Escalation of the Study-Abroad Experience

Abstract

The authors discuss an innovative study-abroad program implemented by a large university in the Midwestern United States. In partnership with a French business school, a program was established incorporating project-based learning, a multi-national student population, and a three-month residency in France by U.S.-based students and faculty. Specific examples are discussed, and recommendations made, with respect to curricular issues, partner selection, technological issues, institutional support, contingency planning, and daily living. The results of an open-ended survey of student participants are also discussed.

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