Study Abroad Programs

Abstract

The study abroad experience is becoming more common for students from all parts of the world, and the number of students involved in study abroad programs continues to rise each year. These study abroad programs may only last a few weeks or may be an entire year long. Some study abroad programs combine classroom instruction with community service or practical training, and virtually all study abroad programs emphasize cultural experience. Because study abroad programs give students unique perspectives on and experience with cultural and global issues, universities and businesses are placing a greater value and importance on study abroad programs.

Keywords Ethnocentricity; Globalization; Industrialized Nations; Language Immersion; Practicum; Short-Term Study Abroad; Sister Universities; Study Abroad

Overview

Today, a large number of students from many different countries find their way into foreign classrooms as part of a study abroad program. Previously the privilege of the rich, overseas study is increasingly accessible for students of all income and social levels. Many students travel to industrialized nations to take advantage of their excellent educational institutions, but study abroad programs also focus on lesser known institutions in less developed countries. These programs also cater to virtually all areas of study, and the interested student is sure to find an excellent study abroad opportunity anywhere he or she wishes to go.

Reasons to Study Abroad

Study abroad programs are popular for many reasons. One of the first reasons is the chance to study at a more prestigious university or in a country that is well known for its education program. For example, the United States is a popular destination for many international students, and credits from prestigious US universities such as Harvard are excellent additions to an international student's transcript. Europe has long attracted foreign students. Acclaimed universities from other countries such as Japan and South Korea also are receiving attention from students interested in studying abroad, and many locations besides Europe and America are the destinations of thriving study abroad programs.

Research

Many students choose study abroad programs in order to further their research and gain access to specific resources that are not available in their home countries. Even with important technological advancements in library research and source availability, sometimes scholars must travel outside of their countries in order to track down the research sources they need. For example, a US scholar of Anglo-Saxon history might come to the University of Oxford in order to research texts available through Oxford's Bodleian Library and to tour important historical sites such as the Viking burial excavation at Sutton Hoo.

Language Study

Language study continues to be one of the most significant reasons why study abroad programs are popular. Anyone who has ever attempted to study another language knows that there is no substitute for language immersion. A student of French, for example, who spends just a few weeks studying in a French-speaking country has a great advantage over a student whose French experience is limited strictly to the classroom. Also, the formalized, standardized language taught in the classroom often differs widely from the language of the street and ordinary conversation: to truly understand a language, a student needs to spend time with people who speak it natively and in a country where the language is used.

Short or Long Programs

The flexibility of study abroad programs is another aspect that makes them very popular. The programs may be as short as a week to as long as a year or more, so a student can choose a program that fits his or her schedule and academic goals. There are many short-term study abroad programs available that allow students a chance to study in another country without disrupting their study program at home; they can often study abroad during breaks in the regular school term. For example, a Chinese graduate student of biology may take three weeks during his summer break to travel to the University of Barcelona in order to perform some research for his master's thesis. These shorter trips can provide invaluable experience to students without having to invest a huge amount of time, planning, and financial expenditure. Shorter programs are usually relatively affordable for many students.

However, a student wanting more language exposure or a deeper educational experience has the option of semester or year long study abroad programs. These programs obviously are more expensive and require more planning but are superlatively valuable for cultural or language students or students who have extensive research to perform.

University Partnerships

Partnerships between international universities have helped study abroad programs flourish. For example, since 1979, the University of Nebraska at Omaha has hosted a group of students from Shizuoka University in Japan every summer for a four-week language and cultural study program. These two sister colleges have enjoyed a good relationship for several decades, and students from both universities have benefited from the partnership. Other universities across the globe have participated in student and scholar exchange programs and have worked hard to open their doors to students from all nations. This global connection of universities has both created more opportunities to study abroad and encouraged more interest in studying abroad.

