Long-Term Impact of Study Abroad on Intercultural Development

Purpose: The number of U.S. students who study abroad (SA) has increased significantly over the past 3 decades, and participant intercultural competence (ICC) has been shown to increase after studying abroad. However, few studies have evaluated whether these intercultural gains are maintained over the long term. The purpose of this study was to assess the long-term impact of SA on intercultural development and identify factors that may have impacted continued intercultural growth over time. Method: Thirty-four students who had studied abroad in programs led by the first author participated in the study and completed the Intercultural Development Inventory (IDI) as well as a qualitative questionnaire. Results: Comparison of pre-SA and current IDI developmental orientation (DO) scores showed that, although there was considerable individual variability, the group maintained their intercultural gains over time. Additionally, clinical experience with a diverse patient population was found to be a significant factor in facilitating intercultural growth. Qualitative data support these findings and indicate that continued long-term effort and engagement may facilitate the maintenance and further development of ICC. Conclusion: Developing ICC is a complex and long-term process, and it requires continued long-term effort and intentional engagement in a variety of intercultural learning activities, particularly clinical activities with individuals from diverse cultural backgrounds.