LConnors_Thesis

Running Header: ASSESSING AND EVALUATING STUDY ABROAD 1
Assessing and Evaluating Study Abroad and the Impact on Students’ Experiences
by
Lindsay Connors
June 8, 2014
A Co-op Report Submitted in Partial Fulfillment
of the Requirements for the Degree of
Master of Science in Higher Education
at Drexel University
We accept this report as conforming to
the required standard
Lindsay B. Connors
David Oldham
Faculty Member

ASSESSING AND EVALUATING STUDY ABROAD 2
Table of Contents
Section Page Number
Abstract 3
Chapter 1 4
Chapter 2 10
Chapter 3 20
Chapter 4 23
Chapter 5 37
References 43
Appendix 47

Abstract
Studying abroad is an exciting cultural experience for students during their
undergraduate tenures. Currently, however, there are minimal assessments and
evaluations in place within universities determining the advantages of studying abroad on
student development. Assessing students allows universities the ability to evaluate study
abroad experiences, gauging the many positives and negatives of such an experience for
students.
This study aims to assess the benefits, with regards to student development,
language acquisition, and personal characteristics. Utilizing a short online survey, six
Vanderbilt University female undergraduates have been studied post-study abroad.
Together, the self-assessment style questionnaire and examination of students’ broad
answers provide information concerning students and their feelings post-study abroad.
This study concludes that studying abroad, although advantageous for students, does pose
drawbacks and does not support various issues in language acquisition or student
development.

Chapter One
Introduction
For university students in America, studying abroad during college is an exciting
and eye-opening experience, permitting students across the nation to experience
educational and advantageous opportunities in college. Students who study abroad return
to the United States with improved personal development, academic commitment,
intercultural development, and career development (Dwyer and Peters, 2011).
Internationally, interest in foreign countries continues to grow on an annual basis: the
amount of students studying abroad has increased 7.2 percent during the 2012-2013
academic year (Redden, 2011); student interest is also increasing: universities permit
thousands of students to study abroad, gaining insight into other cultures, languages, and
worldview (Salisbury, M., Sutton, R., & Heisel, M. n.d.).
As such, with an increase in university students studying abroad, universities are
permitting more students to travel abroad and therefore must assess the benefits of the
experience. As a result, assessing and evaluating students’ pre and/or post departure
must occur within university administration. “The development of student intercultural
competence is increasingly being viewed as an important role for international education
professionals… As practitioner-educators, it is our responsibility to ensure that students
derive as much benefit as possible from their time abroad” (Deardorff, 2009). Before and
after study abroad, students must be assessed and evaluated based on their general
knowledge of global events and cultures. Students must have an understanding of the
country they are traveling, and should increase their awareness before returning to the
United States. “Ideally, schools which send students abroad should try to ensure that

adequate instruction or orientation is provided prior to departure, shortly after arrival and
upon return back home” (Van Amelsvoort, 1999). It is also important that students
increase their intercultural development, such as foreign language skills; broaden their
academic and career oriented goals, hopefully to include future goals relating to their
study abroad experience; and, finally, improve their conflict resolution skills.
Therefore, this study will research all necessary aspects relating to student
development as a result of studying abroad, while Chapter 1 will outline the report's
purpose and problem statement, questions for research, definition of terms, and
limitations.
Problem Statement
Before supporting students’ decision to study abroad, university administrators
must assess the benefits of such an experience. As a result, students must be evaluated
pre and post departure to assess the overall study abroad experience. Otherwise,
university-level students are permitted to study outside the United States without
direction, planning, or evaluation. Students’ international education is built on
engagement while abroad, therefore the universities must be aware of the growth and
lasting developmental effects occurring while each student studies abroad.
Van Amelsvoort identified five goals study abroad students must fulfill pre-
departure. They are:
1. To help students to focus on their own culture (values and behaviors).
2. To help students develop realistic expectations.
3. To help ease pre-departure anxiety.
4. To describe the program and system of expected behaviors.

