1. Leaders Today Strategic Planning Proposal
Kenya Leadership Program
Elizabeth K. Weisenburger
Spring 2004
Elizabeth Weisenburger - June 2014
Leaders Today | Kenya Program Strategic Planning

2. TABLE OF CONTENTS
I. Executive Summary 3
II. Goals and Objectives 4
III. An Organizational Profile 4
Free the Children 5
Leaders Today 6
Kenya Summer Leadership Program 7
Organizational Chart 8
IV. Identification of Stakeholders 9
V. An Analysis of the External Environment 11
Industry Analysis 11
Political Analysis 11
Industry Position and Strategic Group Map 13
Strategic Group Profiles 15
Industry Best Practices 16
VI. An Internal Audit of the Organization 18
VII. Strategic Issues 20
VIII. Recommendations and Steps for Implementation 21
IX. Methods for Evaluation and Monitoring of Strategic Plan 24
X. References 25
XI. Appendix ________________ 26
XII. Orientation Resources 45
Elizabeth Weisenburger - June 2014

3. EXECUTIVE SUMMARY
Leaders Today, a youth development and leadership organization, was founded by two young
civic and entrepreneurial minded brothers, Marc and Craig Kielburger. As one of their many
initiatives to create socially involved youth, Leaders Today created its Overseas Volunteer and
Leadership programs in Latin America, Asia, and Africa.
Leaders Today has the desire of being the best program it can be in terms of its passion for youth
leadership, its commitment to action, and its desire for ethical relationships with the communities
it works with. Due to the rapid growth of Leaders Today2 and the rising popularity of short- term
service trips abroad, however, Leaders Today staff has been experiencing the growing pains of
establishing program consistency and efficacy in a fast moving environment.
I was brought into dialogue with Ed Gillis, one of Leaders Today’s main trip leaders and
administrators, and invited to look at LT’s current overseas curriculum. I examined their internal
and external environments, benchmarked best practices of other comparable organizations in the
field, and through analysis and in-depth research, identified strategic issues and steps for
implementation. Though the Kenya Summer Leadership program was the program that was most
examined, the recommendations for the Kenya Program are not region-specific and may be
applied to all of Leaders Today overseas leadership programs.
I want to thank Ed Gillis and Leaders Today for allowing me the opportunity to come learn
alongside Leaders Today and for inspiring me with the work that they do!
Elizabeth Weisenburger - June 2014
2 Leaders Today has been profiled on Oprah, 60 Minutes and Much Music, as well as in The New York Times, YM,
Time for Kids and Seventeen, among many others.

4. GOALS AND OBJECTIVES
Prior to instigating a strategic plan for Leaders Today, I communicated with Ed Gillis to discuss
the goals and objectives that Leaders Today had for improving it’s curriculum for their Overseas
Volunteer and Leadership Programs. The goal of this strategic plan is to help Leaders Today
Overseas Volunteer and Leadership Programs develop program sustainability, solidarity with
host communities, a commitment to participant activism, and better networking of return
volunteers with the LT and FTC Network. The desired future outcomes Leaders Today has for
itself are envisioned in the following objectives, articulated by Ed Gillis:
 To ensure that the lives of participants are forever changed
 To motivate participants to take concrete action upon their return home
 To have an significant and positive impact on the communities LT visits
ORGANIZATIONAL PROFILE
Mission Statement
Leaders Today challenges young people to take action by inspiring, enabling and empowering
them to create positive sustainable change in the world. Through unparalleled programs,
opportunities and resources, passionate youth mentors equip young people with the confidence
and skills to achieve their goals. Leaders Today believes that “we are the generation that we
have been waiting for!”
Elizabeth Weisenburger - June 2014

5. Background
FREE THE CHILDREN
To understand Leaders Today, one must first understand its parent organization, Free the
Children. Founded in 1995, FTC is an international network of children helping children at the
local, national, and international levels through representation, leadership, and action. It’s
mission and primary goal is not only to free children worldwide from poverty and exploitation,
but to also to free children and young people from the idea that they are powerless to bring about
positive social change and to improve the lives of their peers.
Its young Canadian founder, Craig Kielburger, began the organization at age twelve.
The story3 of its creation and development into an international organization has been publicized
in periodicals and books worldwide and is testimony to the power of children to mobilize
children for social change. The organization, registered as a non-profit charitable organization,
operates now in 35 countries, has over a million participants, and receives counsel from such
world leaders as Bishop Desmond Tutu and child advocate Marian Wright Edelman, who sit on
FTC’s honorary board of directors.
FTC maintains three main programs:
 Education: Provides comprehensive educational opportunities to poor children
 Peace Building: Provides peaceful programs on an international level
 Leadership: Engages young people in leadership and civic development
Elizabeth Weisenburger - June 2014
3 Read the Free the Story Children (Appendix. Exhibit A)

6. LEADERS TODAY
Developed as a leadership program for FTC, Leaders Today was established to create a
generation of socially active young people. As FTC expanded, the organization and its leadership
saw that the development of youth leadership and advocacy was of central importance and
demanded further attention. To further this attention and distinguish its importance, Leaders
Today was established as a separate for-profit organization, still operating under the FTC
network. When asked about its for-profit status, Leaders Today responded that its for-profit status
allowed it more flexibility for expansion, creativity, and advocacy, without the restrictions of
non-profit status and the trappings of a board of directors.
This autonomy has allowed Leaders Today to offer a wide array of programs. LT works with
schools, communities, and individuals, offering leadership and civic action workshops around
the world. It holds annual leadership training academies, and facilitates training programs and
college prep courses throughout North America. (See organizational chart below) Their
programs include: programs to and Nicaragua.
 Youth Leadership and volunteer centers in North America, Latin America and Africa.
 Long-term volunteer programs for students and educators.
 Motivational youth speakers and youth leadership tours.
 Youth Leadership workshops in schools and places of worship.
 Innovative youth-friendly books and resources.
 Specialized leadership programs for organizations and school boards.
 Facilitator training and college prep programs.
 Internship volunteer opportunities.
Elizabeth Weisenburger - June 2014

7. KENYA SUMMER LEADERSHIP PROGRAM
Showcasing its international profile and focus on leadership, Leaders Today offers short-term
overseas leadership trips. It’s Summer Leadership Kenya program in the Masai Mara region of
Kenya offers participants, ages 13-18, the opportunity to explore and enhance their leadership
skills through wilderness activities, community service, and educational seminars. Participants
volunteer at local schools, clinics, and community centers and have the opportunity to interact
with the Masai Mara people. Home to Africa’s Big Five: elephant, rhino, lion, buffalo, and
leopards, participants receive hands-on learning about the biodiversity of the flora and fauna the
Masai allows participants to engage in environmental conservation and learn about the
challenges of development.
Leaders Today Overseas Leadership programs are administered in Canada by two main LT
leaders. The Summer Leadership trips to Kenya involve a median group size of 25 participants. It
is staffed by 2 local Kenya leaders, 1 of LT’s main group leaders, and an assistant facilitator.
Currently the Kenya Summer Leadership Programs operate each summer. Though Leaders Today
average one trip a year during the summer to Kenya, it has customized programs for groups
wanting to go during the school year and looks to expand its use of its Peace and Leadership
Center in the Masai throughout the year. Eventually, Leaders Today would like to increase its
capacity and train leaders to begin contracting its program to more groups.
Elizabeth Weisenburger - June 2014

8. LEADERS TODAY ORGANIZATIONAL CHART
FREE THE CHILDREN
HONORARY BOARD OF
DIRECTORS
BOARD OF DIRECTORS
EDUCATION
School Building Program
School and Health Kits
PEACE BUILDING
Youth Ambassadors for
Peace Program (U.N.)
Embracing Cultures Tour
LEADERSHIP
Leaders Today
Elizabeth Weisenburger - June 2014

9. SCHOOL
BOARD VOLUNTEER
SPEAKERS
GLOBAL
LEADERSHIP
SEMINARS
FACILITATOR
TRAINING
TORONTO
LEADERSHIP
ACADEMY
COLLEGE PREP
FACILITATOR
TRAINING
OVERSEAS
LEADERSHIP
PROGRAMS
Kenya
Mexico
Thailand
Elizabeth Weisenburger - June 2014

10. IDENTIFICATION OF STAKEHOLDERS
Internal Stakeholders
 Trip Leaders
 Local Partners and Staff
 Free the Children
Leaders Today Trip Leaders judge the organization by the effectiveness of their trips. The sense
that LT has from its leaders is that they strongly support LT and they believe that their trips are
very effective. The Trip Leaders affect the organization by the quality of service and leadership
that they deliver. The organization depends on Trip Leaders for their passion, their dependability,
and their competence in handling logistics and leading participants. Trip Leaders are extremely
important to the functioning of Leaders Today.
Local partners and staff judge LT by their partnership relationship, their preparedness, their
coordination, and their communication. The sense that LT has from its staff and partners is that
their partnerships are good, including their preparedness and communication. Coordination is
perceived to be very good. The partners and staff affect LT by the programming and logistical
support that they supply LT. They are extremely important to the functioning of Leaders Today.
Free The Children, Leaders Today’s parent organization, judges LT by the support the LT
participants give to their projects and in delivering supplies to the regions that FTC works in.
The sense that LT has from Free The Children is that they do a good job in delivering supplies
and rallying support for their programs. FTC affects LT by the providing local partners in the
host communities LT works in. In addition, FTC provides the donations that are given to these
host communities. LT needs depends on FTC for contacts in the host countries. FTC is
reasonably important to the functioning of Leaders Today.
Elizabeth Weisenburger - June 2014

