Higher education students services : a qualitative study of two mid-size universities' direct exchange programs

Abstract

This qualitative study was designed to explore the experiences of students and student services staff involved in the direct exchange program between University of Central Missouri (UCM) and Orebro University. The researcher explored the impact of student services staff assistance on students participating in this direct exchange. The conceptual framework of this research study included Schlossberg's Transition Theory (1984), which was selected as it explains what happens for students who are experiencing a significant transition. It directs them to the help they need when studying abroad in a new culture. Another theory that was utilized was Astin's Theory of Student Involvement (1985), which reveals how students who get involved in their study abroad experience through co-curricular activities have a better overall experience. Participants of this student included students who participated in this direct exchange as well as student services staff who work very closely with the exchange students. Data collection for this qualitative student included individual interviews, observations, and an online survey. For accuracy and credibility, the researcher did "member checking" as defined by Creswell, meaning the researcher shared the information revealed by the data analysis process with the participants to ensure the information was accurate (Creswell, 2014; Merriam and Tisdell, 2016; Seidman, 2013). Overall analysis of the data disclosed many themes, such as volunteer opportunities, comfort, relationships, multiple challenges, independence, personal and professional development, study differences (orientation, support, etc.), and reaching out. All of the findings provide real information describing the richness of the direct exchange established between UCM and Orebro University.