The document discusses a study that examined the impact of a short-term humanitarian work experience study tour in India on Australian students' global citizenship, personal and professional development. It found that the study tour increased students' scores on measures of global citizenship, cultural adaptation, and reduced feelings of cultural distance. Interviews revealed themes of wanting new experiences, a sense of responsibility to do humanitarian work, and goals around professional development. Students reported impacts like increased self-confidence, tolerance, and global awareness. Benefits included learning about new cultures and enhancing employability skills, while negatives included concerns about poverty. The study tour was found to improve students' employability skills, but identified challenges in self-management and teamwork.

1. Changes in Global Citizenship,
personal and professional development in
Australian students following a humanitarian
work experience study tour in India.
Professor Glen Bates
Pro Vice-Chancellor (Student Advancement)
Mary Appleby
Associate Director, Student Professional Development

2. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
International Internships and
graduate employability
- Volunteering for Australians 18 to 24 increased from 16% in 1995 to
27.1% in 2010 (State on Volunteering in Australia, 2010)
- In Universities demand has increased for short term internship study
tour opportunities in a range of formats
- Current top destinations are Europe (42.5%), Americas (26.4) and
Northeast Asia (17.1%). South Asia (Afghanistan, Bangladesh,
Bhutan, India, Maldives, Nepal, Pakistan & Sri Lanka) is at 1.6%
- A focus on South Asia is sensible given available funding, proximity,
convenience of travel time, employability outcomes and career
prospects in Asia
2

3. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Our Research Questions
- Do short term study tours impact sufficiently on students to produce
change in global citizenship, personal and professional self-views?
- What are the drivers of change personally and professionally?
- Does the experience raise the student’s confidence in their
employability?
3

4. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Placement and Student Profile
- 14 Female students and 11 male students
- 13 went to Jaipur and 11 were in Delhi
- Mean age 24.78 years range 19.60 to 51.90
- Seven had travelled before overseas and three had
visited India
- 19 were engaged in community work in Australia
4

5. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 5
Global
Citizenship
Social
Responsibility
Global
Competence
Global Civic
Engagement
• Global Justice and
Disparities
• Altruism and
Empathy
• Global
Interconnectedness
and Personal
Responsibility
• Self-Awareness
• Intercultural
communication
• Global Knowledge
• Involvement in
Civic Organizations
• Political Voice
• Global Civic
Activism

6. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Self-Report Measures
- Global Citizenship Scale (Morais & Ogden 2011)
- Social Responsibility, Global Competence & Global
Civic Engagement
- Cultural Distance (Demes & Geeraert, 2014)
- Cultural Adaptation (Demes & Geeraert, 2014)
- Sociocultural Adaptation; Psychological Adaptation
6

7. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 7
Dimensions of Global Citizenship
0
5
10
15
20
25
30
35
Pre Study Tour
Post Study Tour

8. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 8
Cultural Distance, Psychological and
Sociocultural Adaption
0
10
20
30
40
50
60
70
80
Cultural
Distance
Psychological
Adaptation
Sociocultural
Adaptation
First assessment
On return

9. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Interview Questions
Pre Study Tour Questions
What attracted you to apply for this study tour?
What outcomes do you hope to achieve from this experience?
Personally and professionally
Do you have any concerns about taking part in the tour?
Post Study Tour Questions
Can you tell me what you remember most about the study tour?
What sort of impact do you think the activity has had on you?
What were the benefits of the activity?
What were the negative aspects of the tour?
9

10. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Thematic Analysis
- New experiences & expanding their world view
“I want to do something different to everyday life…..life changing and I am
looking forward to that”
- Belief that there was a responsibility to be involved in
humanitarian work
“I wanted to do humanitarian work, I might make a difference and you should do
your best to help”
- Professional development
“The volunteer placement fits in within my degree. I want to put my learning into
practice”
- Serendipity
“Applying was easy. It was an opportunity to be taken”
10
What attracted you to apply for this study tour?
Motivation

11. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Thematic analysis
Personally
- Novel experiences and reflections on one’s own reactions
“I want to test my problem solving skills in a new situation, out of my comfort
zone.”
- Becoming more open-minded and globally cognisant
- Altruism
“With regard to employability I want to be seen as the one who gives back.”
Professionally
- Gaining and international prospective
“Working overseas shows more worldly views and experience.”
- Enhancing existing skills and development new ones
11
What outcomes do you hope to achieve from this
experience?

12. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Thematic analysis
- Cultural difference
“I am concerned that I may attract a lot of attention because I am blonde and
have pale skin.”
“I do not want to offend someone, I want to be empathic.”
- Health and language
- Psychological- stress and anxiety
“I am concerned about a security or terrorist attack.”
- Interpersonal conflict within the volunteer group
- Frustration from not achieving personal expectations
“I want to have a learning experience, not a clinical experience but an authentic
experience that is not touristy.”
12
Do you have any concerns about taking part in the tour?

13. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Critical analysis post interview
- Experience of feeling valued and achieving positive
change
“We took them to an amusement park to give them the chance to have some fun
and be happy and the right to be kids, it made my relationship with the kids so
much stronger, I got to know them in an informal way. It felt like a family.”
- Shared experience and goals
“We all aligned in wanting to help others, it drew the group together.”
- Physical and cultural differences between India and
Australia
“The environment was totally different. The traffic was full on, you have to
mentally prepare for smells, bad body behaviour – urinating.
- A change in global prospective
“The most important part of the experience for me was a major paradigm shift in
my personal beliefs on world views.”
13

14. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Personal impact
- Increase in self confidence
- Greater tolerance and compassion
- Greater appreciation of life in Australia
Global
- Greater global awareness
- Engagement in global issues
14
What sort of impact do you think the activity has had on
you?

15. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
- Learning about new cultures
- Increase in personal confidence
- Enhancing employability
“…team work and problem solving were benefits.”
Negatives
- Concerns about poverty and lack of sanitation
- Concern about living and working with others
- Frustration from differences in the expectations and
actuality of placement structure
15
Benefits

16. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 16
Employability
Pilot approach
Pre-
departure
Employability
development
workshop
Career
Decision
Self-efficacy
Employability
Skill
Assessment
(Pre & Post)
Re-entry
Employability
development
workshop

17. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 17
Employability
Career Decision Self-efficacy scale
Designed by Betz & Taylor (1983) the scale used Crites (1978) five Career
Choice Competencies as the basis for five subscales to define the domain of
interest for competent career decision-making.
1. Accurate self appraisal (3 items)
2. Gathering occupational information (3 items)
3. Goal selection (4 items)
4. Making plans for the future and (3 items)
5. Problem solving (4 items)
17 items used for our assessment

18. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 18
Employability
Career development & graduate attributes
Source: 2013, Core Skills for Work in Context ,Australian Government
Department of Industry, Innovation, Climate Change, Science, Research and Tertiary
Education
And Department of Education, Employment and Workplace Relations.
Core skills for Work
Framework

19. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 19
Employability
Employability Skill Assessment
Cluster 1: Navigate the World of Work
• Manage career and work life
• Work with roles, rights and protocols
Cluster 2: Interact with others
• Communicate for work
• Connect and work with others
• Recognise and utilise diverse perspectives
Cluster 3: Get the work done
• Plan and organise
• Identify and complete the steps needed to undertake tasks and manage
workloads

20. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 20
Employability
Bringing the learning home

21. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 21
Employability
Experience + Reflection = Learning

22. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 22
Employability
Key Findings
1. Students had difficulty with planning and organising themselves
individually and as a team prior to departure
2. Students improved their ability to translate humanitarian work
experience in employability and career development skills; planning
and organising, problem solving, communication skills, learning and
career goal selection
3. Indicated challenges in self-management and teamwork
1. Decision-making in work, learning and life and technology remained
the same

23. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 23
Employability
Qualitative responses
“I have looked further into becoming a nurse because they
can be employed all over the world, even in places like
India. I would like to work with street children again, but
more in relation to health education.”
“Being exposed has allowed me to find areas of myself that
I can see are my strengths and weaknesses and has given
me a sense of where I need to develop further to promote
myself for my future.”

24. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 24
Employability
Implications
• It had impact on self
• Biggest source of change was in the “out of comfort zone” which was
in the teaching
• Students would have benefited from a more reflective component
• Measure the employment outcomes of the students within 6 months
of graduation
• Provided an opportunity for students to connect with the Centre of
Career Development

25. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 25
Employability
Questions?