The Long-term Personal and Professional Impacts of Participating in Study Abroad Programs

Abstract

This study investigates the impact of a semester abroad on students’ personal development through the lenses of gender, academic major, and length of time elapsed since study abroad experience. Using quantitative data from an online survey of 354 alumni and qualitative data from interviews with 30 of those respondents, the study analyzed the self-reported impact of a semester abroad on alumni’s attitudes, professional goals, ongoing civic engagement, and multicultural/international interest. Although no statistically significant differences emerged in the impact of a semester abroad between male and female respondents, several differences did emerge in respondents based on their academic major and the length of time elapsed since their experience abroad.

Early Childhood Pre-Professionals’ Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains

“…As expected, the study suggests that every participant brought their pre-existing experiences, values, and attitudes into the description of their experiences of this study abroad program. Not only did participants develop increased self-awareness and cultural perspectives (DeGraaf et al, 2013;McCartney, & Harris, 2014;Vatalaro et al, 2015), but they also developed a broader global vision that would most likely impact and/or transform their career goals (Brindley, Quinn, & Morton, 2009).…”

“…In recent years, there has been an increased effort placed on providing university students with more opportunities for cultural exchanges (Smith & Yang, 2017). For example, study abroad programs have been viewed as providing life changing experiences for many who had gone through such long-or short-term programs (DeGraaf, Slagter, Larsen & Ditta, 2013). Study abroad is also believed to bridge the gap between theoretical learning in the classroom and real-life experiences, thus it is viewed to provide a better understanding and learning of various practices in the field.…”

Rewriting the Narrative: An Anti-Deficit Perspective on Study Abroad Participation Among Students of Color

“…Anecdotally, we know that study abroad administrators market programs to students by highlighting the benefits of participation, the majority of which can be categorized as personal, academic, or career-oriented. There is a body of research to validate these claims (DeGraaf et al, 2013;Dwyer, 2004), however, the majority of studies consider study abroad alumni as a whole, without mention to nuances and differences possible among participants of color.…”

“…The exponential growth in study abroad participation among students from U.S. colleges and universities over the past century can be attributed to many factors, including an increased emphasis on internationalization in higher education (Altbach & Knight, 2007), a geopolitical climate that enables some individuals to move across borders at a faster pace, and the large body of research that demonstrates that study abroad is an academic endeavor with significant impacts for students academically, personally, and professionally (DeGraaf, Slagter, Larsen, & Ditta, 2013;Jochum, 2014;Li, Olson, & Frieze, 2013;Liu, 2010;Walker, Bukenya, & Thomas, 2011;Williams, 2005). Despite the rise in participation nationwide, data indicates that students of color are not keeping pace with their White peers (Institute of International Education [IIE], 2019).…”

Recognizing the Impact of Study Abroad on Women Business Students: Results from a Mixed Methods Global Competency Survey

“…Olson & Kroeger, 2001;Pedersen, 2010;Stebleton et al, 2013;Tarrant, Rubin, & Stoner, 2014). Study abroad also improves students interpersonal skills and civic engagement in the long term (DeGraaf, Slagter, Larsen, & Ditta, 2013). Similar to the general undergraduate 25 population, some research indicates undergraduate business students that studied abroad experience higher gains in global competency compared to students that did not study abroad (Anderson et al, 2015;Black & Duhon, 2006;Clarke, Flaherty, Wright, & McMillen, 2009;Gasta & Gasta, 2008;Heffron & Maresco, 2014;Olson & Lalley, 2012).…”