Faculty-Led Study Abroad in China

This assignment examines the benefits of Faculty-Led Short-Term Study Abroad (FLSTSA) programs in China for undergraduate students. It highlights how these programs foster international perspectives, enhance research skills, and promote intercultural understanding. The essay analyzes the learning outcomes achieved through FLSTSA, drawing on academic literature and real-world examples from student experiences in China. It also discusses the challenges and limitations of such programs, emphasizing the importance of student biasness and practical outcomes.

Running head: DEVELOPING UNDERGRADUATE RESEARCH IN ABROAD
DEVELOPING UNDERGRADUATE RESEARCH IN ABROAD
Name of the Student
Name of the University
Author Note

1DEVELOPING UNDERGRADUATE RESEARCH IN ABROAD
Introduction
Faculty-led-short-term study abroad (FLSTSA) program is a classroom-based academic
course that provides positive educational experience for the students. The thesis statement of the
essay has shed light on the refection of the international perspective in business and economics
study in China (Shostya et al. 2017). As China is considered as the highly developed
international nation thus their encouragement to implement the FLSTSA program has gathered
some quantitative and qualitative data for better understanding of the situation.
Discussion
In the academic literature, high impact learning experience can be summarized by the
four types of essential learning outcomes. Human culture and natural and physical knowledge of
the world has made more advanced knowledge process for the undergraduate students. Practical
sill and critical thinking over the communication and the written practice in the qualitative
literacy is important for the students. The communal and individual responsibilities are the
values and ethics for the enhancement of educational purpose (Cavusgil 2014). The integrative
learning outcome is to be imposed to mitigate or to understand the situation regarding the real-
world problems. For the section of teaching FLSTSA, China is considered as the destination of
enhancing the study process as they are the political and economic superpower of the world
(Soria et al. 2014). The academic study has underlined by the five-course sequences of political
and economic reactions for the developing nature of the country's education. It enhances the
future rising power of China's economic growth and financial system (Shostya et al. 2017). The
motive of the faculty-led international process in China is to learn students about the current
social, political and economic dynamics of the country. The well-rehearsed economic, cultural
and language versatility of the program has impacted on the depth analysis on the historical

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aspect of the country (Leki 2017). The course starts with the bi-weekly meeting of the group of
students in separate batches and that elaborate the business practice classes and the economic
classes based on the different aspects of the country. During these two weeks, students have to
analyze the contrasting information what they have got from the survey process and culminate
the reflective paper based on that findings.
In FLSTSA course in China, undergraduate research model and economic knowledge of
skill maintenance is the proficiency approach that the Chinese universities have taken for the
development of the people. As China has their strength in modern economics, technology and
framework of international courses thus their reach in academics will high in the order and they
can encompass any of the big events in academics (Shostya et al. 2017). Considering the
Hansen's Proficiencies, identifying the economic issue is the main fiscal implementation of the
world economy and therefore China's trade, industry and conversion implementations have
understood the challenges, opportunities, and problems of China (Bryman et al. 2015). In
addressing the developing a questions issue of modern China and their interest in the research
paper is the key concern to understand the state of the students and their motive in FLSTSA
(Shostya et al. 2017). This model has not only based on the business economic students but also
encompasses the humanities students to educate them about the moral ethics.
Conclusion
Therefore it can be concluded that students are enrolling their name for the FLSTSA and
study those abroad program in China has their pre-existing interest in doing that. There are some
limitations also as the student biasness is the main concern where the practical outcome and
comparative impact are the main internships for the abroad students. Students have good

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opportunities to know about the country's economic, social and environmental condition as the
process enhances the students' research skills and experiences.

4DEVELOPING UNDERGRADUATE RESEARCH IN ABROAD
References
Bryman, Alan, and Emma Bell. Business research methods. Oxford University Press, USA,
2015.
Cavusgil, S. Tamer, et al. International business. Pearson Australia, 2014.
Leki, Ilona. Undergraduates in a second language: Challenges and complexities of academic
literacy development. Routledge, 2017.
Shostya, Anna, and Joseph C. Morreale. "Fostering Undergraduate Research Through a Faculty-
Led Study Abroad Experience." International Journal of Teaching & Learning in Higher
Education 29.2 (2017).
Shostya, Anna, and Joseph C. Morreale. "Fostering Undergraduate Research Through a Faculty-
Led Study Abroad Experience." International Journal of Teaching & Learning in Higher
Education 29.2 (2017).
Soria, Krista M., and Jordan Troisi. "Internationalization at home alternatives to study abroad:
Implications for students’ development of global, international, and intercultural
competencies." Journal of Studies in International Education 18.3 (2014): 261-280.