Motivations to Study Abroad: A Case Study of the College of Agricultural and Life Sciences Agribusiness Short-Term Study Abroad Program

Beseli, Amber Lynn; Warner, Wendy J.; Kirby, Barbara M.; Jones, David W. W.

doi:10.5191/jiaee.2016.23104

Cited by 3 publications

(9 citation statements)

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“…As a result, this approach offered a more granular profile of freshman agriculture students' motivations. For example, much of the previous research on student motivation to study abroad has focused on assessing the contribution of individual variables (Beseli et al, 2016;. However, through the use of Q methodology, we demonstrated how key motivational factors combined, clashed, and fomented to form three dominant perspectives or typologies.…”

Section: Implications Recommendations and Discussionmentioning

confidence: 81%

“…A statistically significant and positive relationship was reported among each of the motivational factors and students' overall motivation to study abroad . Although some of the other evidence in the relevant body of work has not examined motivational constructs using the expectancy-value model, several investigations (Beseli, Warner, Kirby, & Jones, 2016;Murphey et al, 2014) have more broadly examined indicators of study abroad participation, and their findings suggest students are more likely to participate if they are motivated, self-efficacious, and perceive the associated costs do not exceed the value they assign to the experience. Therefore, much of the existing literature on study abroad in agriculture aligns with key features of the expectancy-value model.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Consequently, students who maintain that studying abroad aligns with their interests, or how they wish to view themselves, may assign a higher value to enrolling in a study abroad course and be more likely to engage. To demonstrate, Beseli et al (2016) reported the influence of attainment value on motivation to study abroad by describing how some students were motivated because they were from a small town and desired to see the world. The second value, intrinsic, refers to the personal enjoyment individuals' gain from performing a task.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Section: Implications Recommendations and Discussionmentioning

confidence: 81%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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2020

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“…Recruit for a particular study abroad program 1. Faculty promotion (4) Beseli et al, 2016;Coker & Porter, 2016;Dolphin et al, 2019;Woodham et al, 2016 2. Testimonials from past study abroad students (3) Coker & Porter, 2016;Doyle et al, 2009;Zhai & Scheer, 2002 3.…”

Section: Sourcesmentioning

confidence: 99%

“…Brochures 1Harder & Bruening, 2008 4. Completion of credit (1) Beseli et al, 2016 5. Guest speakers/seminars (1) Harder & Bruening, 2008 6.…”

Section: Sourcesmentioning

confidence: 99%

Benefits of and Best Practices for International Experiences for College Students: A Synthesis of the Literature

Lane

Murphrey

2020

JIAEE

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Implementation of international experiences for students has increased. Anecdotal evidence suggests that these experiences enhance the quality of students upon graduation. However, a synthesis of literature related to the benefits of international experiences was lacking. We rooted the study’s conceptual framework in the concept of high-impact activities/experiences and related inputs, processes, and outcomes with a focus on the benefits of student participation in an international experience. Our purpose was to establish a benchmark documenting research conducted related to the benefits of an international experience and to identify research gaps. The rigorous literature review process identified 108 articles published across 55 unique publications for inclusion. Documentation of benefits was grouped into four categories: personal growth, international knowledge, cultural awareness, and additional skills. Further, the literature revealed a litany of reasons that students chose not to participate and a wide range of guidance for program planning. We conclude that research has documented specific benefits of students’ participation in international experiences; however, many of these studies are based on data collected immediately following the experience rather than longitudinal data. Our research synthesis provides a summary of benefits and program strategies for utilization by researchers in planning future research and by practitioners in planning future international experiences. Keywords: study abroad, international experience, benefit, cultural understanding, benchmark

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

Roberts

Rampold

Ramage

et al. 2020

JIAEE

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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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Motivations to Study Abroad: A Case Study of the College of Agricultural and Life Sciences Agribusiness Short-Term Study Abroad Program

Cited by 3 publications

References 10 publications

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Benefits of and Best Practices for International Experiences for College Students: A Synthesis of the Literature

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

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