The Working Vacation

However, many students need little encouragement toward study abroad programs. For some students, the opportunity to spend a few weeks in another country is more exciting than the opportunity to study in that country. A study abroad program can be rightly seen as a "working vacation" of sorts, and most study abroad programs balance classroom work and study with travel, sightseeing, and other more entertaining educational activities. In our increasingly more globalized world, the ability to interact with and understand other cultures is invaluable. One of the best ways students can gain this vitally important ability is by spending some time in another country or culture, and a study abroad program can provide just the right setting for this.

A Good Value

The benefits of a study abroad program as opposed to a vacation or a tour of a country are numerous, and one of the first benefits is financial. Usually the fee for a study abroad program includes housing, meals, and some transportation, so the student does not need to worry about arranging for living accommodations. The study abroad student usually just needs to pay for the program and have some spending and travel money available. Also, there are scholarships, grants, and funds available for study abroad students. For example, IIEPassport is an organization that gives information about study abroad programs and provides resources about funding for these programs.

Safe and Supervised

Another benefit to a study abroad program is the fact that it is generally fairly structured and monitored. While parents might be hesitant about letting their children travel through another country, a study abroad program is generally a safe and well-supervised way for a student to visit another country. Study abroad students often have access to medical facilities at their university abroad and contacts with directors so that their experience overseas is well regulated and safe.

Further Insights

Some Statistics

Study abroad programs draw a large number of US students. Seventy-five percent of 2013 graduating seniors at Pitzer College in California, for example, studied abroad, while the percentage was 59 at American University in Washington, DC (US News and World Report). In 2013–2014, the US universities with the largest number of international students were New York University, the University of Southern California, the University of Illinois Urbana-Champaign, and Columbia University; while the top US colleges and universities awarding credit for study abroad programs were New York University, University of Texas–Austin, Texas A&M University, the University of Southern California, and the University of Michigan–Ann Arbor (Institute of International Education, 2014). The United States is the top destination for international students, while the United Kingdom is the second most popular destination. During the 2013–14 academic year, 289,408 American university students studied abroad, up 2 percent from the previous year. The number of American university students who studied abroad more than doubled between 2000 and 2015.

Europe is the most popular destination for US students, and 32 percent of US study abroad students traveled to the United Kingdom, Italy, or Spain during the 2013–14 academic year (Institute of International Education, 2014). However, other countries have become increasingly popular destinations for US students. For example, in 2013–14, more than 13,000 American university students studied in China, 8,500 studied in Costa Rica, 8,300 studied in Australia, and nearly 6,000 studied in Japan. In 2013–14, several countries had double-digit percentage increases for the number of US study abroad students over the 2012–13 academic year, including Mexico (19.2 percent increase), Peru (14.9 percent), Chile (15.8 percent), and Greece (28.1 percent).

According to the 2014 Open Doors Report, 62 percent of US study abroad students are in short-term programs—these tend to include summer and January programs. Thirty-five percent enroll in mid-length programs (more than eight weeks, typically one quarter or one semester). Just 3 percent of US study abroad students participate in long-term programs that last an entire academic or calendar year. Obviously, finances and practical concerns are limiting factors for many students, and a few weeks of overseas studies are usually much more realistic for the average student than a longer program.

Non-US students are enthusiastically participating in study abroad programs both in the United States and in other countries. In 2013–14, the number of international students as US colleges and universities reached a record high of 886,052 students, with 58 percent of those students coming to the United States from China, India, South Korea, and Saudi Arabia. The number of foreign students coming to the United States to study increased by 72 percent between 2000 and 2014. While the number of American students who study abroad has increased markedly since 2000, this growth has been much slower than most other countries.

Types of Programs

There are many excellent internships and exchange programs between US universities and other countries. Colleges and universities in Africa are accepting many international study-abroad students. In 2013–14, more than 13,000 American students studied in sub-Saharan Africa, representing 4.4 percent of all US study abroad students. Many of these students are scholars of agriculture, ecosystems, and technology. Additionally, Africa is benefiting greatly from these contacts; students at the University of Zambia are able to earn doctorate degrees from Kent State and Kent State also directs several professional development courses at Kenyatta University.