11. External Stakeholders
 Participants
 Participants’ Parents
 Local Hosts
Participants and their parents are the primary external stakeholders for Leaders Today. The
criteria by which participants and parents judge LT is the effect the program has on them, the
safety of the trip, and the price of the trip. The sense LT has about the effectiveness of its trips on
participants and the reputation and assuredness that they can communicate to parents is good.
The feedback they have received from participants is very good. The price, on the other hand,
could be improved upon and is exclusive to participants who are in a middle to upper income
bracket. Participants and their parents have a direct affect on LT, the raison d’etre being that
participants are what make the program run. It is precisely for the participants that the programs
exist. Without them, there would be no program, nor would it happen without parental financial
contribution and trust in Leaders Today. Participants and their parents are extremely important to
the functioning of Leaders Today.
Local hosts play an integral role in LT program and are directly affected and impacted
themselves by the program’s presence. The criteria by which they judge LT are the effect that LT
has on them and long-term solidarity that they see having with LT. The sense that LT has from
the hosts is that they have a very positive effect on the hosts. The long-term relationship is good
between the hosts and LT, but is currently in question. Local hosts have an affect on LT by the
learning, insight, welcome, and friendship that they offer the organization and its participants.
LT continues to need this insight and welcome from them. The local hosts are extremely
important to the functioning of Leaders Today. See Appendix (Exhibit B)
Elizabeth Weisenburger - June 2014

12. ANALYSIS OF EXTERNAL ENVIRONMENT
Political Environment
The Chronicle of Higher Ed, in its article The Perils of Homeland Security, states that “The
horrific events of September 11, 2002, changed many things, but they didn’t repeal the law of
unintended consequences.” Though this article speaks of the dangers of closing US doors to
foreign scholars, its relevance to the vulnerability of overseas programs and the consequences
that individuals and organizations must deal with in light of national and international politics
rings load and clear. Any overseas program that exports youth is vulnerable to Department State
Warnings and questions of personal safety while abroad. The 1998 U.S. Embassy bombings in
Nairobi represent the clear and present dangers of terrorism. Recent U.S. involvement in Iraq and
its treatment of Iraqi prisoners has inflamed the Arab world and has increased anti-American
sentiment around the globe. Though a distinctly Canadian organization, the political environment
will always play an influential role in the participation and operation of Leaders Today’s
Overseas Programs, regardless of nationality.
Industry Analysis
According to Michael Porter, author of Competitive Advantage, there are three elements to
industry and competitive analysis. These three elements include (1) an examination of the
industry structure, trends, and key success factors (2) an analysis of competition and key
competitors, and (3) an assessment of the company’s own present business situation and
competitive position. (Porter.1998 pg. 96.) Though research was limited by factors of time, a
provisional industry analysis was conducted to gauge the environment and market position that
Leaders Today’s Overseas Leadership Programs operates in.
Elizabeth Weisenburger - June 2014

13. Short-term Programs Abroad
Short-term abroad programs are some of the fastest growing programs in the field of
International Education. As these programs increase, so do the variety of themes and content
increase. As recent trends in the last decade show, volunteer service, service-learning projects,
and community development projects have been added to short-term programs.
Looking at Volunteerabroad.com and Studyabroad.com, however, one will find that there are still
few youth programs that specifically promote leadership as a central focus in the study abroad or
experiential learning experiences abroad that they offer to youth. The topic of leadership, and its
importance in a changing world, is a perennial one. However, there has been a dialogical
explosion of the topic. According to Peter Northouse, author of Leadership Theory and Practice,
the interest in strong ethical leadership has resulted in a burgeoning of academic programs in
leadership studies throughout the country. (Northouse 2004) These findings speak for the
demand of an organization like Leaders Today, whose focus on leadership training and youth
development for a better world attracts active and civic-minded participants from Canada, the
US, and, other parts of the world. In addition to leadership training, Leaders Today participants
are offered the exciting combination of cultural learning and volunteer development
opportunities during their experiential learning programs to the Masai Mara, Kenya.
Key Success Factors
The growing trend of short-term programs that include service reflect the growing need to
expand program options for people who want to dedicate a shorter amount of time to being
abroad and who want opportunities to exercise service. Basic key success factors in an
experiential learning program abroad, regardless of length, include: Price feasibility, pre-
departure and re-entry orientation, cross-cultural training, and structured time for reflection.
Elizabeth Weisenburger - June 2014

14. The newest trends, informing key success factors for development and service-oriented programs
are host community reciprocity and reflection. Linda Chisholm, who heads the International
Partnership for Service learning, has been a voice in guiding this dialogue on service and
community reciprocity. Service-Learning, as Jacoby defines it, is “a form of experiential
education in which students engage in activities that address human and community needs
together with structured opportunities intentionally designed to promote student learning and
development...Reflection and reciprocity are key concepts of service-learning” (Jacoby. 1996 p.
5) Though there is more to learn about reciprocity in community service and volunteer programs
in cross cultural settings, the opportunities lie open for programs to progress in their engagement
with the communities they work with.
INDUSTRY POSITION
In doing an analysis of the industry that Leaders Today’s Kenya Leadership program operates in,
there were certain organizations that stood out as top competitors. The organizations were
identified based on the following criteria: their shared mission to youth development and
community development, their emphasis on leadership, and the forming of an active youth
citizenry through programs and exchanges abroad. Both new and established, these organizations
form what could be competitive or cooperative partners as Leaders Today looks to the future to
grow and better its Kenya Leadership program. The organizations are:
 Schools Without Borders
 Amigos de Las Americas
 Canada World Youth
 Youth Challenge International
These organizations represent a strategic group for Leaders Today. According to Porter, a
strategic group “consists of those distinct rival firms with identifiable market positions and
similar market approaches.” (Porter.1998 pg. 99)
Elizabeth Weisenburger - June 2014

15. A strategic group map was constructed to identify where Leaders Today fits within its strategic
group. Two key strategic variables were selected based on price of programs and the size and
variety of program selection. These variables reveal the most about how the organizations are
positioned themselves to compete in the marketplace. As stated by Porter, “The value of the map
as an analytical device is its ability to expose the market position aspects of industry structure by
segregating what is common and what is different about the rival firm’s posture and appeal to
buyers.” (pg 100) “The map, thus serves as a convenient bridge between looking at the industry
as a whole and considering the standing of each firm separately.”
Strategic Group Map
HIGH LT SWB
YCI
Price
Amigos CWY
Elizabeth Weisenburger - June 2014

16. LOW
SMALL Program Size / Mix LARGE
Circle sizes reflect the relative sizes of each organization.
Strategic Group Profiles
Schools Without Borders offers the most similar program for youth, with volunteer placements
and leadership seminars in the Kuki Gallman reserve of Kenya. Like Leaders Today, who run a
relatively small program at a high program fee, Schools Without Borders primarily focuses on
leadership. Schools Without Borders may potentially impact the competitiveness of the Leaders
Today program to Kenya.
Canada World Youth, on the other hand, is a large and a well-established Canadian organization
that promotes youth develop for the active participation of more just, sustainable, and
harmonious societies. Canada World Youth has been in operation for 30 years and has
partnerships around the globe that it works with in Africa, Asia, Latin America, and Central and
Eastern Europe. Their core programs are longer, lasting several months, and are half the cost of
Leaders Today. Participants fundraise the majority of the cost. Canada World Youth also offers
customized programs. Canada World Youth is the largest in-country competitor and offers a
wider program offering to more youth because of their reasonable costs.
Youth Challenge International operates 5-12 week opportunities for youth in Central America,
the South Pacific, Asia, and Africa. According to its website (http://www.yci.org/), YCI has
implemented more than 50 field programs in 7 countries, involving over 2,500 volunteers since
1990. There are four partner offices in Guyana, Costa Rica, Australia, and Canada. YCI
combines community development, health promotion and conservation in projects conducted by
international teams of volunteers aged 18-35 years. It operates a sustainable volunteer model that
links short-term volunteer trips within longer-term projects that are developed by the
Elizabeth Weisenburger - June 2014

17. communities YCI works with. YCI offers a wide array of programs and locations. Its core
curriculum is youth and community development. Though YCI doesn’t focus on leadership as
LT does, YCI could pose as a competitive or cooperative partner with Leaders Today in its efforts
to establish sustainable volunteer and service activities.
Amigos de las Américas (AMIGOS) is a well-established and developed U.S. organization that
creates opportunities for young people to excel in leadership roles promoting public health,
education and community development. “Founded in 1965, AMIGOS is a non-profit
organization that provides exceptional leadership training and volunteer service opportunities in
the United States and Latin America. AMIGOS’ youth-led programs and strong partnerships with
international development, non-profit, and government agencies distinguish it from other
international experiences.” (http://www.amigoslink.org/) AMIGOS does not pose a competitive
threat to the Kenya program, however, it is a competitor for Leaders Today Mexico program.
AMIGOS, with its highly developed leader training programs (see website for downloadable
training manuals) that have highly integrated cross-cultural and development oriented
curriculum. AMIGOS could act as a benchmark for Leaders Today’s organizational performance
INDUSTRY BEST PRACTICES AND BENCHMARKING
The organizational mantra, before benchmarking practices for one’s organization, is to “know
thyself.” When looking at other organizations, I surveyed Leaders Today to gauge their standing
in the following areas benchmarked. As a young organization, the Overseas Volunteer and
Leadership Programs have very little pre-departure training for the participants. To date, there is
a short orientation upon arrival and students are sent materials and a registration packet that asks
them to write an essay on their expectations.
The programs have a very organic flow, and there have occasionally been times when times
structured for leadership and/or reflection were not delivered. As for evaluations and current
relationship to host community, there are no current feedback mechanisms in place for their
Elizabeth Weisenburger - June 2014

18. programs. What Leaders Today is curious and eager to accomplish to do is better these areas and
better the impact they have on their participants.
In an effort to improve the Kenya Leadership program and LT’s Overseas Programs, the
organizations identified in the industry analysis were surveyed to discover their best practices. In
benchmarking for Leaders Today, I went beyond just surveying best practices to look at them and
include them in the implementation of strategies that will better the organization’s performance.
Borderlinks, an organization working on the US/Mexico border was added for its model of
reciprocity. In addition to the organizations surveyed, persons from the School for International
Training were interviewed for their expertise. The best practices collected can serve as
benchmarks for Leaders Today in the following areas (1) Mission Statements (2) Practices to
promote the lasting impact of programs on participants (3) Practices to promote reciprocal
partnerships and positive relationships with the host community. Practices in the fourth area (4)
Program evaluation, were taken mainly from an interview with Dr. Richard Rodman, Professor
of International Education at the School for International Training.
(See Appendix. Exhibit C&D )
INTERVIEWEES
 Dr. Rich Rodman: Professor of International Education at the School for International
Training
 Jeffrey Rathleff: Director, SIT Study Abroad to Latin America and the Caribbean
 Julie Levy: Program at SIT Study Abroad to Latin American and the Caribbean and
former SIT graduate student who did her capstone thesis on the impact of volunteer
projects on host communities.
 Ndunge Mbindyo: Current Kenyan graduate student in Sustainable Development
(See Appendix. Ehibits E-H)
Elizabeth Weisenburger - June 2014

