This is exactly the opposite experience Lilli Engle, director of the American University Center of Provence, would encourage. In a keynote address at the Forum on Education Abroad conference last year, Engle advocated for thoughtful, intentional design of study abroad programs, including learning outcomes and assessments, in order to avoid customer satisfaction type measures as the only means of determining a program's success.
What would my time in Argentina have looked like if I had participated in this kind of program? I'm not sure. I can tell you my Spanish improved, but I have no way of figuring how much, and it took a long while before I could articulate what I had learned while I was there or how the experience was relevant to my future career. From the student's perspective, I could see a great benefit in understanding ahead of time what the expectations are and in having professional guidance during and after the program. It also makes sense to me pedagogically to establish learning outcomes and methods for assessing progress. And if universities wish to truly globalize the curriculum, we'll have to do more than simply send students overseas and hope for the best.