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Abstract

Intercultural competence and the ability to work with diverse populations are critical for successful experiences abroad. Immersion has been identified as a strong preparatory and developmental opportunity for learners engaging in these experiences. However the increasing cost of higher education and the depletion of federal support for these programs have forced educators to employ innovative means to prepare students for international experiences. The authors address this charge via theoretical perspectives suggesting the inclusion of storytelling and narrative as a means of developing self-awareness and a pathway towards intercultural competence. This perspective provides the foundation for global competency development in non-immersive contexts with respect to the underlying financial limitations in the current higher education landscape. The authors provide an educational framework that has the potential for a renewed emphasis on self-development and ultimately, the creation of more globally conscious study abroad learners.