Why Do Gen Y Students Study Abroad? Individual Growth and the Intent to Study Abroad

Pope, Jennifer A.; Sánchez, Carol M.; Lehnert, Kevin; Schmid, Alexandra S.

doi:10.1080/08975930.2014.896232

Cited by 38 publications

(36 citation statements)

References 51 publications

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“…These new programs have increased the number of participating students from all facilities and academic grades. Our results for gender are similar to those of other authors, who reported that females are more likely to study abroad and have more positive intercultural attitudes than men (Kim & Goldstein, 2005;Pope et al, 2013). However, further research is needed to clarify whether the increase in female students in overseas programs at TU was due to the implementation of the GGP and not due to demographic differences.…”

Section: Discussionsupporting

confidence: 80%

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

Parada¹,

Ikeda²,

Ando³

et al. 2018

JEL

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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.Keywords: developing country, global human resources, higher education, overseas short-term programs, practical education, Tottori University, Japan IntroductionDemographics, economic pressure, and globalization in higher education are the main reasons for students' mobility worldwide. According to The United Nations Educational, Scientific and Cultural Organization ([UNESCO], 2013) the number of outbound students has increased from 1.3 million in 1990 to 4.3 million in 2011. In the past, students' mobility focused on English-speaking countries. However, in recent years, the number of students from Asia and the Pacific region has also increased, and 53% of all students enrolled in higher education in 2011 were from China, India, and Korea (Organization for Economic Cooperation and Development [OECD], 2012;Nam, 2018).The speed of population decline and aging in developed and developing countries is another relevant issue affecting higher education worldwide. Japan has a rapidly aging population and low birth rate, resulting in a decrease of the youth and working age populations. The decreasing number of young people and the emergence of new universities has led to an over-supply of universities in Japan. Therefore, Japan is moving towards enhancing or cultivating the capabilities of the younger generati...

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Section: Discussionsupporting

confidence: 80%

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

Parada¹,

Ikeda²,

Ando³

et al. 2018

JEL

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show abstract

“…In another recent study, Pope et al (2014) have found that neither the gender nor the parental educational level has significant impact on the study abroad decision. On the other hand, they found that students are more likely to study abroad if they had prior abroad experiences and are upper division students (junior, senior; see Table 5).…”

Section: Profiling the Students Who Are The Most Likely To Study Abroadmentioning

confidence: 97%

Study Abroad Programs as Tools of Internationalization: Which Factors Influence Hungarian Business Students to Participate?

Huják

2015

Journal of Teaching in International Business

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The internationalization of higher education has been on the agenda for decades now all over the world. Study abroad programs are undoubtedly tools of the internationalization endeavors. The ERASMUS Student Mobility Program is one of the flagships of the European Union's educational exchange programs implicitly aiming for the internationalization of European higher education. Despite the high level of support from the European Commission, the ERASMUS opportunity seems to be underused in several institutions. This study looks at the possible obstacles of internationalization at the institutional level through the lens of study abroad programs, and serves as a lesson for higher education institutions in the USA. Through desk research and a student survey, the author explores the encouraging factors and discouraging factors that affect business students in their decision whether to apply for a study abroad program or not.

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“…They refer to the 'fun' factor as opportunities for social engagements, adventure and excitement, or opportunities for new social, personal or cultural activities. A recent study by Pope et al (2014) examined why Generation Y students study abroad. They found Generation Y's desire for individual growth drives their intent to study abroad by providing opportunities for greater independence, unique experiences and cultural encounters.…”

Section: Model 1: Research Hypothesesmentioning

confidence: 98%

“…Using a logistic regression model, Salisbury et al (2011) applied an integrated student choice model and human capital theory to explore differences in the factors influencing white and minority college students' intent to study abroad. On the other hand, Pope, Sanchez, Lehnert, and Schmid (2014) applied the desire for individual growth as theoretical background to examine US Generation Y's intent to study abroad. These studies indicate important factors in the US college students' decision-making process for SAPs.…”

Section: Theories Related To Students' Intent Toward Sap Decisionsmentioning

confidence: 99%

Individual attitudes and social influences on college students’ intent to participate in study abroad programs

Wang

Gault

Christ

et al. 2016

Journal of Marketing for Higher Education

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Participation in study abroad programs (SAPs) is widely viewed as offering important professional and personal benefits for college students. This study applies the Theory of Reasoned Action [Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.] as a theoretical framework to better understand how undergraduate students' individual attitudes and subjective norms from three social groups (family, friends and professors) impact their intent to participate in SAPs. Surveys were conducted at three public and private universities in the USA and Taiwan. The results suggest that both individual attitudes and subjective norms are influential factors for college students, and the effects are dependent on the type of SAPs. The current research offers several additions to the SAPs literature. Also, the results offer new insights for higher education and other institutional managers for increasing student participation in SAPs. ARTICLE HISTORY

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Why Do Gen Y Students Study Abroad? Individual Growth and the Intent to Study Abroad

Cited by 38 publications

References 51 publications

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

Study Abroad Programs as Tools of Internationalization: Which Factors Influence Hungarian Business Students to Participate?

Individual attitudes and social influences on college students’ intent to participate in study abroad programs

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