19. INTERNAL AUDIT OF THE ORGANIZATION
The staff perceptions of the SWOT analysis completed by Leaders Today was comprehensive of
the strengths, weaknesses and opportunities faced by Leaders Today. Reflected were the
partnerships they enjoy through FTC and the strong staff that work for the organization.
However, it was noted that the SWOT analysis neglected the internal weakness of profitability
and the external threats of industry competition, political forces, and the effects that a fast
growing organization have on program sustainability and improvement. In presenting a fuller
picture, the analysis was modified to include these internal and external forces.
SWOT ANALYSIS
INTERNAL FORCES
Strengths
 Staff - Their experience, likeability, relation abilities with youth, competence and
reliability to keep group participants safe
 Local partners – Set up excellent itineraries, knowledge of area and people and issues,
reliability for health and safety
 Emotional impact on participants – eyes are opened, appreciative of what they have back
home, knowledge gained about experiences
 Preparation of participants logistics – good job getting kids ready to come prepared
logistically
 Hands-on volunteering– School building, teaching – because they are there for 4 weeks
Weaknesses
 Profitability- Overseas Program to Kenya has not turned a profit
 Action plans – Lack of concrete, measurable action taken after return
 Alumni networking – No continued contact between staff and past participants, or
facilitated contact between participants after return
 Evaluation process – Little to no ongoing evaluation of program effectiveness on
participants, long-term effects on participants or community hosts
 Preparation of participant awareness – little or no advance preparation or pre-departure
orientation on the issues involved
 Program accessibility – almost exclusively for middle to high income youth
only
Elizabeth Weisenburger - June 2014

20. EXTERNAL FORCES
Opportunities
 Emerging market for short-term overseas programs – More kids looking to travel in this
way during high school
Threats
 Programs growing so fast and staff very busy that organization has difficulty making time
to institute structural change and efforts for sustainability
 Industry competition
 World political realities
(See Appendix. Exhibit I )
TOOLS USED TO IDENTIFY STRATEGIC ISSUES
 Industry Analysis
 SWOT Analysis
 Conversations with Ed Gillis
 Interviews with International Education Professionals
 Interview with Kenyan Student in Sustainable Development
 In-depth internet and field resource research
 Best practices research with select organizations
STRATEGIC ISSUES
Based on the results found with the tools used above, I identified the following strategic issues.
The strategic issues were prioritized by the order in which they should be attended to first:
 No formally established vision and mission for the Kenya Program
 Profitability: The Kenya Program has not made a profit
 No feedback mechanisms for program evaluation
 Impact of the programs on the program participants
 Program Delivery and Consistency
 Relationship to the Host Community
 Participant re-entry and taking action upon arrival home
Elizabeth Weisenburger - June 2014

21. RECOMMENDATIONS AND STEPS FOR IMPLEMENTATION
I recommend that Leaders Today take the following steps in the next three years:
MISSION AND VISION
 To move forward with its strategic planning, I recommend that LT clarify its mission (or
Principles, Objectives and Themes) for the Kenya Program at the June 18th Staff Meeting.
This time would also be ideal to incorporate a vision statement, what LT staff wants LT to
look like.
PROFITABILITY
 To ensure program sustainability, I recommend LT decide how long it can run at a
financial deficit, what time LT needs to make a profit, and the steps that need be taken to
make this happen.
PROGRAM EVALUATION
 To better evaluate its programs and ensure on-going improvement and feedback, I
recommend Leaders Today create and implement participant, leader, and host community
surveys to monitor and improve its programs. Students can be surveyed during their re-
entry orientation. Leaders and host communities can be surveyed after the trip has ended.
A participant evaluation example has been provided in the appendix. Dr. Rodman, of the
School for International Training has given LT permission to use and modify this for LT’s
use (See Appendix.Exhibit J). In addition Robert Serow’s Program Evaluation Handbook
is a useful resource for creating program evaluations.
Elizabeth Weisenburger - June 2014

22. LASTING IMPACT ON PROGRAM PARTICIPANTS
PRE-DEPARTURE
According to Dr. Rodman, it is important to build short-term trips on the front end. The
following are steps that will allow Leaders Today to do that:
 To create team building and trust amongst participants prior to departure, I recommend
that LT create an on-line community for participants and/or distribute an e-mail list.
 To increase participant confidence and parent assuredness, in addition to strengthening
the LT network, I recommend LT connect participants going abroad with past
participants.
 To prepare participants to be better understand the issues they will face and the country of
destination, I recommend LT post a reading list on-line. Recommended topics: Kenya
country information, cross-cultural information, and topics on volunteerism. I suggest
that this reading list be made mandatory or recommended, or a combination of both. (See
Borderlinks website for an example of their reading list)
 To increase participant ownership and responsibility, I suggest Leaders Today add online
modules for intercultural learning prior to departure. (See Warren Wilson Colleges Study Abroad
website: www.warren-wilson.edu)
ORIENTATION
To better prepare students and increase the impact of their programs, I suggest a
pre-departure orientation be scheduled into the first day of the trip. As students are
coming from various geographic locations from Canada, the
States, and possibly abroad, it would be beneficial to have them meet for one night in
Toronto, stay at a hotel and conduct a pre-departure orientation. If this cannot be
accommodated, the orientation night can be conducted in Nairobi. This is a crucial and
essential element for the program. The orientations can include team-building exercises,
Elizabeth Weisenburger - June 2014

23. talk about intercultural communication, and discussions on volunteerism. Basic principles
on how to be culturally sensitive: culture shock, humility, respect are presented.
“Sloganize” it to make it comprehensible to youth. (See interview with Dr Richard Rodman)
PROGRAM DELIVERY
 To keep the Summer Leadership program up to date and progressive in its service
learning orientation I recommend LT create daily structured times for reflection. The
program currently has a good balance between work and play, however it is
recommended that most evenings be scheduled for reflection time. High School students
have a lot of energy at night.
 To ensure program and promotional consistency and to avoid student liability, I
recommend that the leadership seminars that are promoted in LT literature be made
structured into the itinerary.
 To further ensure participant processing and impact, I recommend participants keep
journals, as they do for the Arizona Leadership program.
RELATIONSHIP TO HOST COMMUNITY
 To further benefit participant impact and the host community relationship, I recommend
LT connect participants with formal schools and equivalent age levels. It is beneficial to
have peer contact (e.g.: Sports clubs, etc)
 To evaluate its relationship to its host community, I recommend LT to communicate with
in-country local leaders and ask the questions that Ndunge Mbindyo provided in our
interview. (See Appendix. exhibit H)
 To respond to the current and prominent topic seize of volunteerism and program impacts
on overseas host communities, I recommend that LT, get into communication with the
organizations mentioned to discuss their relationship models.
Elizabeth Weisenburger - June 2014

24. TAKING ACTION UPON RETURN HOME / FOLLOW-UP
 To ensure participant action and integration back to their home country, I recommend LT
have a day or afternoon set aside for a re-entry orientation. After feeding the participants
(a suggestion from Dr.Richard Rodman), there can be a time of de-briefing, expectations
and fears going back home, ways in which they can take action, and revisions of action
plans. Participants can be given a list of organizations whom they can work with upon
return home, or be connected to the vast Leaders Today network and get involved locally
with LT. Participants, during this time, can be given each other’s addresses to keep in
contact.
 To maintain alumni contact and promotional momentum, I recommend LT create a
Overseas Program newsletter (See YCI’s website f or an example) This newsletter can showcase
what past participants are doing currently.
 To maintain follow-up and increase the LT network, I recommend LT create an on-line
address book in which participants can stay in communication with one another. (See
Canada World Youth’s website for an example)
 To increase LT’s profile and interest amongst past and present participants, I recommend
LT create a photo/essay contest. Essays and photos can be posted on-line for promotional
and alumni purposes.
EFFORTS TO ENSURE ACCESS TO DIVERSE PARTICIPANTS
 To expand inclusiveness of LT Overseas Programs to a wider body of students, I
recommend that LT look into offering scholarships and/or offering creative ways for
participants to fundraise money for their trips. By fundraising, students will take
ownership of their trip and create community buy-in.
Elizabeth Weisenburger - June 2014

25. EVALUATION AND MONITORING OF THE STRATEGIC PLAN
 Due to the small number of staff, I recommend that a department be named or a
person be hired to take on the implementation of the above strategic suggestions and
alumni relations.
 Evaluate this strategic plan by meeting all the listed suggestions within a 3-year
period of time.
 Engage in conversation with other organizations like CWY and CWB and developing
questions LT wants to consider in the area of host community impact. To get ahead in
the field, further research is encouraged.
Elizabeth Weisenburger - June 2014

26. REFERENCES
Jacoby, Barbara (1996). Service-Learning in Higher Education: Concepts and Practices.
Jossey-Bass San Francisco, CA.
Johnson, Victor. “Perils of Homeland Security.” Chronicle of Higher Education. April 11,
2003 issue
Northouse, Peter (2004) Leadership, Theory, and Practice.Sage Publications. Thousand
Oaks, CA.
Porter, Michael (1998) Competitive Advantage. The Free Press. New York, NY.
Spencer and Tuma.(2002) The Guide to Successful Short-Term Programs Abroad. NAFSA
Press. U.S.A.
WEBSITES
www.studyabroad.com
www.volunteerabroad.com
Elizabeth Weisenburger - June 2014

