Study abroad and intercultural learning are often mentioned as a pair. Yet how do they influence each other? Does studying abroad necessarily imply that students will undergo a process of intercultural learning? How can students be supported in their intercultural learning in a new academic, social and cultural environment? How can they be encouraged to reflect upon their role and experiences as exchange students during study abroad and upon their return home?

These and further questions concerning study abroad and intercultural learning were discussed at the international MILSA Colloquium organized by the School of International Studies at the University of Technology Sydney (UTS) and the International Office of the University of Bern. Inviting internationally renowned speakers to Bern allowed the MILSA-project team led by Dr Susan Oguro (UTS) and Dr Ellen Krause (University of Bern) to learn from current research and practical work in the field of study abroad and intercultural learning.

Bridging the gap between research and practice

In her keynote lecture, Professor Jane Jackson from the Chinese University of Hong Kong strongly emphasised the necessity to bridge the gap between research and practice, and to strengthen the collaboration between academic and administrative staff. It had been widely shown that intercultural interventions in student exchange are effective and therefore researchers and administrators had to actively seek ways to develop potentially transformative mentoring programs together, she said. Jackson also emphasised that her online mentoring program developed for students at the Chinese University of Hong Kong improved their participation in comparison to their participation in the classroom.

When spinning out the implications of the portmanteau word ‘imagineering’ (a term of his own coining incorporating ‘imagination’ and ‘engineering’) in his keynote lecture, Professor Fred Dervin from the University of Helsinki encouraged administrators and academics involved in study abroad programs to encourage alternative and multiple imaginaries of study abroad. Students should be confronted with own expectations before and after study abroad and animated to question terms such as ‘cosmopolitan’, for example. This should help them develop their own imaginaries instead of latching onto more established imaginaries of study abroad.

Mentoring for University of Bern outgoing students

In response to the mentoring program to be developed for Bernese outgoing students, the colloquium participants agreed that the encouragement of intercultural learning, critical self-reflection and linguistic skills was feasible with the help of peer mentoring, online mentoring during the stay abroad, as well as significant and reflective pre-departure and post-sojourn meetings. The input provided during the colloquium ranged from practical to theoretical and has given the project team the necessary ideas for designing a mentoring program that will take into account the complexities of study abroad, intercultural learning and encourage the fruitful collaboration between administrators and researchers.