Analyzing Learning Outcomes through the Packaging in Korea and Japan Study Abroad Program
DOI:
https://doi.org/10.56103/nactaj.v69i1.286Keywords:
Packaging, Study abroad, Experiential Education, Class Learning Outcome, Higher educationAbstract
The "Packaging in Korea and Japan" study abroad program offers students a unique opportunity to engage in experiential learning through immersive exposure to global packaging practices. This paper focuses on two key areas: (1) cultivating a global perspective and a professional attitude toward the packaging industry, and (2) enhancing knowledge in packaging. The purpose of our study is to begin to understand how a short-term, discipline-specific, faculty led study aboard program fosters the development of a global professional mindset while building a positive attitude to the global industry. To measure professional attitude, students completed a pre-survey before the course began and post-survey after the course was complete. To gauge a student's increase in knowledge, students were asked to complete a pre- and post survey with reflective essay for each packaging related site visit. To accomplish this, the faculty developed a series of un-graded surveys that students completed at the beginning and end of the site visit. Results indicate significant gains in packaging related knowledge and positive perspectives informed by real-world applications observed during the study abroad program. Additionally, the program fostered professional growth, with participants reporting greater confidence, global awareness, and cultural empathy through their reflective answers. These findings highlight the value of integrating experiential and international learning opportunities into disciplinespecific higher education, particularly within professional fields like packaging, to prepare students for complex global challenges. As the first paper to analyze official program learning outcomes from a study abroad program targeting students in the packaging field, our results suggest that a discipline-specific study abroad program provides a positive stepping stone for students in the packaging and related fields to develop into global professionals. For the purposes of this paper, the authors inductively apply Kolb’'s (1984) Experiential Leaning Cycle model for understanding how the students transformed from the beginning to the end of the course.
Downloads
References
Auras, R., Bix, L., Xu, D., Weir, C., Daum, M., Almenar, E., Brann, A., Iwaszkiewicz, R., Kamdem, D. P., & Mahmoudi, M. (2023). Mapping class learning outcomes of the core curriculum to university learning goals at Michigan State University's School of Packaging. Packaging Technology and Science, 36(4), 293-305.
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2014). Fitting linear mixed-effects models using lme4. arXiv Preprint arXiv:1406.5823.
Bleske-Rechek, A., Morrison, K. E., Heidtke, L. J., & Ciliberti, M. (2022). Beyond the numbers: Qualitative analysis of open-ended responses for institutional improvement. Journal of Assessment and Institutional Effectiveness, 12(1), 45-62. https://doi.org/10.5325/jasseinsteffe.12.1.0045
Braskamp, L. A., Braskamp, D. C., & Merrill, K. (2009). Assessing Progress in Global Learning and Development of Students with Education Abroad Experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 101–118. https://doi.org/10.36366/frontiers.v18i1.256
Bott-Knutson, R., Gonda, M., & Thaler5, R. (2019). Assessing Learning Outcomes of a Two-Week Assessing Learning Outcomes of a Two-Week Agricultural Study Abroad Experience To Agricultural Study Abroad Experience To China China. 63. https://nactaarchives.org/attachments/article/2908/10-Assessing%20Learning%20Outcomes%20of%20a%20Two-Week%20Assessing%20Learning%20Outcomes%20of%20a%20Two-Week%20Agricultural%20Study-NACTA%2063(1a)%20Manuscript-48-55.pdf
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
Fox, J., & Weisberg, S. (2018). An R companion to applied regression. Sage publications.
Hadis, B. F. (2005). Why are they better students when they come back? Determinants of academic focusing gains in the study abroad experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 11(1), 57–70.
Hothorn, T., Bretz, F., & Westfall, P. (2008). Simultaneous inference in general parametric models. Biometrical Journal: Journal of Mathematical Methods in Biosciences, 50(3), 346–363.
Ingraham, E. C., & Peterson, D. L. (2004). Assessing the Impact of Study Abroad on Student Learning at Michigan State University. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 83–100. https://doi.org/10.36366/frontiers.v10i1.134
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Lenth, R., Singmann, H., Love, J., Buerkner, P., & Herve, M. (2018). Emmeans: Estimated marginal means. AKA Least-Squares Means, 2–1.
Nguyen A. (2017). Intercultural competence in short-term study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 109-127. https://doi.org/10.36366/frontiers.v29i2.396
Norman, G. (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education: Theory and Practice, 15(5), 625–632. https://doi.org/10.1007/s10459-010-9222-y
Paige, R. M., Fry, G. W., Stallman, E. M., Josic, J., & Jon, J. E. (2009). Study abroad for global engagement: The long-term impact of mobility experiences. Intercultural Education, 20(1), 29–44. https://doi.org/10.1080/14675980903370847
Passarelli, A. M., & Kolb, D. A. (2012). Using experiential learning theory to promote student learning and development in programs of education abroad. In Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 137–161). Sterling, VA: Stylus.
R Core Team. (2023). R: A language and environment for statistical computing.
Rao, V., & Woolcock, M. (2003). Integrating qualitative and quantitative approaches in program evaluation. In F. Bourguignon & L. Pereira da Silva (Eds.), The impact of economic policies on poverty and income distribution: Evaluation techniques and tools (pp. 165–190). Oxford University Press. https://doi.org/10.1093/0195215931.003.0008
Redwine, T., Wagner, S., Rutherford, T., & Wingenbach, G. (2018). Outcomes of Study Abroad in Three Domains of Human Development 1,2. NACTA Journal •, 62(1). https://nactaarchives.org/attachments/article/2699/16%20Tobin%20Redwine.pdf
Roberts, T. G. (2016). The Impacts of a Short-Term Study Abroad on Critical Thinking of Agriculture Students. Nactaarchives.org. https://nactaarchives.org/index.php/vol-62-2-jun-2018/2729-the-impacts-of-a-short-term-study-abroad-on-critical-thinking-of-agriculture-students
Salisbury, M. H., An, B. P., & Pascarella, E. T. (2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20.
Stebleton, M. J., Soria, K. M., & Cherney, B. T. (2013). The High Impact of Education Abroad: College Students’ Engagement in International Experiences and the Development of Intercultural Competencies. Frontiers: The Interdisciplinary Journal of Study Abroad, 22(1), 1–24. https://doi.org/10.36366/frontiers.v22i1.316.
Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Project: Interventions for Student Learning Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 1–75. https://doi.org/10.36366/frontiers.v18i1.251.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
