You say jail; I say prison. Articulation of differences through a study abroad programme Wendy Morgan

Overview Introduction to study abroad programme Study broad and intercultural competency Illustrative quotes Transformative learning theory Summary of Benefits Pitfalls and things to consider Concluding comments

Our short course programme One week teaching programme – Joint study – Field trips/ lectures/ social events Run by Marymount University, VA and London Metropolitan University (London) Run in alternate locations Assessment – Attendance – Joint presentation – Reflective account

Benefits of Study Aboard (Doerr, 2013) Global citizens – Foreign language skills – Knowledge tolerance and understanding of other cultural – Global imagination with a plurality of the imagined world – Tolerance for ambiguity – Intercultural competence

What do the students say… 1500 word reflective account, and learning diary – The points most significant to them – Similarities and differences between the jurisdictions – Link to cultural, political and legal issues”

Themes Shock – Guns – I thought I new what to expect – The same but not the same Alternative perspectives – Maybe I would be like that – I was naive

Themes from reflective account analysis Shock – “It shocked to me learn..” – “I was shocked to find out..” – “Shockingly there was no provision..” – “I was astonished to learn how easily..” – “I was shocked by the enormous scale..” – “I was surprised at the lack of regulation..”

Shock: Guns “I was certainly not expecting to sit in a lecture room with the lecturer [presenter] carrying a gun. I found it was a little bit disturbing, however I didn’t find the sight of a gun as disturbing as many others from England” Having grown up visiting Israel.. I hadn’t consciously noticed that the US police were heavily armed until a peer pointed this out to me”

Shock: Guns “The tour of the criminal justice centre was interesting but all I could focus on was the gun around the detective’s waist. I found myself constantly checking it. I felt unnerved, it heightened my anxiety and paranoia levels”.

Shock: I thought I knew what to expect “My assumptions were that that US and UK CJS were quite similar except for a few examples, for example the death penalty”

Shock: I thought I knew what to expect “Although I was previously aware of the differences between the investigation and prosecution processes of criminal offences in the US and UK I had not anticipated that these would be so evidently embedded within the attitudes of the individual professionals and peer Forensic Psychology students”

Alternative Perspectives: I was Naive I was naïve to think all psychologists would have similar beliefs about rehabilitation, a desire to understand human behaviour in context, supporting individuals rather than punishing them” “Knowing this I was very open minded to all experiences which I came across in our visit, but that was naïve”

Alternative Perspectives: We are the same but not the same “Perhaps what I am most surprised about is the difference in core beliefs amongst students who are supposed to have the same professional background. We are all studying forensic psychology yet there was a definite divide between the English and American attitudes”.

Alternative Perspectives: We are the same but not the same I was taken aback that the American students I spoke to thought capital punishment should be allowed in certain situations.

Alternative Perspectives: I could be like that “Maybe if I lived in the US and was part of their culture I would feel differently about capital punishment” “I strongly oppose capital punishment but if I had been born in America and raised in a state where it was legal I am not sure if I would have the same belief”

Student perceived benefits from study abroad Increased social skills Increased confidence Less naïve Improved critical thinking skills

Elements of Transformative Learning Theory? Meziow (1991) A disorientating dilemma Self examination with feelings of guilt Critical assessment of epistemic, socio-cultural or psychic assumptions Recognition that one’s discontent and the process of transformation is shared Exploration of options for new roles Perry et al (2012)

Essential Elements which foster intercultural competence Field trips and lectures Joint activities – Social events Shared assessment – Peer learning Post course reflection

Issues to consider Visa and immigration concerns Study abroad institutional experience Workload Potential for increased “self righteousness” Cost Social and cultural capital issues (Green et al, 2015)

Summary Benefits outweigh the costs Intercultural competence an unexpected benefit Number of essential elements – Peer experiences – Field trips, lectures and social events – Required reflection element Transformative Learning theory helpful in consolidating these elements