27. APPENDIX
Elizabeth Weisenburger - June 2014

28. Exhibit A.
Free the Children History
Free the Children was founded by Craig Kielburger, a young Canadian, in 1995. One day, while
getting ready for school, Craig reached for the comics section of the newspaper to have his laugh
for the day. Craig loved to read the comics!
Suddenly, he saw on the front page of the Toronto Star a picture of a boy wearing a bright red
vest with his fist held high. The headline read “Boy, 12, murdered for speaking out against child
labor”.
The article told the story of a young boy from Pakistan, Iqbal Masih, who was sold into child
labor at the age of four as a carpet weaver to pay back a loan that his parents had taken out. Iqbal
worked 12 hours a day six days a week tying tiny knots to make carpets. He lost his freedom to
laugh and to play. He lost his freedom to go to school. The article said that when he was 12 years
old, the same age as Craig at the time, he was murdered.
Craig had never heard about child labor and wasn’t even certain where Pakistan was on the
world map but the differences in their lives shocked him.
When Craig discovered that there are 250 million child laborers in the world, one half of them
working full time, and many in hazardous conditions, he knew that he had to help. He wasn’t
certain what he could do, but he knew that he had to at least try.
Craig gathered a group of friends together, most of them 12 years old like him, and they founded
the organization called Free the Children -. not only to free children from abuse and exploitation,
but to free children from the idea that they are not old enough or smart enough or capable enough
to help change the world. Free the Children was born.
Elizabeth Weisenburger - June 2014

29. Exhibit B. Stakeholder Analysis Worksheet Internal Stakeholders
Stakeholder Criteria by which they
judge us and our sense
of what they would
say
How do they affect
us?
What do we need
from them?
How
important are
they?
Trip Leaders Effectiveness of trips
(VG)
Quality of service
delivery
Passion;
dependability;
competence
Extremely
Free The
Children
Rally support for their
projects (OK); deliver
supplies (OK)
Provide local
partners; provide
donations for hosts
Contacts in host
countries
Reasonably
Local Partners/
Staff
Partnership (OK);
preparedness (OK);
coordination (VG);
communication (OK)
Programmatics;
logistics
Programming;
logistics
Extremely
Elizabeth Weisenburger - June 2014

30. External Stakeholders
Stakeholder Criteria by which they
judge us (our sense of
what they would say)
How do they
affect us?
What do we need
from them?
How
important are
they?
Participants Effect on them (VG);
Price (OK-PO)
Raison d’être; no
kids = no trips;
Revenue
Participation; $$ Extremely
Local Hosts Effect on them (VG-
OK); Long-term
solidarity (OK-PO)
Friendship;
learning; insight;
welcome
Welcome; insight;
solidarity
Extremely
Elizabeth Weisenburger - June 2014

31. Exhibit D.
SAMPLE SURVEY TO ORGANIZATIONS
Elizabeth Weisenburger
School for International Training
Kipling Road
Brattleboro, VT. 05302
(802) 451-1619
Schools Without Borders
Box 42048
SUCC, Jean Mance
Montreal, Quebec
H2W 2T3
514-844-9544
Dear Chris:
Thank you for your time. As mentioned in our brief phone conversation, I am a graduate student in International
Education at the School for International Training in Vermont (www.sit.edu). As part of a strategic planning
assignment, I am currently doing an industry analysis, collecting best practices of organizations that are involved in
youth leadership, advocacy, and sponsor overseas volunteer trips. I would like to know best practices in the areas of:
Participant Impact, Relationship to Community, Program Delivery, and Evaluation.
Some other organizations I am currently looking at are: Borderlinks, Leaders Today, Canada World Youth, and
Youth Challenge International, Experiment in International Living, Peace Corps, International Partnership for
Service Learning, and Partners in Hope.
I have attached a survey below with general questions to be filled out by your party. Please send it back to me by
Friday, April 16. I would be happy to discuss any part of this project with you to determine the possible
contributions that can be made to your organization through your participation. Please feel free to contact me at
802-451-1619. Thanks for your consideration.
Sincerely,
Elizabeth Weisenburger
Elizabeth Weisenburger - June 2014

32. Organization Name: Schools Without Borders
Participant Impact
1) Do you conduct pre-departure activities/orientation? If so, what do you do?
(example: sent materials, onsite orientation, etc)
Our pre-departure orientation consists of a number of packages that are sent to participants.
These packages include a country profile, a description of the organizations they will be working
with, a description of the seminar, a letter from a past participant, and planning information for
pre-trip logistics.
SWB also conducts phone interviews and encourages contact prior to the trip. Email lists are
also sent to all students so that they can connect with eachother.
All seminar orientation activities occur on location once the seminar has begun.
Because our seminars draw participants from all over the world, it is difficult to run an
orientation in a city like Toronto, New York, or London; cost is the largest factor. Therefore we
try to do as much prep over the internet and during the first 4 days of each seminar.
For volunteer placement, we take a similar approach, and are currently developing a mission
statement that all volunteers will go with, ensuring that they have a clear, realistic and honest
purpose.
2) Do you conduct re-entry activities/orientation? If so, what do you do?
SWB conducts de-briefings at the end of seminars to ensure that students can re-integrate into
their native communities. Open discussions are led to encourage participants to communicate
their thoughts and feelings.
SWB is big on building a community. Se we remain in close contact with most past participants.
We also put an emphasis on return volunteers and return seminar participants.
3) How do you better equip participants to take concrete action when they return from their
summer volunteer trip?
SWB is in the process of developing partnerships with programs at home in North America to
link SWB participants with once they return. At the end of a seminar, students are given a list of
organizations that they can work with in Toronto. Other students from overseas often undertake
fundraising projects for the organizations they worked with on their seminar. SWB discusses
Elizabeth Weisenburger - June 2014

33. these issues at the end of the seminar and provides students with opportunities to continue with
community development. This is an area that needs more development though.
4) How do your participants process experience? Good Processing Questions?
(eg: Journals, Reflection time, Forums)
Students are encouraged to keep journals, and SWB holds nightly discussion times where
students discuss and ask questions about their days experience in the field. Our leaders have a
wealth of experience in the field and are able to effectively offer guidance and aid in
understanding difficult questions conerning ethics of volunteering.
Other Comments:
Relationship with the Host Community
1) How do you include your host communities in your decision-making processes/
planning?
Our host community designs the entire community development aspect of the program. We
essentially serve their needs. Because we have partnered with innovative organizations, they too
believe in the value of connecting people. Our work is not centred around manual labour. It is
centred around the sharing of ideas and friendships. In a sense, it is the host community that
includes us in the decision making process.
2) If your organization is involved with volunteer development, how do you conduct needs
assessments and monitor the impact of your program on the host community?
Because we are in continual and close contact with our partner organization, we have a strong
understanding of their needs. A SWB director has visited every organization a number of times,
and we have built profound linkages with these organization.
Other comments:
Program Delivery
1) How much of your program time is spent in the following areas?
(Please put a percentage of 1-100% and/or the amount of time/days spent in each activity)
Elizabeth Weisenburger - June 2014

34. Interaction with hosts:
____ Social
____ Shadowing Host Lives
____ Learning about host lives and needs
____ Talking politics
Volunteer/Service Learning:
____ Hands-on volunteering
____ Group processing/ Reflection
Education:
____ Issue workshops / lectures by leaders/Language Classes
____ Action Taken at home upon arrival
____ Leadership and Advocacy skills
TravełFree Time:
____ Individual Free time
2) What do you think is the appropriate balance for Academic/Experiential?
Other Comments:
Evaluation
1) How do you evaluate your programs?
Since our programs are so young, it is tough to evaluate. Each year the organization goes
through an immense amount of growth. Our mission and vision is like few others in this field.
We have a genuine commitment to the communities we work with and want to be clear about the
self-growth nature of our programs. No act is a selfless one, and in accepting and understanding
Elizabeth Weisenburger - June 2014

35. this, we feel that participants will be able to grow off these types of fundamental dynamics. For
example, in this particular example, SWB participants won’t leave with a false sense that they
have helped a community unless they actually have.
2) What feedback mechanisms are in place?
The only way this organization can effectively grow is through feedback. All participants fill out
a survey following the seminar. Parents are also encouraged to do so.
Volunteers are required to write reports on their placement before they are placed and once they
return. These reports with a survey, offer a great source of information and also illustrates the
difference between expectations and reailty.
Elizabeth Weisenburger - June 2014

36. EXHIBIT E.
INTERVIEW WITH DR. RICHARD RODMAN
Interview with Dr. Richard Rodman
April 13, 2004
Blackboard: You will find Evaluation
School for International Training
visit: warren Wilson college website
I. Pre Departure
Short-Term Trips: Important to build them up on the front-end. (example: Warren Wilson college
has 4-5 week courses that prep students prior to a short term trip)
Electronically Structured Learning and Communication:
Connect the students up online virtually before, create a chat room. You can also post a simple
reading list (required or not) This allows students to:
 Get in touch with one another
 Send files to one another
 Have access to reading lists and
 Essay: How prepared a student is- get them to start thinking about what they want from
the experience. The MAIN POINT is not that you are taking them, but that they are
taking themselves
Orientation:
 Must institute one day/night of pre-departure Orientation*
 Have Team Building Excercises, Talk about intercultural communication, literature on
volunteerism.
 Very important that basic principles are presented. “Sloganize” it to make it
comprehensible to youth.
 Issues: How to be culturally sensitive: culture shock, humility, respect
 Visuals, skits, etc…anything you can turn into visual information
 No cell phones
*As students are coming from various geographic locations from Canada, the States, and
possibly abroad, it would be beneficial to have them meet for one night in Toronto, or wherever it
the pax fly to, stay at a hotel and conduct a pre-departure orientation. If this cannot be
accommodated, the orientation night can be conducted in Nairobi. This is a crucial and essential
element to any program.
Elizabeth Weisenburger - June 2014

37. Have the students produce materiałprojects themselves: Vested/Buy in
Orientation Materials:
Rich presented a pocket-size book that students could bring that was titled “Essential Travel tips”
This included safety, health, cross-cultural sensitivity tips, etc. Very practical
On Taking Action upon Arrival Home/Follow-up:
 Have the students present displays at school
 Have a photo contest with submitted essays. The essays with photos can be bound and
sent to all participants. It can also be used to promote future trips.
 Have the students keep a journal
 Connect students with past participants
 Pair the student with a service assignment prior to their trip in their community. This gets
the student vested on the front end
Positive Relationship to the community:
 Important to have a balance of work (service) and play
 Hook the kids up with formal schools and equivalent age levels: Beneficial to have peer
contact (eg. Sports clubs, etc)
 In the context of Africa, model good hard work (portion of the day) Get up, eat, check-in,
assignments, and hook-up later for processing,
Program Delivery:
 Most evenings should be for group process and reflection time. High school students have
a lot of energy at night.
 LT has a nice mix/blend of activities
Evaluation:
 LT is welcome to use and modify the evaluation Dr. Rodman used for Warren Wilson
college. (posted on SIT’s blackboard)
 Possible questions:
o What have you gained?
o What is your prior related experience?
o Ex. Pre-travel info: “I received sufficient info about the volunteer projects of the
program.”
o Was there ample leadership training?
Elizabeth Weisenburger - June 2014

