Through a Different Lens: Student Perspectives on the Impact of Study Abroad (original) (raw)
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The Influences of Study Abroad Experiences
2018
Many colleges and universities now realize that it is a good educational practice for their students to learn about the relations between nations, global issues, and intercultural relationships (Tate, 2012). The focus of this research study is to investigate aspects of how international study abroad experiences affect the personal and professional identities of U.S. undergraduate students. A survey was used to capture the perceptions and experiences of study abroad students. Most participants report having a positive experience during their study abroad experiences and an increased cultural awareness and international mindedness. On the contrary, there was a small percentage of participants who reported having no desire to learn the language, a minimal interaction with the new culture, isolation, and interacting and only socializing with peers from their home country.
2013 Studying abroad – participants' reflections regarding their sojourns, 75-92.pdf
The research reported below is a contribution to the discussion on the benefits of study abroad programmes, the Erasmus programme in particular. The aim of the study undertaken was to investigate the development of intercultural competence among former study abroad participants. The tool used to this end was an interview conducted with 10 participants of the Erasmus programme coming from different Polish universities. Key words: intercultural competence, study abroad, Erasmus
Journal of Education Research, 2017
This study examined the perceived challenges and motivators to studying abroad for university students who had not previously studied abroad. Additionally, this study investigated the experienced challenges and benefits to studying abroad for university students who had previously studied abroad. Results indicated that "lack of interest," "lack of knowledge of opportunities," "being too far away from family," and "course requirements of existing curriculum" were significant perceived challenges, while "overall life experience", "personal development", "opportunity to live in a foreign country", and "support of academic advisor" were significant perceived motivators for participants with no study abroad experience. "Finances" and "language" were the biggest challenges, while "opportunity to live in a foreign country" and "personal development" were the main benefits experienced for those who had studied abroad. Group comparisons on gender, class year, and length of study abroad trip were also examined. Implications and recommendations for educators and study abroad organizers are discussed.
Expectations of and Concerns about Semester-long Study Abroad: A Case Study
The study reported in the present paper focused on the expectations of and concerns about the impending semester-long study abroad of students from a prestigious Chinese university. Data were collected via questionnaires and semistructured interviews. Analyses of 33 questionnaires and 15 semi-structured interviews yielded the following main findings: (1) the participants joined the exchange program for various motivations such as improving English, experiencing the host culture and broadening their views, and cultivating cultural awareness, (2) they held fairly high expectations from the exchange experience. They hoped to benefit from the experience in every aspect such as enhancing English proficiency, becoming more mature and independent, and interacting more effectively with people from diverse cultural backgrounds, (3) they, to varying degrees, believed that the exchange experience would be valuable to their academic and personal life and their future career, and (4) the majority participants had worries and concerns about their stay abroad such as culture shock, classroom participation, intercultural interaction, and language barrier. Consequently, the paper suggests an orientation or program should be provided by the home university to prepare students better for their study and life abroad prior to their sojourn.
Personal and Professional Challenges and Benefits of Studying Abroad
2015
Completing studies abroad is a global trend that has placed the United States in the enviable position of being the most desirable destination for those considering post secondary education. Institutions of higher education are increasingly devoting efforts to attract international students as they bring both financial and cultural benefits to the institution. This study engaged international students attending Regional Western University (RMU), to learn about reasons for selecting the institution and the perceived barriers and benefits of studying abroad. Our participants agreed that having had a friend or relative who attended RMU previously was an influential factor for selection. Some challenges included language barriers in the academic context; lacking knowledge of culturally expected classroom practices; transferring new learning to context in the native country; and finding housing off-campus. Participants agreed that the cultural awareness and competence that studying abroa...
Listening to the Voices of Students Who Studied Abroad
Journal of International Students, 2020
This article learns from student voices about how their education abroad experiences was shaped by their agency. Interviews and focus groups were conducted with 22 United States community college and university students and with United States faculty and United Kingdom senior staff who worked at a study abroad Center in London. The study focuses on what the students said were the impact they had from studying abroad, what they said about institutional support that they needed prior to studying abroad, and what they said about their changing sense of being while studying abroad. Counter-Barrier construct and agency theories were used to ground the findings. The findings showed that these students used their agency to influence their decisions to study abroad, to find the strength to transcend weak institutional support services, and to recognize their own personal, social, and critical skills development as a result of studying abroad.