The transformational triggers of international experiences

Purpose – The purpose of this paper is to identify the antecedents of the transformational learning process associated with early international experiences. Secondarily, this research aimed to explain how the antecedent “transformational triggers” may contribute to developing intercultural competencies. Design/methodology/approach – A qualitative study was conducted using open-ended survey response data regarding the transformational triggers that occurred during a study abroad program. The data were collected from a sample of 82 participants from a Midwestern university in the USA. Findings – Four categories of transformational triggers were identified: immersing with local customs and people, experiencing the novelty of “normality,” communicating in a new language, and finding time for self-reflection. Research limitations/implications – For a qualitative study, the sample size was sufficient for exploring the types of transformational triggers associated with early international experiences. One limitation of this study is that the sample studied were undergraduate students, or young sojourners, experiencing early, and for some even their first, international experience. Future research can replicate the findings to confirm the same typology of transformational triggers exists for older managers during their early or first international assignment. Practical implications – The transformational triggers identified from this study provide managers with an understanding of the type of experiences that are important to developing intercultural competencies. With these triggers, they can design global leader development programs or expatriate assignments to include time and tools to reflect and provide support specific to each type of transformational trigger. Originality/value – This study offers the first field study of the transformational triggers associated with developing intercultural competencies from early international experiences.