Integrating Risk Management as a Key Component in Short-term Study Abroad Curriculum
A Teacher’s Perspective
Summary
Excerpt
Table Of Contents
- Cover
- Title Page
- Copyright Page
- Dedication
- Table of Contents
- Figures
- Tables
- About the Author
- Acknowledgments
- Introduction
- Purpose
- Scope
- Approach
- Using This Book
- References
- CHAPTER 1 Risk in Short-Term Study Abroad
- Objectives
- Overview
- Defining STSA
- Preparing for risk
- Teacher Training
- Summary
- Three Things You Can Do
- Glossary of Terms
- References
- CHAPTER 2 Dealing with Uncertainty
- Objectives
- Recap
- Overview
- Setting Key Goals to Mitigate Risk
- Developing a Leadership Risk Mindset
- Managing Students’ Expectations
- Evaluating Practice to Improve Practice
- Summary
- Three Things You Can Do to Improve Your Risk Assessment and Management Skills
- Glossary of Terms
- References
- CHAPTER 3 Partnering Effectively
- Objectives
- Recap
- Overview
- Sourcing and Securing Effective Partnerships
- Key Requirements to Designing Relevant In-Country Activities
- Including Students as Key Problem-Solvers
- Supporting Study Abroad Leaders and Their TPP Choices
- Summary
- Three Things You Can Do to Improve Your Risk Assessment and Management Skills
- Glossary of Terms
- References
- CHAPTER 4 Preparation Learning and In-Country Itinerary
- Objectives
- Recap
- Overview
- Creating Sound Preparation and In-Country Itinerary Learning
- Work-Life Balance Matters
- Evaluation
- Summary
- Three Things You Can Do to Improve Your Leadership Risk Mindset
- Glossary of Terms
- References
- CHAPTER 5 Life-Changing Experiences
- Objectives
- Recap
- Overview
- Key Elements
- Operationalizing Risk Assessment
- Risk Management Theories
- Summary
- Three Things You Can Do to Improve Your Risk Assessment and Management
- Glossary of Terms
- References
- CHAPTER 6 Post-Learning Principles
- Objectives
- Recap
- Overview
- Designing Post-Learning Experiences
- Delivering Post-Learning Curriculum
- The Benefits of Reflective Learning to Critique Risk
- Summary
- Three Things You Can Do to Improve Your Post-Learning
- Glossary of Terms
- References
- CHAPTER 7 Evaluation Practice
- Objectives
- Recap
- Overview
- Getting Started With Diverse Ways to Evaluate
- Collaborating With Key Stakeholders
- Peer Learning
- Summary
- Three Things You Can Do
- Glossary of Terms
- References
- CHAPTER 8 Evaluation Theory
- Objectives
- Recap
- Overview
- Theoretical Frameworks
- Experiential Learning
- Intercultural Competence
- Educational Assessment Evaluation
- Theory in Action
- Risk Preparation
- Stakeholder Engagement
- Training and Preparation
- During the Program
- Communication
- Post-Learning
- Minimizing Gut Instinct
- Summary
- Three Things You Can Do
- Glossary of Terms
- References
- CHAPTER 9 Different Modes
- Objectives
- Recap
- Different Modes
- Online
- Hybrid
- Risk
- Hybrid Modes and Risk
- Online Modes and Risk
- Summary
- Future Directions
- Summary of Key Points
- Three Things You Can Do
- Glossary of Terms
- References
- Bibliography
- Author Biography
- Index
Figures
Figure 1: Basic SWOT framework
Figure 2: Top tips framework
Tables
Table 1: Some organizations and website links to assist with supporting study abroad
Table 2: Teacher training example
Table 3: A mapping of key milestones through a timeline framework
Table 4: A risk management checklist template example
Table 5: A vetting process to help quality assure third-party providers and/or other types of partnerships
Table 6: Risk assessment and management curriculum ideation template
Table 7: Preparation workshop and in-country itinerary: Incorporating risk-sensitive support options
Table 8: Risk process checklist
Table 9: Post-learning design framework
Table 10: Post-learning delivery design framework
Table 11: Theory of Change model for critiquing failure
Table 12: Risk assessment and management design framework
Table 13: Activities to induce collaboration with others
Table 14: Matching theoretical frameworks with evaluation processes
Table 15: A summary of some theoretical frameworks
Table 16: Different modes
Table 17: Online mode and risk
Table 18: Examples of risk for different modes
About the Author
Rachael Hains-Wesson is a Professor of Education at the Royal Melbourne Institute of Technology and serves as Associate Dean, Learning and Teaching for the School of Global, Urban, and Social Studies. She has established the work-integrated learning hubs at Swinburne University and the University of Sydney, receiving a National Teaching Citation for Student Learning in 2021, and has served in the Royal Australian Navy. She has been recognized with Senior Fellowships from the Higher Education Academy (HEA) and the Higher Education Research and Development Society of Australasia (2021), culminating in a Principal HEA Fellowship in 2024. Her accolades also include the QS Reimagine Awards (Gold) for student employability outcomes, a Queen’s Trust Foundation and a Myer Foundation award for her pioneering anti-bullying theater initiatives in Melbourne and Victorian primary schools (1999–2005). Rachael has completed the Center for Engaged Learning’s work-integrated learning research seminar series at Elon University (United States) and is an active keynote speaker in the Scholarship of Teaching and Learning. She is dedicated to enhancing student learning outcomes and teacher practices in higher education, influenced by Professor Stephen Billett’s work in work-integrated education theory that focuses on how learning occurs in the workplace, the role of guided learning at work, and the processes of skill development and knowledge acquisition through work activities. Her diverse contributions span creative works, educational guides, and white papers translated into Mandarin. Rachael’s numerous research and teaching grants, as well as receiving two Ph.Ds. underscore her commitment to integrating the Scholarship of Teaching and Learning into the classroom and beyond, supporting the development of both students and teachers to utilize reflection to improve practice.
