no way to control participation rates per campus in the survey, but measures were
taken to balance out the number of interviews completed with program alumni from both
campuses. Participant recollection of the details of their experiences varied. The survey
questions were designed to include several questions about intercultural competence and
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identity; however, culture was not the sole focus of this study and not all program alumni may
have been equally comfortable discussing details related to this topic.
This study was designed as a mixed methods study and contingent on interview
participants identifying their interest in participating through the survey. There was assumed
interest in interview participation, and an obvious limitation to this study would be who
comprised the interview subpopulation and whether that was representative of the INTLEXP
program alumni population. The program alumni who did indicate an interest in participating in
the interviews were likely highly engaged in the program, regarded it positively, and wanted to
express their views on INTLEXP which could have skewed the data. Additionally, they may
have been influenced to participate in interviews out of respect for the PI or Student Affairs
administrator who contacted them.
An additional limitation for this study is rooted in culture. One concern with conducting
research which includes aspects of intercultural competence is the role of culture. Definitions of
intercultural competence are evolving (Deardorff, 2006) and can be a difficult concept to assess
(Neculaesei, 2016). Research on discourse further indicated that people are more likely to
behave culturally in a manner they think the interviewer would expect them to, as opposed to a
more authentic representation of the self (Haugh, 2008).
The delimitations of the study represent what was in the control of the principal
investigator and bounded this study. Once the TMU Student Affairs administrator consented
with their support of the study by forwarding the survey to the program alumni population, the
responsibility was on the PI to create a survey and interview protocol that measured the assumed
KMO influences outlined in Chapter Two. The survey questions were not compulsory to
complete and participants could opt out at any time, resulting in varying response rates per
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question. The interview protocol was designed to garner additional information and allowed for
areas of exploration of topics that were relevant to the program alumni, but not always relevant
to the assumed influences.

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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to understand how Technical Midwestern University
engendered closer campus connections and fostered intercultural development as a result of
student participation in the INTLEXP program. This study utilized a convergent mixed methods
design as it collected quantitative through a survey, then qualitative data through interviews with
INTLEXP program alumni. This chapter will outline the participating stakeholders of the study,
then present the results and findings.
Participating Stakeholders
Sixty-nine program alumni out of a population of 200 (34.5% response rate) completed
the survey. Of the 69 survey respondents, 50 (72.4%) were from the Qatar campus, and 19
(27.6%) were from the Tech City campus. Thirty-seven (53.6%) females and 32 (46.4%) males
completed the survey. Sixty-four (92.8%) respondents stated that they participated in INTLEXP
as either a sophomore or junior. Representatives from each of the ten iterations of the program
participated in the survey. The number of program alumni survey participants per year is
exhibited in Figure 3.

Figure 3. Survey respondent data per INTLEXP participant year
7
4
6
5
3
5
11
9 9
10
0
2
4
6
8
10
12
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Survey Respondent per INTLEXP Participant Year
Participants
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The highest rate of participation came from the 2018 cohort, with 11 program alumni responding
to the survey; while the lowest rate of participation came from the 2014 cohort, with three
program alumni responding to the survey. The quantitative data from each of the Likert scale
survey questions is available in Appendix G.
There were eight open-ended questions available for program alumni to answer in the
survey, in addition to the five demographic and 23 Likert scale questions. Response rates for
these questions varied from a low of 20 respondents to a high of 31 (mean = 26.9). The
inclusion of any data from these survey responses in the Results and Findings section will
include the gender and campus of the student (e.g., Qatar campus female survey respondent), but
not their year of participation in the INTLEXP program, in order to protect the respondent’s
identity. Further data regarding these respondents is available in Table 6.
Table 6
Open-ended survey question participants
Campus Male Female
Qatar 12 14
Tech City 3 7

Twenty-three program alumni indicated their interest to participate in the interviews
through the final survey question, with 16 receiving invitations to participate based on random
selection. Information about each interviewee, including specific examples from their responses,
were deliberatively removed from the text to protect their identities. Measures were taken in the
transcripts to remove any potential identifiers of the interview participants. Interviewee
pseudonyms, primary study campus, and gender are listed in Table 7.
Table 7
Interview participants, listed alphabetically by campus
Pseudonym Primary Study Campus Gender
Ahmed Qatar Male
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Elizabeth Qatar Female
Falcon Qatar Male
Jane Qatar Female
Jonathon Qatar Male
Renee Qatar Female
Sally Qatar Female
Scotty Qatar Male
Andrew Tech City Male
Jae Tech City Female
Joan Tech City Female
Robin Tech City Female
Skylar Tech City Female

