Abstract

This study considers the under researched area of the relationship between post secondary study abroad programs and the development of globally minded students, or global graduates. Employing qualitative research methodology, nine students from a Canadian university are followed through their experiences as participants in a pilot Study Abroad program. A brief summary of findings suggests that while the overseas experience is transformative, leading to varying levels and forms of intercultural competence in participants, the relationship between studying abroad and producing globally minded students may not be direct. This research concludes with a model for assessing learning outcomes in study abroad participants, as well as practical suggestions for program design that may increase the educational benefits of Study Abroad programs which may better support the development of global graduates.