The study abroad programs available are as vast as the number of students taking advantage of the opportunities. There are study abroad programs for virtually all countries. For example, the StudyAbroad.com website lists, among numerous other programs:

• A semester-long study program on Food and Wine Studies at Florence University of the Arts;

• A biodiversity and natural resource management course in Madagascar.

• An intensive acting course in Dublin, Ireland (StudyAbroad.com, 2014).

Just a brief examination of various study abroad programs shows that a student can travel to just about any country to pursue a study program.

However, study abroad programs are not limited to single countries: for example, the Global Learning Semesters lists several multicountry study abroad programs that students can pursue. One particular program is the "Global Business Semester," which lasts from late January to mid-May and encompasses study in Cyprus, England, France, India, and China (Global Learning Semesters, 2014). Numerous other programs abound that allow students to travel through and study multiple nations.

Study abroad programs are also not limited to strictly classroom type study, and Outward Bound International is a fine example. While Outward Bound traditionally offers activities that are geared toward adventure and outdoor skills, it does maintain several wilderness leadership and professional development for outdoor and physical educators, such as its Outward Bound Professional, a training program for outdoor educators. Outward Bound has grown dramatically, from one school in the 1940s to thirty-three in 2014. In 2010, about 250,000 people participated in an Outward Bound program (Outward Bound International, 2014).

Other study abroad students complete their practicum in teaching or fulfill their medical residency as part of a study abroad program. For example, the College of Nursing at the University of Saskatchewan offers several study abroad practicum programs for nursing students who are in their fourth year teaching practicum, and students may go to Australia, Finland, the Philippines, and Tanzania (University of Saskatchewan, 2014).

Additionally, some students wish to combine learning with service, and there are study abroad programs that are both educational and service-oriented. The International Partnership for Service-Learning and Leadership (IPSL) is just one of many organizations offering students study abroad programs that provide both classroom learning and practical application. For the IPSL, students work ten to twenty hours a week in a setting such as a medical facility, school, or recreational center along with completing classroom work and receiving academic credit.

Finally, study abroad is not limited only to the physically able. The University of Minnesota maintains its Access Abroad webpage, a site dedicated to helping students with disabilities experience study abroad programs by such methods as showing them scholarships and giving them access to information about overseas travel for disabled students (University of Minnesota, Learning Abroad Center, 2012). Other resources help study abroad students with disabilities, such as the Higher Education Accessibility Guide which gives information on disability access in different European universities. For the motivated student, physical limitation is not a barrier to overseas study.

Viewpoints

Short-Term Programs and Language Exposure

For US students, language exposure is one of the primary reasons why overseas study is encouraged. US Census data shows only about 20 percent of US citizens speak more than one language, compared to more than half of European Union citizens. Even more so, the authors said that the United States has an "immediate need" for governmental workers who are skilled in more than one language. They argued that "knowledge of languages is not just a luxury of the elite, but an essential component in the survival of democracy in the United States and, considering the role the United States plays in the world, in the survival of the planet" (p. 248). Many US students benefit greatly from practicing a second language in a country and developing crucial language skills; a study abroad program can help them gain this experience.

However, most US study abroad students spend less than eight weeks in their program. While these shorter stays can be quite valuable, language proficiency usually requires a significant chunk of time. Rooney (2002) quoted Tufts University official Sheila Bayne as saying "We believe it's better for students to go for a full year because we believe in a philosophy of immersion. We think language proficiency is one of the best things that can come out of study abroad" (cited in Rooney, 2002, para 12).