Results and Findings
The data collected through this mixed-methods study provided information pertinent to
each of the core research questions of this study. The baseline for validation used for this study
was 70%. The subsequent sections will use the data collected from the surveys and interviews to
consider the knowledge, motivation, and organizational influences regarding Technical
Midwestern University's efficacy in achieving its organizational goal. The three main sections
are structured around the research questions guiding this study, with findings around the KMO
influences used to organize findings within each research question.
Research Question One
The following section will analyze data related to the first research question. It asked, “to
what extent is the organization meeting its goal of 100% of participants of INTLEXP will have
created strong connections between TMU’s Tech City and Qatar campuses?” There were
findings related to motivation and organizational influences; however, there were no findings
related to knowledge influences. The one motivation influence finding suggests that program
pacing negatively affected motivation and program alumni’s ability to achieve their goals. There
were three findings related to organizational influences. First, INTLEXP bridged the student
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bodies of the two TMU campuses by creating opportunities for students to develop meaningful
friendships amongst one another. Second, INTLEXP was an opportunity for students to
participate in campus traditions which cultivated a stronger affiliation with the institution. Third,
program alumni recognized the importance of organizational support for the INTLEXP program.
Motivation Influences on Creating Strong Connections
The next section outlines the finding related to motivation influences for the first research
question about creating stronger connections between the two TMU campus. According to
program alumni, pacing and jet lag limited their ability to create meaningful connections during
INTLEXP. The finding will be supported by data collected in this study.
Program pacing and jet lag limited program alumni’s ability to create meaningful
connections during INTLEXP. Program alumni articulated their concern about the pacing of
INTLEXP and its negative impact on the student experience when asked about challenges in the
survey and during interviews. Even though a direct question about the pacing of the program
was not asked, it was reported as a challenge for 61.5% of interviewees and was mentioned as a
challenge by nine of the open-ended survey question respondents. For Skylar, an interview
participant, the constant movement forced her to be continuously engaged and did not allow her
to take the time to understand what she was thinking and feeling throughout INTLEXP. A
female survey respondent from Tech City shared that they felt “rushed” and did not appreciate
having to move from one activity to the next when asked about the efficacy of reflection.
Ahmed added, “it is a very fast-paced trip, a lot is going on, and then we do not have too much
time to reflect.” He acknowledged the value of using the downtime between scheduled activities
to reflect.
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The pacing led to missed opportunities for more in-depth conversations around the
student experience. Jane was cognizant to use the limited unscheduled time with her peers to
stop and process what she was experiencing throughout the program. According to Jane, her
peers “would just be connecting and looking at each other going, 'This is something that's going
on right now. I do not know how I feel about it. Do you know how you feel about it? Let's talk it
through.'” Sally likewise felt pressure to quickly "internalize" what she heard in order to keep up
with the program. Jae meanwhile expressed regret about her experience, explaining that jet lag
limited her ability to engage in some aspects of the program entirely.
The rapid travel and packed schedule for INTLEXP were challenges for program alumni.
However, it did not prevent students from growing through their INTLEXP journey. Despite the
pacing challenges associated with the program, 29 open-ended survey respondents were able to
identify at least one way they grew as a result of their participation in the program when asked
how they personally developed or grew as a result of their participation in the program. Themes
from these respondents included increased religious tolerance, self-awareness and confidence in
student’s abilities to positively interact with diverse peers.
Jonathon adeptly hypothesized that if the trip were longer than its current 16-day
duration, it would be less meaningful for students because it takes the pressure of making the
most of it off of the individual. His observations aligned closely with research on this topic.
According to Strange and Gibson (2018), 18 days is an optimal timeframe for an immersive
short-term international experience. Ahmed highlighted the value of the short-term experience.
He contended it "help[ed] us keep the seriousness of [the experience]...we are going there for a
purpose…we are going there to learn about the culture and how we can bring it back…so it
keeps the focus of [the group]." The inability to create meaning around one’s experience tested
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student’s self-efficacy and strained student motivation during INTLEXP. The program alumni
who best exemplified this finding were Skylar, Sally, Ahmed and Jae. Each of these program
alumni reported positive experiences but expressed regret regarding learning opportunities that
were potentially missed resulting from the pacing of the INTLEXP schedule. Even though
92.2% of survey respondents agreed or strongly agreed with the survey statement that reflection
during the program aided their personal growth, the TMU INTLEXP organizers can better plan
the schedule to be more evenly paced and create opportunities for students to feel they can have
a positive learning experience.
Organizational Influences on Creating Strong Connections
The next three sections outline the findings related to organizational influences for the
first research question about creating stronger connections between the two TMU campus. The
organizational influences regarding creating stronger connections between TMU campuses were
focused in three areas: sustained peer-to-peer relationships, campus traditions, and the high value
program alumni placed on institutional support of INTLEXP. Findings for each section will be
supported by data collected in this study.
Program alumni developed meaningful and sustained peer-to-peer relationships
with program alumni from the other TMU campus. One of the findings of this study was
how the depth of the peer-to-peer relationships INTLEXP builds in a short timeframe.
According to the survey, 98.3% of program alumni had meaningful conversations with their
peers. The basis for this quantitative finding was evident in the sentiments Jane shared in the
previous section about stopping to reflect with peers in downtime, in addition to other students’
perspectives. Qualitative data indicated that these relationships continued to develop well after
the completion of the program. These relationships were cultivated from the cultural setting, the
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context where INTLEXP participants interact, which TMU Student Affairs staff created with the
INTLEXP schedule. As noted by three open-ended survey responses, the program was designed
to get students out of their comfort zone quickly. One Tech City female survey respondent
stated, “I was able to step outside my comfort zone and make long-lasting friendships with
demographics I did not have the opportunity to actively socialize with in the Tech City campus,”
when asked about how they personally grew as a result of their participation in the program As
illustrated by this survey respondent, INTLEXP’s cultural setting cultivated connections between
students from the two TMU campuses who likely would not have otherwise interacted with one
another.
During an on-campus dinner hosted by TMU-Q, Joan recognized how quickly the group
opened up to deep conversations. She shared, “you are sitting there with strangers, and you are
going deep…we're sitting there with students from Qatar, we are talking about life, and family,
and careers and people are …talking about their thoughts and dreams.” These meaningful
conversations laid a foundation for strong bonds to develop between peers. Jonathon, for
example, was surprised to discover during the last group reflection that he had made "such close
friends in only two weeks." While ruminating about that final conversation, Jonathon
acknowledged he felt “this final realization …where you realize how close we were and how
much we are going to miss them and how much they impacted us in our life." One male survey
respondent noted that it was initially tough to form bonds with their peers on the other campus
when answering a survey question about challenges faced during the program. Jonathon asserted
that the forced interaction between TMU-Q and TMU-TC students built into the INTLEXP
schedule and mutual motivation to maximize the INTLEXP program forced students to be
vulnerable and develop strong bonds. The program additionally cultivated a support network
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that INTLEXP alumni utilized or connect their peers to, which was best illustrated by Elizabeth.
Before she participated in INTLEXP, Elizabeth networked with TMU-TC students, via her
TMU-Q program alumni peers, to gather recommendations for her semester abroad in Tech City.
There were several examples of strong relationships forged during INTLEXP that
continued well after the program concluded. Joan’s friendship with a TMU-Q alumnus provided
the most prescient example of how INTLEXP created strong relationships between students. She
shared, "I think all of the things that I got from this program, my friendship with [redacted] is the
thing I prize the most." Joan had a revelation about her own biases and perceptions of Muslim
women while initially interacting with this individual. Joan assumed she could never befriend
someone presenting as a conservative Muslim because "when I see a burka when I see a woman
in a burka, I think 'stay back.' That burka is telling me, 'Leave me alone. Stay away from me.'”
Joan referred to a burka in her statement, which is a garb some Muslim women choose to wear to
cover their face to promote modesty (Islamic Pamphlets, 2019). Joan's sentiments align with
research on this subject. A qualitative study of Saudi women studying in the U.S. illustrated that
conservative presenting Muslim women often feel they are misunderstood or discriminated
against for wearing a burka (Yakaboski, Perez-Velez & Almutairi, 2018).
The cultural setting created by the university through the program’s schedule fostered
many opportunities for students to develop bonds with one another quickly. A typical schedule
included visits to campus, participating in class schedules and outings to museum and cultural
sites each location. Renee remarked, "I think a lot of the [planned] activities were…constructive
in terms of…integrating us, or allowing us a sit-down…at the same table with people from the
Tech City campus...not even in the academic setting." Skylar likewise felt at ease with the
TMU-Q students. She believed this was because she did not feel the pressure to compete with
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them, as she often did with her TMU-TC peers because INTLEXP is a non-academic setting.
Skylar felt more present in conversations with TMU-Q students, and as a result, it fostered close
kinships with her peers. The findings outlined in this section are noteworthy to TMU as it
continues to find ways to generate stronger connections between its two campuses. As the
university grows, well-designed cultural settings like INTLEXP that bridge Tech City and Qatar
could continue to be a positive influence in achieving both the organizational and stakeholder
goal.
Participation in TMU campus traditions created strong bonds between the program
alumni with the institution, in addition to the amongst the program alumni. The cultural
setting of INTLEXP played a critical role in fostering a significant affiliation between TMU-Q
program alumni and TMU. Participating in a university tradition bonded the TMU-Q and TMU-
TC students, in addition to facilitating a connection to TMU as a whole. This finding aligned
with research around the importance of campus traditions and alumni’s relationships with their
institution. A study inclusive of 1,227 alumni cited engagement in campus traditions as one of
the principal reasons for alumni engagement after graduation (Martin, Moriuchi, Smith, Moeder
& Nichols, 2015). The Martin et al. (2015) study makes this finding particularly noteworthy for
TMU as it considers methods to foster stronger connections between campuses, and specifically
between Qatar students and TMU.
Scotty provided compelling insight into the mindset of TMU-Q program alumni heading
into the program. He explained, “meeting new people who are part of the same community but
not [emphasis added]...it's like you do belong to the TMU community, but there are differences
in the ways community is developed and how interactions between the community take place.”
His quote, specifically “part of the same community but not,” illustrated a disconnect between
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TMU-Q students with TMU. The disconnect between Qatar campus students with the Tech City
campus was evident in responses from Sally and Elizabeth as well, with both expressing the
value of feeling closer to the broader TMU community. Skylar contended activities based
around campus traditions were opportunities for students to interact and discuss more in-depth
topics, including sexual orientation and religious identities. Skylar explained that one of her
most formative experiences was participating in a campus tradition because “there were not a lot
of students around, and it was relatively quiet, and we were all working towards a common
thing.” Scotty, Sally, and Jane also valued their participation in a TMU-TC campus tradition and
appreciated the developmental opportunity to speak with their classmates informally. The
importance of TMU-Q participation in campus traditions is pertinent to a finding further detailed
later in this Chapter under the Research Question Two heading.
None of the TMU-TC interviewees spoke about the value of traditions or INTLEXP
aiding a broader TMU connection. Further research should explore this notion. Nevertheless,
Ahmed shared, "[the campus tradition] was a rite of passage...if you have been to Tech City or
you are a TMU-Q student, it is something you need to do…it was like the acceptance…into their
culture, into the TMU culture." He added, “we do not take pride in being TMU-Q; we take pride
in being TMU as a whole,” and again reiterated the importance of feeling connected to the
broader university culture. For TMU-Q students like Sally, this would be the only opportunity to
travel to the Tech City campus due to her family's conservative background. Since it was short-
term and staff-led, her parents permitted her to participate in INTLEXP. INTLEXP, therefore,
gave Sally a "very condensed quick course on what it is like to be a [TMU] student in Tech
City." Her participation satisfied her desire to experience the "life of a TMU Tech City student,"
while being respectful of her family’s expectations. Sally maintained that attending an American
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college in Qatar made her, "a better person” and that it is “a big part of [her] identity." Sally’s
experience through INTLEXP strengthened her affiliation with TMU and assuaged any concerns
she had regarding her college choice.
Falcon, Jonathon, and Scotty believed their INTLEXP participation was a motivator for a
future study abroad experience at the TMU-TC campus. These three individuals associated their
INTLEXP involvement as a motivator for their eventual semester abroad at the TMU-TC
campus. Five TMU-Q program alumni shared during their interviews how their engagement
with TMU-TC students via INTLEXP motivated them to be more engaged in student leadership
after the program concluded. On the other hand, a mutual desire to study at the Qatar campus, or
being motivated by their TMU-Q peers, did not materialize as themes in interviews with TMU-
TC program alumni. This discrepancy is a research area that requires further investigation.
Program alumni recognized the importance of organizational support for the
INTLEXP program. Opportunities to meet with administrators and other university personnel
were indicators to program alumni of the support INTLEXP has the institution. Scotty explained
that it was beneficial to have different TMU staff and faculty join INTLEXP activities. He noted
that at times, these staff members connected organically with the group because “the
conversations [were] engaging [and] also [allowed us to] learn about our campus and vice versa.
So it felt nice that they were as involved as the [INTLEXP participants] were.” Scotty
continued, “INTLEXP helped me become more grateful for the opportunities at Technical
Midwestern." Falcon and Jonathon, two TMU-Q students, also commented about the
significance of meeting TMU-TC administrators in recognizing extensive support for INTLEXP.
These sentiments were further validated by the survey, with 89.4% of its respondents affirming
that TMU values campus exchange programs.
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The program is well-supported by TMU-Q administrators through engaged leadership
and funding. Andrew appreciated the attention and engagement of a TMU-Q administrator while
visiting the institution. He noted how a conversation with this administrator was significant to
him because the individual, “talked to [him] for quite a while and [were] really interested in
[him], and so excited that [he] was there, and to share their perspective on the campus.”
Falcon, Robin, and five survey respondents also commented about the significance of the
program being well-funded. The cost of INTLEXP is subsidized by Technical Midwestern
University which makes the opportunity affordable to students from different socioeconomic
backgrounds, according to program alumni. One male survey respondent from Qatar shared that
if the program were not subsidized, they would not have been able to visit the Tech City campus.
A different male survey respondent from the Qatar campus shared that subsidizing the trip makes
the experience a possibility for all students regardless of socioeconomic background. Both of
these responses reflect survey answers from the question about the most important support TMU
provides students throughout their INTLEXP experience. This finding validated the second
assumed cultural model, which outlined the importance of a culture that promoted cross-campus
programs. Organizational support was seen in two distinct areas: administrative and budgetary.
Administrators made a concerted effort to be both present and active in creating a positive
experience for program participants. The subsidy additionally made the program financially
accessible to all students on each of the campuses. Administrative and budgetary support
illustrated how the organization promotes and supports the INTLEXP program.
Research Question Two
The second research question asked, “to what extent is the organization meeting its goal
of identifying how reflection facilitated program alumni’s personal development?” There were
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findings related to knowledge, motivation, and organizational influences for this research
question. According to program alumni, reflection led to metacognitive knowledge
development. Program alumni expressed motivation to continue reflecting and learning without
the presence of Student Affairs staff. Lastly, the organization plays a positive role in students'
knowledge of the campus and country they are visiting by hosting pre-departure orientations.
Knowledge Influences on Reflection
The first section summarizes the findings related to knowledge influences for the second
research question about the role of reflection in learning. The finding about how reflection
facilitated program alumni’s metacognitive knowledge development will be supported by data
collected in this study.
Reflection facilitated program alumni’s metacognitive knowledge development.
Reflection was a useful tool for the metacognitive development of program alumni. Forty-seven
(92.2% answer rate) survey respondents agreed or strongly agreed with the survey question that
asked if program alumni felt reflection aided their personal growth during the program. When
asked “how did reflection facilitate learning throughout the INTLEXP program,” a male survey
respondent from the Qatar campus contended that without reflection, “all of my progress and
learning on the trip would have just been internalized and never really explicitly realized.” He
continued, “reflection helped me to tangibly isolate what exactly stimulated me during the trip
and how exactly I grew as a person.” Reflection occurred through different methods, including
journaling. Sally, Skylar, and Jonathon both journaled their experience at the requirement of
TMU staff chaperones. INTLEXP was the first journaling experience for Jonathon, and it
provoked more in-depth thinking and metacognitive development. According to Jonathon, “not
only was I forced to evaluate whatever I was thinking [through journaling], I also had the
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freedom to go back to it and realize what I thought at that time, and how much that impacted
me.” Jonathon communicated that he continues to keep a written journal with him post-
INTLEXP to reflect on his daily life.
Survey participants were asked “what aspects of your cultural background were most
apparent to you while you were participating on INTLEXP?” Program alumni responses
included sexual orientation, nationality, religion, alcohol, and race as aspects of their identity that
were most present throughout the INTLEXP program. Intergroup dialogue was defined in
Chapter Two as one of the cultural models created by the institution for INTLEXP. Forty-five
(95.7% answer rate) survey respondents agreed or strongly agreed that the university values
intergroup dialogues in the corresponding survey question. Sally articulated how intergroup
dialogues allowed her to appreciate how "not all of [TMU students] are copy-paste examples of
each other. We are all different." Student Affairs chaperones created the cultural setting for
these dialogues, and Andrew explained their pivotal role as facilitators. He acknowledged the
proficiency of staff in asking timely and thought-provoking questions about “how I was
processing the things I [saw] on the trip [and] not just letting it slide but digging deeper and
asking me, ‘Why do you feel that way?'” Andrew later added, "[the TC staff member] pushed
me to think about interesting questions in terms of my religious identity, and how that interacted
with the prevalent religious identities on the campus." Exploring one’s religious identity was a
marker of metacognitive growth stemming from INTLEXP participation. The dialogue led to
personal growth for other program alumni as well.
Like many of her peers, Robin was motivated to apply for INTLEXP because she saw
"value in [the] candid conversation” INTLEXP offered. Jae connected the importance of these
conversations with her ability to better appreciate others' perspectives. Jae stated, “reflection
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was nice to understand that in anything there are different opinions on one topic…just because
someone is from the US, [it] does not mean they are all going to have the same opinion. Same as
the people from Qatar.” A female survey respondent from Tech City similarly recognized during
these reflection sessions that her cultural beliefs and perspectives were not universally held when
answering a question about reflection’s role in facilitate her learning through INTLEXP.
Reflection was a driver in improving self-efficacy and program alumni’s ability to enhance their
INTLEXP experience. This notion was further confirmed by the survey, where 92.2% of
respondents agreed or strongly agreed with the survey statement that reflection aided their
personal growth during the program.
Motivational Influences on Reflection
The second section for research question two outlines the findings related to motivation
influences about the role of reflection in learning. Findings about the importance of unstructured
reflection without the presence of Student Affairs staff will be supported by data collected in this
study.
Meaningful reflection, without the formal presence of Student Affairs staff,
occurred frequently and created substantial opportunities for personal growth. Fifty-seven
(98.3% answer rate) survey respondents agreed or strongly agreed that they had meaningful
conversations with their peers. This data about meaningful relationships is reasonable
considering the intentional schedule design to host facilitated intergroup dialogues. However,
one of the unexpected outcomes derived from participant interviews was uncovering the breadth
and depth of reflection and learning which occurred outside of the formal schedule. The
motivation from this was self-driven from program alumni to further explore differences in
perspectives and life experiences from their peers. There are unstructured times built into the
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program schedule, and program alumni made it clear that learning occurs in these times. TMU-
Q program alumni interviewees from different program iterations disclosed impactful
experiences and conversations around the topic of homosexuality, which helps illustrate this
point.
Homosexuality is illegal in Qatar (Human Rights Watch, 2019; Qatar Ministry of
Interior, 2004). Qatar campus program alumni exposure to non-hetero sexual orientation was
limited to western popular culture (e.g., music, movies), according to Renee and Sally. Before
INTLEXP, neither Renee nor Sally believed they had met a gay person before. Renee remarked,
"I still had some very fixed values in terms of things like sexual orientation,” and later added,
“when you interact with [LGBT] people, it is different. Like, it is easy to say, 'this way of being
is not right. That is not okay. It is unnatural.' It is easy to say that when [it is a hypothetical
situation].” In hearing a peer’s coming out story, Sally likewise remarked how TMU-TC
students were, “open and honest about their experiences” and that she “never [personally]
understood why it's such a big problem [in Islam]…but all these millions of people are not
making a deliberate choice which makes their lives hard.” Conversely, a female survey
respondent from Tech City felt uncomfortable by the feeling of “going back into the closet”
when she traveled to Qatar. Her response was received when the survey asked about which
aspects of program alumni’s cultural background were most apparent during the program. These
conversations and realizations occurred within small subgroups of peers, and the timing and
impact of them often came as a revelation to program alumni.
Jane and her roommate needed to decompress and contextualize their experiences to
create meaning behind the vast number of experiences they were having in a short period. She
explained that reflecting with her roommates was “therapeutic and helpful because we were able
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to [address] these shared experiences that we were both experiencing for the first time, and it
helped with [making sense of my experience].” Skylar moreover added, “the moments in which
I was truly myself [were] the small conversations with people at a hotel room… it is in those
small, vulnerable moments that it is easier to talk about the harder things.” Peer conversations
also explored cultural identity and privilege.
While listening to American music in Qatar, Skylar recognized that she “somehow…felt
connected to my culture, thousands of miles away from it…which was super weird." Robin
meanwhile struggled through a conversation with a group of TMU-Q students about labor rights
in Qatar and their relative inability to enact change around what she believed to be an abusive
practice. Robin later recognized the way she was raised created biases about how to solve
problems or think about social issues. She stated, “that series of conversations over migrant
labor and having just to be around that all the time, that was [critical] to me." The finding
validated the assumed motivation influence rooted in goal orientation theory, which stated
program alumni needed to identify continuing opportunities to develop their intercultural
competency during the INTLEXP program. As the program continues to grow, this finding
suggests it is incumbent for INTLEXP Student Affairs organizers to help augment participants’
ability to facilitate more in-depth conversations without the presence of professional Student
Affairs staff.
Organizational Influences on Reflection
The third section outlines the findings related to organizational influences for the second
research question about the role of reflection in learning. Findings regarding the value of guided
conversations hosted by Student Affairs staff will be supported by data collected in this study.
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Guided conversations by Student Affairs chaperones increased program alumni's
knowledge of cultural norms of the campus and country they visited. Fifty-six (96.6%
answer rate) survey respondents agreed or strongly agreed that they had meaningful
conversations with Student Affairs staff. Twenty-three (88.5%) of the open-ended survey
respondents spoke positively about the role of reflection in the program when asked how
reflection facilitated their learning throughout the INTLEXP program. Survey respondents cited
fostering an understanding of others' cultures, learning others' perspectives, and understanding
one's thoughts as constructive outcomes of reflection. Interview participants provided additional
insight into the value of pre-departure orientations to develop conceptual knowledge to ready
them for INTLEXP. Andrew and Jae spoke about the importance of learning about the politics
around the blockade against Qatar; an ongoing geopolitical issue which started in 2017 that
affects the country and its residents significantly (Al Jazeera, 2019). The TMU-Q students
likewise learned about current politics in the U.S. and how it affects the TMU student
community. Survey respondents were asked about how staff from each TMU campus supported
their learning during INTLEXP. According to one female survey respondent from the Qatar
campus, “going to a place you have never been before can be scary, and you may have a lot of
questions and concerns that you never thought about.” She continued, “being able to ask people
that you respect and trust makes the learning and growing process that much easier.” The
conversation topics in pre-departure orientations extended beyond current events and delved into
cultural norms.
These meetings represented cultural settings that were safe spaces for students to ask the
staff chaperone questions they were not sure about regarding the other culture. Elizabeth,
Jonathon, and Scotty shared how their respective Student Affairs chaperone provided context to
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understand the nuances of the United States better. Scotty maintained that discussions around
personal space and between-gender relationships were insightful. Scotty elucidated how pre-
departure conversations were constructive "in terms of getting the information we needed, [and]
to be[ing] more respectful and mindful" of the other culture. The contribution of Student Affairs
chaperones to learning was also evident during the two-week travel period of INTLEXP. This
notion is supported by the survey, where 91.5% of respondents agreed or strongly agreed with
the survey statement that TMU staff provide effective mentorship during the program. When
asked how staff supported their learning throughout their INTLEXP experience, open-ended
survey respondents included logistical and emotional support as well as serving as a mentor as
broad themes.
Robin appreciated the support of the staff to help recognize and contextualize the
dissonance she experienced from visiting a museum in Qatar. Robin recalled the value of the
time added to the schedule for a group reflection by the Student Affairs chaperone. This
designated time allowed her group to "ruminate and reflect on everything we just experienced" to
make sure students could learn without "just moving onto the next thing." According to Ahmed,
building in time for guided reflection by staff chaperones, “got us to reflect on each [activity] we
were doing…get other people's opinions about it and what they thought about it. So it helped us
build a complete understanding of what we have experienced or what we are about to
experience.” Jonathon, Skylar, and Sally journaled as an expectation of the program set by their
Student Affairs chaperone.
The nightly journaling practice was beneficial for Sally's processing of her experience
and was prompted by guided conversations hosted earlier in the day. She expounded, "if you
write something down, it helps you internalize [it]. Student Affairs [staff] are [a]…great way to
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talk about your experience, and because now you have talked to somebody about it, you have [a]
better understanding of it." Renee moreover remarked how staff helped guide program alumni
through culture shock. They helped her work through being initially judgmental of others,
noting, “some of the things we were seeing were in stark contradiction…[what] we were used to,
so [TMU-TC staff member] kind of understood that, [they] absorbed it, and [they] were just very
kind about walking us through it.” The evidence from these interviews validated the assumed
cultural setting organizational influence regarding the critical role of effective leadership by
Student Affairs staff for INTLEXP. The organizational support elucidated by this study’s
participants illustrated the importance of Student Affairs staff in student learning. Student
Affairs staff leading the program helped students grow through their INTLEXP experience by
fostering a safe space for students to express their thoughts and feelings. Structured reflection
time through journaling, in addition to group facilitations, were shown to be beneficial for
program alumni’s personal development through their INTLEXP participation.
Research Question 3
The third research question for this study asked, “what are the knowledge, motivation,
and organizational elements related to achieving the organizational goal around student
satisfaction?" There were findings related to knowledge, motivation, and organizational
influences for this research question. There were three knowledge-related findings. First,
program alumni developed interpersonally through their INTLEXP participation. Second,
program alumni completed the program with a robust understanding of the internationalization
objectives of the institution. Third, program alumni demonstrated metacognitive knowledge
challenges related to their INTLEXP participation. There was one finding for this research
question for motivation, with program alumni serving as prominent motivators to encourage
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underclassmen to apply for INTLEXP. Lastly, there were two findings regarding organizational
influences for this research question. According to the study, adequate Student Affairs staff are
integral to student engagement in the program. Program alumni additionally maintained that the
organization can provide more re-entry support following the travel portion of INTLEXP.
Knowledge Influence on Achieving Organizational Goals
The next three sections outline the findings related to knowledge influences for the third
research question about the role of reflection in learning. The first finding states that program
alumni developed interpersonally due to their ITNLEXP participation. The second finding
establishes how TMU-TC alumni cultivated a stronger understanding of the institution’s
internationalization goals. The third finding elaborates how more pre-departure knowledge
would have benefited program alumni. Each of these three findings will be supported by data
collected in this study in their respective sections.
Program alumni developed interpersonally due to their INTLEXP participation.
INTLEXP fostered notable growth amongst its participants, with 29 open-ended survey
respondents articulating at least one way they grew through their INTLEXP experience when
answering the survey question about this topic. According to a female survey respondent from
the Qatar campus, “I became a better version of myself. I was able to formulate my thoughts
into sentences and express them to different people. I was able to understand and critically
analyze various perspectives and respect their thoughts.” Program alumni further illustrated their
metacognitive knowledge growth by demonstrating how and where they developed throughout
INTLEXP. Sally expressed the importance of the safe cultural setting INTLEXP fosters to allow
students to explore their identity. She remarked how "in INTLEXP, you have to explain yourself
[to your peers]. Having had that safe environment to iron out what is my brand, I can do that at
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work now without feeling offended." Skylar faced challenges during INTLEXP and stated, "I
grew after. Reflecting on it, realizing the kind of person that I do not want to be." Joan best
exemplified metacognitive knowledge development with an anecdote she shared.
Joan, a self-described feminist from the TMU-TC campus, recognized the importance of
listening and being non-judgmental when students shared beliefs that were antithetical to hers.
Joan’s mindful approach empowered her "to practice hearing an opinion that was wildly different
from [hers], and not considered a [politically correct] opinion," and she noted how she actively
chose not to take offense and instead empathize with others. Joan shared it was challenging "to
try to have some respect for that person and that background and understand that a woman from
this culture is going to say something like that because that is what she has heard all her life."
Joan expressed that her involvement in the program reinforced her feminist ideology, as being in
a country where women had less access to opportunities strengthened her resolve. However, her
engagement through INTLEXP generated an appreciation of other perspectives. Program alumni
were also able to express other tangible areas of growth.
There were many examples across both the survey and interviews to illustrate program
alumni’s metacognitive knowledge development through INTLEXP. Jane shared that she,
"learned to be more convicted in things that mattered, learned how to pick [her] battles, how to
be more understanding…and that was something [she] did not think [she] could learn at the
time." One female survey respondent from the Qatar campus believes her religious tolerance
increased through interfaith dialogue when responding to a question regarding how INTLEXP
affected program alumni’s view of their culture. In addition to communication and leadership
development, Falcon developed a better understanding of the differences between collectivist
and individual cultures, which has helped him navigate the western world better post-INTLEXP.
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Jae believed INTLEXP increased her self-confidence, while Jonathon stated he developed
empathy. Robin sought out honest conversations wherever possible. Robin also noted, "I think
INTLEXP made me a lot more appreciative of my culture and where I come from;" which was
similar to an assertion from a female survey respondent from Qatar who added that the
experience “helped me realize the importance of learning more about other cultures and
understanding the differences.” A female survey respondent from the Qatar campus answering a
question about how they personally grew from INTLEXP maintained, "I understood myself
more. I was confident [in] talking about my culture and representing it to others in a powerful
way.” Each of these interviewees connected their interpersonal development to activities or
conversations during INTLEXP, which indicated metacognitive knowledge growth. The ability
for program alumni to identify their growth areas illustrates metacognitive knowledge
development, validating one of the assumed knowledge influences of program alumni’s
INTLEXP experience.
TMU-TC program alumni developed a robust understanding of the university’s
internationalization objectives that supported the founding of the TMU-Q campus.
According to a female survey respondent from the Qatar campus, “the existence of the program
itself is a vote of confidence in its impact,” when answering a question about the most important
support TMU provides for this program. This finding can be attributed to the organization’s
support of INTLEXP. As noted earlier in this chapter, TMU’s support was evident in survey
responses as 42 (89.4% answer rate) respondents agreed or strongly agreed that TMU values
campus exchange programs such as INTLEXP. Joan’s primary motivation to apply for the
program was the unique travel opportunity it offered. She commented that the Qatar campus was
invisible to her before learning about the INTLEXP program. Joan recognized the impact of
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TMU’s global footprint, stating, “I realized there are people in another part of the world who are
studying the same things, and there are opportunities there too in that part of the world.” Robin
considered the strategic vision motivating Technical Midwestern, connecting the mission of
TMU’s internationalization with the national needs of Qatar. She explained, “I think Technical
Midwestern decided to go, or part of the reason why TMU decided to go was so that there could
be...an international influence, just like being able to reach a broader scope of educators and
students.” Andrew meanwhile placed a high value on the TMU-Q demographics to abetting
cross-campus interfaith initiatives. He shared, “everyone is always talking about common
ground and what better common ground than going to the same university." Joan, Robin, and
Andrew articulated critical conceptual knowledge about TMU’s internationalization goals. Their
assertions also align with survey results of pre-program knowledge, which noted that 91.4% of
survey respondents agreed or strongly agreed that they could articulate the institutional goals of
INTLEXP. It affirmed how short-term campus exchange programs such as INTLEXP are able
to creating stronger connections between home institutions and international branch campuses.
The pre-departure curriculum does not sufficiently support program alumni’s
understanding of their culture and how it is challenged during INTLEXP. According to the
survey, 51.7% of respondents disagreed or strongly disagreed that they completed an
intercultural identity tool before participating in INTLEXP did not apply to them. Interviews
provided further insight into how individuals' identities were challenged throughout their
INTLEXP experience. Intercultural similarities and differences were central to program
alumni’s interpersonal development throughout the INTLEXP program. Seventy percent of
respondents agreed or strongly agreed that INTLEXP caused them to analyze their cultural
background critically. The survey also indicated that 94.8% of its respondents agreed or strongly
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agreed that they discussed intercultural competence in pre-departure orientations. Religion was
one of the central components of intergroup dialogue.
Islam is the state religion in Qatar, and the religion's laws and norms emanate through the
culture (Qatar Ministry of Interior, 2004). In the interview excerpt below, Renee refers to
wearing a hijab, a traditional head covering worn by Muslim women and uses the word 'hijabi,’
which colloquially designates a woman who wears a hijab (Islamic Pamphlets, 2019). Renee
shared,
The [hijab] was just a visual signal for the people that I interacted with. [Many] people
made assumptions about how I think based on the hijab and, maybe this is an assumption
that I am making about them making assumptions. We just got a few looks. I think this
was the thing that I got reminded of the entire trip, that I'm wearing hijab. I am someone
who is a hijabi. Mainly because of the way people were staring all the time.
Renee was not the only student who grappled with her religious identity. One female survey
respondent from the Qatar campus remarked, "[INTLEXP] affected my view by showing me
how my culture and religion are portrayed and viewed and practiced in a different country,”
when reflecting on how her participation affected her view of her culture. Religion was also a
prominent component of Sally’s experience during INTLEXP. In the process of talking about
Islam with non-Muslims, Sally clarified her religious identity and fortified her beliefs. She
began by explaining, “I may not be the best Muslim, but I try my best. I do not think I am a bad
person. I think because now I had to defend [my religious identity during INTLEXP].” The
process of explaining Islam to others, and her relation to it, allowed Sally to develop a firmer
understanding of the relationship she has with her religion.
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Both Sally and Renee spent their whole lives living in an Islamic country. Renee
maintained, “I think when you go out of the bubble that you have been born in all your life, and
suddenly see things from a different part of the world, it gives you a certain level of clarity." She
continued, "I think the INTLEXP [program] allowed me to [find clarity]. It allowed me to step
out of the bubble that I was born in and examine religion and culture." By temporarily becoming
a religious minority in the United States, Renee was forced to critically analyze herself and her
relationship with Islam in ways she had not done before.
Skylar observed a peer from the TMU-Q team, adjusting her outward appearance by
choosing not to wear a hijab in the U.S., but doing so when she returned to Qatar. Skylar noted,
“it is like [these] two different personalities, two different places kind of thing. Because other
students were doing it, I did not feel so weird about it.” Skylar eventually used the phrase 'code-
switching' to describe this observation, which refers to individuals from minority groups who
change their linguistic dialogue to adapt to the majority culture around them (Encyclopedia
Britannica, 2019). Skylar adapted the concept of code-switching from language choice to this
situation by stating, “it is almost like code-switching, and because I saw my friend doing it, you
know, by a hijab, I was doing it by omitting gayness from conversations.” Program alumni
navigated their cultural identity with varying deftness. According to Robin, there were moments
in student discussions where they were examining, “religious beliefs, political beliefs, or just
relative confusion about all of that. I especially think as young people; we are struggling to try,
and make sense of all that in general, and we do not know exactly what to do about it.” This
finding validated one of the metacognitive knowledge influences outlined in Chapter Two, which
advocated the need for students to better understand how their cultural background influences
their worldview.
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Program alumni cultural takeaways vary greatly, depending on prior exposure to
other cultures and primary campus where the individual studied. Students from both
campuses have unique backgrounds, and these experiences before INTLEXP affect the way they
experience the program. Forty-one (80.4% answer rate) survey respondents agreed or strongly
agreed that INTLEXP caused them to analyze their cultural background critically. Roberts and
Roberts (2012) posited that the same conversations and lessons could lead to different learning
outcomes depending on the one's preliminary knowledge heading into the experience, which is
exemplified by Jane. According to Jane, “even though we all had the same experience…we may
have each perceived it differently.” She asserted that, “being able to hear each other's
perceptions helped me understand people better, and it took away the bravado that I had where I
just thought I just knew everything and knew everyone.” Identity is a complex topic, and
INTLEXP forces some of its participants to confront numerous competing identities.
TMU-Q program alumni also were often forced to represent a culture different than their
own. Qatar’s population, for context, includes ten percent Qatari passport holders with a diverse
group of nationalities comprising the rest of the population (Snoj, 2019). TMU-Q program
alumni felt burdened to represent a culture that was not their own as emissaries from the Qatar
campus. Falcon, Ahmed, and Jonathon were raised in Arab countries but grew up attending
schools that reflected their non-Arab identity. Each spoke about the complexity of representing
the country of Qatar to their Tech City peers, even though they were not Qatari nationals. A
female survey respondent from the Qatar campus, answering a question about which aspects of
their cultural background were most apparent, explained: "that [she was] not representing [her]
own culture or ethnicity as much as [she] had to represent the Qatari and TMU-Q culture.”
Students like Jane found themselves interchanging their identities, depending on the context.
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She elaborated, “it just hit me that where I am in the world determines how people look at
me…people like to see the differences; so, they will know you are not fully [one identity], or you
are not fully [another identity].” The challenge the program places on one's cultural identity was
reflected by Qatar program alumni and supported by the survey results. The finding outlined in
this section validated one of the metacognitive knowledge influences. This influence asserted
that students need to better understand how their cultural background influences their worldview
prior to program participation.
Motivation Influence on Achieving Organizational Goals
The second section outlines the findings related to motivation influences for the third
research question about the role of reflection in learning. The finding regarding the importance
of program alumni as drivers behind individual’s motivation to apply for INTLEXP, will be
supported by data collected in this study.
Program alumni, as upperclassmen student-leaders, were crucial drivers behind
student motivation for applying to the INTLEXP program. Five program alumni
interviewees shared that they were motivated to apply for INTLEXP by past participants. Sally
elaborated, “I wanted to be just as much a TMU student as that they were. I felt that if you go
back to the motherland...if you went back, you had a stronger bond to TMU.” The experience
gave her a "more holistic understanding of what TMU was and even a more comprehensive
understanding of your degree.” One male survey respondent from the Qatar campus further
articulated the critical role of program alumni when answering a question about the support
provided by TMU. He shared that the “overwhelming praise and support for INTLEXP was
easily one of the factors that influenced [him] to apply.” Ahmed added, "it seemed like a fun
trip, and everyone else who has been on it encouraged everyone to apply, it was a good
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experience, and it is a good cultural exchange." This finding may be correlated to the survey
result that 91.4% of respondents agreed or strongly agreed that they believe they would have a
successful INTLEXP before participating in the program. Pajares (2006) argued that highly
confident individuals expect to have successful outcomes. The positive experiences of previous
program alumni appear to have influenced the desire to apply for the program. Perhaps the
efficacy of future program participants believing they would have a positive experience.
The influence of peers in student aspirations to participate in INTLEXP was not an
assumed influence during the design of this study. Additional research on this topic supports this
finding. A qualitative study of minoritized college students provided further insight into this
finding. The study posited that activities that promote a sense of belonging, mainly where
students can be their authentic selves, are indicators of higher student engagement on campus
(Vaccaro & Newmand, 2016). This finding was based on the responses of interview
participants, all of whom are a minority through their gender, sexual orientation, or ethnicity. It
is feasible to hypothesize that there is a correlation between this experience, identity
development, and institutional affiliation. This finding is a potential topic for future research.
Organizational Influence on Achieving Organizational Goals
The next two sections outline the findings related to organizational influences for the
third research question about the role of reflection in learning. The first finding maintains the
importance of engaged program leadership from Student Affairs staff. The second finding
contends that the organization does not provide sufficient re-entry support for program alumni
after travel is completed. Each of these findings will be supported by data collected in this study.
Student-centered and engaged Student Affairs staff have a positive impact on
student learning through INTLEXP. Fifty-seven (100% response rate) survey respondents
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agreed or strongly agreed that the university provides adequate support for students participating
in INTLEXP. Twenty-nine (100%) of the open-ended survey respondents spoke positively about
the role of Student Affairs in their learning. They cited Student Affairs' ability to help students
reflect, create a welcoming and inclusive environment, and being approachable as core themes
from respondents. Numerous program alumni further articulated the importance of engaged
Student Affairs staff on the program through their interviews. For example, staff leading
INTLEXP are tone setters in many ways, including how to handle intra-group conflict. Jonathon
expounded, "I think [the TC staff member] dealing with [a challenging] situation in such an
unbiased, and well-meaning critical way was very influential for the people who were involved."
Elizabeth explained that her program chaperone helped the team better understand what they
were doing effectively and what they could improve to have a meaningful INTLEXP experience.
Jane added, “the [TMU-TC staff member was] in tune with the needs of TMU-Q students and
understood any concerns or any culture shocks that they had been experiencing.” Renee felt
similarly about the staff influence on INTLEXP, further describing them as the “backbone” of
the program.
Jane and Sally spoke eloquently about how the staff chaperone was able to influence both
individuals and the group. Jane said the, "[staff chaperone] allowed the students to discover and
explore…[and] reach their goals by being…an encouraging figure, [allowing] them to facilitate
their goals...without being too hands-on." The role of goals was one of the assumed influences
of this study. According to the survey, 91.4% of respondents agreed or strongly agreed that they
felt confident in their ability to achieve their project and personal goals. Seventy percent of the
survey respondents likewise agreed or strongly agreed that the INTLEXP schedule was
structured to allow them to work on their projects and goals. Open-ended survey responses
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indicated that Student Affairs staff were integral in students working towards their goals.
However, one female survey respondent from the Qatar campus articulated that unless staff
provides structure, then program alumni were less likely to achieve their goals. Her response
came from the question about what additional support is needed for students to learn during the
INTLEXP program.
Sally additionally described the Student Affairs chaperone role as having a "professional
friend" who can help you cultivate a better understanding of themselves and the program. Jane
emphasized that the person taking on the INTLEXP role needs to be student-centered for the
student participants to have a positive learning experience. She argued that “having someone
excited about the program, visibly, so it is good to have or who has a good rapport with the
students. I think that is the biggest [reason they are impactful]." Jane argued that if the Student
Affairs staff member has exceptional rapport with students, they should lead the program
because,
Students are more comfortable with people that they feel that they connect with. Anyone
is more comfortable with anyone they can connect with…if you feel like that is not
happening, you are not as comfortable, and it is hard to bring up concerns or questions or
anything.
Staff leading the program have a direct connection to student engagement with INTLEXP and
the institution reaching its organizational goal. The role of Student Affairs leadership in
INTLEXP validated the assumed organizational influence noting the value of Student Affairs
staff in the realization of the organization and stakeholder goals.
Re-entry support programming varied, leading to reverse culture shock for some
program alumni. According to the survey, 94.1% of respondents agreed or strongly agreed that
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reflections continued their personal development after the program. However, program alumni
interviewees reported varying levels of support upon completion of travel for INTLEXP. Ahmed
and Sally shared that their post-program reflections were vital to helping them complete their
projects and contextualize their INTLEXP experience into something tangible and meaningful.
The return to campus was not always positive and is illustrative of the chameleon complex.
Kiely (2004) described this concept as the internal struggle individuals face when returning
home from an impactful international experience.
Robin articulated the dissonance created by an immersive experience like INTLEXP.
She wondered after an experience like INTLEXP, “'how can I just go back to doing my normal
stuff?’” She continued, “I think some of the struggles I was dealing with on the [TMU-TC]
campus began affecting me again, [including] how we have wider issues or wider lenses to see of
the world.” Renee had similar sentiments about her experience and struggled upon her return to
Qatar. She noted, “it is funny because everybody [warned] me about going through a culture
shock when I [go]. [However,] getting there was exciting, and everything was great and
organic…the culture shock kicked in when I came back to Qatar, which was ironic.” Renee later
added, "It was a little bit depressing the first couple of weeks.” Skylar maintained that thinking
about her day through group reflection was useful; however, the "actual impact of INTLEXP did
not hit me until several months after we were back in Tech City." When asked how staff
supported her during the INTLEXP program, one female survey respondent from the Qatar
campus articulated how re-entry support was beneficial for her personal growth after the travel
portion of the program completed. She stated,
One of the main forms of support I received was the presence of someone I could talk to
after returning from the trip. I had a bit of a cultural shock after returning and several
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staff members in Student Affairs (Qatar) were instrumental in helping me process those
thoughts and feelings.
The evidence from this study suggests that when support was provided, it was a helpful resource
for students. The importance of re-entry support suggests that the first assumed cultural setting
influence needs to be expanded to include creating structured opportunities for students after the
program.
Summary
The findings of this study indicated that Technical Midwestern University is making
progress on its organizational goal, which states program alumni developing a strong relationship
between the Tech City and Qatar campuses. The findings moreover denote that Technical
Midwestern University is supporting student growth through reflection during the INTLEXP
program. The study's data signifies how the impact of short-term campus exchange programs is
far-reaching and validated many of the KMO assumptions outlined in Chapter Two.
Planning and support from the university facilitated growth in numerous areas. For example, this
study illustrated how program alumni developed interpersonally and interculturally through their
participation in INTLEXP, which suggests growth in knowledge development. Data from this
study illustrated the role of peers in motivating one another to maximize their experience,
providing insight into motivational influences. The study's findings also reveal how program
alumni created stronger connections between one another and a stronger affiliation to the
university, in addition to the importance of Student Affairs support. Chapter Five will provide
recommendations for TMU to make further progress in closing performance gaps in achieving
both its organizational and stakeholder goals.

