DEVELOPMENT OF INTERCULTURAL COMPETENCE IN A FACULTY-LED SHORT-TERM STUDY ABROAD PROGRAM IN JAPAN

Intercultural competence is essential in today’s globalized world, yet research on its development in short-term study abroad programs remains limited, particularly in Japan. While previous studies suggest that even short-term programs can foster intercultural competence, further validation is needed. Study abroad is widely regarded as a means to enhance intercultural competence, but research indicates that immersion alone is insufficient; structured interventions are essential for meaningful learning. This study aims to examine (1) how participation in a 10-day study abroad program in Japan affects students' intercultural competence and (2) what types of faculty interventions can enhance participants' intercultural development during such a program. The study involved 15 students from Purdue University who participated in a faculty-led program in Japan. Data were collected through pre- and post-program quantitative assessments using the Intercultural Development Inventory (IDI) and the Cultural Intelligence Scale (CQS), alongside qualitative data from participants’ daily reflections and a post-program survey.

Quantitative results indicated statistically significant growth in intercultural competence as measured by the IDI; however, no similar growth was observed in the CQS. Qualitative analysis of daily reflections and post-program surveys revealed that intentional faculty interventions played a crucial role in enhancing students' intercultural development. Key activities included guided visits to cultural sites, interaction with Japanese college students, a one-day home visit, and daily reflections.

The study reinforces previous research, demonstrating that well-structured short-term programs can foster intercultural competence. Furthermore, it underscores the essential role of faculty involvement and intentional interventions in maximizing the effectiveness of short-term study abroad experiences, ultimately supporting the growth of students' intercultural competence.