Quality of Study

Furthermore, shorter study abroad trips can easily be viewed by students as more of a vacation or adventure than a chance for study. Obviously, the thrill of being in a new country and university can easily overshadow the fact that the student is there to study, and a few weeks stay is not usually long enough for the excitement to wear off and the student settle into serious study patterns. Rooney (2002) quoted Tufts University official David Cuttino cautioning that "The focus of study abroad is 'study'—this should be a serious academic experience" (para. 8). Following Rooney's (2002) argument, Black and Duhon (2006) cautioned that "academicians involved in study abroad programs must be diligent in emphasizing and documenting student learning and development; otherwise, study abroad may consist of little more than an extended vacation with universities simply acting as expensive travel agents" (p. 140).

Farrell (2007a) agreed with this, stating that "Traditionally, foreign study has evoked images of sightseeing and socializing, with a few randomly chosen courses thrown in" (para. 5). Farrell (2007a) stated there is a high emphasis on study abroad, both by the academic and the professional arena. The Lincoln Commission (2005), a government-sponsored panel, called for one million students to be studying abroad in 2016, which represents a major increase from the nearly 300,000 who did so in 2014. Consequentially, there has been an increased interest in the quality of study abroad programs, and champions of the programs want to see students taking academically challenging courses, growing in cultural and global awareness, and improving language fluency. These demands are not easily met within the space of a few weeks.

Another challenge of a short-term study abroad program is the fact that what constitutes good scholarship, writing, learning, and teaching varies culturally. For example, in the United States, good writing and research is classified by originality, careful research documentation, and avoidance of plagiarism. A student who improperly paraphrases a passage from a text can be guilty of plagiarism. For a student coming from a culture (Asian for example) where good scholarship is essentially summarizing the works of others, the American concept of doing original work can be confusing. Learning how to become a good scholar in a different cultural setting can be quite a struggle for a study abroad student, and a few weeks may not give a student enough time to do this.

Financial Concerns

Financial considerations are obviously a major concern for most college students, and study abroad programs involve travel and living costs along with other considerations such as passports, necessary immunizations, or unexpected medical expenses. When speaking of students around the globe, Christian (2007) insightfully pointed out that "Some students may not be able to take advantage of study-abroad opportunities, for example, because their families need the income from their employment" (p. 272). As study abroad programs become increasingly more popular, universities will need to consider the fact that study abroad is not a financial reality for all students, and seek to overcome these financial barriers.

Program Regulation

A significant problem present in study abroad programs is that they are numerous, not well regulated, and some programs offer a less than ideal educational experience. Study abroad programs are often run by universities across the world. But Farrell (2007a) cautioned that there are a number of businesses that run study abroad programs, and an emphasis on profits and the benefits of Internet marketing can make it quite common for a business to market its study abroad programs as little more than "fun-in-the-sun" trips. As a result of this, the Forum on Education Abroad was created in 2001 in order to create clear standards for evaluating study abroad programs (Farrell, 2007a).

New York took a firm stance on improving study abroad programs: in August 2008, New York's attorney general Andrew M. Cuomo issued subpoenas to five study abroad providers "requesting information about any incentives they offer to colleges, such as free trips to study-abroad locations for university officials, discounted rates for exclusive access to students, and subsidies to colleges that enroll large numbers of students." As a result, many universities such as Purdue and Duke requested that their study abroad directors carefully document all arrangements they make with other companies. With the rise in for-profit study abroad companies and the fact that some study abroad directors seek discounts with the programs in order to cover costs, it is easy to see how financial misunderstandings and outright abuse can occur (Farrell, 2007b).

Measurable Impact of Programs

Finally, there is a question as to how much of an impact study abroad programs have on students' cultural perspectives. McCabe (1994) reported on the impact made on a group of students that participated in the Summer at Sea study abroad program during the spring of 1992. This particular program is a joint venture between the University of Pittsburgh and the Institute for Shipboard Education. The findings of McCabe's study indicated that it was the students' prior experience with and attitude about global and cultural issues such as ethnocentricity that determined their attitudes toward various cultural issues during the voyage. For some of these students, the voyage served as a reinforcement of an "already globally oriented" mindset. For a majority of students, the experience of the voyage did not significantly alter their perspectives on cultural issues. The results of the study indicate strongly that students' mindsets and experiences prior to beginning the Summer at Sea program colored their attitudes and reactions during and after the voyage, and the experience of the voyage was not a strongly significant mindset changer.

