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Transformative learning in the experience typology

Results of a qualitative examination of students studying abroad

ORCiD logo with link | Brigham Young University
 | Brigham Young University
 | Brigham Young University
 | Brigham Young University
 | Brigham Young University
Published online: 27 March 2026
DOI logo with link
https://doi.org/10.1075/sar.25017.lun
Abstract
Study abroad is often believed to be transformative, but measuring transformation directly is difficult. In Duerden’s (2018) experience typology, a transformative experience is described as a change in self-perception that is most often characterized by enduring behavioral changes. This definition is helpful but provides limited insight into how one experiences transformation. This study clarifies several components of meaning-making in response to disorienting situations that may contribute to one’s perception of a transformative experience. Study abroad students in a language and culture program in Spain responded to a questionnaire based on the Experience Impact Scale (Lundberg, N., Ward, P., Lundberg, G., Hill, B., Bown, J., Zabriskie, R., Duerden, M., & Ashby, H. (2021). Developing the Experience Impact Scale: A qualitative study using a study abroad and international internship program. Journal of Leisure Research, 53(2), 191–210. Google Scholar logo with link to Google Scholar). They also reflected on their experiences in short writing assignments, which were coded and analyzed. In addition to the core idea of change, a transformative experience often includes a challenge overcome or a disorienting dilemma resolved. It involves relationships and is facilitated by structured reflection. Additional support for the hierarchical nature of the experience typology suggests that creating transformative learning experiences should involve the fuller spectrum of experience typology characteristics, including those that are memorable and meaningful, as well as transformative. Increasing opportunities for structured reflection — both during and after study abroad — may help participants better recognize the significance of their experiences.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Study abroad and transformative learning
    • 2.2Measuring the impact of study abroad experiences
    • 2.3Continuing to explore the experience typology
    • 2.4Experience Impact Scale
    • 2.5The lasting impacts of study abroad
    • 2.6Research questions
  • 3.Methods
    • 3.1Sample
    • 3.2Procedures
    • 3.3Instruments
      • 3.3.1Experience impact scale brief
      • 3.3.2Experience impact checklist
      • 3.3.3Six-month post-study abroad follow-up
    • 3.4Analytic strategy
  • 4.Findings
    • 4.1General themes from the qualitative analysis
      • 4.1.1Struggle (S− to S+)
      • 4.1.2Insight (I− to I+)
      • 4.1.3People (P)
      • 4.1.4Reflection (R)
    • 4.2Characteristics of experience types
      • 4.2.1Type 4 transformative
      • 4.2.2Type 3 meaningful
      • 4.2.3Type 2 memorable
    • 4.3Hierarchical nature of the framework
    • 4.4Six-month follow-up
  • 5.Discussion
  • 6.Implications for education
  • 7.Future research
  • 8.Limitations of the present study
  • 9.Conclusions
  • Notes
  • References
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