A Typology of University Agriculture Students’ Projected Motivations to Study Abroad: An Application of Q Methodology

Abstract

The study’s purpose was to understand Louisiana State University freshman agriculture students’ projected motivations to study abroad. To achieve this, we used a Q methodological approach. When viewed through the lens of the expectancy-value model of achievement motivation, findings suggested students’ motivations could be interpreted through three typologies: (1) Goal-Oriented Students, (2) Social-Oriented Students, and (3) Learning-Oriented Students. In particular, the Goal-Oriented Students expressed they were motivated to enroll in a study abroad course because they perceived it could enhance their educational and careerrelated ambitions through personal growth. Meanwhile, Social-Oriented Students articulated that the social dimensions of study abroad courses, i.e., networking, relationship building, and opportunities to experience a new culture, served as their primary motivation. Finally, the Learning-Oriented Students reported their desire to gain more agricultural knowledge, experience an alternative method of instruction, and learn to work with diverse populations provided intrinsic value and encouraged them to study abroad in the future. As a consequence, this study’s findings not only broaden the study abroad literature but also provide implications for university administrators and faculty to better accommodate students through recruitment and programming tailored to their motivational needs. Keywords: motivation; Q methodology; study abroad; university agriculture students

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“…These educational experiences are often more complex, demanding, and timeconsuming than other pedagogical approaches (Reilly & Senders, 2009;Schlarb, 2019;Taylor & Rivera, 2011). Nevertheless, mounting evidence has demonstrated the transformative potential of short-term study abroad courses for university agriculture students (Dobbins et al, 2019(Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016;Roberts et al, 2020a). The current investigation added to the knowledge base by examining the long-term outcomes that students experienced after returning to the U.S. As a result, this study held critical implications for research, theory, and practice.…”

“…Previous evidence has demonstrated the transformative potential of study abroad courses in agriculture (Dobbins et al, 2019;Hainline et al, 2018;O'Malley et al, 2019;Roberts & Edwards, 2016;Roberts et al, 2020a). However, the outcomes of such transformations appear to have ranged considerably in the literature.…”

“…On this point, Raczkoski et al (2018) reported that university agriculture students were largely intrinsically motivated to participate in study abroad courses; however, the perceived cost of the experience and its relative value also influenced their decisions. In response, Roberts et al (2020a) created a profile of agriculture majors' motivations to participate in a study abroad course that included students that were: (1) goal-oriented, (2) social-oriented, and (3) learningoriented. As a result, faculty and other decision-makers now have a better understanding of how to design and deliver study abroad courses to support university agriculture students underlying motivations (Roberts et al, 2020a).…”

“…In response, Roberts et al (2020a) created a profile of agriculture majors' motivations to participate in a study abroad course that included students that were: (1) goal-oriented, (2) social-oriented, and (3) learningoriented. As a result, faculty and other decision-makers now have a better understanding of how to design and deliver study abroad courses to support university agriculture students underlying motivations (Roberts et al, 2020a).…”

“…The literature in agriculture has also explored the short-term impacts and best practices of study abroad courses (Bunch et al, 2018;Conner et al, 2019;Conner & Roberts, 2015;Dobbins et al, 2019Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016, Roberts et al, 2020a, 2020b. During short-term study abroad courses, existing evidence has demonstrated that students can began to reexamine their lifestyle, beliefs, attitudes, and behaviors (Dobbins et al, 2019(Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016, Roberts et al, 2020a. Despite this progress, the value and validity of short-term study abroad courses have consistently been called into question (Tarrant & Lyons, 2012).…”