The GLOSSARI Project: Initial Findings from a System-Wide Research Initiative on Study Abroad Learning Outcomes (original) (raw)
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are hardly strangers to stringent demands for accountability. What is new to higher education and to study abroad is the demand for accountability in terms of measurable student learning outcomes. This article is a first report from a system-wide initiative to document learning outcomes accruing from participation in study abroad. It focuses on one element of that initiative, a comparison of several outcomes between study abroad participants and non-participants attending sixteen varied public institutions within a state university system. L e a r n i n g O u t c o m e s A s s e s s m e n t i n H i g h e r E d u c a t i o n
The Effect of Study Abroad on College Completion in a State University System
Working Paper, 2012
Until recently studying abroad was regarded as an academic luxury that might contribute to college students' personal growth, but detracted from efficient degree completion. Few studies examine the impact of study abroad on academic learning outcomes. The present study, in contrast, examines the impact of studying abroad on the probability of graduating in four, five, or six years. It utilizes a large data base (N>14000) from an institutionally diverse state-wide higher education system. Study abroad cohorts were matched with domestic-only students who had identical levels of persistence. Regression procedures also controlled on precollege variables and on college achievement up to the semester of study abroad. Results indicated that the graduation rates for study abroad students exceeded those for domestic students by 7.5%, 7.9%, and 5.3% for four-, five-, and six-year graduation rates, respectively. Regression models showed a 10% advantage for the probability of graduating in four-years and 25% for five-year graduation. These findings support the view that studying abroad actually can increase the likelihood of timely college completion.
Frontiers: The Interdisciplinary Journal of Study Abroad
An analysis of data on first-time degree-seeking students entering Old Dominion University between fall 2000 and fall 2004, controlled for High School GPA, First Year GPA, Gender, and Ethnicity indicates that while four-year graduation data did not show greater success for those participating in semester-long study abroad programs, study abroad for a semester was a statistically significant predictor for higher five- and six-year graduation rates. The authors contend that the impact on four-year graduation rates is negligible because many students participate in study abroad programs after their sophomore year, suggesting that encouraging more students to participate in semester-long study abroad programs in their sophomore year could have a major impact on retention and graduation. The authors suggest further studies to measure specific learning outcomes of study abroad and related experiences as well as the possible differential impact of study abroad on underrepresented minoritie...
Large-Scale Assessment of Student Attitudes after a Short-Term Study Abroad Program
University of Delaware I n t r o d u c t i o n As national boundaries have lost their traditional significance over the past thirty years through increased travel, global telecommunications, and international trade and investment, it has become important for individuals to possess firsthand experience with other cultures. Traditionally, American undergraduates accomplish this by studying abroad. Yet the vast majority of undergraduate students in the United States do not include a sojourn abroad in their academic careers. In fact, fewer than 5% of American college students will earn credit abroad before they graduate, and most of them will remain abroad for a fairly brief period of time. Fewer students are participating in traditional "Junior Year Abroad" programs, and more are opting for semester programs or-even more frequently-short-term programs that last less than eight weeks. According to the latest data of the Institute for International Education (IIE), the percentage of students studying abroad for traditional, one-year terms has decreased from about 14% in 1993/94 to less than 8% in 2001 (IIE, 2003). In the same period, the proportion of students on short-term programs has risen from about 38% to nearly half of the total, making such programs the most common mode of overseas study by U.S. students today.
This article calls for a common research model that can be replicated across institutions to systematically collect data on the impact of education abroad participation on college graduation rates. The ultimate goal of the proposed GRAD LEAP (Leveraging Education Abroad Participation for Graduation) model is to facilitate a meta-analysis yielding generalizable findings that can inform both institutional and national education abroad policy. The model consists of two levels of analysis: (a) a descriptive analysis to estimate and compare true graduation rates for education abroad participants and nonparticipants, and (b) a parametric analysis to estimate the value-added of education abroad participation, beyond factors already understood to impact graduation rates. The proposed research model can be expanded to include analysis of the impact of specific program factors on graduation rates (e.g., program duration, program type, student accommodation, etc.).
Education Abroad and College Completion
Research in Higher Education, 2022
While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high impact practice that fosters student engagement and hence college completion. The Consortium for Analysis of Student Success through International Education (CASSIE), compiled semester-by-semester records from 221,981 students across 35 institutions. Of those students, 30,549 had studied abroad. Using nearest-neighbor matching techniques that accounted for a myriad of potentially confounding variables along with matching on institution, the analysis found positive impacts of education abroad on graduation within 4 and 6 years and on cumulative GPA at graduation. A very small increase in credit hours earned emerged, counterbalanced by a small decrease in time-to-degree associated with studying abroad. Overall, the results warrant conclusions that studying abroad does not impede timely graduation. To the contrary, encouraging students to study abroad promotes college completion. These results held similarly for students who had multiple study abroad experiences, and who have studied abroad for varying program lengths.
Study abroad education in New England higher education: a pilot survey
International Journal of Educational Management, 2010
The purpose of this pilot study is to develop relevant questions for research by gaining an initial understanding of how the field of Study Abroad education is organizing itself within institution of higher education. The context is the growing numbers of students, demands and expectations made on Study Abroad programs. Approach and Methodology The survey was carried out by analyzing publicly available data and information, as it would be available to students, of all the accredited institutions of higher education within the six States of New England. Findings The findings confirm that albeit for Community Colleges, the vast majority of institutions offer Study Abroad programs. However this survey also revealed the important role providers are playing in offering generic programs to students from multiple institutions. Research Limitations/ implications The findings call for further investigation into Institutional strategies concerning the choice of programs, particularly those involving providers who potentially imply loosing tuition and control over educational outcomes. Limitations are discussed suggesting the need to widen the geographical area studied as well as analyzing in more detail the Community College offerings that are not easily accessible with the methodology I used in this study. The findings also raise some questions and future avenues of research particularly in the area of examining the integration of generic Study Abroad programs within particular institutional and programmatic objectives. It is also suggested that further research is needed to better evaluate if/how Study Abroad programs are designed to capitalize on the employability advantage they offer to participating students when they enter the job market. Original value The number of US students participating in Study Abroad programs is expected to continue to grow and it seems these programs will become part of mainstream offerings in most institutions. Similar trends are observed in Europe between member states. Besides giving a broad overview of the current offerings, this pilot study principally reveals several important avenues for future research that should help institutions in their choices of programs and the orientation they give to Study Abroad.