The Effect of Perceived Value in the Decision to Participate in Study Abroad Programs

Relyea, Clint; Cocchiara, Faye K.; Studdard, Nareatha L.

doi:10.1080/08975930802427551

Cited by 66 publications

(67 citation statements)

References 14 publications

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“…Some have sought to compare attitudes of differing student groups, but at more-or-less the same time (e.g. Petruzzellis and Romanazzi, 2010;Relyea, Cocchiara and Studdard, 2008). In each instance researchers have used similar constructs, assuming, implicitly, that students perceive value similarly irrespective of time, place, or location.…”

Section: Dynamicsmentioning

confidence: 99%

Making sense of higher education: students as consumers and the value of the university experience

Woodall

Hiller

Resnick

2012

Studies in Higher Education

263

188

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Abstract/Summary:In the global university sector competitive funding models are progressively becoming the norm, and institutions/courses are frequently now subject to the same kind of consumerist pressures typical of a highly marketised environment. In the United Kingdom, for example, students are increasingly demonstrating customer-like behaviour and are now demanding even more 'value' from institutions. Value, though, is a slippery concept and has proven problematic both in terms of its conceptualisation and measurement. This article explores the relationship between student value and higher education and, via study in one United Kingdom business school, suggests how this might be better understood and operationalised.Adopting a combined qualitative/quantitative approach, this article also looks to identify which of the key value drivers has most practical meaning and, coincidentally, identifies a value-related difference between home and international students.

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Section: Dynamicsmentioning

confidence: 99%

Making sense of higher education: students as consumers and the value of the university experience

Woodall

Hiller

Resnick

2012

Studies in Higher Education

263

188

View full text Add to dashboard Cite

show abstract

“…It is well documented that a large proportion of students in general view study abroad in positive light (Relyea et al, 2008, Schnusenberg et al, 2012. From this survey, the mean value of the construct attitude is 5.83 while intention has the lowest mean of 3.26 (table 1).…”

Section: Discussionmentioning

confidence: 91%

“…The extant literature identified some motivating factors for students who may want to go on study abroad, such as personal development and career aspirations, developing English language skills, having relevant industrial experience and being ready for the job market (Payan et al, 2012, Relyea et al, 2008. Getting away from the home campus and experiencing different cultural settings (Twombly et al, 2012) are other reasons.…”

Section: Motivations To Study Abroadmentioning

confidence: 99%

“…Many students want to go overseas in order to improve their future job prospects (Dessoff, 2006, Relyea et al, 2008. They are motivated by the prospect of personal development in terms of language skills and career aspirations.…”

Section: Expectations Motivations and Experiencesmentioning

confidence: 99%

“…Another common rationale for participating in study abroad is career related. Many students want to go overseas while in tertiary education, in order to improve their future job prospects (Dessoff, 2006, Relyea et al, 2008. Social and cultural capital affect predisposition to study abroad positively.…”

Section: Review Of the Literature Social And Cultural Integration Pementioning

confidence: 99%

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11 Short-term study abroad: motivations, expectations and experiences of students of Aalesund campus

Mørkeset¹,

Glavee-Geo²

2016

Offentleg Sektor I Endring

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SAMMENDRAG Målet med denne undersøkelsen er å se naermere på studentenes motivasjon, forventninger og erfaringer knyttet til utvekslingsopphold i utlandet. Kapittelet viser hvilke faktorer som påvirker studentenes holdning og intensjon om å dra på utveksling. Basert på dybdeintervju med to studentgrupper, en gruppe som ennå ikke har vaert på utveksling, og en gruppe som har gjennomført studentutveksling, diskuteres motivasjon, forventninger og erfaringer gjennom komparative og kontrasterende analyser i hver av de to gruppene studenter. Denne analytiske tilnaermingen gir svaert interessant informasjon om studentenes beslutningsprosesser. Kapittelet presenterer dessuten en konseptuell modell, basert på flere regresjonsanalyser av innsamlede data fra 294 respondenter. Det å forstå hvilke faktorer som påvirker studentenes holdning og intensjon om å studere i utlandet, kan gi nyttige retningslinjer til høgre utdanningsinstitusjoner når promotering og markedsføring av utvekslingsopphold i utlandet skal formuleres og gjennomføres.ABSTRACT The purpose of this study is to explore students' motivations, expectations and experiences in embarking on short-term study abroad and to investigate factors that influence students' attitude and intention to study abroad. Based on in-depth interviews with two groups of students, yet to go abroad and have been abroad, this paper discusses the motivations, expectations and experiences of students by comparing and contrasting these two groups. This analytical approach reveals very interesting insights into the study abroad decision-making process. The paper also presents a conceptual model, which was estimated by use of multiple regression analysis based on data source of 294 respondents. Understanding the factors which influence attitude and intention to study abroad can provide useful guidelines for higher education institutions to consider in the formulation SHORT-TERM STUDY ABROAD: MOTIVATIONS, EXPECTATIONS AND EXPERIENCES OF STUDENTSOF AALESUND CAMPUS 175 of effective study abroad programs and on how best to promote and market study abroad experiences to Norwegian students.

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2012

ASHE Higher Education Report

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Introduction Monograph Purpose Conceptual Framework Sources Audience Author Experiences with Study Abroad Definitions: Study Abroad—What It Is and What It Is Not Globalization, Internationalization, and Study Abroad History and Purposes of Study Abroad Beginnings Post–World War II Study Abroad Post‐Vietnam Organizational Advocacy for Study Abroad in a Post‐9/11 World Societal and Institutional Purposes of Study Abroad in the Twenty‐First Century Summary Types of Programs and Providers Descriptive, Single‐Component Schemes Multiple‐Criterion Classification Schemes Who Provides Study Abroad Summary Who Studies Abroad and Who Does Not Who Studies Abroad Factors Affecting Intent to Study Abroad and Participation Rates Factors Affecting Men's and Women's Participation Factors Affecting Study Abroad Participation for Racial and Ethnic Minorities Effects of Degree Aspirations and Field of Study on Study Abroad Participation Community College Students Summary Study Abroad Outcomes Intercultural Competence and Global Perspectives Other Educational and Developmental Outcomes General Academic Outcomes Effects of Program Duration Career and Other Long‐Term Effects Methodological Weaknesses of Study Abroad Outcomes Literature Summary Study Abroad: Critical Perspectives Critiques of the Unstated Purposes of Study Abroad Critical Studies of the Study Abroad Experience Summary Conclusions, Final Thoughts, and Recommendations Who Participates, Who Does Not, Why, and What to Do About It? Outcomes: The Good, the Bad, and the Indifferent Meeting the Challenge Final Thoughts Notes References Name Index Subject Index About the Authors

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The Effect of Perceived Value in the Decision to Participate in Study Abroad Programs

Cited by 66 publications

References 14 publications

Making sense of higher education: students as consumers and the value of the university experience

Making sense of higher education: students as consumers and the value of the university experience

11 Short-term study abroad: motivations, expectations and experiences of students of Aalesund campus

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