“We Thought About It in a Different Way”: A Phenomenological Investigation of Student Study-Abroad Experiences

Background: This study investigated experiential phenomena associated with participation in short-term study abroad (SA) that was embedded within communication sciences and disorders (CSD) curriculum. Method: Eleven participants, nine graduate speech-language pathology and two undergraduate CSD students, were interviewed following their participation in an SA course to England, the Republic of Ireland, and Northern Ireland. As a qualitative investigation, this study employed an interpretive phenomenological analysis to collect, describe, and interpret authentic data to explore the lived experience of CSD students participating in this short-term SA program designed to explore social responses to dementias and the speech-language pathologist role in care. For all participants, primary data sources consisted of semistructured interviews conducted by the researcher after the completion of the course. These results were triangulated via secondary sources of data such as student reflection journals created by students during the trip and via lamination sessions with participants. Results: Four superordinate themes were identified to describe the shared SA experience of these 11 students. Participants indicated the program design promoted deep learning that felt effortless. Data demonstrated student development of cultural understanding and awareness both of other cultures and connections made to their home culture through this experience. Participants experienced development of strong bonds, friendships, professional connections in addition to social conflict, both benign and troubling, among the students in this class. Participants reported professional and personal growth including greater command of clinical knowledge, an increasingly person-centered perspective to care, and self-empowerment. Discussion: The analysis described how these student accounts reveal personal, social, and professional change associated with SA participation. Participants valued this SA experience. Results point to the power of making connections and social learning to promote personal and professional growth to develop clinical perspectives. There are implications for programs considering incorporating SA into curriculum. Supplemental Material: https://doi.org/10.23641/asha.29691098