Purpose The purpose of this study was to analyze the journal entries of study abroad students from a college of business that participated in four separate nine-day study abroad programs to identify whether the development of intercultural maturity is possible in a short-term study abroad program and if learning and development differ based on race/cultural background. Design/methodology/approach This study used content analysis of student journals. The journal entries of 33 students from four different short-term study abroad trips served as the data from which a qualitative content analysis using nvivo was conducted. Findings Development of intercultural maturity can, in fact, occur from a short-term (10-day) study abroad program. Student development progressed through the first two levels of the Intercultural Maturity Framework, with multicultural students progressing further. All students achieved first and second levels of the Developmental Trajectory of Intercultural Maturity on the King and Baxter Magolda (2005) framework in all three areas, including cognitive, intrapersonal and interpersonal. Research limitations/implications The author realizes the limitations of one form of data, the journal, and thus proposes for the future both pre-travel questions to encourage further critical thinking and learning and additional methods of obtaining data. Practical implications This study suggests that it might be advantageous to re-design the experience, whereby the students are guided with particular questions before or at the start of the study abroad program, to propel them forward in the process of critical reflection and development of intercultural maturity. Originality/value This study specifically applies the framework of King and Baxter Magolda’s (2005) Intercultural Maturity framework to examine the extent to which intercultural maturity of business students can be developed within the constraints of a short-term (nine-day) study abroad program. It also adds the dimension of comparing multicultural student development to non-multicultural student development.

中文翻译：

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短期留学与跨文化成熟度的发展

目的这项研究的目的是分析参加四个独立的为期九天的海外留学计划的商学院留学学生的日记条目，以确定短期留学计划是否有可能发展跨文化成熟度学习和发展是否因种族/文化背景而异。设计/方法/方法这项研究使用了学生期刊的内容分析。来自四个不同短期出国旅行的33名学生的日记条目用作数据，使用nvivo进行了定性内容分析。结果跨文化成熟度的发展实际上可以通过短期（10天）出国留学计划来实现。在“跨文化成熟度框架”的前两个级别中，学生的发展取得了进展，随着多元文化学生的进步。在King和Baxter Magolda（2005）框架上，所有学生均在认知，人际和人际三方面达到了跨文化成熟度发展轨迹的第一和第二级。研究的局限性/含义作者意识到一种数据形式（即期刊）的局限性，因此为将来提出了旅行前的问题，以鼓励进一步的批判性思维和学习以及获取数据的其他方法。实际意义本研究表明，重新设计体验可能是有利的，借以在出国留学计划之前或之初为学生提供特定问题的指导，以在批判性思考和发展跨文化的过程中推动他们前进到期。独创性/价值本研究专门采用了King和Baxter Magolda（2005）的“跨文化成熟度”框架，以考察在短期（九天）海外留学计划的约束下，商科学生跨文化成熟度的发展程度。 。它还增加了将多元文化的学生发展与非多元文化的学生发展进行比较的维度。