In summary, study abroad programs have become a larger part of the typical college experience, and as the world becomes increasingly globalized, the study abroad experience will become more vital for students. However, it is clear that accountability is needed, both to ensure that students are entering quality programs and that they have an excellent educational experience during their study time. One of the main areas of focus needs to be on the duration of time students spend in study abroad work: shorter programs are not as ideal for language study or a truly solid educational experience. It is also vital that students enter these study programs with already established global mindsets and openness to different cultural issues, as even the best study abroad program may have little impact on a student who harbors too much ethnocentricity and resistance to change.

Terms and Concepts

Ethnocentricity: The state of being excessively concerned with race and believing that one's own cultural or ethnic group is superior to others.

Globalization: The increased interconnection of different countries through the spread of commerce, technology, and democracy.

Industrialized Nations: Otherwise known as "developed nations" which refers to countries with a highly developed economy and high levels of high Gross National Product and capital per person.

Language Immersion: The process of placing a language learner in an environment where that language is spoken by others and the student is literally "surrounded" by that language.

Practicum: A hands-on training experience that typically is part of some degree programs such as teaching which allows the student to receive real world experience in his or her area of study.

Short-Term Study Abroad: Usually refers to a study abroad program lasting less than eight weeks.

Sister Universities: A term that originally designated a financial connection between two universities and may now designation merely a close relationship between two educational institutes.

Study Abroad: The process of a student entering another country for a duration generally lasting less than a year in order to be part of the country's educational system and learn more about the culture. These students are temporary scholars at the educational institutes and may also perform service-oriented tasks.

Bibliography

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Christian, D. (2007). Charting a path to bilingualism: Policy and practice support. Modern Language Journal, 91, 271–273. Retrieved from EBSCO Online Database Communication & Mass Media Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ufh&AN=25335330&site=ehost-live

Denda, K. (2013). Study abroad programs: A golden opportunity for academic library engagement. Journal of Academic Librarianship, 39, 155–160. Retrieved from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=89346654&site=ehost-live

European Commission, DG Education and Culture. (n.d.) Higher education accessibility guide. Retrieved from http://www.european-agency.org/heag/

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Farrell, E. F. (2007b). Study abroad investigation raises alarms. Chronicle of Higher Education, 54 , A1, A50. Retrieved from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26571641&site=ehost-live

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McCabe, L.T. (1994). The development of a global perspective during participation in semester at sea: A comparative global education program. Educational Review, 46, 275–86.

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Rooney, M. (2002). Keeping the study in study abroad. Chronicle of Higher Education, 49, A63–A64.

University of Minnesota, Learning Abroad Center. (2012). Access abroad. Retrieved from http://www.umabroad.umn.edu/professionals/accessabroad/.

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Suggested Reading

Hoffa, W.W. (2007). Ethics and study abroad. Chronicle of Higher Education, 54, B16.

Jenkins, K. (2005). An incalculable loss. Diverse Issues in Higher Education, 22, 38.

Kinginger, C. (2013). Social and cultural aspects of language learning in study abroad. Philadelphia, PA: Benjamins.

Lindsey, E.W. (2005). Study abroad and values development in social work students.

Journal of Social Work Education, 41, 229–49.

Taillefer, G.F. (2005). Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions. Modern Language Journal, 89, 503–28.

Young, J. T., Natrajan-Tyagi, R., & Platt, J. J. (2015). Identity in flux: Negotiating identity while studying abroad. Journal of Experiential Education, 38(2), 175–188. Retrieved from EBSCO Online Database Academic Search Complete. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102977892&site=ehost-live&scope=site