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CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS
Chapter Five will include recommendations for Technical Midwestern University to
implement based on the assumed knowledge, motivation, and organizational influences related to
short-term campus exchange programs. The recommendations are based on the findings
presented in Chapter Four of this mixed-methods study and will be supported by learning
theories and pertinent research related to campus exchange programs. The stakeholder group of
this study was the 200 program alumni. Due to a university's cyclical nature, the
recommendations discussed in this chapter refer to the stakeholders as students instead of
program alumni, marking a shift in the nomenclature used in this study. TMU students can only
participate in the INTLEXP program once and are encouraged to remain engaged with the
program formally afterward through recruiting future participants and attending INTLEXP
programming in the following academic year. The recommendations outlined in Chapter Five
are proposed to support future INTLEXP programs, and thus, future students who choose to
participate.
Knowledge Recommendations
The following section will include recommendations around the assumed knowledge
influences outlined in Chapter Two of this study. Each assumed knowledge influence includes a
recommendation for Technical Midwestern University to consider to improve the student
experience of INTLEXP participants and meet its institutional goals.
Introduction. Table 8 is a summary of the assumed knowledge influences and context-
specific recommendations made for each of them based on the findings of this study. The
recommendations are informed by applicable learning theories that support deeper program
engagement for future iterations of the INTLEXP program. Each of the assumed knowledge
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influences were validated. First, TMU needs to provide students an information pamphlet that
shares pertinent foundational knowledge for the INTLEXP program. Second, TMU needs to
provide students a training indicating the steps for the development of SMART goals. TMU
should additionally provide students a pre-departure orientation with dedicated time devoted to
outlining the critical steps for goal and project development. Third, TMU needs to provide
students an intercultural learning assessment tool to strengthen self-reflection and metacognitive
development around personal understanding of their respective cultures.
Table 8
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Validated as a
Gap?
Validated (V)
or Not
Validated (N)
Priority:
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Students need to
develop
knowledge
about the Tech
City and Qatar
campuses.
(Declarative)
V Y Managing
intrinsic load by
segmenting
complex
material into
simpler parts
and pre-training,
among other
strategies,
enables learning
to be enhanced
(Kirschner,
Kirschner, &
Paas, 2006).
Provide students
an information
pamphlet that
shares pertinent
foundational
knowledge for the
INTLEXP
program.
Students need to
know how to
develop goals
for what they
want to achieve
as a result of
participating in
V Y To develop
mastery,
individuals must
acquire
component
skills, practice
integrating
Provide students a
training indicating
the steps for the
development of
SMART goals.

