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Instead, this paper suggests that study abroad represented an experimental and innovative approach to the acquisition of knowledge for US undergraduates. The discourse of those who created these programs and those who participated was distinct from the Grand Tour in three ways that are described in the paper as, distinct by design, distinct by omission and distinct by experience. These three areas of distinction refute the contemporary narrative that conflates the Grand Tour with study abroad."},{"label":"DOI","value":"10.1504/IJTA.2015.071931"},{"label":"Volume","value":"4"},{"label":"Issue","value":"3"},{"label":"Publication Date","value":"D:00 M:00 Y:2015"},{"label":"Author Supplied Keywords","value":"Study abroad, Grand Tour, Travel, Education, Tourism, US higher education, Education abroad"},{"label":"Publication Information","value":"International Journal of Tourism Anthropology, 2015, Volume 4, Issue 3, 238-251. © 2015 Inderscience Archived version is accepted manuscript."}],"description":"Beyond the Grand Tour: Re-thinking the education abroad narrative for US higher education in the 1920s","sequences":[{"@type":"sc:Sequence","canvases":[{"@id":"https://iiif.quartexcollections.com/portland/iiif/30642f95-53f7-49c1-be4a-ac1dc8480245/canvas/_1","@type":"sc:Canvas","label":"Beyond the Grand Tour- re-thinking the education abroad 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