38. Exhibit F.
INTERVIEW WITH JEFFREY RATHLEFF
Interview with Jeffrey Rathleff
Study Abroad Director for Latin America
School for International Training
April 14, 2003
Positive Relationship to host community:
 Relationship with the community will depend on the country.
 Approaches that Jeffrey has seen that work well
o Tap into already existing projects where everyone has a stake. Then, the
community which you are working in has a stake in it- it is their project and your
program is just coming in. If it’s a long-range project, your organization can jump
in at different intervals.
o Service Component: One must be a learner as well as a server. For example, in his
service work in Oaxaca, the students had to learn first about the organization. (See
Service-Learning Sheets)
Follow-Up:
 SIT Study Abroad has a newsletter
 SIT Study Abroad has an Alumni Relations Coordinator
 Students are offered opportunities for undergraduate research
 Moving into connecting in-coming students with alumni through chat-rooms
Pre-Departure:
 Readings
Elizabeth Weisenburger - June 2014

39. Exhibit G.
Interview with Julie Levy
Capstone Paper: The Impact of Volunteers on Host Communities
Organization: SIT Study Abroad/ Experiment in International Living
Program Themes: Culture and Development, Gender, Conflict Resolution, Ecology,
Identity, Social Justice, Community Economics
Lasting Impact on Kids/Action upon arrival:
Pre-departure: Orientation
Re-Entry: Review re-entry adjustment cycle:
 What are you looking forward to that you have missed?
 What are you going to miss when you leave?
 Host family connection- staying in touch
 Building on research
 Health issues
 Etc.
How can we better equip pax to return home to take concrete action?
 Re-entry session includes: Student brain-storming, how to stay connected, some
planning, some advice of organization, advocacy and language information. SIT
now has an alumni newsletter.
How do participants process experience?
 Depends on the director- some are very good trainers and do excellent process
sessions
Positive Relationship to Community
How do we include our hosts more in decision-making and programming?
 Depends on the program. Some have advisory groups, some used host-managed
eco facilities, etc.
Elizabeth Weisenburger - June 2014

40. Ethical Relationship to the community
 This is a major area of discussion especially in regard to field studies.
Consistency in Program Delivery
How much time should we be putting into each of the following areas of activity?
Hands-on volunteering: About half of the LA program has a volunteer component,
sometimes a day, a week, 6 weeks-2months, sometimes a solid month.
Interaction with hosts
 Play / Social- host families
 Shadowing their life- only in short rural village stays
 Learning about their lives and needs- yes!!
 Talking politics- yes!!
Group processing- Group synthesis can be both intercultural and academic
Issue workshops / lectures by leaders- yes, 4 credit seminars with professors and experts
in thematic areas.
Individual time- scheduled and unscheduled
Action Planning- only for ISP planning
Leadership and Advocacy skills- no
There should be an appropriate balance between Academic/Experiential
Elizabeth Weisenburger - June 2014

41. Exhibit H.
Questions generating by Ndunge Mbindyo
Masters Candidate in Sustainable Development at the School for International Training
These questions are being recovered from a lost file, but were sent to leaders today in April.
Elizabeth Weisenburger - June 2014

42. Exhibit I.
STAFF AND BOARD PERCEPTIONS OF SWOT
INTERNAL FORCES
Strengths
 Staff – experience, likeability, role models, processing skills, relatability to youth,
competence and reliability to keep group safe
 Local partners – set up excellent itineraries, knowledge of area and people and issues,
reliability for health and safety
 Emotional impact on participants – eyes are opened, appreciative of what they have back
home, knowledge gained about experiences
 Preparation of participants logistics – good job getting kids ready to come prepared
logistically
 Hands-on volunteering– school building, teaching – because they are there for 4 weeks
Weaknesses
 Action plans – lack of concrete, measurable action taken after return
 Alumni networking – no continued contact between staff and past participants, or
facilitated contact between participants after return
 Evaluation process – little to no ongoing evaluation of program effectiveness on
participants, long-term effects on participants or community hosts
 Preparation of participant awareness – little or no advance prep on the issues involved
 Program accessibility – almost exclusively for middle to high income youth
Only
EXTERNAL FORCES
Opportunities
 Emerging market for short-term overseas programs – more kids looking to travel in this
way during high school
Threats
(None listed)
Elizabeth Weisenburger - June 2014

43. Exhibit J.
Warren Wilson College WorldWide
Field Program Evaluation Questionnaire
forStudents Returning from Off-Campus Study Trips
DEMOGRAPHIC INFORMATION
Your name ________________________________________Date _________________________
Age ____
Sex ____ Year in school _________________ Major ________________________
WorldWide Field Course________________________________Instructor______________________
PRIOR RELATED EXPERIENCE
Had you participated in an overseas educational program before?
Yes ____
No____
If yes, where, when, for how long, and in what program?
Had you traveled/lived in the host country/area before? Yes ____
No ____
If yes, where, when, for how long, and with whom (e.g., parents, friends, host family)?
Had you traveled/lived in other foreign countries before? Yes ____
No ____
If yes, where, when, for how long, and with whom (e.g., parents, friends, host family)?
Had you participated in any academic courses, work, service or travel which you feel prepared you for your
trip?
Yes ____
No ____
If yes, what, where, when, for how long, and with whom?
GENERAL INFORMATION ABOUT YOUR TRAVEŁCOURSE
Where did you go on your field course/study abroad?
___________________________________________________________________________________
Why did you choose to participate on this field course/program?
_____________________________________________________________________________________________
___________________________________________________________________________
COURSE/PROGRAM EVALUATION
I. Pre-travel preparation
Using the scale below, please indicate your level of agreement with each statement by circling the response which
reflects your opinion. 1 = strongly disagree 2 = disagree somewhat 3 = neither agree nor disagree 4 = agree
somewhat 5 = strongly agree
1. I was sufficiently informed about the country/area of destination prior to leaving.
1 2 3 4 5
2. I was informed about health and safety risks.
1 2 3 4 5
3. I received sufficient information about the academic content of my program/course.
1 2 3 4 5
Elizabeth Weisenburger - June 2014

44. 4. I received sufficient information about the work/service content of my travełcourse.
1 2 3 4 5
5. I was adequately informed regarding what items I should bring with me prior to leaving
1 2 3 4 5
6. I was adequately informed about the culture and language of the people I visited.
1 2 3 4 5
7. I was clear about the goals and purpose of the field course prior to departure.
1 2 3 4 5
8. There was adequate team building before departure.
1 2 3 4 5
What is your overall opinion of your pre-travel preparation?______________________________
____________________________________________________________________________________
II. During your travel
PLEASE take a moment and recount some of your most significant experiences and impressions (continue on the
back if necessary).
1. I received adequate on-site orientation.
1 2 3 4 5
2. The academic content of the course was meaningful.
1 2 3 4 5
3. The academic content of the course was challenging.
1 2 3 4 5
4. The instructors/lecturers were effective.
1 2 3 4 5
5. The criteria for grading was fair.
1 2 3 4 5
6. The service/work content of the course was meaningful.
1 2 3 4 5
7. The service/work content of the course was challenging.
1 2 3 4 5
8. I was satisfied with the amount of contact with local people.
1 2 3 4 5
9. The trip/program structure facilitated interaction with the local culture.
1 2 3 4 5
10. I felt comfortable interacting with others during my field course
1 2 3 4 5
11. My program/trip was well organized.
1 2 3 4 5
12. Field Course leaders/hosts provided appropriate guidance.
1 2 3 4 5
13. Living accommodations were acceptable.
1 2 3 4 5
14. Meals were acceptable.
1 2 3 4 5
15. My field course/program went well.
1 2 3 4 5
16. The field course/program was too long.
1 2 3 4 5
17. The field course/program was too short.
1 2 3 4 5
SERVICE-LEARNING (if applicable)
How do you feel about the service contribution you made on this trip?
____________________________________________________________________________________
____________________________________________________________________________________
Regarding the service component of this trip, which aspects seemed well-planned and which aspects do you think
could have been planned more effectively?
____________________________________________________________________________________
____________________________________________________________________________________
Please share any other comments or suggestions you may have related to service.
____________________________________________________________________________________
OVERALL COURSE IMPRESSIONS AND EVALUATION
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________
Elizabeth Weisenburger - June 2014

45. What aspects of the course went well, and what aspects, if any, did not go well?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________
What about this course challenged you, touched you or “got you thinking”?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What comments do you have regarding the leadership of this travełcourse?
____________________________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________________
Please describe any problems that occurred during your trip (e.g., health problems, communication problems,
uncomfortable situations etc.). What happened, how was the situation handled, and how satisfied were you
with the outcome?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________
III. What you gained from your trip
Using the scale below, please indicate your level of agreement with each statement by circling the response which
reflects your opinion. 1 = strongly disagree 2 = disagree somewhat 3 = neither agree nor disagree 4 = agree
somewhat 5 = strongly agree
Through the experience of my trip, I gained
1. better insight into myself
1 2 3 4 5
2. more tolerance for different viewpoints
1 2 3 4 5
3. increased sense of independence/self-confidence
1 2 3 4 5
4. increased respect for universal human rights
1 2 3 4 5
5. increased interest in social issues
1 2 3 4 5
6. increased interest in world events
1 2 3 4 5
7. improved communication skills
1 2 3 4 5
8. greater understanding of another culture
1 2 3 4 5
9. greater clarity in my future plans
1 2 3 4 5
10. improved ability to adapt to new situations
1 2 3 4 5
What is your overall opinion of what you learned on your trip?
V. Formative Feedback
Overall, how would you compare what you gained on your off-campus trip with what you would have gained in a
comparable time at Warren Wilson College?
______ The trip was much more valuable
______ The trip was more valuable
Elizabeth Weisenburger - June 2014

