Outcome Assessment of a Short-Term U.S. Thailand Student Exchange Program

NACTA Journal, Dec 2004 by Robbins, Kelly, Orr, Robert, Phavaphutanon, Lop

Abstract

An international student exchange program was established in 2000 between the University of Tennessee, Knoxville and Kasetsart University, Thailand. The program's objectives were to provide participants a comparative perspective of agricultural, food and natural resource industries and engender cross-cultural understanding. The program accommodated ten to twelve students from each university annually. Kasetsart University students spent the month of May in Tennessee and University of Tennessee students spent the month of June in Thailand. The hosting institution was responsible for all aspects of the study tour for the visiting delegation and for food, lodging, transportation and entertainment expenses while in the host country. Results obtained from pre- and post study tour surveys of participating students from the first three years of the exchange program clearly indicate that a significant gain in knowledge of the visited country's society, culture, and food and agricultural industries was achieved. A summary of incurred expenses for both institutions for the 2003 study tour is provided and demonstrates that such a program can be economically sustainable, assuming it is an institutional priority.

Introduction

International student exchange programs contribute substantively to participants' individual development and international understanding (Sowa, 2002). Students who participate in either study abroad or in shorter-term study tours are more knowledgeable with respect to international affairs and tend to be more reflective and self confident (Sowa, 2002). Hayward (2000) indicates that there is strong support for internationalization among students and faculty in higher education, but that most institutions of higher education exhibit a low level of commitment to internationalization as evidenced by the low percentage of institutions that included internationalization in their mission statement or as a priority in their strategic plan.

Cummings (2001) contends that international education is not a prominent feature of a contemporary American higher education experience; moreover, he points out that U.S. universities place their greatest emphasis on European studies as reflected in the choices for study abroad of American undergraduates, with neglect of the Middle East, Africa and Asia which are regions of considerable importance for the U.S. economy and international affairs. In regard to Asia and the field of agriculture, it is predicted that with a global population growth of 1.2% per year through 2020, urbanization of agricultural areas will continue, incomes of many of the world's developing nations are expected to rise, and global demand for value-added agricultural products will increase substantially (Council for Agricultural Science and Technology, 1999). For example, 88% of the estimated increase in global demand for meat and meat products that occurs through 2020 will be in the developing nations and nearly 50% of the increased demand in China and Southeast Asia (Council for Agricultural Science and Technology, 1999). Indeed, in a recent report from the World Bank it is estimated that by 2015, China will move from a position of crop self-sufficiency to a net importer of as much as 20% of its consumption needs for seed and grains (Ray, 2003). It is not surprising that studies project a future need for international knowledge in the labor force (Bikson, 1995), and this would certainly include those in the field of agriculture; moreover, it seems that enhanced knowledge of China and Southeast Asia would serve American agricultural graduates well.

We describe our experiences and outcomes of the first three year s of a short-term international student exchange program between the University of Tennessee and Kasetsart University, Thailand. This program was designed to address the challenges and opportunities mentioned above and were an outgrowth of a sustained relationship between our universities that involved regular short-term faculty exchanges. Thailand typifies developing nations in Southeast Asia. Agricultural products have declined from 30% of gross domestic product in the 1970s to about 9% currently, yet 50% of the country's current workforce is directly engaged in agricultural production (Thailand Outlook, 2003). Agricultural production systems vary from small-plot subsistence farming to very intensive, high-tech, high throughput enterprises.

Methods

With the support of our respective university administrations, a short-term international student exchange program was initiated in 2000. The program's objectives were to provide participants a comparative perspective of agricultural, food and natural resource industries and engender cross-cultural understanding. To this end, program activities were divided roughly 50% technical, 30% cultural, and, by including a home stay for all participants, 20% family life. Annually, 10 to 12 students from Kasetsart University spent the month of May at the University of Tennessee and a like number of University of Tennessee students spent the month of June at Kasetsart University. May and June coincide with the semester breaks at Kasetsart and the University of Tennessee, respectively. The host institution was responsible for organizing all aspects of the study tour for the visiting delegation. International travel costs were the responsibility of the visiting delegation, but the host institution was responsible for all other expenses associated with the study tour, including ground transportation, lodging, meals and admission to any cultural/recreational venues.