Exploring the Motivations, Expectations, and Experiences of Students Who Study in Global Settings

Salyers, Vincent; Carston, Cathy S.; Dean, Yasmin; London, Chad

doi:10.32674/jis.v5i4.401

Cited by 17 publications

(8 citation statements)

References 31 publications

(27 reference statements)

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“…Cross-cultural experience and academics motivational factors are tied into students' expectations of summer abroad program. They include foreign language acquisition, exposure and immersion into foreign cultures, independence and unique experiences (Badstübner and Ecke, 2009;Nguyen and Coryell, 2015;Pope et al, 2014;Salyers et al, 2015). Cultural values motivation was researched by Schwartz et al (2009).…”

Section: Cross-cultural Experiencesmentioning

confidence: 99%

Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities

Curtis

Ledgerwood

2018

JIEB

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Purpose The purpose of this study is to identify students’ motivations and perceived benefits of engaging in study abroad programs, as well as challenges and missed opportunities. Design/methodology/approach An online survey was sent to random samples of students on two university campuses. Descriptive statistics and frequency analyses were conducted with the use of the SPSS data management software package. Findings Despite the majority of students having previous international travel experience and understanding the benefits of study abroad programs, most of them will not pursue the possibility to enroll in the study abroad programs. Contrary, most of respondents did express an interest to participate in international co-op/internship opportunities while attending the university. The study identified motivations, perceived benefits and constraints for students to enroll in study abroad programs. Research limitations/implications Further research using samples from different universities and colleges would present a more comprehensive picture of motivations, expectations and constraints. Practical implications Educators should promote study abroad program benefits and clearly identify the link between international experiences and future students’ employability. Study abroad programs can serve as important tool for increasing overall students’ retention and recruitment. Social implications In higher education, study abroad programs can serve as important tool for increasing overall students’ retention and recruitment. Originality/value This research uncovers students’ study abroad intent, interests, motivations, perceived personal and professional benefits and desired structure for the program. The findings provide insights into how administrators can enhance the value of the summer study abroad program offered by higher educational institutions.

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Section: Cross-cultural Experiencesmentioning

confidence: 99%

Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities

Curtis

Ledgerwood

2018

JIEB

View full text Add to dashboard Cite

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“…These orientations require experts who are aware of the host country. Experts can design relevant activities aimed at building group cohesion and addressing students' safety and health concerns, thereby reducing anxiety among students (Salyers et al, 2015). All these activities characterize the predeparture orientations of the service-learning program in Uganda, where both faculty and staff from MAK and ISU, ISU-UP staff, service-learning alumni, healthcare providers, and cultural leaders in Uganda are involved in orientations that break the fear of the unknown.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

Influence of school garden learning approach on academic development of global service-learners

Ikendi,

Retallick,

Nonnecke

et al. 2023

JAE

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Students need to develop cross-cultural awareness and understanding, which has led educational institutions to create high-impact global programs to enhance their academic learning. Global service-learning, a U.S.-based pedagogy, interconnects service-learning, study abroad, and international education programs. A service-learning program in [Country] was founded on the school garden approach which was conceptualized based on the emphasis by the Food and Agricultural Organization in 2004. NGO1, [State University], and [Country University] adopted school gardens as a feasible approach to fulfill the service-learning curricular objectives and meet NGO1’s goal of solving undernutrition in schools using garden products in school lunches. This study sought to determine the influence of service-learning program activities on alumni’s academic development. Alumni (n = 274) from 2006-2019 completed a self-administered questionnaire through Qualtrics where 94.2% responded. A principal components analysis (PCA) was employed, aligning activities into three components. The first component loaded school gardening, bi-national team projects, arrival orientations, farmer field visits, and school teaching assistance, depicting alumni’s community engagement in reciprocal learning. Component two loaded journaling/logbooks, critical reflections, and presentations, depicting alumni’s reflexive actions resulting in cognitive development through documenting and confronting their assumptions about their service-learning activities. Component three loaded co-curricular, tours and travels, and social parties, portraying alumni’s social life that provided opportunities to learn about distinct cultures. Pre-departure orientations loaded well on [State University] alumni’s PCA which mitigated culture shocks while in [Country]. Alumni could benefit overall from more instructor-led cognitive development activities whereby they could both learn from and question their activities.

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“…This study includes additional inputs representing important situational factors found in the study abroad literature. Students who receive academic financial aid are less burdened by financial constraints that might deter them from studying abroad (Bell et al , 2022; Salyers et al , 2015). The workflow management of this university collects financial aid information for each student who inquires about a study away program.…”

Section: Methodsmentioning

confidence: 99%

“…Previous studies have examined negative pressures that work to lower student intentions to study abroad despite the many perceived benefits. Students often face situational constraints such as financial limitations or family responsibilities that preclude them from participating (Salyers et al , 2015). Program costs are especially discouraging to first-generation students and those with lower socioeconomic backgrounds (Lehmann, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing destination country risk profiles in business study abroad programs: a neural network approach

Brattin,

Sexton,

Austin

et al. 2023

JIEB

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Purpose This study aims to identify how objective indicators of destination country risk differentiate business study abroad programs from those in other academic disciplines. Design/methodology/approach The authors trained a neural network model on six years of student-initiated inquiries about study abroad programs at a large US university. The model classified business versus nonbusiness study abroad programs using objective measures of destination country risk as the primary inputs. Findings The model correctly classifies business and nonbusiness study abroad programs with over 70% accuracy. Business programs were found to be 20% less likely to include destinations where the Centers for Disease Control and Prevention recommend nonroutine vaccinations and favor countries with higher Global Peace Index scores. Practical implications These results underscore the need to consider destination country risk in the design and administration of study abroad programs. An understanding of student preferences for lower risk destinations can contribute to improved planning, execution and student experiences in these programs. Social implications Better planning and management of study abroad programs based on understanding of destination country risk can lead to enhanced student safety and experiences. Originality/value This study offers a unique perspective on understanding study abroad programs by focusing on objective measures of destination country risk rather than risk perceptions. It also is, to the best of the authors’ knowledge, the first to use a neural network to classify study abroad programs as business versus nonbusiness using objective measures of country-specify risk indicators.

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Exploring the Motivations, Expectations, and Experiences of Students Who Study in Global Settings

Cited by 17 publications

References 31 publications

Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities

Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities

Influence of school garden learning approach on academic development of global service-learners

Analyzing destination country risk profiles in business study abroad programs: a neural network approach

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