46. ______ They are both about the same
______ The trip was less valuable
______ The trip was much less valuable
What was it about your off-campus experience that made it more or less valuable to you than comparable time on
campus at WWC? ______________________________________________
_____________________________________________________________________________________________
___________________________________________________________________________
What did you like most about your off-campus, cross-cultural experience?_________________________
_____________________________________________________________________________________________
___________________________________________________________________________
What did you like least about your off-campus, cross-cultural experience?_________________________
_____________________________________________________________________________________________
___________________________________________________________________________
What are the PRIMARY benefits that you feel you derived from participation in this experience?
____________________________________________________________________________________
____________________________________________________________________________________
What suggestions do you have for students who might consider participating in this field course/program in the
future?_________________________________________________________________________
____________________________________________________________________________________
What suggestions do you have for field course/program leaders with regard to future preparation, orientation,
organization, facilitation, and/or follow-up?_________________________________ ____
_____________________________________________________________________________________________
___________________________________________________________________________
ANYTHING ELSE?? Please write all that you wish on the back.
V. Post-Trip PLEASE ADMINISTER UPON RETURN TO CAMPUS. Do not complete while abroad.
1. The field course met my expectations.
1 2 3 4 5
2. I had sufficient time to reflect
about my field course
1 2 3 4 5
3. I was assisted with readjusting to my culture.
1 2 3 4 5
4. I was able to integrate what I learned.
1 2 3 4 5
5. I am glad I went on this trip.
1 2 3 4 5
6. I would recommend this trip/program to others.
1 2 3 4 5
Elizabeth Weisenburger - June 2014

47. ORIENTATION RESOURCES
Elizabeth Weisenburger - June 2014

48. AN INTRODUCTORY GUIDE TO
SELECTED TRAINING AND TEACHING RESOURCES
Although this section might be most useful for teachers or trainers, the selected materials should
be of interest to anyone wishing to explore further some of the important literature on Training
and Teaching Resources in the areas of intercultural communication and cross-cultural training.
It contains books and other publications not cited in Bibliography: Students' Guide. Those
especially relevant to study abroad students are noted by a star (*). This material also contains
references to simulations and different types of training and educational exercises, and a
recommended list of several widely-used, popular simulations, annotated descriptions of them,
and contact numbers for obtaining further information.
Albert, G., et al., eds. Service-Learning Reader: Reflections and Perspectives on Service.
Raleigh, NC: National Society for Experiential Education, 1994.
Baytos, L. M. Designing and Implementing Successful Diversity Programs. Englewood Cliffs,
NJ: Prentice Hall, 1995.
Bolton, G., and D. Heathcote. So You Want to Use Role Play? A New Approach in How to Plan.
London, England: Trentham, 1999.
Border, L. L. B., and N. Van Note Chism, eds. Teaching for Diversity. 49, Spring. San Francisco,
CA: Jossey-Bass, 1992.
Bramley, P. Evaluating Training Effectiveness. 2nd ed. London, U.K.: McGraw-Hill, 1996.
Brislin, R.W., and T. Yoshida, eds. Improving Intercultural Interactions: Modules for Cross-
Cultural Training Programs. Thousand Oaks, CA: Sage, 1994.
Brislin, R., and T. Yoshida. Intercultural Communication Training: An Introduction. Thousand
Oaks, CA: Sage, 1994.
Claxton, C. S., and P. H. Murrell. Learning Styles: Implications for Improving Educational
Practices. ASHE-ERIC Higher Education Report 4. Washington, DC: Association for the Study
of Higher Education, 1987.
Craig, R. L., ed. Training and Development Handbook: A Guide to Human Resource
Development. 4th ed. New York, NY: McGraw-Hill, 1996.
Cushner, K., and R. W. Brislin, eds. Improving Intercultural Interactions: Modules for Cross-
Cultural Training Programs. Vol. 2. Thousand Oaks, CA: Sage, 1997.
Dickerson-Jones, T. 50 Activities for Managing Cultural Diversity. Amherst, MA: HRD, 1993.
Elizabeth Weisenburger - June 2014

49. Fantini, A. E., ed. New Ways in Teaching Culture. New Ways in TESOL Series II: Innovative
Classroom Techniques. Series ed. J. C. Richards. Alexandria, VA: TESOL, 1997.
Fennes, H., and K. Hapgood. Intercultural Learning in the Classroom. London, U.K.: Cassell,
1997.
*Fowler, S. M., and M. G. Mumford, eds. Intercultural Sourcebook: Cross-Cultural Training
Methods Vol. 1. Yarmouth ME: Intercultural Press, 1995.
Fowler, S. M., and M. G. Mumford, eds. Intercultural Sourcebook: Cross-Cultural Training
Methods. Vol. 2. Yarmouth ME: Intercultural Press, 1999.
Gardenswartz, L., and A. Rowe. Managing Diversity: A Complete Desk Reference and Planning
Guide. Rev. ed. San Diego, CA: Pfeiffer, 1998. While expensive and aimed largely at a business
audience, the materials in this, and the following citation, are first rate collections, portions of
which can be easily adopted for a study abroad audience.
Gardenswartz, L., and A. Rowe. The Managing Diversity Survival Guide: A Complete Collection
of Checklists, Activities, and Tips. New York, NY: Irwin, 1994. See commentary of citation
above.
Gochenour, T., ed. Beyond Experience: The Experiential Approach to Cross-Cultural Education.
Yarmouth, ME: Intercultural Press, 1993.
Goldstein, Susan. Cross-Cultural Explorations: Activities in Culture and Psychology. Needham
Heights, MA: Allyn & Bacon, 2000.
Gredler, M. Designing and Evaluating Games and Simulations. Houston, TX: Gulf, 1994.
Hall, B. Web-Based Training: Everything You Need to Know for Online Training. New York, NY:
John Wiley, 1997.
*Hofstede, J., P. B. Pedersen, and G. H. Hofstede. Exploring Culture: Exercises, Stories and
Synthetic Cultures. Yarmouth, ME: Intercultural Press, 2002.
Jacoby, B. & Associates. Building Partnerships for Service-Learning. San Francisco: Jossey-
Bass, 2003.
Kirkpatrick, D. L. Evaluating Training Programs: The Four Levels. San Francisco, CA: Berrett-
Koehler, 1994.
*Kohls, L. R, and H. L. Brussow. Training Know-How for Cross Cultural and Diversity
Trainers. Duncanville, TX: Adult Learning Systems, 1995.
*Kohls, L. R., and J. M. Knight. Developing Intercultural Awareness: A Cross-Cultural Training
Handbook. 2nd ed. Yarmouth, ME: Intercultural Press, 1994.
Kelley, C., & Meyers, J. Cross-Cultural Adaptability Inventory Manual. Minneapolis, MN:
National Computer Systems,1995.
Lambert, J., S. Myers, & G. F. Simons, eds. Global Competence: 50 Training Activities For
Succeeding In International Business. Amherst, MA: HRD Press, 1999.
Elizabeth Weisenburger - June 2014

50. *Landis, D., and R. S. Bhagat, eds. Handbook of Intercultural Training. 2nd ed. Thousand Oaks,
CA: Sage, 1996.
Mitchell, G. The Trainer's Handbook: The AMA Guide to Effective Training. 3rd ed. New York:
NY: AMACOM, 1997.
Nadler, L., and Z. Nadler. Designing Training Programs: The Critical Events Model. 2nd ed.
Houston, TX: Gulf, 1994.
Nilson, C. Training and Development Yearbook 2002. Paramus, NJ: Prentice Hall, 2002.
Nolan, R. W. Communicating and Adapting Across Cultures: Living and Working in the Global
Village. Westport, CONN: Bergin & Garvey. 1999.
O'Mara, J. Diversity Activities and Training Designs. San Diego, CA: Pfeiffer, 1994.
Paige, R. M., ed. Education for the Intercultural Experience. Yarmouth, ME: Intercultural Press,
1993.
Pfeiffer, J. W. The Annual: Developing Human Resources. San Francisco, CA: Jossey-Bass,
1987-present.
Pfeiffer, J. W., and A. C. Ballew. Training Technology Series. San Francisco, CA: Jossey-Bass,
1988. This seven-book series includes: Case Studies, Simulations, and Games; Design Skills;
Instruments; Lecturettes, Theory, and Model; Presentation and Evaluation Skills; Role Play; and
Structured Experiences.
Pfeiffer, J. W., and J. E. Jones, eds. A Handbook of Structured Experiences for Human Relations
Training. Vol. 1-8. San Francisco, CA: Jossey-Bass, 1974-1981.
Phillips, J. J. Handbook of Training Evaluation and Measurement Methods. 3rd ed. Houston, TX:
Gulf, 1997.
Piskurich, G. M., P. Beckschi, and B. Hall, eds. The ASTD Handbook of Training Design and
Delivery: A Comprehensive Guide to Creating and Delivering Training Programs-Instructor-
Led, Computer-Based, or Self-Directed. New York, NY: McGraw-Hill, 2000.
*Pusch, M. D. and N. Loewenthal. Helping Them Home: A Guide for leaders of Professional
Integration and Reentry Workshops. Washington, DC: NAFSA: Association of International
Educators, 1988.
Pusch, M. D., ed. Multicultural Education: A Cross-Cultural Training Approach. Yarmouth, ME:
Intercultural Press, 1979. (Reissued in 2000.)
Rae, L. Using Activities in Training and Development. 2nd ed. Sterling, VA: Stylus, 1999.
Rae, L. Using Evaluation in Training and Development. Sterling, VA: Stylus, 1999.
Rasmussen, T. The ASTD (American Society for Training and Development) Trainer's
Sourcebook: Diversity. New York, NY: McGraw-Hill, 1995.
*Seelye, H. N., ed. Experiential Activities for Intercultural Learning. Vol. 1. Yarmouth, ME:
Intercultural Press, 1996.
Elizabeth Weisenburger - June 2014