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the INTLEXP
program.
(Procedural)
them, and know
when to apply
what they have
learned (Schraw
& McCrudden,
2006).

Self-regulatory
strategies,
including goal-
setting, enhance
learning and
performance
(Dembo &
Eaton, 2000;
Denler, Wolters
& Benzon,
2009).
Provide students a
pre-departure
orientation with
dedicated time
devoted to
outlining the
critical steps for
goal and project
development.

Students need to
understand how
their cultural
background
influences their
worldview.
(Metacognitive)
V Y Information
learned
meaningfully
and connected
with prior
knowledge is
stored more
quickly and
remembered
more accurately
because it is
elaborated with
prior learning
(Schraw &
McCrudden,
2006).
Provide students
an intercultural
learning
assessment tool to
strengthen self-
reflection on their
own culture.

Students need to develop knowledge about the Tech City and Qatar campuses. The
findings of this study indicated that 84.1% of survey respondents could describe their campus
and its student population to their peers in the other campus. The qualitative interviews
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determined guided conversations by Student Affairs staff increased program alumni's knowledge
of cultural norms of the campus and country they visited. Recommendations rooted in cognitive
load theory have been selected to close this declarative knowledge gap. According to Kirshner et
al. (2006), managing the intrinsic load by segmenting complex material into simpler parts and
pre-training, among other strategies, enables learning to be enhanced. This research would
suggest that providing a well-constructed pre-INTLEXP curriculum would benefit students from
both campuses. The recommendation for this knowledge influence is to provide students an
information pamphlet, created by TMU Student Affairs staff leading the program, that shares
pertinent foundational knowledge for the INTLEXP program. Program participants can
reference this document when they are challenged by an extraneous load of information. An
information pamphlet is similar to a job aid, which Clark and Estes (2008) define as a resource
which organizations can develop to overcome performance gaps.
TMU's efficacy in helping students develop knowledge of the university is fundamental
to future participants' ability to have a meaningful INTLEXP experience. Mandatory pre-
departure orientations are the optimal time for the organization to share the information pamphlet
to INTLEXP participants, in addition to helping students identify gaps in their understanding of
the INTLEXP program and destination (Eckert et al., 2013; Haber & Getz, 2013). Jæger and
Gram's (2017) qualitative study on culture and study abroad orientation maintained that
institutions take cultural differences into considerations when designing pre-departure materials.
TMU should consider ways to prepare students from its Tech City and Qatar campuses for the
exposure to a new culture they will have by through their participation in the INTLEXP program.
Therefore, the recommendation for this knowledge influence is to provide students an
information pamphlet that shares pertinent foundational knowledge for the INTLEXP program.
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Students need to know how to develop goals for what they want to achieve as a
result of participating in the INTLEXP program. Sixty-five percent of survey respondents
agreed or strongly agreed that they articulated their goals to other students during INTLEXP.
Recommendations rooted in information processing theory have been selected to address this
procedural knowledge gap. According to Schraw and McCrudden (2006), to develop mastery,
individuals must acquire component skills, practice integrating them, and know when to apply
what they have learned. Additionally, self-regulatory strategies, including goal setting, enhance
learning and performance (Dembo & Eaton, 2000; Denler et al., 2009). This research would
suggest that providing a well-constructed pre-INTLEXP training to develop goals would benefit
students from both campuses. The recommendation for this knowledge influence is to provide
students a training indicating the steps for the development of SMART goals. Additionally, a
second recommendation is that TMU needs to provide students a pre-departure orientation with
dedicated time devoted to goal and project development.
TMU can best support students through guided facilitation in the development of their
goals during structured pre-departure orientation meetings before the program. According to a
survey of 553 students, students are more likely to be engaged in experiential learning programs
when learning objectives are connected clearly to desirable outcomes because they are
opportunities for students to develop new skills in a supportive environment (Clem, Mennicke &
Beasley, 2014). The significance of pre-departure orientations in effectively facilitating student
learning is illustrated in the previous section and is reinforced by research by Eckert et al. (2013)
as well as Haber and Getz (2013). The American Psychological Association Coalition for
Psychology in Schools and Education (2015) noted how learning requires guided facilitation
from the staff at the institution, and organizers of the program need to comprehend the concept
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that the transfer of knowledge does not happen spontaneously. SMART is an acronym used for
goals that are specific, measurable, attainable, relevant, and time-bound (Ballesteros Muñoz &
Tutistar Jojoa, 2014). These researchers' qualitative study reviewed the relation between
SMART goal setting and student learning. The study determined that well-defined SMART
goals improve student engagement, self-directed learning, and intrinsic motivation. The
recommendations for this knowledge influence are to provide students a training indicating the
steps for the development of SMART goals aligned with a pre-departure orientation with
dedicated time devoted to outlining the critical steps for goal and project development.
Students need to understand how their cultural background influences their
worldview. Fifty-one percent of survey respondents from this study shared that they completed
an assessment to help understand their intercultural identity before going on the INTLEXP
program. Findings from the qualitative interviews likewise illustrated there is insufficient
support of program alumni’s understanding of their culture and how this would be broached
during INTLEXP. Recommendations rooted in information processing system theory have been
selected to close this metacognitive knowledge gap. According to Schraw and McCrudden
(2006), information learned meaningfully and connected with prior knowledge is stored more
quickly and remembered more accurately as it is elaborated with prior learning. This finding
would suggest that providing students with an intercultural learning assessment tool will benefit
student growth through INTLEXP. The recommendation for this knowledge influence is to
provide students an intercultural learning assessment tool to strengthen self-reflection on their
own culture.
The Process Model of Intercultural Competence depicted in Figure 1 in Chapter Two on
page 26 illustrated the importance of a student first having an intercultural experience, and then
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reflecting on that experience in order to grow interculturally (Deardorff, 2009, 2011). An
individual’s identity is complex, and college is a critical period for a student interpersonal
development (Patton et al., 2016). Refined pre-departure orientation sessions with more in-depth
discussions about culture, politics, and religion will better prepare students to explore complex
subjects with students from the other TMU campus. Grounding an individual through the
completion of an intercultural learning assessment is a strong starting point. The Intercultural
Effectiveness Scale (IES) is one example of a tool TMU can utilize. Nguyen (2017) used the
IES with short-term study abroad programs and found it helped students identify areas to develop
and highlighted growth before and after a program. Bates and Atef Rehal (2017) used the same
assessment on short-term international programs and administered the assessment as a pre and
post tool to measure intercultural growth before and after short-term international programs at
their institution. These researchers had similarly positive results in measuring students’
intercultural development resulting from their experience as short-term international service-
learning program participants. The recommendation for this knowledge influence is to provide
students an intercultural learning assessment tool to strengthen self-reflection on their own
culture.
Motivation Recommendations
The following section will include recommendations around the motivation influences
outlined in Chapter Two of this study. There were two motivation theories cited in this section:
self-efficacy and goal-orientation. Each assumed motivation influence includes a
recommendation for Technical Midwestern University to consider to improve the student
experience of INTLEXP participants and meet its institutional goals.
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Introduction. Table 9 is a summary of the assumed motivation influences and context-
specific recommendations made for each of them based on the findings of this study. The
recommendations are informed by applicable learning theories that support program engagement
for future iterations of the INTLEXP program. There were two recommendations. First, TMU
needs to provide formal instruction that uses modeling to demonstrate practical examples from
previous program participants, and provide consistent and immediate feedback on student
effectiveness. Second, TMU needs to provide consistent feedback that promotes individual
improvement and progress during pre-departure orientation, in-program facilitation, and post-
program meetings.
Table 9
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence

Validated as a
Gap?
Validated (V)
or Not
Validated (N)
Priority:
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Students need
more confidence
to accomplish
their INTLEXP
goals/projects in
order to be more
likely to achieve
them. (Self-
Efficacy)
V Y Learning and
motivation are
enhanced when
learners have
positive
expectancies for
success
(Pajares, 2006).
Provide formal
instruction that
uses modeling to
demonstrate
practical examples
from previous
program
participants, and
provide consistent
and immediate
feedback on
student
effectiveness.
Students need to
identify
continuing
opportunities to
develop their
V Y Focusing on
mastery,
individual
improvement,
learning, and
Provide consistent
feedback that
promotes
individual
improvement and
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intercultural
competency
during the
INTLEXP
program. (Goal-
Orientation)
progress
promotes
positive
motivation
(Yough &
Anderman,
2006).
progress during
pre-departure
orientation, in
program
facilitation, and
post-program
meetings.

Students need more confidence to accomplish their INTLEXP goals/projects in
order to be more likely to achieve them. Seventy percent of survey respondents agreed or
strongly agreed that the INTLEXP schedule was structured to allow them to work on their
projects and goals. A recommendation rooted in the self-efficacy theory has been selected to
close this motivation gap. Pajares (2006) found that learning and motivation are enhanced when
learners have positive expectancies for success. This research would suggest that accompanying
learning with a demonstration and supporting it with timely feedback would increase students’
self-efficacy. The recommendation then is to provide formal instruction that uses modeling to
demonstrate practical examples from previous program participants’ goals and provide consistent
and immediate feedback on student effectiveness. This combination of modeling and targeted
feedback throughout a student's INTLEXP experience, such as pre-departure orientations and
facilitated conversations, should strengthen self-efficacy.
Allen (2010) encouraged faculty leading short-term international experiences to
understand the different objectives of the students actively choosing to participate in the
program. This notion is a starting point where program advisors for INTLEXP can foster self-
efficacy for program participants. It will in turn help Student Affairs chaperones understand
what the student is attempting to achieve through their participation in INTLEXP. Eom, Wen,
and Ashill's (2006) research noted the importance of consistent and timely feedback from faculty
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to maintain motivation. Feedback should not only be timely, but also include peer feedback to
maintain student motivation and engagement (Brearley & Cullen, 2012; Eom et al., 2006).
Additional studies emphasized the value of collaborative assignments and journaling in
promoting learning for experiential learners (Wilson, Yates & Purton, 2018). Jones et al. (2012)
further maintained that constructive and appropriate feedback, in addition to modeling answers,
improved a student's engagement in what they are developing. The recommendation then is to
provide formal instruction that uses modeling to demonstrate practical examples from previous
program participants, and provide consistent and immediate feedback on student effectiveness.
Students need to identify continuing opportunities to develop their intercultural
competency during the INTLEXP program. There are two findings from the qualitative
interviews connected to the assumed motivation influence which stated students need to identify
continuing opportunities to develop their intercultural competency during the INTLEXP
program. First, the pre-departure curriculum does not sufficiently support program alumni’s
understanding of their culture and how it is challenged during INTLEXP. Second, re-entry
support programming varied between iterations of INTLEXP, leading to reverse culture shock
for some program alumni. Program alumni’s motivation was negatively affected in both cases,
with student engagement in their personal growth and the INTLEXP program decreasing as a
result. A recommendation rooted in goal orientation theory has been selected to close this
motivation gap. According to Yough and Anderman (2006), focusing on mastery, individual
improvement, learning, and progress promote positive motivation. This research would suggest
that providing consistent feedback and resources to students will help develop their intercultural
competence resulting from INTLEXP. The recommendation is to provide consistent, structured
feedback that promotes individual improvement and progress during pre-departure orientation,
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in-program facilitation, and post-program meetings. Consistent feedback strengthens goal
orientation and will lead to more engaged students in future iterations of the program.
The more confidence students have in their ability to seek out and identify activities to
help achieve their goals, the more likely they will actively engage with all of the aspects of the
INTLEXP program and seek other intercultural experiences (Bloom & Miranda, 2015; Vashø,
2013). Darby et al. (2003) found that motivation increases when students gain insights into their
motivations, better articulate their values and goals for participating. Motivation also increased
when students enjoyed their experiences and felt engaged with their new community.
Conversely, motivation decreased when there was poor communication, a lack of integration of
coursework into the program activities, or there were schedule and transportation issues (Darby
et al., 2013). One of the components of this recommendation is for TMU to have continued
dialogue with program alumni upon completion of INTLEXP through re-entry support.
Intentionally designed re-entry support is critical to helping students create meaning around their
experience and influence interpersonal growth (Marx & Moss, 2015). Re-entry support
moreover provides support for students who have conflicting thoughts and feelings regarding
their experience (Savicki & Price, 2017). The recommendation is to provide consistent feedback
that promotes individual improvement and progress in three distinct areas: during pre-departure
orientation, in-program facilitation, and post-program meetings. Providing structure for students
prior to departure, on-site, and in re-entry will lead to stronger motivation and increased
engagement.
Organization Recommendations
The following section will include recommendations around the four assumed
organizational influences outlined in Chapter Two of this study. There were two cultural model
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influences and two cultural setting influences explored in this study. Each assumed
organizational influence includes a recommendation for Technical Midwestern University to
consider to improve the student experience of INTLEXP participants and meet its institutional
goals.
Introduction. Table 10 is a summary of the assumed organization influences and
context-specific recommendations made for each of them based on the findings of this study.
The recommendations are informed by applicable learning theories that support deeper program
engagement for future iterations of the INTLEXP program. There are four recommendations
outlined in Table 10 concerning the assumed organizational influences. First, TMU leadership
needs to model intergroup dialogues in a culturally sensitive manner in order to promote student
development. Second, TMU leadership needs to maintain behaviors that support cross-campus
programs and communicate INTLEXP's functional value to the university. Third, TMU staff
need to aid INTLEXP student reflections to help them conceptualize the world. Fourth, TMU
staff organizing INTLEXP need to provide sufficient scaffolding and tools to facilitate learning,
then gradually withdraw scaffolds as students develop a deeper connection with their experience.
Table 10
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence

Validated as a
Gap?
Validated (V)
or Not
Validated (N)
Priority:
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation
The organization
needs a culture
that values
guided
intergroup
dialogues to
facilitate
V Y Learning tasks
that are similar
to those that are
common to the
individual’s
familiar cultural
settings will
TMU leadership
needs to model
intergroup
dialogues in a
culturally
sensitive manner
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learning during
INTLEXP.
(Cultural
models)
promote
learning and
transfer
(Gallimore &
Goldenberg,
2001).
to promote student
development.
The organization
needs a culture
that promotes
cross-campus
programs such
as INTLEXP.
(Cultural
models)
V Y Modeled
behavior is
more likely to
be adopted if the
model is
credible, similar
(e.g., gender,
culturally
appropriate),
and the behavior
has functional
value (Denler et
al., 2009).
TMU leadership
needs to maintain
behaviors that
support cross-
campus programs
and communicate
INTLEXP's
functional value to
the university.
The organization
needs to create
structured
opportunities for
students during
the INTLEXP
program to
reflect on their
experience.
(Cultural
settings)
V Y Learning tasks
that are similar
to those that are
common to the
individual’s
familiar cultural
settings will
promote
learning and
transfer
(Gallimore &
Goldenberg,
2001).
TMU staff need to
aid INTLEXP
student reflections
to help them
conceptualize the
world.

The organization
needs effective
program
leadership by
Student Affairs
staff in order to
facilitate student
learning.
V Y Social
interaction,
cooperative
learning, and
cognitive
apprenticeships
(such as
reciprocal
TMU staff
organizing
INTLEXP need to
provide sufficient
scaffolding and
tools to facilitate
learning, then
gradually
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(Cultural
settings)
teaching)
facilitate
construction of
new knowledge
(Scott &
Palinscar,
2006).
withdraw
scaffolds as
students develop a
deeper connection
with their
experience.

Shape intergroup dialogues in a culturally sensitive manner. Ninety-five percent of
survey respondents agreed or strongly agreed that the university values intergroup dialogues.
The inclusion of intergroup dialogues in the INTLEXP schedule needs to remain a priority
because they were effective cultural models where program alumni personally developed.
Interview findings suggest that program alumni’s cultural takeaways vary greatly, depending on
prior exposure to other cultures and primary campus where the individual studied. This finding
suggests that the intentionality supporting how intergroup dialogues are structured is important
for their efficacy. A recommendation rooted in sociocultural theory has been selected to close
this organizational performance gap. According to Gallimore and Goldenberg (2001), learning
tasks that are similar to those that are common to the individual’s familiar cultural settings will
promote learning and transfer. This research suggested that staff leading INTLEXP need to
consider ways to model expected behavior to achieve the program’s learning outcomes. The
recommendation then is that TMU leadership needs to shape intergroup dialogues in a culturally
sensitive manner to promote student development. For example, staff should display empathy,
welcome diverse opinions, vary the approach of each intergroup dialogue, and encourage
participation from all dialogue participants.
According to qualitative interviews regarding the international student experience in the
United States, intergroup dialogues were an effective campus program for developing
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intercultural competence and connecting students from different backgrounds (Yakaboski et al.,
2018). For TMU leadership to model culturally sensitive intergroup dialogue, it is essential to
determine the critical skills its staff need to be effective. Clark and Estes (2008) posited that
organizations are responsible for providing adequate skills and motivational support for its
members. McRee and Haber-Curran’s (2016) study further emphasized the importance of being
student-centered, creating an environment conducive to learning, displaying vulnerability, and
exhibiting enthusiasm as four approaches to foster meaningful conversations. Estes (2004)
additionally noted that facilitators should vary their approach to facilitating dialogue and avoid
overuse of sitting in a circle and taking turns to speak. This evidence supports the
recommendation that TMU leadership needs to model intergroup dialogues in a culturally
sensitive manner to promote student development.
Maintain behaviors that support cross-campus programs. One hundred percent of
survey respondents agreed or strongly agreed that the university provides adequate support for
students participating in INLTEXP. Interview findings further suggested that student-centered
and engaged Student Affairs staff have a positive impact on student learning through INTLEXP.
Both survey respondents and interviewees noted the importance of subsidizing the program to
make it accessible to all students. TMU needs to maintain its administrative and budgetary
support for INTLEXP as this led to personal growth and high satisfaction for program alumni
with INTLEXP. A recommendation rooted in social cognitive theory has been selected to close
this organizational performance gap. According to Denler et al. (2009), modeled behavior is
more likely to be adopted if the model is credible, similar (e.g., gender, culturally appropriate),
and the behavior has functional value. This theory suggests the staff member leading INTLEXP
need their actions to be congruent with the expectations of the student program. The
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recommendation then is that TMU leadership needs to model expected behaviors that support
cross-campus programs and communicate INTLEXP's functional value to the university. For
example, TMU staff need to connect the INTLEXP learning outcomes with the university’s
strategic goals during a pre-departure orientation.
According to Clark and Estes (2008), organizations need to have a clear vision, goals,
and methods to measure progress to implement change. Johnson (2017) posited that successful
international branch campus strategic planning requires buy-in from both the international and
main campus. The support for short-term campus exchange programs like INTLEXP is critical
and needs to be reciprocal for both its Tech City and Qatar campuses, for the program to thrive
and meet its learning objectives. Research also advocated for INTLEXP program leadership to
align the goals of the program with those of the university to create support from the
administration (Caruso, Bowen & Adams-Dunford, 2006). The administration from both
campuses moreover reflected leadership through the symbolic frame. According to Bolman and
Deal (2017), administrators conveying the symbolic leadership frame inspires members of an
organization around its mission and helps members feel significant. During this study’s
interviews, the program alumni demonstrated the significance of this administration's approach,
and TMU needs to continue its' multifaceted support of INTLEXP. This evidence supports the
recommendation that TMU leadership continues to model expected behaviors that support cross-
campus programs and communicate INTLEXP's functional value to the university.
Supplement INTLEXP student reflections to help program participants
conceptualize the world. According to interview participants, reflection formally with Student
Affairs staff, in addition to informally amongst peers, enabled program alumni’s metacognitive
knowledge development. Ninety-two percent of survey respondents additionally agreed or
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strongly agreed that reflection aided their personal growth during the program. A
recommendation rooted in sociocultural theory has been selected to close this organizational
performance gap. Research suggests that learning tasks that are similar to those that are common
to the individual’s familiar cultural settings will promote learning and transfer (Gallimore and
Goldenberg 2001). This theory suggests that TMU staff need to facilitate reflection throughout
the program purposefully. The recommendation then is that TMU staff need to aid INTLEXP
student reflections to help them conceptualize the world. For example, the TMU staff need to
actively facilitate during program reflections before, during, and after INTLEXP.
To create organizational change in this performance gap, Clark and Estes (2008) posited
that universities need to communicate candidly to foster trust within the community. According
to Caruso et al. (2006), reflection provided evidence for the impact of immersive programs and is
a critical method for students to create meaning around their experience. Savicki and Price
(2017) advocated for the role of professional staff to designate time to reflect and better
understand their experience. Experiential learning research moreover posited that learning is
best achieved when students have an experience, reflect on how the experience affected them,
think about their reaction to it, and act on their new perspective gained from experience
(Peterson et al., 2015). Additional research also suggests that creating opportunities for students
to connect experiences to pre-program training advances an individual’s learning (Olsen & Burk,
2014). This evidence supports the recommendation that TMU staff need to aid INTLEXP
student reflections to help them conceptualize the world.
Provide sufficient scaffolding and tools to facilitate learning. According to interview
participants, guided conversations by Student Affairs staff increased program alumni's
knowledge of cultural norms of the campus and country they visited during INTLEXP. A
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recommendation rooted in sociocultural theory has been selected to close this organizational
performance gap. According to Scott and Palinscar (2006), social interaction, cooperative
learning, and cognitive apprenticeships (such as reciprocal teaching) facilitate the construction of
new knowledge. This theory suggests that INTLEXP staff need to provide strategic support to
help students optimally engage with the program. The recommendation then is that TMU staff
organizing INTLEXP need to provide sufficient scaffolding and tools to facilitate learning, then
gradually withdraw scaffolds as students develop a deeper connection with their experience. For
example, TMU staff should strategically consider how to remove scaffolds as the students'
progress through their short-term campus exchange experience.
Clark and Estes (2008) maintained that the organization needs to provide skills to its staff
to close organizational performance gaps. Research from Franklin and Alzouebi (2014)
suggested that different support is required at the Tech City and Qatar campuses. Their research
argued that students are the most valuable asset for an international branch campus and require a
specialized approach from faculty and staff to maintain their engagement. Their study also
found that the student population at an IBC requires sufficient support to make the campus and
its programs sustainable long-term (Franklin & Alzouebi, 2014). According to Dimitrov and
Haque (2016), Student Affairs staff organizing INTLEXP need to develop several skills for
effective intercultural communication. Their research outlined being mindful of one's cultural
identity, communication style, awareness of power distance, and ability to conflict as critical
skills related to effective intercultural communication. It is essential to recognize how one’s own
culture, in addition to the culture of the person they are communicating with, does or does not
align in these areas (Dimitrov & Haque, 2016). It is additionally incumbent on TMU staff to
pace the schedule and balance the desire to provide as many opportunities as possible with
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downtime to reflect and recharge. For many students, it is their first time in the other country.
Staff leading INTLEXP need to manage program participants' cognitive load for students to
augment their learning potential from the program (Mayer, 2011). This recommendation
supports the evidence that TMU staff organizing INTLEXP needs to provide sufficient
scaffolding and tools to facilitate learning, then gradually withdraw scaffolds as students develop
a deeper connection with their experience.
Integrated Implementation and Evaluation Plan
The next step for Technical Midwestern University is to consider an implementation plan
of the recommendations put forward by this study. The New World Kirkpatrick Model will be
utilized as a framework to provide structure for an implementation and evaluation plan through
the next few sections.
Implementation and Evaluation Framework
The New World Kirkpatrick Model was developed to help organizations have effective
interventions that have a long-term impact on individual performance. The model maintains a
similar structure from the original tool utilized from the 1950s-1990s, which are its' four levels:
reaction (Level 1, or L1), learning (Level 2, or L2), behavior (Level 3, or L3), and results (Level
4, or L4). However, the New World Kirkpatrick Model reverses the order for organizations to
structure their plans, with the focus starting on the results and moving backward to develop an
implementation plan. The model also outlines the importance of leading indicators, critical
behaviors, and required drivers in the change process. Leading indicators are defined as short-
term observations that monitor behaviors. Critical behaviors specify the key behaviors that lead
to targeted outcomes while required drivers reinforce and monitor performance. Each of these
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focal points is key for managers in the monitor and adjust phase, which is an ongoing evaluation
of levels three and four (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need, and Expectations
The goal of this study was to better understand how Technical Midwestern University
(TMU) engendered closer campus connections and fostered intercultural development as a result
of student participation in the INTLEXP program. The organizational goal for TMU stated that
100% of program alumni would be able to express satisfaction with their INTLEXP experience.
The stakeholder goal for the 200 program alumni stated that by the end of spring semester 2019,
100% of participants of INTLEXP would have created strong connections between TMU's Tech
City and Qatar campuses in addition to identifying how reflection facilitated their personal
development. The purpose of the recommendations in this section is to close performance gaps
in order for TMU to meet its broader organizational goals.
The next four sections will include an outline for each of the four levels of the New
World Kirkpatrick Model. Results and leading indicators (L4), behavior (L3), learning (L2), and
reflection (L1) will each be explored to improve campus exchange programs between TMU’s
Tech City and Qatar campuses.
Level 4: Results and Leading Indicators
L4 reflects how well the organization did at achieving organizational outcomes through
its training while leading indicators reflect the short-term behaviors that indicate whether the
training had a positive impact on the organization (Kirkpatrick & Kirkpatrick, 2016). Several
external and internal outcomes will help Technical Midwestern University achieve its
stakeholder goal. These are listed, along with the metrics and methods for analyzing them, in
Table 11.
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Table 11
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
There will be an increased
interest around the
INTLEXP program
amongst the student
populations.
Increased number of
applications from previous year.
Maintaining statistics on
application numbers from year
to year.
Students from different
campus populations will
participate in the program.
Demographics numbers. Application questions collecting
demographic information.
Program alumni will
encourage their
classmates to participate
in the program.
Application numbers. Application questions asking
students why they chose to
apply for INTLEXP.
Program alumni share
mostly positive
experiences about the
program to their peers.
Engagement in recruiting
students to apply.
Counting the number of
program alumni at the
recruitment booths.
Internal Outcomes
Post-assessment results
indicate program alumni
developed personally.
100% of students complete post-
assessment.
Data from post-assessment.
The student proposes
attainable projects and
completes them within
three months of the
INTLEXP program.
100% of projects completed. Department reports.
Current students and
program alumni are active
participants with the
program.
Several observations that reflect
the active participation of
students in the program.
Maintaining engagement
numbers during the week.

Current student
participants and program
alumni state they are
satisfied with their
experience.
100% of students complete post-
assessment.
Data from post-assessment.

