As complex issues arise in the agriculture industry, development of leadership competencies within a domestic and global context can ensure challenges are managed. Short term study abroad (STSA) programs provide participants with experiential learning opportunities and personal exploration. While STSA offers many benefits, accessibility can be limited due to finances, language barriers, opportunity cost, and perceived safety. With these barriers, observation of STSA programs and their relation to perceived leadership competency development in students is essential. We investigated the perceived development of leadership competencies among participants of an agricultural STSA to Costa Rica. Those who agreed to participate in the study (n = 72) ranged in age from 18 to 21.

Drawing upon the personal cultural competence enhancement framework (PCCEF) and the theory of social capital, the research explores participant perceptions through pre- and post-trip reflective statements, deferred post-experience focus groups, and supplementary data sources. Four main themes emerged from data analysis: a) development of cultural awareness and appreciation, b) recognition of own positional leadership roles, c) development of relationships with fellow participants, and d) the desire to disseminate gained knowledge and experiences. While participants reported increased cultural awareness and appreciation, limited cultural immersion opportunities were noted due to the structured nature of the program itinerary. Participants shared gained perspective of their unique professional roles and expansion of relationships among participants in similar positional roles, suggesting development of social capital and creation of a community of practice. Participants expressed a strong inclination to share acquired knowledge and experiences with their communities upon return. Recommendations for future STSA programs include careful consideration of program objectives, cost-benefit analysis, and participant outcomes. Domestic study tours may be preferable for programs focusing solely on social capital and agriculture exposure, while STSAs offer cultural exposure alongside these objectives. It is suggested that STSA programs incorporate frameworks for leadership development, including instructor frontloading. Future research could employ quantitative instruments to measure leadership development, cultural competence, and agriculture knowledge, providing further insights into the efficacy of STSAs.