51. Seelye, H.N. Teaching Culture: Strategies for Intercultural Communication. Lincolnwood, IL:
National Textbook Company, 1993.
Sikkema, M., and A. Niyekawa. Design For Cross-Cultural Learning. Yarmouth, ME:
Intercultural Press. 1987.
Silberman, M., ed. The 2002 Training and Performance Sourcebook. New York, NY: McGraw-
Hill, 2001.
Singelis, T. M., ed. Teaching About Culture, Ethnicity, and Diversity: Exercises and Planned
Activities. Thousand Oaks, CA: Sage, 1998.
*Storti, C., Cross-Cultural Dialogues: 74 Brief Encounters with Cultural Difference. Yarmouth,
ME: Intercultural Press, 1994.
*Storti, C. Figuring Foreigners Out: A Practical Guide. Yarmouth, ME: Intercultural Press,
1999.
*Storti, C., and L. Bennhold-Samaan. Culture Matters: The Peace Corps Cross-Cultural
Workbook. Washington, DC: Peace Corps Information Collection and Exchange, US Government
Printing Office, 1998.
Summerfield, E. Crossing Cultures Through Film. Yarmouth, ME: Intercultural Press, 1993.
Summerfield, E., and S. Lee. Seeing the Big Picture: Exploring American Cultures on Film.
Yarmouth, ME: Intercultural Press, 2001.
Thiagarajan, S. Diversity Simulation Games. Amherst, MA: HRD Press, 1995.
Thiagarajan, S. Facilitator’s Toolkit. Bloomington, IN: Workshops by Thiagi, 2000.
Thiagarajan, S. Fun in the Workplace: Presentation Skills & Games. #250105. Info-Line.
Alexandria, VA: American Society for Training Development, May 2001.
Thiagarajan, S. Matrix Games. Amherst, MA: HRD Press, 1995.
Thiagarajan, S. Openers and Closers, Jump Start and Wind Down Your Training Session. San
Francisco, CA: Jossey-Bass, 1998.
Thiagarajan, S. Simulation Games by Thiagi. Bloomington, IN: Workshops by Thiagi, 1995.
Van Ments, M. The Effective Use of Role Play: Practical Techniques for Improving Learning.
2nd ed. London: Kogan Page, 1999.
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52. CULTURAL SIMULATIONS FOR STUDY ABROAD TRAINING
BARNGA: A SIMULATION GAME ON CULTURAL CLASHES
Sivasailam Thiagarajan and Barbara Steinwachs
Intercultural Press, Inc.
www.interculturalpress.com
Barnga participants experience the shock of realizing that despite many similarities, people of
differing cultures perceive things differently or play by different rules. Players learn that they
must understand and reconcile these differences if they want to function effectively in a cross-
cultural group.
Participants play a simple card game in small groups, where conflicts begin to occur as they
move from group to group. This simulates real cross-cultural encounters, where people initially
believe they share the same understanding of the basic rules. In discovering that the rules are
different, players undergo a mini-culture shock similar to actual experience when entering a
different culture. They then must struggle to understand and reconcile these differences to play
the game effectively in their "cross-cultural" groups. Difficulties are magnified by the fact that
players may not speak to each other but can communicate only through gestures or pictures.
Participants are not forewarned that each is playing by different rules; in struggling to understand
why other players don’t seem to be playing correctly, they gain insight into the dynamics of
cross-cultural encounters. Can be played with as few as nine players and as many as one
hundred.
ECOTONOS: A MULTICULTURAL PROBLEM-SOLVING SIMULATION
Nipporica Associates
Intercultural Press, Inc.
www.interculturalpress.com
Ecotonos was designed by Dianne Hofner Saphiere and Nipporica Associates as a tool for
engaging in problem solving and decision making in diverse groups. Methods and processes of
decision making are examined in four contexts: monocultural groups, multicultural groups,
groups where one culture is in the majority, and groups evenly balanced in cultural
representation. Participants enhance their understanding of the impact of culture on
communication, decision making and problem solving, and they develop skills in interacting
effectively in multicultural teams.
Ecotonos is designed for both participants who have no significant prior experience in solving
problems in a multicultural context and those who wish to assess and further develop their skills.
It has been used successfully with business executives, students, faculty, staff of not-for-profit
organizations, volunteers in community action groups, and study abroad training.Difficult to
maximize impact with a very small number, but can be played with a minimum of eight
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53. participants, although it usually works better with groups from a dozen up to as many as fifty or
more participants.
AN ALIEN AMONG US: A DIVERSITY GAME
Richard B. Powers
Intercultural Press, Inc.
www.interculturalpress.com
From a list of twelve candidates, players must select six to join the mission. The selection
process involves acquiring information about the candidates and fully engages participants as
they play against a group of experts who have all the candidate data. Players make their
selections based on attributes that fall into nine categories: gender, age, religion, profession,
health, nationality, reason for going, positive attributes, and negative attributes. In the process
they discover that frequently their judgments are biased and influenced by stereotypes.
Participants come to understand that differences and diversity are not synonymous with problems
and difficulties but rather can enrich human experience. They discover that they have overlooked
the benefits of the differences they were inclined to devalue.
Non-expert teams receive an allotment of points at the beginning of the game with which to
"buy" information about the candidates from the game director. The winning team is the one with
the highest score, based (for the non-expert teams) on the points they have left at the end of the
game combined with the points earned for the number of "matches" they make with the choices
of the expert team. The expert team gains points based on the number of non-matches made by
the non-expert teams.
Alien requires a minimum of nine players but can accommodate as many as forty players or even
more.
REDUNDANCIA: A FOREIGN LANGUAGE SIMULATION
Nipporica Associates
Requires approximately 10 minutes to conduct and about 30 minutes to debrief. Participants, in
groups of three, each experience the challenge of speaking a language nonfluently: how it affects
one's ability to stay focused and connected with the listener, and one's feelings of competence
and confidence. Participants also experience listening to second language speakers: revealing
their own tendencies to offer help or to become distracted. Finally, in an observer role, all
participants have the opportunity to note a speaker's nonverbal communication and the stress
created when trying to perform in a language not one’s own.
Can be extremely powerful and may help combat personal "language shock" when overseas and
simultaneously create empathy for non-native speakers. Works well with groups as small as three
or as large at sixty or more, assuming that the debriefing time is proportionately extended so all
participants who wish to have the opportunity to discuss their reactions and insights.
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54. BAFA-BAFA®
Gary Shirts
Simulation Training Systems
www.stsintl.com - www.SimulationTrainingSystems.com
In BaFa-BaFa cultures are created and members visit each other to determine what the other
culture is like and to experience entering, and reporting back about, a strange environment. When
participants finish BaFa BaFa, they will have a very good idea what it feels like to be the one
person in a group who is different. They should also understand how easily stereotypes can be
developed and what must be done to overcome them.Can be played with as few as ten, but works
better if the participants number from a dozen up to fifty with enough trained facilitators. Playing
the simulation may take from a half-hour to an hour or more depending upon the number of
participants. A thorough debriefing can add up to another hour. Very effective with study abroad
groups from high school through university and even in corporate settings.
PLAYEROS AND WIZARDOS
Jaime Wurzel
Intercultural Resources Corporation
Tel: 617-965-8651
Similar to Bafa but is considerably shorter and largely devoted to trading paper clips. Two
cultures are created whose members visit each other.Can be played with as few as 10-12
participants or many more. Useful to make similar points
as BaFa BaFa if training time is limited, or as reinforcement in more extended training
programs.
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55. ORIENTATION LITERATURE RESOURCES
The field of intercultural communication has a vast literature. So do the fields of cross-cultural
training and international adaptation. All three areas offer perspectives that can be of great value
in helping prepare students to effectively study abroad. The bibliographies that follow are offered
as samples of basic background readings for those students who might wish to explore these
topics further. There has been an explosion of resources recently and we have tried to include the
latest materials as well as the older "classics." Those especially relevant to study abroad students
are noted by a star (*). We encourage students to browse at least some of this material before you
begin your international journal of discovery
STUDENT’S GUIDE::AN INTRODUCTORY GUIDE TO INTERCULTURAL BOOKS
Fifteen Good Places to Continue Learning Before You Go
Althen, G. American Ways: A Guide for Foreigners in the United States. Yarmouth, ME:
Intercultural Press, 1988. Although written for international students, this is an excellent and
accessible description of US-American cultural patterns from which US-Americans can also
learn a great deal.
Angelou, M. All God’s Children Need Traveling Shoes. New York: Random House (Vintage
Books paperback), 1991. Angelou joins a community of black Americans in Ghana. She explores
what it means to be an African-American on the "mother continent" where color no longer
matters but "American-ness" asserts itself.
Axtell, R. E. Do’s and Taboos Around the World. Elmsford, New York, Benjamin Company, Inc.,
1985.
Axtell, R. E. Gestures: The Do's and Taboos of Body Language Around the World. New York,
John Wiley & Sons, 1997.
DeVita, P.R. & Armstrong, J.D., Eds Yang, H. Distant Mirrors: America as a Foreign Culture.
Belmont, California: Wadsworth Publishing Company, 1993.
Hall, E. T. Beyond Culture. New York, NY: Anchor Books, 1977.
*Hall. E. T. The Hidden Dimension. New York, NY: Anchor Books, 1990.
Hall, E. T. & M. R. Hall. Understanding Cultural Differences: Germans, French, and Americans.
Yarmouth ME: Intercultural Press. Inc., 1990.
Hess, J. D. Studying Abroad/Learning Abroad. Yarmouth, ME: Intercultural Press, 1997.
*Kohls, L. R. Survival Kit for Overseas Living. 4th ed. Yarmouth, ME: Intercultural Press, 2001.
Elizabeth Weisenburger - June 2014