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Level 3: Behavior
Level 3 (L3) Behavior reflects the degree to which participants are implementing the
learned behaviors after the training program (Kirkpatrick & Kirkpatrick, 2016). The next three
sections will outline critical behaviors, required drivers, and the organizational support needed
for future INTLEXP participants to exhibit in order for the implementation program to be
efficacious.
Critical behaviors. There are six critical behaviors for program alumni to follow to
achieve this stakeholder goal. Each of the critical behaviors are listed in Table 12. Table 12 also
includes metrics, methods for monitoring critical behaviors, and timing for each critical
behavior.
Table 12
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Student participants
of INTLEXP will
attend monthly check-
ins with Student
Affairs program
chaperones before and
after the program.
Number of monthly
check-ins held.
Personal notes. Monthly
monitoring.
2. Student participants
of INTLEXP will
create SMART goals
during pre-departure
orientation.
Development of
SMART goal.
Inclusion of SMART
goal in pre-departure
orientation materials.
The third pre-
departure
orientation.
3. Student participants
of INTLEXP will
have 100% attendance
of all pre-departure
orientations and
INTLEXP activities.
Number of students
who attend meetings.
Attendance sheet. Monthly
monitoring.
4. Participants of
INTLEXP will use
Number of journal
reflection entries.
Journal reviews by
program leadership.
The first pre-
departure
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journals to reflect
throughout their
INTLEXP program
actively.
orientation, around
December.
5. Student participants
from both the Tech
City and Qatar
campuses will
complete post-
assessment surveys.
Post-assessment. Create effective post-
assessment measuring
critical behaviors.
One week after the
program.
6. Student participants
of INTLEXP will
attend bi-weekly pre-
departure orientations
leading up to
departure.
Meeting occurred. Host meeting. Four meetings
hosted between
December-
February.
7. Student participants
of INTLEXP will
define team
expectations for
student behavior
throughout the
program.
Signed learning
contract.
Distribute and explain
the purpose of a
learning contract.
The first meeting,
revisited
periodically to
ensure students are
following
expectations.

The critical behaviors outlined in Table 12 are designed to increase intentionality around
pre-departure orientations and re-entry programming. The goal of these critical behaviors is to
increase student engagement with their learning through INTLEXP, in addition to creating a
guide for Student Affairs staff on both campuses to maintain.
Required drivers. There are ten required drivers outlined in Table 13 for Technical
Midwestern University to consider in order for the organization to achieve its goals. The
methods are listed in Table 13 and separated into four categories: reinforcing, encouraging,
rewarding, and monitoring. Each includes timing and which critical behaviors it supports. The
critical behavior column numbers align with the numbers listed in Table 12.
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Table 13
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
(1, 2, 3, etc.)
Reinforcing
Follow up with student
participants on their
individual reflections.
Monthly. 1, 2, 4.
Encourage self-directed
learning through reflecting
outside of organized
INTLEXP programming.
Ongoing. 2, 4.
Refresh students of the
expectations of the program.
Ongoing. 1, 3, 6, 7.
Staff leading program model
expected behaviors for
INTLEXP participants.
Ongoing. 1, 3, 4, 6, 7.
Encouraging
Mentor students before,
during and after the program.
Ongoing. 1, 2, 3, 4, 5, 6, 7.
Rewarding
Recognize student
commitment to the program.
Ongoing. 1, 3, 4, 6, 7.
Recognize appropriate
behaviors.
Ongoing. 2, 3, 7.
Monitoring
Interview students regarding
their program.
Monthly. 1.
Survey effectiveness of the
program.
After INTLEXP. 5.
Students participate in the
selection of the following
year's INTLEXP team and
attend campus programs
related to INTLEXP.
The following fall semester. 7.

Reinforcing, encouraging, rewarding, and monitoring behaviors serve as guides to
reinforce the critical behaviors outlined in the critical behaviors section. Table 13 is designed to
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serve as a guide for INTLEXP program organizers know how and when to utilized required
drivers to support critical behaviors.
Organizational support. Technical Midwestern University is responsible for providing
adequate support for program alumni in order for the university to meet this stakeholder goal.
TMU will have one dedicated professional staff member on both the Tech City and Qatar
campuses assigned to supporting students throughout their INTLEXP experience. This person
will be responsible for planning and executing the program, in addition to fostering engagement
from students at their respective campuses. Both staff members will also be responsible for
securing funding from the university administration to ensure students from all backgrounds can
afford this opportunity.
Level 2: Learning
According to Kirkpatrick and Kirkpatrick (2016), learning involves the ability of training
participants to exhibit the knowledge, skills, and attitudes gained from their experience. The
next three sections will include learning goals, program design and an evaluation of the
components pertaining to Level 2 Learning.
Learning goals. L2 needs attainable learning goals in order for the program
implementation to be effective for TMU. INTLEXP program alumni will therefore need to
know the following in order to implement the refined pre-departure orientation process.
1. Summarize the purpose of the INTLEXP program. (Factual)
2. Design a practical project that will better connect the two TMU campuses. (Procedural)
3. Identify different aspects of their cultural identity. (Declarative)
4. Recognize how their cultural identity will impact their experience during INTLEXP.
(Conceptual)
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5. Recognize how their cultural identity will impact others' experiences during INTLEXP.
(Conceptual)
6. Predict one’s reaction to culture shock. (Metacognitive)
7. Deconstruct one’s biases during group discussion. (Metacognitive )
8. Reflect on their personal growth as a result of their participation in INTLEXP.
(Metacognitive )
Program. The program will be a revised holistic orientation organized to support student
learning before departing for the INTLEXP program, and after their return from the travel
component of the program. Students on the Tech City and Qatar campuses will mirror their
peers by completing the same curriculum. The Student Affairs staff organizer will deliver the
program for the INTLEXP on the respective campuses. The program will include four pre-
departure orientations before participating in the two-week immersion. The program will
conclude with one meeting after the students return from their two-week travel immersion to
focus on strategies for a smooth re-entry. Students will also be strongly encouraged to continue
to meet with their Student Affairs chaperone for one on one meetings.
The recommendation from the KMO analysis of this study is to provide better scaffolding
for student learning throughout their immersive INTLEXP experience. This structure will
include revised pre-departure preparation and re-entry programming. Student Affairs staff on
both campuses will design a pre-departure orientation curriculum. The curriculum will share
declarative knowledge of both of the campuses, including TMU's internationalization goals. The
staff will also implement a cultural competency tool to help students better understand their
culture and learn about others' cultures.
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Upon return from the program, students will attend a group meeting, in addition to a
series of one on one meetings with the Student Affairs lead on their respective TMU campuses.
Students will use this time to share what they learned during the program, verbalize challenges
they faced and offer areas where they wish to continue to grow. The group conversation will be
a useful tool for peers to hear from one another. The one on one meetings will be used as
continued interpersonal development opportunities for students as they transition into INTLEXP
program alumni. Program alumni can review the goals they set before departing on INTLEXP
during these meetings. They will revise and determine how to best move forward and implement
what they learned from INTLEXP to better themselves personally and academically moving
forward.
Evaluation of the components of learning. Table 14 provides an outline for the ways
TMU will evaluate the different components of learning for the implementation program. The
table includes aspects of declarative knowledge, procedural skills, attitude, and confidence, in
addition to the timing for each.
Table 14
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks during pre-departure
orientations.
Once during the pre-departure orientations.
Knowledge checks during one on one
conversations and meetings with students.
Two times before departure.
Knowledge checks with staff leading the
program.
Structured conversations between staff
supervisor and supervisee.
Procedural Skills “I can do it right now.”
Student participants can articulate the goals of
the program.
Conversations during the pre-departure
orientations.
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Student participants can articulate what they
are thinking and feeling during reflection
sessions.
Conversations during the program, journaling.
Attitude “I believe this is worthwhile.”
Students about to participate in INTLEXP are
engaging with the program.
Conversations with students before departing
for INTLEXP.
Program alumni are recruiting underclassmen
to apply for the program.
Observations by staff during the ensuing
recruitment period.
Confidence “I think I can do it on the job.”
Students are stating their plan to have a
meaningful program experience.
Conversations with students before departing
for INTLEXP.
Program alumni can take the lessons they
learned from INTLEXP and apply them to
future student leadership opportunities.
Post-program conversations with INTLEXP
advisor.
Commitment “I will do it on the job.”
Program alumni actively reflect on their
experiences.
Post-program conversations with INTLEXP
advisor.
Program alumni understand how their cultural
identity affects their interactions with the
world.
Post-program conversations with INTLEXP
advisor.

Level 2 provides methods for measuring the learning of future INTLEXP students in this
implementation program. Table 14 outlined methods for Technical Midwestern University to
know whether its implementation program was successful. Identifying metrics for declarative
knowledge, procedural skills, attitude, confidence, and commitment allows TMU to determine if
its implementation program was successful.
Level 1: Reaction
Level 1 of the New World Kirkpatrick Model reflects how program participants find their
experience to be engaging and relevant (Kirkpatrick & Kirkpatrick, 2016). Table 15 outlines the
methods and tools TMU can use to evaluate this, in addition to a column which states the timing
for each.
Table 15
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Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observed student participant engagement by
staff lead before the program.
Observations by staff organizer before
departure during pre-departure orientation
sessions.
Reflection through in journals. Weekly. Student Affairs chaperone to create
time in INTLEXP schedule for journaling.
Relevance
Pulse check by staff organizer during one on
one reflection sessions.
Monthly. Student Affairs chaperone to host
minimum of one structured meeting prior to
departure, on-site, and for re-entry support.
Customer Satisfaction
Pulse check by staff organizer during the
program.
Every other day. Student Affairs chaperone to
check-in with program participants three times
each while on-site for the INTLEXP program.

Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) recommend that organizations use a blended
evaluation approach to gauge L1 and L2 learning to understand how learners intend to apply
their training. A blended approach involves an evaluation tool immediately following the
program implementation and then a delayed evaluation tool to be administered several weeks
after the program.
Immediately following the program implementation. The evaluation tool will be
given to program alumni following their completion of the program. The purpose of the
evaluation tool is to better understand how program alumni have applied what they learned
through INTLEXP to their post-program student career. The evaluation tool includes both Likert
scale survey questions and open-ended survey questions. This tool can is depicted in Appendix
H.
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Delayed for a period after the program implementation. In order to measure the
long-term impact of the implementation strategy, Student Affairs staff will share a short survey
with INTLEXP program alumni in the fall semester following their participation. The purpose
of the evaluation tool is to better understand how program alumni have applied what they learned
through INTLEXP to their post-program student career. Alumni will complete the survey
online. It includes four open-ended questions reviewing the efficacy of the strategies outlined in
Levels 1, 2, 3, and 4. This tool can be found in Appendix I.
Data Analysis and Reporting
The data collected from the immediate and delayed assessments of program
implementation will be presented to the TMU administration on both the Tech City and Qatar
campuses. The university collects data from a post-INTLEXP assessment each year. The data
from the proposed program implementation will be used to supplement the assessment typically
completed for this specific program. The assessment tool will further analyze the institution's
achievement of its internal and external outcomes detailed in Level 4. The implementation using
the New World Kirkpatrick Model has not been executed at the time of writing. An example of
how the data can be presented is available in Appendix J.
Summary
Technical Midwestern University will implement its revised curricular strategy to support
learning before and after the travel component of the INTLEXP program, with guided support
from the staff of the Tech City and Qatar campuses. The implementation will begin in Fall 2019
with refined a refined curriculum to guide pre-departure orientations and continue ongoingly
through the program. After their completion of the travel component of the program, program
alumni will meet both as a group and one on one with their respective campus leads. In Fall
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155
2020, TMU staff from both campuses will review the efficacy of their implementation program
by asking three critical questions at the recommendation of Kirkpatrick and Kirkpatrick (2016).
Their research suggests asking three critical questions: first, did it meet expectations? Second, if
not, why not? Third, if so, then why? These questions will continue an analytical cycle to
ensure the institution is achieving external and internal outcomes that align with the learning
objectives of their implantation program.
Strengths and Weaknesses of Approach
The Clark and Estes (2008) framework was an asset to this study because outlining the
knowledge, motivation, and organizational influences provided critical structure to evaluate
whether TMU was reaching its organizational goal. The KMO framework created areas for
research and exploration to outline the assumed influences factors pertinent to INTLEXP. These
areas rooted the study and gave it direction; however, some of the findings outlined in Chapter
Four highlight one of the weaknesses of the KMO framework. Survey design for this study was
limited to questions around each of the influences. Several of the findings were resulting from
interview data, which was richer in providing a narrative to support this study.
Limitations and Delimitations
One of the limitations of this model was the timing and structure of the
survey. Institutional Review Board approval from the University of Southern California and
Technical Midwestern University was granted in May 2019, which is after the completion of the
school year. There were tenth-anniversary celebrations on both the Tech City and Qatar
campuses in March 2019 that put INTLEXP at the forefront of program alumni’s minds. Better
timing would have been to administer the survey during the academic year, which could have led
to a higher survey participation rate than the 34.5% garnered in May and June. The survey
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response rate moreover skewed heavily towards the Qatar campus, with 50 participants from
TMU-Q as opposed to 19 from TMU-TC. Survey results likely reflected more of the
perspectives of Qatar campus students, which could have affected the findings of this study.
The interviews from this mixed-method study also had its limitations. Similar to the
survey, the interviewees skewed to the Qatar campus, with eight of the 13 participants
originating from there. The interview population was more limited than the survey population
because program alumni had to self-report interest in participating in the study. The interviews
were conducted by the principal investigator of this study who was also affiliated with Technical
Midwestern University. This dynamic created the potential for bias responses to be less critical
of the INTLEXP program or the university.
This study had its delimitations as well. Program alumni of INTLEXP were the study’s
population and represented one of the clearest delimitations. There is an assumption that
program alumni had access to technology (e.g., mobile phones, computers) to allow them to
complete both the survey and videoconference interview. An additional delimitation is the scope
of this study. The program alumni were speaking about their experience through a Technical
Midwestern University sponsored opportunity. Findings and recommendations can be inferred
and applied to other institutions looking to use this study to ground their short-term campus
exchange programs, provided they apply changes based on the context and goals of their
organization.
Future Research
International branch campuses (IBC) are continuing to evolve and develop in different
areas of the world. Research in operating effective organizations is ongoing and will continue to
guide the practice of IBC administrators. The findings from this study created three areas of
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157
future research. First, it will be necessary for researchers to identify the role of upperclassmen in
program participation and campus engagement. Second, most re-entry support research outlined
in Chapter Two aligns with study abroad practice. Third, it will be important to better
understand the relationship of institutional affiliation between IBC students and the home
campus. It will be crucial to continue to determine best practices for short-term international
exchanges and consider ongoing re-entry support. Findings around the role of upperclassmen
influence and re-entry were themes that program alumni identified that were not aligned with
assumed influences of this study. Both of these areas were relevant to the institution’s ability to
achieve its goals for the INTLEXP program. Technical Midwestern University should also
consider additional areas of research and evaluation for the implementation recommendations
outlined in this chapter. The recommendations were based on this study, and as INTLEXP
grows to meet the developing organizational goals, the implementation program needs to
continued innovations to meet updated demands.
Conclusion
The purpose of this study was to better understand how Technical Midwestern University
engendered closer campus connections and fostered intercultural development as a result of
student participation in the INTLEXP program. The program alumni provided critical insight
into their own experiences of the INTLEXP program and validated the assumed KMO influences
outlined in Chapter Two. The findings were wide-ranging and led to recommendations which
universities can utilize to implement effective short-term campus exchange programs. Through
the implementation of a stronger pre-departure and re-entry support program, Technical
Midwestern University students should have a stronger experience and meet its organizational
performance goals.
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158
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Appendix A
Survey Items
Note: KMO framework references listed in parentheses after the questions where appropriate.
The distinction between knowledge, motivation and organizational questions did not appear in
the online survey.

Welcome Screen:
The goal of this study is to better understand how Technical Midwestern University (TMU)
engenders closer campus connections and fosters intercultural development as a result student
participation in the INTELXP program. The analysis will focus on knowledge, motivation and
organizational influences pertinent to TMU is achieving its organizational goal.

The study is being conducted by Kevin D’Arco as part of the completion of his doctoral
dissertation research through the University of Southern California (USC). This online survey
will take around 30 minutes to complete.

