Study abroad programme participation and subsequent academic performance: evidence from administrative data

Abstract

There is increasing attention on study abroad programmes in higher education. However, there is little evidence on how participation might impact students' academic performance on return. Using administrative data from Ireland and a range of regression models and matching estimators, we find no independent association between study abroad and subsequent academic performance on average. However, we do find some evidence of heterogeneity in the relationship, notably across the performance distribution and for language students. In particular, study abroad is independently associated with better (worse) performance for higher (lower) performing students and in language subjects.

Impact of International Virtual Exchange on Student Success

“…For U.K. students, Cardwell (2020) found a positive impact on GPA while Nwosu (2021) found a negative impact. At Limerick University, there was no significant impact of study abroad on student performance (Cullinan et al, 2021).…”

Study abroad programmes and student outcomes: Evidence from Erasmus

“…Other studies have documented positive impacts on the development of specific skills, including foreign language proficiency ( Sorrenti, 2017 ) and intercultural competence ( Salisbury et al, 2013 ). The only evidence on academic performance is provided by Cullinan et al (2022) , who find no independent association between study abroad and Irish students’ GPAs after returning to their home university. Thanks to the availability of administrative data on individual study careers containing information on both student applications for study abroad and mobility and on student outcomes measured before their exit from education, we are able to investigate the impact of the most popular EU study abroad programme from a different perspective, i.e.…”

“… 5 Cullinan et al (2022) , Rodrigues (2013) , Salisbury et al (2013) and Waibel et al (2018) use propensity score matching methods. Di Pietro (2015) , Parey and Waldinger (2011) and Sorrenti (2017) rely on instrumental variable approaches, with supply-side measures of Erasmus grant availability used as an exogenous instrument for student mobility.…”

Does study abroad affect student academic achievement?

“…Overall, the majority of the research on this topic reports a positive impact of SA. However, few studies—such as Czarnitzki et al (2021)—have found a negative effect of SA on grades, while others—such as Cullinan et al (2021)—have not found significant effects of SA on subsequent academic achievement after the sojourn.…”