56. Morrison, T. et al. Kiss, Bow, or Shake Hands: How to Do Business in Sixty Countries.
Holbrook, ME: Adams Media Corporation, 1995.
*Paige, R. M., et.al. Maximizing Study Abroad: A Student's Guide to Strategies for Language
and Culture Learning and Use. Minneapolis, MI: Center for Advanced Research on Language
Acquisition (CARLA), University of Minnesota, 2002.
*Storti, C. The Art of Crossing Cultures. 2nd ed. Yarmouth, ME: Intercultural Press, 2001.
Storti, C. Cross-Cultural Dialogues: 74 Brief Encounters with Cultural Difference. Yarmouth,
ME: Intercultural Press, 1994.
*Storti, C. Figuring Foreigners Out: A Practical Guide. Yarmouth, ME: Intercultural Press,
1999.
Storti, C. Old World/New World - Bridging Cultural Differences; Britain, France, Germany and
the U.S. Yarmouth, ME: Intercultural Press, 2001.
Ten Good Places to Continue Learning About Reentry
Austin, C. N. Cross-Cultural Re-Entry; A Book of Readings. Abilene TX: Abilene Christian
University, 1986.
Hess, J. D. The Whole World Guide to Culture Learning. Yarmouth, ME: Intercultural Press,
1994.
Holm, B. Coming Home Crazy. Minneapolis, MN: Milkweed Editions, 1990.
Kauffman, N. L., J. N. Martin and H. D. Weaver with J. Weaver. Students Abroad—Strangers at
Home: Education for a Global Society. Yarmouth, ME: Intercultural Press, 1992.
*Kepets, D. Back in the USA: Reflecting on your study abroad experience and putting it to work.
Washington, DC: NAFSAAssociation of International Educators, 1995.
*Peace Corps. Peace Corps Odyssey: The Voyage Home. Washington, DC: Peace Corps
Returned Volunteer Services, Office of Domestic Programs, 1997.
Smith, C. D. (Ed.). Strangers at Home: Essays on the Effects of Living Overseas and Coming
"Home" to a Strange Land. Bayside, NY: Aletheia Publications, 1996.
*Storti, C. The Art of Coming Home. Yarmouth, ME: Intercultural Press, 1997.
*Ward, C., S. Bochner, & A. Furnham. The Psychology of Culture Shock, 2nd. ed. East Sussex,
Great Britain: Routledge, Taylor & Francis Group, 2001. Chapter 7 (Sojourners: International
students) deals with the study abroad and international educational exchange groups both in
terms of adjustment abroad and upon return home.
General Intercultural Communication and Training Bibliography
The following materials, listed alphabetically by author, offer an overview of the field of
intercultural communication or cross-cultural training techniques from a variety of perspectives.
Elizabeth Weisenburger - June 2014

57. Adler, N. J. International Dimensions of Organizational Behavior. 4th ed. Cincinnati, OH:
South-Western, 2002.
Althen, G., ed. Learning Across Cultures. Washington, DC: NAFSA, 1994.
*Bennett, M. J., ed. Basic Concepts of Intercultural Communication: Selected Readings.
Yarmouth, ME: Intercultural Press, 1998.
*Brislin, R. W. Understanding Culture's Influence on Behavior. 2nd ed. Fort Worth, TX:
Harcourt College Publishers, 2000.
Calloway, T. C., P. J. Cooper, and C. Blake. Intercultural Communication: Roots & Routes.
Boston, MA: Allyn & Bacon, 1999.
Chisholm, L. A. and H. A. Berry. Understanding the Education – and Through It The Culture –
in Education Abroad. New York, N.Y: Partnership for Service Learning, 2002.
Cushner, K., and R. W. Brislin. Intercultural Interactions: A Practical Guide. 2nd ed. Thousand
Oaks, CA: Sage, 1996.
Denny, M. Going Home: A Workbook for Reentry and Professional Integration. Washington, DC:
NAFSA: Association of International Educators, 1987. Although written for international
students returning home after study abroad, US-Americans returning home from abroad can
learn much from the workbook.
DeVita, P. R. and J. D. Armstrong. Distant Mirrors: America As a Foreign Culture. 3rd ed.
Belmont, CA: Wadsworth, 2002.
Gannon, M. J. Working Across Cultures: Applications and Exercises. Thousand Oaks, CA: Sage,
2001.
Gardenswartz, L., and A. Rowe. Managing Diversity: A Complete Desk Reference and Planning
Guide. Rev. ed. New York, NY: McGraw-Hill, 1998. While expensive and aimed largely at a
business audience, the materials in this collection are first-rate and portions of it can be adopted
for a study abroad audience.
*Grove, C. Orientation Handbook for Youth Exchange Programs. Yarmouth, ME: Intercultural
Press, 1989. Although out-of-print this book may be found in larger libraries.
Gudykunst, W. B. Bridging Differences: Effective Intergroup Communication. 3rd ed. Thousand
Oaks, CA: Sage, 1998.
Gudykunst, W. B., and Y. Y. Kim, eds. Readings on Communicating with Strangers. New York,
NY: McGraw, 1992.
Gudykunst, W. B., and Y. Y. Kim. Communicating with Strangers: An Approach to Intercultural
Communication. 3rd ed. Boston, MA: McGraw Hill, 1997.
Gudykunst, W. B., and B. Mody, eds. Handbook of International and Intercultural
Communication. 2nd ed. Thousand Oaks, CA: Sage, 2002.
Gudykunst, W. B., S. Ting-Toomey, and T. Nishida, eds. Communication in Personal
Relationships Across Cultures. Thousand Oaks, CA: Sage, 1996.
Elizabeth Weisenburger - June 2014

58. Guirdham, M. Communicating Across Cultures. London, U.K.: Macmillan, 1999.
Hall, E. T. Beyond Culture. New York, NY: Doubleday, 1981.
Hampden-Turner, C., and F. Trompenaars. Mastering the Infinite Game: How East Asian Values
are Transforming Business Practices. Mankato, MN: Capstone, 2001.
Harris, P. R., and R. T. Moran. Managing Cultural Differences. 5th ed. Houston, TX: Gulf, 2000.
Hofstede, G. Cultures and Organizations: Software of the Mind. New York, NY: McGraw-Hill,
1997.
Hofstede, G. Culture's Consequences: Comparing Values, Behaviors, Institutions, and
Organizations Across Nations. 2nd ed. Newbury Park, CA: Sage, 2001.
Hofstede, G., et al. Masculinity and Femininity: The Taboo Dimension of National Cultures.
Thousand Oaks, CA: Sage, 1998.
Jandt, F. E. Intercultural Communication: An Introduction. 3rd ed. Thousand Oaks, CA: Sage,
2001.
Kim, Y. Y. Becoming Intercultural: An Integrative Theory of Communication and Cross-Cultural
Adaptation. Thousand Oaks, CA: Sage, 2001.
Klopf, D. W. Intercultural Encounters: The Fundamentals of Intercultural Communication. 5th
ed. Englewood, CO: Morton, 2001.
*Kohls, L. R., and J. M. Knight. Developing Intercultural Awareness: A Cross-Cultural Training
Handbook. 2nd ed. Yarmouth, ME: Intercultural Press, 1994.
Lewis, Richard D. Cross–Cultural Communications:A Visual Approach. Yarmouth, ME:
Intercultural Press, 1999.
*Lustig, M., and J. Koester. Intercultural Competence: Interpersonal Communication Across
Cultures. 3rd ed. New York, NY: Longman, 1999.
Martin, J. N., and T. K. Nakayama. Experiencing Intercultural Communication. Mountain View,
CA: Mayfield, 2001.
Martin, J. N., and T. K. Nakayama. Intercultural Communication in Contexts. 2nd ed. Mountain
View, CA: Mayfield, 2000.
Martin, J. N., T. K. Nakayama, and L. A. Flores, eds. Readings in Intercultural Communication:
Experiences and Contexts. 2nd ed. Boston, MA: McGraw Hill, 2002.
Nolan, R. W. Communicating and Adapting Across Culture; Living and Working in the Global
Village. Westport, CT: Bergin & Garvey, 1999.
Peace Corps. The Voyage Home: A Book On Re-Entry, Readjustment, And Reverse Culture Shock
For Returning Peace Corps Volunteers. Washington, D.C.: Returned Volunteer Services, 1997.
Paige, R. M., ed. Education for the Intercultural Experience. Yarmouth, ME: Intercultural Press,
1993.
Elizabeth Weisenburger - June 2014

59. Samovar, L., and R. Porter. Communication Between Cultures. 4th ed. Belmont, CA: Wadsworth,
2001.
Samovar, L., and R. Porter, Eds. Intercultural Communication: A Reader. 10th ed. Belmont, CA:
Wadsworth, 2003.
Scollon, R., and S. W. Scollon. Intercultural Communication: A Discourse Approach. 2nd ed.
Cambridge, MA: Blackwell, 2001.
Stewart, E. C., and M. J. Bennett. American Cultural Patterns: A Cross-Cultural Perspective.
Yarmouth, ME: Intercultural Press, 1991.
*Storti, C. The Art of Crossing Cultures. 2nd ed. Yarmouth, ME: Intercultural Press, 2001.
Ting-Toomey, S. Communicating Across Cultures. New York, NY: Guilford, 1999.
Ting-Toomey, S., and W. B. Gudykunst. Communication in Personal Relationships Across
Cultures. Thousand Oaks, CA: Sage, 1996.
Ting-Toomey, S., and J. G. Oetzel. Managing Intercultural Conflict Effectively. Thousand Oaks,
CA: Sage, 2001.
Ting-Toomey, S. The Challenge of Facework: Cross-Cultural and Interpersonal Issues. New
York, NY: State University of New York Press, 1994.
Triandis, H. C. Culture and Social Behavior. New York, NY: McGraw-Hill, 1994.
Triandis, H. C. Individualism and Collectivism. Boulder, CO: Westview, 1995.
Trompenaars, F., and C. Hampden-Turner. Building Cross-Cultural Competence: How to Create
Wealth from Conflicting Values. New Haven, CT: Yale University Press, 2000.
Trompenaars, F., and C. Hampden-Turner. Riding the Waves of Culture: Understanding Cultural
Diversity in Business. 2nd ed. New York, NY: McGraw Hill, 1998.
Vulpe, T., D. Kealey, D. Protheroe, and D. MacDonald. A Profile of the Interculturally Effective
Person. 2nd ed. Quebec, Canada: Canadian Department of Foreign Affairs and International
Trade, Centre for Intercultural Learning, 2001.
Walker, T., and D. Walker. Doing Business Internationally: The Guide to Cross-Cultural Success.
2nd ed. New York, NY: McGraw-Hill, 2002.
Ward, C., S. Bochner, & A. Furnham. The Psychology of Culture Shock. 2nd ed. East Sussex,
Great Britain: Routledge, Taylor & Francis Group, 2001.
Weaver, G. R., ed. Culture, Communication and Conflict: Readings in Intercultural Relations.
Rev., 2nd ed. New York, NY: Simon & Schuster, 2000
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