Questions regarding the campus you attended, the year you participated in INTELXP in addition
to your class year during that participation, and gender will be asked during the survey to better
understand any connections between demographics and the research questions. You do not have
to answer any questions you do not want to, you may click “N/A” or leave the open-ended
questions blank in the survey to move to the next question. Participation in this study is
voluntary and you may opt out at any point. Quotes provided in the open-ended questions will
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not be attributed to any specific individuals. By clicking on the buttons below, I consent to
participating in this survey.
(Clickable box) I am 18 years or older.
(Clickable box) I have read and understood the information above.(Clickable box) I
agree to participate (survey will move to the below questions)
(Clickable box) I do not wish to participate (survey will move to a screen thanking
participants for their time and consideration)

1. Demographic questions:
a. Are/were you a Tech City or Qatar campus student? (drop down menu –
Qatar/Tech City)
b. What year did participate in the program? (drop down menu – 2010, 2011, 2012,
2013, 2014, 2015, 2016, 2017, 2018, 2019)
c. Previous travel experience to the other campus? (drop down menu - Yes/No)
d. I identify my gender as: (drop down menu - Male, Female, Prefer not to disclose)
e. What year were you when you participated in INTELXP? (drop down menu -
Freshman, Sophomore, Junior or Senior)
2. Before going on the INTELXP program…
a. I could describe my campus to your peers on the other campus. (Likert options:
strongly disagree, disagree, agree, strongly agree, not applicable) (Knowledge)
b. I could describe my campus’ student population to your peers on the other TMU
campus. (Likert options: strongly disagree, disagree, agree, strongly agree, not
applicable) (Knowledge)
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c. My goals for going on INTELXP were clear to me. (Likert options: strongly
disagree, disagree, agree, strongly agree, not applicable) (Knowledge)
d. I could articulate the goals of cross campus exchange programs such as
INTELXP. (Likert options: strongly disagree, disagree, agree, strongly agree, not
applicable) (Knowledge)
e. I felt confident I had the ability to have a successful INTELXP experience. (Likert
options: strongly disagree, disagree, agree, strongly agree, not applicable)
(Knowledge)
3. Project and Personal Goals
a. I felt Technical Midwestern University prepared me to achieve my project and
personal goals for INTELXP. (Likert options: strongly disagree, disagree, agree,
strongly agree, not applicable) (Organization)
b. I felt confident that I could achieve my project and personal goals for INTELXP.
(Likert options: strongly disagree, disagree, agree, strongly agree) (Motivation)
c. The INTELXP schedule was structured to allow me to work on my project and
goals. (Likert options: strongly disagree, disagree, agree, strongly agree, not
applicable) (Organization)
d. I articulated my project to other students on the program. (Likert options: strongly
disagree, disagree, agree, strongly agree, not applicable) (Motivation)
e. I articulated my personal goals to other students on the program. (Likert options:
strongly disagree, disagree, agree, strongly agree, not applicable) (Motivation)
4. Dialogue
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a. I discussed the concept of intercultural competence during pre-departure
orientations. (Likert options: strongly disagree, disagree, agree, strongly agree,
not applicable) (Knowledge, Organization)
b. I had meaningful conversations with my peers during INTELXP. (Likert options:
strongly disagree, disagree, agree, strongly agree, not applicable) (Knowledge,
Organization)
c. I had meaningful conversations guided by Student Affairs staff during INTELXP.
(Likert options: strongly disagree, disagree, agree, strongly agree, not applicable)
(Knowledge, Organization)
5. Reflection
a. Pre-departure meeting reflections prepared me for my participation in the
INTELXP program. (Likert options: strongly disagree, disagree, agree, strongly
agree, not applicable) (Knowledge)
b. Reflections during the INTELXP program aided my personal growth. (Likert
options: strongly disagree, disagree, agree, strongly agree, not applicable)
(Knowledge)
c. Reflections after my participation in the INTELXP program helped my personal
development. (Likert options: strongly disagree, disagree, agree, strongly agree,
not applicable) (Knowledge)
d. How did reflection facilitate learning throughout the INTELXP program? Note:
Please do not reveal any private or personally identifiable information about
yourself or anyone else in responses to open ended questions. (open ended)
(Knowledge, Organization)
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6. Cultural background:
a. I completed an assessment to help me understand my intercultural identity before
participating on INTELXP. (Likert options: strongly disagree, disagree, agree,
strongly agree, not applicable) (Knowledge, Organization)
b. I felt confident in my ability to describe my cultural background before my
participation on the INTELXP program. (Likert options: strongly disagree,
disagree, agree, strongly agree, not applicable) (Knowledge)
c. INTELXP caused me to critically analyze my cultural background. (Likert
options: strongly disagree, disagree, agree, strongly agree, not applicable)
(Knowledge)
d. What aspects of your cultural background were most apparent to you while you
were participating on INTELXP? Note: Please do not reveal any private or
personally identifiable information about yourself or anyone else in responses to
open ended questions. (open ended) (Knowledge)
e. How did/didn’t INTELXP affect your view of your cultural background? Note:
Please do not reveal any private or personally identifiable information about
yourself or anyone else in responses to open ended questions. (open ended)
(Organization)
7. Organization
a. Technical Midwestern University values the campus exchange programs such as
INTELXP. (Likert options: strongly disagree, disagree, agree, strongly agree, not
applicable) (Motivation, Organization)
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b. Technical Midwestern University provides adequate support for students to
participate in campus exchange programs. (Likert options: strongly disagree,
disagree, agree, strongly agree, not applicable) (Organization)
c. Technical Midwestern University staff provides effective mentorship during
INTELXP. (Likert options: strongly disagree, disagree, agree, strongly agree, not
applicable) (Organization)
d. Technical Midwestern University values intergroup dialogues. (Likert options:
strongly disagree, disagree, agree, strongly agree, not applicable) (Organization)
e. What is the most important support TMU provides for INTELXP? Note: Please
do not reveal any private or personally identifiable information about yourself or
anyone else in responses to open ended questions. (open ended) (Organization)
f. What is the support is needed for students to learn during INTELXP? Note:
Please do not reveal any private or personally identifiable information about
yourself or anyone else in responses to open ended questions. (open ended)
(Knowledge, Organization)
g. How did staff from each of the Technical Midwestern University campuses
support your learning during INTELXP? Note: Please do not reveal any private or
personally identifiable information about yourself or anyone else in responses to
open ended questions. (open ended) (Knowledge, Organization)
8. What challenged you the most during INTELXP? Note: Please do not reveal any private
or personally identifiable information about yourself or anyone else in responses to open
ended questions. (open ended) (Knowledge, Motivation)
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9. How did you personally develop or grow as a result of INTELXP? Note: Please do not
reveal any private or personally identifiable information about yourself or anyone else in
responses to open ended questions. (open ended) (Knowledge, Motivation, Organization)
10. Survey Question 10. Are you interested in participating in an interview to further discuss
your INTELXP experience and to provide feedback? If interested, please type your name
and email below. NOTE: Your contact information above will be extracted separately and
not linked to or stored with your survey responses. Interview participants will be selected
through a random draw from a list of all survey respondents who volunteer to be
interviewed. You may decide at a later time, if you are contacted, to not participate in the
interview. (open ended)

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Appendix B
Interview Protocol
Note: KMO framework references listed in parentheses after the questions where appropriate.

Opening narrative: The goal of this study is to better understand how Technical Midwestern
University (TMU) engenders closer campus connections and fosters intercultural development as
a result student participation in the INTLEXP program. The analysis will focus on knowledge,
motivation and organizational influences pertinent to TMU is achieving its organizational goal.

You do not have to answer any questions you do not want to. Your participation is voluntary
and anything said in the interviews will be held in confidence. All information that could lead to
the identification of the individual who the author of the quote will be removed.

All responses will be held in confidence. Please do not reveal any private or personally
identifiable information about yourself or anyone else in responses to open ended questions. All
interviews will be transcribed, stripped of individual identifiers and stored in a secure location.
Any field notes taken by the PI will be kept in a secure and locked location and only available to
the PI. Your responses will be coded with a false name (pseudonym) of your choosing and
maintained separately. No personally sensitive questions will be coded. The audio recordings
will be destroyed three years after the project ends. A third-party service will be used to
transcribe the interview. The data will be stored on a password protected computer in the
researcher’s office for three years after the study has been completed and then destroyed.

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Questions:
1. Do you consent to participating?
If yes, the principle investigator will state “Your participation in this study is
voluntary and you may choose to end the interview at any time”
If no, the principle investigator will state “Thank you for your time and
consideration” and end the video conference.
2. Do you consent to being audio recorded?
If yes, the principle investigator will state “Thank you” and continue with questions.
If no, the principle investigator will request permission to take notes during the
conversation. If the participant does not consent to this, then the principle
investigator will not conduct the interview.
3. What name would you like me to use for you to protect your identity?
4. May I use direct quotes from our conversation today in my dissertation? Please note that
I would like to use statements made by respondents as a way of illustrating their points,
but those quotes will not be attributed to any individuals. All responses will be held in
confidence. All interviews will be transcribed, stripped of individual identifiers and
stored in a secure location. Any field notes taken by the PI will be kept in a secure and
locked location and only available to the PI.
5. Note: This question will be different depending on whether the investigator is asking it to
a Technical Midwestern University (TMU) Qatar campus student or a Tech City campus
student:
a. For Qatar Campus Students: Before going on the INTLEXP program, how would
you describe the Qatar campus to your peers on the Tech City campus? Probe:
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How would you describe your campus in relation to the Tech City campus since
your participation in the INTLEXP program? (Knowledge, Organization)
b. For Tech City Campus Students: Before going on the INTLEXP program, how
would you describe the Tech City campus to your peers on the Qatar campus?
Probe: How would you describe your campus in relation to the Qatar campus
since your participation in the INTLEXP program? (Knowledge, Organization)
6. Note: This question will be different depending on whether the investigator is asking it to
a TMU Qatar campus student or a Tech City campus student:
a. For Qatar Campus Students: Before going on the INTLEXP program, how would
you describe the Qatar student population to your peers on the Tech City campus?
Probe: How would you describe the Qatar campus student population in relation
to the Tech City campus since your participation in the INTLEXP program?
(Knowledge, Organization)
b. For Tech City Campus Students: Before going on the INTLEXP program, how
would you describe the Tech City student populations to your peers on the Qatar
campus? Probe: How would you describe the Tech City campus student
population in relation to the Qatar campus since your participation in the
INTLEXP program? (Knowledge, Organization)
7. Please tell me what motivated you to apply for the INTLEXP program? (Motivation)
8. What goals were you hoping to accomplish as a result of your participation in INTLEXP?
Probe 1: How did you develop these goals? Probe 2: How did INTLEXP help or hinder
you towards achieving your goals? (Motivation)
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

192
9. What was your most meaningful conversation and/or interaction during
INTLEXP? Probe: What aspects of this conversation and/or interaction made it
meaningful. (Knowledge, Organization)
10. Please tell me how did staff from each of the Technical Midwestern University campuses
support your learning during INTLEXP and can you give me some examples to illustrate
this? Please do not provide the actual names of staff members. (Organization)
11. How did reflection facilitate learning before, during and after the program and can you
give me some examples to illustrate this, or not? Please do not provide the actual names
of staff members. (Knowledge, Organization)
12. Can you talk more about how your personal understanding of your cultural background
was developed before, during and after the INTLEXP program? Please note you will be
13. What aspects of your cultural background were most present while you were participating
on INTLEXP? (Knowledge)
14. What challenged you the most during INTLEXP? Probe: Tell me more about (the
example/experience/moment you shared). (Knowledge)
15. How did you personally develop or grow during INTLEXP? Probe: Can you talk more
about what aspects of the program facilitated this growth? (Knowledge, Organization)
16. How have your perceptions of your primary campus of study and its students changed as
a result of your participation in INTLEXP? (Knowledge, Organization)
17. How have your perceptions of the other TMU campus and its students changed as a result
of your participation in INTLEXP? (Knowledge, Organization)

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193
Appendix C
Informed Consent
Study Title: Measuring the Impact of Short-term Campus Exchange Program: An Evaluation
Study

Principal Investigator: Kevin D’Arco

Faculty Advisor: Dr. Kathy Stowe, Professor of Clinical Education and Associate Dean for
Academic Programs of the Rossier School of Education at the University of Southern California.
______________________________________________________________________________
Purpose of this Study
The goal of this study is to better understand how Technical Midwestern University (TMU)
engenders closer campus connections and fosters intercultural development as a result student
participation in the INTLEXP program. INTLEXP, a pseudonym, is a spring break campus
exchange program which sends 10 students to the other TMU campus during spring break. The
goal of the program is to share campus traditions and better understand the cultures of the
respective TMU campuses. A mixed methods approach will be utilized to measure the
organizational performance goal, which states by the end of spring semester 2019, 100% of
program alumni will be able to express satisfaction with their INTLEXP experience. Surveys will
be utilized in order to develop a broad understanding of the experienceof the 200 INTLEXP
program alumni, while interviews will be utilized to collect qualitative data from a sample of
INTLEXP alumni. There will be 10 interviews conducted and the program alumni selected will be
from a list generated from the survey. Program alumni interested in participating in the survey will
have the opportunity to indicate this as an option in the survey. The terms program alumni and
INTLEXP program participants will be used interchangeably to describe TMU students who have
previously participated in the INTLEXP program, and represents this study’s population.

Procedures
If you agree to take part in this study, you will be asked to complete an online survey which is
anticipated to take about 30 minutes. You do not have to answer any questions you do not want
to, you may write “N/A” or leave the open-ended questions blank in the survey to move to the next
question. Please do not write anything in the response that is either identifiable or private in the
open-ended questions. Quotes provided in the open-ended questions will not be attributed to any
specific individuals.

If you would like to participate in the study’s interview, please indicate your interest through the
appropriate question at the end of the survey. Interview participants will be selected through a
random draw from the list generated by the survey. You may decide at a later time, if you are
contacted, to not participate in the interview. If you agree to take part in this aspect of the study,
you will be asked to participate in a 60-minute audio-recorded interview. Please note that because
of the open-ended nature of the questions, interviews may last for varying lengths of time. You
do not have to answer any questions you do not wish to. Additionally, if you do not want to be
taped, handwritten notes will be taken. All interviews will be conducted through a video
conferencing platform. Verbal consent will be obtained at the beginning of the interview for audio
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

194
recording. The interview videos will not be recorded. Your participation is voluntary and anything
said in the interviews will be held in confidence. The principle investigator would like to use
statements made by respondents as a way of illustrating their points, but those quotes will not be
attributed to any individuals. All information that could lead to the identification of the individual
who the author of the quote will be removed.

Participant Requirements
Participants must have participated in the INTLEXP program.

Risks
The risks and discomfort associated with participation in this study are no greater than those
ordinarily encountered in daily life or during.

Benefits
There may be no personal benefit from your participation in the study but the knowledge received
may be of value to humanity.

Compensation & Costs
There is no compensation for participation in this study. There will be no cost to you if you
participate in this study.

Confidentiality
Questions regarding the campus you attended, the year you participated in INTLEXP in addition
to your class year during that participation, and gender will be asked during the survey to better
understand any connections between demographics and the research questions.

Your name, address or other identifiable information will not be collected during the interview.
Any identifiable information obtained in connection with this study will remain confidential. Your
responses will be coded with a false name (pseudonym) of your choosing and maintained
separately. No personally sensitive questions will be coded. The audio recordings will be
destroyed three years after the project ends. A third-party service will be used to transcribe the
interview. The data will be stored on a password protected computer in the researcher’s office for
three years after the study has been completed and then destroyed. When written in the
dissertation, the instition and campus exchange program will be given a pseudonym in order to not
link it back with the university.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

195
Optional Permission
I understand that the researchers may want to use a short portion of any audio recording for
illustrative reasons in presentations of this work for scientific or educational purposes. I give my
permission to do so provided that my name and face will not appear.

If the individual does not wish to have his/her interview audiotaped, this will not affect eligibility
to participate in the interview process.

Please initial here: _______YES ________NO

Rights
Your participation is voluntary. You are free to stop your participation at any point. Refusal to
participate or withdrawal of your consent or discontinued participation in the study will not result in
any penalty or loss of benefits or rights to which you might otherwise be entitled. The Principal
Investigator may at his/her discretion remove you from the study for any of a number of reasons. In
such an event, you will not suffer any penalty or loss of benefits or rights which you might
otherwise be entitled.