Acknowledgments
The author would like to thank the following organizations and individuals:
First, this book could not have been written without the support of the universities I have had the privilege to work at in Australia. My colleagues often stepped up to ensure I had the resources and freedom to create, design, develop, and deliver multiple short-term study tours, field trips, and placement opportunities for students.
A huge debt of gratitude is owed to all the former students with whom I had the honor of learning side-by-side when short-term study abroad was gaining momentum in Australia. We made mistakes together, learned from one another, and had many laughs when things did not go as planned. I also extend my thanks to Associate Professor Mark Finn, who was the first to mentor me, show me the ropes, and assist me with no pressure but to be myself, watch, learn, and keep learning. Without his early encouragement, this book would not have eventuated. Many other teachers, too numerous to mention, generously shared their lessons learned and problems to be solved. I am tremendously grateful to them.
Although the partners I worked with (i.e., third-party providers) are not named throughout this book, I want to thank each one of them. Their kindness, generosity, and commitment to student learning made the programs a place of great learning. They range from small not-for-profits, consulting companies, sole traders, and study abroad agencies to universities. Without their willingness to collaborate with me and host myself and students, this book would be less rich.
A special colleague warrants attention: Professor Stephen Billett encouraged me to start the book proposal, shared his expertise, and believed I could do it. Professor John Shields also believed in me, and we worked closely together, solving problems of practice that opened our eyes to risk and its complexities. I owe personal gratitude to all those I worked with when establishing multiple work-integrated learning hubs. It was during this time that we tirelessly ensured our programs were risk-approved, managed, and improved upon with each delivery, resulting in awards and accolades. I must thank Venessa Ahern, sincerely, for her support and eagerness to do right by teachers, staff, partners, and students.
Finally, friends and family deserve a special mention. I thank my sons, Boston and Hudson, and my husband, Trevour. They have always provided me with the space to create, write, and explore. They have always been ready for when I come home after a study abroad program, ensuring that the home is running smoothly while I am away. We all need support and networks. I thank each one of you for helping me to this stage and always allowing me to share my stories with you.
Introduction
Research on the benefits of short-term study abroad programs (STSA), including study tours, field trips, service learning, internships and placements, began in the 1980s with a focus on language acquisition. This quickly expanded to include cross-cultural skills, personal development, and research outcomes. Recently, the emphasis has shifted to the impact of these programs on cultural awareness, global citizenship, and transferable employability skills for job-readiness (Lang et al., 2017; Hains-Wesson and Appleby, 2017; Porth, 1997).
Despite significant advancements, research into study tours and internships as unique types of intensive short-term study abroad is limited, especially concerning partnership arrangements with third-party providers (TPPs) and risk management (Hains-Wesson and Appleby, 2017; Lang et al., 2017). Often, the focus has been on professional and personal growth for students with limited definitions on “short-term” study abroad or best practice in risk management. However, in this book, I re-position STSA programs within the domain of risk assessment and management (Hains-Wesson and Appleby, 2017; Hutchings et al., 2002; Kolb, 2014) as a key element of curricular and not separate from.
Details
- Pages
- XXII, 198
- Publication Year
- 2026
- ISBN (PDF)
- 9783034350624
- ISBN (ePUB)
- 9783034350631
- ISBN (Softcover)
- 9783034350648
- DOI
- 10.3726/b23633
- Language
- English
- Publication date
- 2026 (March)
- Keywords
- Short-term study abroad risk assessment experiential learning curriculum design study tours field trips internships program management higher education practical strategies safety evaluation international education teaching resources
- Published
- New York, Berlin, Bruxelles, Chennai, Lausanne, Oxford, 2026. XXII, 198 pp., 2 b/w ill., 18 tables
- Product Safety
- Peter Lang Group AG
