University Student and Faculty Needs, Barriers, and Expectations of International Efforts and Opportunities: A Closer Look at One Land-Grant University’s College of Agriculture

Abstract

International academic opportunities have gained increased attention among students, faculty, and administration at American universities. It is important for agricultural students to have an awareness and understanding of agricultural policy and issues in the United States and other countries. Also, faculty who have personal and professional ties internationally are often the link for these students to engage in global experiences. This study used descriptive survey methodology to assess students (N = 773) and faculty (N = 85) at the University of Arkansas about their perceptions of international experiences, as well as what they saw as the most influential barriers and influencers to participating in international experiences. Students noted their parents (M = 3.30) as the most impactful influence for deciding whether or not to engage in an international experience, and cost (M = 3.92) was perceived as the most influential barrier to an international experience. Faculty noted money (84.2%) and time (80.7%) as barriers, and about one-half of the faculty wished to collaborate with institutions in Europe. Faculty perceived that institutional financial support should be provided to both faculty and students (74.1%). This study notes student influencers and barriers and faculty needs and provides recommendations for improving international learning experiences and opportunities for future research.

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“…This research built on previous work conducted by Estes et al (2016). Social Cognitive Theory (SCT) guided this and previous studies.…”

“…SCT provides an explanation for learning by expressing that individuals should possess symbolizing and forethought capability, as well as selfregulatory and self-reflective capabilities, when engaging in the learning process (Bandura, 1986). The symbolizing and forethought capabilities are especially important for students deciding whether to participate in IPs, they help the student assign meaning to an experience as well as think about potential consequences of actions before engaging in such behaviors (Estes et al, 2016).…”

“…Usable data were collected from students using a 13-question, multi-scale instrument modified from previous research by Estes et al (2016). Participant responses on the five-point Likert-type scale ranged from "completely disagree" to "completely agree".…”

“…There has been a shift from semester-and year-long programs to short-term programs for business students, which embraced advantages such as lower costs and shorter time commitments (Carley, Stuart, & Dailey, 2011). Previous research by Estes, Hansen, and Edgar (2016) found that students' enrolled in agricultural College courses were most interested in IPs that lasted 4 to 6 weeks in length. Additionally, Lukosius and Festervand (2013) reported numerous program decisions can help to lower the student cost, such as the program location which has a tremendous impact on total program cost.…”

“…When selecting an IP, students assess the pros and cons of participating before committing (Estes et al, 2016;Edgar et al, 2018). Universities should examine these decisions, based on advantages and disadvantages of participation, to provide opportunities and resources that align with students' interests.…”