Right to Ask Questions & Contact Information
If you have any questions about this study, you should feel free to ask them now. If you have
questions later, desire additional information, or wish to withdraw your participation please contact
the Principal Investigator by mail, phone or e-mail in accordance with the contact information
listed on the first page of this consent.

If you have questions pertaining to your rights as a research participant; or to report concerns to
this study, you should contact the TMU IRB.

Voluntary Consent
By signing below, you agree that the above information has been explained to you and all your
current questions have been answered. You are encouraged ask questions about any aspect of this
research study during the course of the study and in the future. By signing this form, you agree to
participate in this research study. A copy of the consent form will be given to you.

PRINT PARTICIPANT’S NAME

PARTICIPANT SIGNATURE DATE

I certify that I have explained the nature and purpose of this research study to the above individual
and I have discussed the potential benefits and possible risks of participation in the study. Any
questions the individual has about this study have been answered and any future questions will be
answered as they arise.

SIGNATURE OF PERSON OBTAINING CONSENT DATE

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196
Appendix D
Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles, CA 90089, USA

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

Measuring the Impact of Short-term Campus Exchange Programs: An Evaluation Study

You are invited to participate in a research study as part of a doctoral dissertation study. Research
participants include only INTLEXP program alumni who voluntarily choose to take part in the
study. This document explains information about this study. You should ask questions about
anything that is unclear to you.

PURPOSE OF THE STUDY
The goal of this study is to better understand how Technical Midwestern University (TMU)
engenders closer campus connections and fosters intercultural development as a result student
participation in the INTLEXP program. The analysis will focus on the knowledge, motivation and
organizational influences pertinent to TMU is achieving its organizational goal.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete an online survey which is
anticipated to take about 30 minutes. You do not have to answer any questions you do not want
to, you may write “N/A” or leave the open-ended questions blank in the survey to move to the next
question. Please do not write anything in the response that is either identifiable or private in the
open-ended questions. Quotes provided in the open-ended questions will not be attributed to any
specific individuals.

If you would like to participate in the study’s interview, please indicate your interest through the
appropriate question at the end of the survey. Interview participants will be selected through a
random draw from the list generated by the survey. You may decide at a later time, if you are
contacted, to not participate in the interview. If you agree to take part in this aspect of the study,
you will be asked to participate in a 60-minute audio-recorded interview. Please note that because
of the open-ended nature of the questions, interviews may last for varying lengths of time. You
do not have to answer any questions you do not wish to. Additionally, if you do not want to be
taped, handwritten notes will be taken. All interviews will be conducted through a video
conferencing platform. Verbal consent will be obtained at the beginning of the interview for audio
recording. The interview videos will not be recorded. Your participation is voluntary and anything
said in the interviews will be held in confidence. The principle investigator would like to use
statements made by respondents as a way of illustrating their points, but those quotes will not be
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

197
attributed to any individuals. All information that could lead to the identification of the individual
who the author of the quote will be removed.

CONFIDENTIALITY
Questions regarding the campus you attended, the year you participated in INTLEXP in addition
to your class year during that participation, and gender will be asked during the survey to better
understand any connections between demographics and the research questions.

Your name, address or other identifiable information will not be collected during the interview.
Any identifiable information obtained in connection with this study will remain confidential. Your
responses will be coded with a false name (pseudonym) of your choosing and maintained
separately. No personally sensitive questions will be coded. The audio recordings will be
destroyed three years after the project ends. A third-party service will be used to transcribe the
interview. The data will be stored on a password protected computer in the researcher’s office for
three years after the study has been completed and then destroyed. When written in the
dissertation, the instition and campus exchange program will be given a pseudonym in order to not
link it back with the university.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACT INFORMATION

Principal Investigator Kevin D’Arco via email at darco@usc.edu or Faculty Advisor Kathy Stowe
at kstowe@rossier.usc.edu

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, +1 213-821-5272 or upirb@usc.edu

The Technical Midwestern University Institutional Review Board (IRB), Tech City, USA

The Technical Midwestern University in Qatar Institutional Review Board (IRB), Doha, Qatar.

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

198
Appendix E
Request to TMU Student Affairs Administrator and Survey Recruitment Letter

Dear TMU Student Affairs Administrator,

I ask your assistance, as part of my dissertation research, to distribute on my behalf a recruitment
email to INTLEXP program alumni to participate in a survey for my dissertation research
through the INTLEXP email listserv . The goal of this study is to better understand how
Technical Midwestern University (TMU) engenders closer campus connections and fosters
intercultural development as a result student participation in the INTLEXP program. The
analysis will focus on knowledge, motivation and organizational influences pertinent to TMU is
achieving its organizational goal.

I intend to conduct a mixed methods research study to better learn about the impact of the
INTLEXP program. The first component of the study is a survey open to all alumni of the
program. INTLEXP alumni will have to submit their consent at the beginning of the survey in
order to participate. If program alumni would like to participate in the qualitative interviews,
they will be able to indicate their interest at the end of the survey. Consent will also be obtained
from interview participants before their respective interviews begin. Participation in this study is
voluntary and INTLEXP alumni will be able to opt out at any point.

I will request you to contact INTLEXP program alumni once the study has been approved by the
Institutional Review Board of both the University of Southern California, where I am completing
coursework for my Educational Doctorate degree, and Technical Midwestern University.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

199

A draft of the e-mail I would like you to send is below.

Dear INTLEXP Alumni,

You are invited to participate on a research study of the impact of your INTLEXP experience
during your time at Technical Midwestern University. The goal of this study is to better
understand how Technical Midwestern University (TMU) engenders closer campus connections
and fosters intercultural development as a result student participation in the INTLEXP program.
The analysis will focus on knowledge, motivation and organizational influences pertinent to
TMU is achieving its organizational goal.

The study is being conducted by Kevin D’Arco as part of the completion of his doctoral
dissertation research through the University of Southern California (USC). If you agree to take
part in this study, you will be asked to complete an online survey which is anticipated to take
about 30 minutes. You do not have to answer any questions you do not want to, you may click
“N/A” or leave the open-ended questions blank in the survey to move to the next question.
Participation in this study is voluntary and you may opt out at any point.

If you would like to participate in the study, please follow this link: XXXXX

Thank you for your consideration.

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

200
I will ask you to distribute the same e-mail as follow up to students 2 weeks after the initial e-
mail is sent to INTLEXP program alumni.

Thank you for your consideration. When written in the dissertation, the institution and campus
exchange program will be given a pseudonym in order to not link it back with the university.
Please let me know if you have any questions regarding this request or my study.

(Signature line)

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Appendix F
Interview Recruitment Letter
Dear XXXXXX,
Thank you for indicating your interest in participating in an interview through this study’s
survey. If you agree to take part in this aspect of the study, you will be asked to participate in a
60-minute audio-recorded interview. Please note that because of the open-ended nature of the
questions, interviews may last for varying lengths of time. You do not have to answer any
questions you do not wish to. If you are no longer interested in participating in this interview,
please let me know.

I would like to host the interviews from June 16-25, 2019 and am in Asia Standard Time, which
is 7 hours ahead of Eastern Standard time. Please let me know your availability during this
period. All interviews will be hosted using a videoconferencing platform.

The goal of this study is to better understand how Technical Midwestern University (TMU)
engenders closer campus connections and fosters intercultural development as a result student
participation in the INTLEXP program. The analysis will focus on knowledge, motivation and
organizational influences pertinent to TMU is achieving its organizational goal.

Questions regarding the campus you attended, the year you participated in INTLEXP in addition
to your class year during that participation, and gender will be asked during the survey to better
understand any connections between demographics and the research questions. Your name,
address or other identifiable information will not be collected during the interview. Any
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

202
identifiable information obtained in connection with this study will remain confidential. Your
responses will be coded with a false name (pseudonym) of your choosing and maintained
separately.

More information is available in the attachment, “Information Sheet – TMU.doc”. You will
need to sign the attached consent form, file “TMU IRB Consent - D'Arco.doc”, in order to
participate in the interview. Please send that back to me prior to your interview.

Thank you for your consideration.

(Signature line)

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Appendix G
Quantitative Survey Results
Table 16
Survey Results for Pre-program Knowledge Question Responses
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
I could describe my
campus to your peers
on the other campus.
1 0 5 25 27 0.78
I could describe my
campus’ student
population to your
peers on the other
TMU campus.
0 0 6 27 25 0.66
My goals for going
on INTLEXP were
clear to me.
0 0 4 31 23 0.60
I could articulate the
goals of cross-
campus exchange
programs such as
INTLEXP.
0 0 5 27 26 0.64
I felt confident I had
the ability to have a
successful INTLEXP
experience.
0 0 1 26 31 0.53

Table 17
Survey Results for Reflection Knowledge Question Responses
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
Pre-departure meeting
reflections prepared
me for my
participation in the
INTLEXP program.
1 0 1 34 15 0.67
Reflections during the
INTLEXP program
1 1 2 15 32 0.83
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

204
aided my personal
growth.
Reflections after my
participation in the
INTLEXP program
helped my personal
development.
0 0 3 19 29 0.61

Table 18
Survey Results for Intercultural Development Knowledge Question Responses
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
I completed an
assessment to help
me understand my
intercultural identity
before participating
in INTLEXP.
10 2 18 13 15 1.37
I felt confident in my
ability to describe my
cultural background
before my
participation in the
INTLEXP program.
0 0 2 25 24 0.57
INTLEXP caused me
to analyze my
cultural background
critically.
1 0 9 18 23 0.87

Table 19
Survey Results for Motivation Influence on Goals
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
I felt confident that I
could achieve my project
and personal goals for
INTLEXP.
0 0 5 36 17 0.59
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

205
I articulated my project
to other students on the
program.
3 2 15 25 13 1.02
I articulated my personal
goals to other students in
the program.
0 2 9 24 23 0.82

Table 20
Survey Results for Organizational Influence on Dialogue
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
I discussed the concept of
intercultural competence
during pre-departure
meetings.
0 0 3 27 28 0.60
I had meaningful
conversations with my
peers during INTLEXP.
0 0 1 12 45 0.47
I had meaningful
conversations guided by
Student Affairs staff during
INTLEXP.
0 0 2 22 34 0.57

Table 21
Survey Results for Organizational Influence on Goals
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
I felt TMU prepared me
to achieve my project
and personal goals for
INTLEXP.
0 2 6 34 16 0.72
The INTLEXP schedule
was structured to allow
me to work on my
project and goals.
1 4 13 27 13 0.93

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

206
Table 22
Survey Results for Overall Organizational Influence Question Responses
Question Not
Applicable
Strongly
Disagree
Disagree Agree Strongly
Agree
Standard
Deviation
TMU values the
campus exchange
programs such as
INTLEXP.
0 1 2 3 39 0.44
TMU provides
adequate support for
students to participate
in campus exchange
programs.
0 0 0 14 33 0.46
TMU staff provides
effective mentorship
during INTLEXP.
1 1 2 10 33 0.85
TMU values intergroup
dialogues.
1 0 1 11 34 0.73

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207
Appendix H
Immediate Evaluation of Implementation Plan
Immediately after the improved preparation curriculum for L1 and L2
Scale 1-4 (Strongly disagree, disagree, agree, strongly agree) (circle one)
I know the purpose of the INTLEXP program.
(L2: Declarative)
1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
I believe I can explain my growth resulting
from my participation in the INTLEXP
program. (L2: Declarative)
1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
I feel confident that I can demonstrate how
the TMU-TC and TMU-Q campuses are
connected. (L2: Confident)
1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
I feel confident that I can explain my cultural
background to others. (L2: Confident)

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
I feel confident that I can explain how my
cultural background influences my
interactions with the world. (L2: Confident)
1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
I will use reflection to improve personally and
professionally. (L1: Engagement)

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

208
Open-ended questions
1. What steps did you take to show what you’ve learned from the re-entry program to your
student involvement?

2. How do you plan to use reflection as a learning tool? (L2: Commitment)

3. How do you plan to remain engaged with future iterations of INTLEXP? (L1:
Engagement)

4. Any additional comments regarding your takeaways from the re-entry training?

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

209
Appendix I
Delayed Evaluation of Implementation Plan
Delayed - Following Fall semester for L1-L4 broad levels.
Open-ended questions
1. How do you plan to continue to support the INTLEXP program for this academic year?
(L1)

2. How do you continue to use critical takeaways from the re-entry program? (L2)

3. How do you utilize reflection in your personal and professional development? (L3)

4. What project(s) have you implemented to connect the Qatar and Tech City campuses
better? (L4)

MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

210
Appendix J
Data Presentation
Data Presentation Key:
White Background: Tech City
Gray Background: Qatar

Fall/Spring 2019 Implementation:

Strongly
Disagree
Disagree Agree Strongly
Agree
I know the purpose of the INTLEXP program. (L2:
Declarative)
0 0 2 8
0 0 1 9
I believe I can explain my growth resulting from my
participation in the INTLEXP program. (L2:
Declarative)
0 0 1 9
0 0 2 8
I feel confident that I can demonstrate how the
TMU-TC and TMU-Q campuses are connected. (L2:
Confident)
0 0 0 10
0 0 2 8
I feel confident that I can explain my cultural
background to others. (L2: Confident)
0 0 4 6
0 0 3 7
I feel confident that I can explain how my cultural
background influences my interactions with the
world. (L2: Confident)
0 0 3 7
0 0 1 9
I will use reflection to improve personally and
professionally. (L1: Engagement)
0 0 0 10
0 0 2 8

Delayed instrument
The delayed instrument will be used as an interview guide for students. The information
will be presented on a case by case basis, using pseudonyms, to reflect the cycle of learning that
occurs through the program. The design is based on the Process Model of Intercultural
Competence depicted in Figure 1, which was depicted in Chapter Two.
MEASURING IMPACT OF SHORT-TERM CAMPUS EXCHANGE

211

Figure 4. Delayed Assessment model

Abstract (if available)

Abstract The goal of this study was to better understand how the Technical Midwestern University engendered closer campus connections and fostered intercultural development as a result of student participation in the INTLEXP program. Short-term campus exchange programs such as INTLEXP are part of an emerging trend within an internationalizing higher education landscape. This evaluation study was grounded in the Clark and Estes (2008) conceptual framework, which asserts that organizational performance gaps are rooted in three areas: knowledge, motivation, and organization, or KMO. This study used a convergent mixed methods approach to learn about the experiences of the 200 program alumni who have participated in the INTLEXP program since its inception. The population of this study included program alumni who attended either the Tech City (TMU-TC) or Qatar (TMU-Q) campus. Sixty-nine (34.5% response rate) program alumni completed the survey, and 13 individuals participated in interviews. The results and findings of the two data collection instruments were wide-ranging and provided significant insights into the KMO influences of short-term campus exchange programs. The findings included the importance of peer relationships in program buy-in, the critical role of Student Affairs professionals organizing the program, the value of reflection in student learning, the potential for intercultural growth for participants, and the importance of re-entry support for program alumni. This dissertation concludes with recommendations for these findings, including developing more robust pre-departure and re-entry support, developing reflection skills and providing sufficient organizational support through both resources and staffing. The recommendations led to an implementation plan, based on the New World Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016), which argues for adding more organizational support to enhance INTLEXP participant learning.

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Using mastery learning to address gender inequities in the self-efficacy of high school students in math-intensive STEM subjects: an evaluation study

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Preparing university faculty for distance education: an evaluation study

Asset Metadata

Creator D'Arco, Kevin Anthony (author)

Core Title Measuring the impact of short-term campus exchange programs: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 11/12/2019

Defense Date 09/25/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Higher education,ibc,intercultural competence,international branch campuses,OAI-PMH Harvest,reflection,short-term campus exchange

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Datta, Monique (committee member), Malloy, Courtney (committee member)

Creator Email darco@usc.edu,kevindarco@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-233014

Unique identifier UC11673471

Identifier etd-DArcoKevin-7912.pdf (filename),usctheses-c89-233014 (legacy record id)

Legacy Identifier etd-DArcoKevin-7912.pdf

Dmrecord 233014

Document Type Dissertation

Rights D'Arco, Kevin Anthony

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA