Evaluating short-term study abroad programs with self-reported growth and objective testing

Short-term study abroad programs can serve as valuable opportunities for students' personal and professional growth. This study explored how pharmacy and life sciences students at Japanese universities experienced changes in motivation, self-perceived growth, and future aspirations through three distinct programs.

Pre- and post-program surveys, including open-ended responses, and English proficiency tests were conducted in AY2022 and AY2023. Qualitative data were analyzed using KH Coder to perform co-occurrence network analysis and correspondence analysis, examining patterns in students' motivations, perceived growth, and future aspirations. The English tests were employed to evaluate improvements in four skills: Listening, Reading, Speaking, and Writing.

Text-mining analysis revealed that while students shared common motivations such as seeking challenge and personal development, their learning outcomes varied according to the program context. Some emphasized cultural awareness and intercultural communication, while others highlighted proactivity and self-expression, with some linking their experience to future professional roles in healthcare. The English test results showed improvements in Listening across all programs, along with improvements in Speaking and Writing in one program. Reading, however, remained unchanged or declined slightly.

Short-term study abroad programs can meaningfully foster student growth shaped by program objectives and individual motivation. Self-reported growth demonstrated important aspects of communicative confidence and intercultural adaptability, whereas limited changes in English test scores highlighted a gap between perceived and measured growth. These findings emphasize the need for evaluation approaches that capture both measurable language skills and broader intercultural and professional competencies.