As higher education institutions increasingly mandate global exposure, the challenge shifts from access to efficacy. Does simply sending students abroad guarantee global competence? This study evaluates a mandatory "sandwich" model at CUHK Business School, comprising a pre-departure course, an overseas exchange, and a post-departure consolidation course.

Using a mixed-methods design adapted from Deardorff’s (2011) framework, we analysed data from 81 pre-course and 58 post-course participants. Quantitative results reveal that the pre-departure course significantly improved Skills, Knowledge, and Internal Outcomes. However, Attitudes and External Outcomes remained static during the pre-course, confirming that behavioral shifts require the immersion of the exchange itself.

Qualitative findings further reveal that the overseas experience was critical for skill application: students reported actively developing professional competencies and applying critical thinking to global issues like poverty and climate change.

Crucially, the post-departure course served as the consolidation mechanism. Through structured reflection, students synthesized these practical experiences into a coherent professional identity. We argue that without academic scaffolding to consolidate these experiences, study abroad risks remaining superficial. This research offers a validated curriculum model for institutions seeking to deepen the pedagogical impact of international student mobility.

Authors:
Fred Ku, The Chinese University of Hong Kong, Hong Kong

About the Presenter(s)
Dr. Fred Ku is Associate Dean at Chinese Univ of HK Business School and an award-winning business educator. He leads curriculum and pedagogy innovation (cases, videos, simulations) and welcomes collaborations in business education and research.

Connect on Linkedin
https://www.linkedin.com/in/fred-ku-cuhk/

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