While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

中文翻译：

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通过海外交流计划最大程度地提高跨文化学习：变革性学习理论

虽然一些机构要求学生在国外度过一个学期作为获得商科学位的先决条件，但学者们质疑出国旅行有助于学生提高文化素养的观点。许多学生承认他们没有沉浸在跨文化环境中。因此，本研究的目的是确定促进学生跨文化学习（CCL）的海外留学交流计划（ESP）的组成部分。基于变革性学习理论（TLT），我们提出并测试了交换计划不同组成部分与学生CCL之间关系的概念模型。通过logistic回归分析了从700多个参加一个学期和两个学期课程的学生中收集的数据。这项研究通过确定使学生获得最大积极成果的关键因素，为有关ESP有效性的文献做出了贡献。通过在TLT的基础上，它揭示了走出舒适区并在ESP期间为学生提供支持的重要性。这项研究具有实践意义，因为它为学术机构和学生提供了重要的见解，有助于最大程度地提高学生的CCL。