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Abstract
As globalization continues to influence education and the workforce, there is an urgentneed for higher education to equip students with the cultural competence required to navigate
diverse, international contexts. Study abroad has emerged as a key strategy for global learning,
especially within agriculture and related fields. This dissertation examines the effectiveness of
short-term study abroad programs in developing cultural intelligence (CQ) among undergraduate
students, with a focus on structured reflection, experiential learning, and intentional curriculum
design. Chapter 2 presents a narrative review of existing literature on short-term study abroad
and its role in fostering cultural competence. The review synthesizes findings related to program
structures, pedagogical strategies, and best practices, emphasizing that while short-term
programs offer accessible and immersive experiences, their impact depends heavily on design,
instructional approaches, and student backgrounds. Chapter 3 explores how students process new
cultural experiences through structured reflective assignments during a short-term program in
Morocco. Using the Cultural Information Processing (CIP) model and a phenomenological
approach, this study analyzed participant narratives to identify themes of self-awareness,
leadership, and navigating cultural difference. Findings suggest that reflection served as a
catalyst for growth, with students’ values and prior experiences influencing their learning and
engagement. Chapter 4 expands on these findings through a mixed-methods study that integrated
pre-post assessments with interviews and focus groups. Results revealed that while students with
previous multicultural exposure were often self-directed, others benefited from scaffolded
support and peer interaction. The program’s supportive environment, shaped by mentors, peers,
and faculty, played a vital role in students' ability to process new experiences. Quantitative and
qualitative findings indicated growth across multiple CQ dimensions. Chapter 5 offers a
synthesis of findings and highlights the value of the CIP model as a guiding framework for future
research and program development. The dissertation concludes with practical implications for
enhancing cultural competence through global learning and study abroad.