5. To give practical and logistical information
Further, Van Amelsvoort provided two additional objectives for a pre-departure study
abroad orientation:
1. To give some instruction on language learning strategies.
2. To give some intensive instruction in [host country’s foreign language],
specifically listening practice and survival homestay vocabulary.
(1999).
Instruction pre and post departure prepares students for their study abroad experience,
especially in the beginning of their study abroad program. “[Pre-departure instruction]
can also help maximize language learning prior to departure and help relieve some of the
anxiety that students inevitably feel before leaving” (Van Amelsvoort, 1999). This type
of program would provides students with information about their host country’s culture,
language, and realistic expectations for a study abroad experience. Issues, such a culture
adaption and language acquisition, are discussed and prepare students for their time
studying abroad.
Purpose Statement
This study aims to assess and evaluate students, by measuring their individual
growth while studying abroad. As such, this study will research the positive and negative
impacts (re: effectiveness; permitting or prohibiting students from developing, maturing,
and expanding their worldview during their time abroad) of studying abroad on university
students, as well as create an assessment and evaluation plan for current university
funded study abroad programs to measure the benefits of students traveling abroad for
academic reasons annually.

Research Questions
The following questions will guide research into study abroad assessment and
evaluation, in general:
1. How does studying abroad influence student development with regards to
foreign language communication, acceptance of world cultures, personal
abilities, personal values and goals, and overall experience?
2. How does living and studying abroad alter a student’s world view?
3. How will assessments and evaluations of study abroad students and
programs benefit students?
Definitions
This study will utilize certain key words and phrases during research and
therefore are necessary to define. The following terms will be used throughout research:
1. Study abroad: Study abroad is the pursuit of educational opportunities and
activities in an international setting. These come in many different shapes
and sizes as they vary in academic objectives, length, location, and price
(Defining Study Abroad, 2010).
2. International activities: refers to the activities in which the subjects
partake while they study abroad. The activities range from traveling,
internships, college courses, community service or volunteer program, etc.
Subject’s ability to utilize public transportation will be assessed.
3. Cross-cultural communication: assesses and evaluates how effectively
subjects communicate with individuals from other cultures

4. Foreign language acquisition: Language acquisition is very similar to the
process children use in acquiring first and second languages. It requires
meaningful interaction in the target language-- natural communication--in
which speakers are concerned not with the form of their utterances but
with the messages they are conveying and understanding (Krashen, 1981).
Research Design
To gather valuable data, the study will utilize a quantitative research method. The
subjects will complete studies that demonstrate the advantages or disadvantages to a
specific study abroad experience, verify that study abroad programs must be restructured
to consistently benefit undergraduate students, and provide insight into individual
programs and benefits of each. The main method of gathering data will be via a survey
(“Survey Monkey”), after each students’ study abroad experience. This survey will
answer questions to assess and evaluate the program and the individual student. The
survey will answer research questions and identify the strengths and weaknesses of
individual study abroad programs and their respective agendas.
In addition, the researcher will be interviewing each subject to discuss possible
additions, notes, or information to the thoughts they provided throughout their survey.
This will allow the researcher to gather an expansive amount of data for the study.
Methodology
This study will be held via the Internet. Since distance prohibits the researcher
from evaluating and meeting with the subjects in person, all surveys and interviews will
be completed online utilizing email, Survey Monkey, Skype, and Apple’s iPhone

application “FaceTime” application. The subjects will be asked to complete a qualitative
survey to self-assess their growth during their study abroad.
Summary
Educational administrators and professionals recognize the many rewards of
studying abroad. Therefore, this study will aim to provide insight into the many benefits
of study abroad assessments and evaluations, as well as the advantages that studying
abroad provides university students. Moving forward, as studying abroad numbers
increase annually, studying the positive and negative impact of studying abroad in a
university setting is important for administrators to be conscious. Furthermore, in the
next chapter, and subsequent chapters, a literature review and additional information will
offer evidence on the research and data that will be collected on this subject throughout
the research.

Chapter Two
Introduction
Experiences gained through a study abroad in a foreign nation have demonstrated
to helping students develop intercultural knowledge and adaptability, and foster an
education about other countries “in a manner that promotes social work’s core principles”
(Mapp, 2012). Therefore, evaluations and assessments are essential to benefit the student
in that type of situation. Without such an evaluation in place, universities are allowing
students to study abroad without direction, planning, or outcomes in place. With a major
increase in study abroad percentages, this topic is becoming increasingly important. “The
Institute of International Education (IIE) reported that 270,604 students participated in
some sort of study abroad program in the 2009-2010 academic year, a fourfold increase
in the past 20 years” (Mapp, 2012). Cubillos and Ilvento’s table displays the dramatic
increase in study abroad programs offered, as well.
Table 1. Changes in the Number of Study Abroad Programs and Participants
1994/1995 2004/2005 2007/2008
Number of Participants 84,403 205,983 262,416
Number of Programs 2,005 6,514 9,015
(2012)
With this large increase in mind, this researcher aimed to assess and evaluate student
development while studying aboard, as well as encourage future study abroad program
evaluation. As such, the purpose of this literature review will be to present the existing
research on the advantages of studying abroad, undergraduate student assessment and
evaluation while studying abroad, and finally the assessment and evaluation of offered
study abroad programs in the United States.

The following literature review aims to evaluate and explain the variety of
information created based on the benefits, assessments, and outcomes of study abroad
experiences in undergraduate students. The literature review utilizes the previous
research based on study abroad undergraduate experiences to prove the necessity of study
abroad program and student assessment and evaluation, post departure.
The chapter is divided into two sections based on the literature’s topic,
respectively, and information each reference possesses. Each aspect of the literature
review offers insight into the complexity of undergraduate student study abroad
experiences, offering an overview of topics such as academics, immersion benefits, and
assessments and evaluations of study abroad programs and students.
Immersion in a foreign country:
Intellectual development, cultural adaptability, and engagement
Immersion benefits and cultural adaptability
Students’ immersion affects student growth and development while abroad. As
such, the idea of undergraduate student study abroad experiences is focused solely on
academics and cultural immersion in the host country. However, the benefits of a study
abroad experience do not end in the classroom. There are many aspects of study abroad
experiences that influence involvement within a study abroad program, such as
completing a home stay- living with a host country family- or acquiring language skills.
Nevertheless, there are many outcomes as a result of complete immersion in the host
country. Students that are immersed completely in a foreign culture report many
developmental benefits pertaining to their study abroad experience. Mapp discussed the
benefits of long-term study abroad experiences. Students gain cultural adaptability and

intellectual development. “Research on long-term study abroad experiences has
documented a variety of beneficial outcomes, including functional knowledge, personal
growth, and cross-cultural awareness and interest…Of particular relevance, study abroad
has been found to significantly increase intercultural communication and openness to
diversity” (2012). Additionally, Mapp stated that study abroad experiences decrease
ethnocentrism among study abroad students. “Students reduced their ethnocentrism and
were more likely to view themselves as citizens of the world” (2012)
Language and intellectual development
Immersion in a host country’s culture offers students great benefits, aside from
the academic aspect of a study abroad experience. Students also development when
conversing with host country native speakers; in a situation in which students study
abroad in a country with a foreign language, there are additional benefits of speaking
with residents and city locals. Cadd’s research on language learning while studying
abroad concluded that linguistic proficiency is dependent upon several variables,
including living in a homestay or dormitory, length of study abroad, previous language
skills, and interaction with locals (2012). The study also investigated other variables that
may affect linguistic proficiency. However, the article discussed the benefits, regardless
of length of study or students’ study abroad living situation, of studying abroad on
language acquisition. Cadd “found that study-abroad students made moderate progress in
speaking proficiency, moving from Intermediate + to Advanced + on the ACTFL scale”
(2012). Language proficiency during a study abroad experience is important for student
development and maturation. The fact that students may acquire a second or third
language while abroad is reason enough for universities to assess and evaluate study

abroad programs and students. While there are many additional aspects of study abroad
programs, often times the main focus of foreign programs is for students to develop their
intellectual development and language skills. Cadd reported that students’ self-
assessments also note linguistic proficiency in a new language, with regards to “the four
skills (reading, writing, listening, and speaking), level of confidence, and level of anxiety
in using the language prior to and subsequent to the study-abroad event” (2012). It was
reported “that students involved in the European Union's Erasmus Program rated
themselves as improving from a 4 before studying abroad to a 2 after studying abroad on
a Likert scale measuring proficiency in speaking and other skills (7 = extremely limited,
1 = very good). (Cadd, 2012).
Cubillos and Ilvento’s research also reported on the impact of “self-efficacy
perceptions among foreign language learners.” The research reports that studying abroad
has a significant impact on students’ perfections of their language acquisition, regardless
of the length of time spent abroad. It proves that students acquired new language skills
when they felt confident in their skills.
Engagement
Student engagement during a study abroad experience applies to Astin’s Theory
of Student Involvement. Study abroad programs also focus on engagement within the
program and host country. Astin’s theory “links traditional pedagogical theory
components, such as subject matter, resources, individualization of approach, and desired
learning outcomes” (Harper, Quaye, 2009). As it relates to study abroad, Astin’s Theory
of Student Development “is concerned with behavioral processes that facilitate learning,
rather than developmental outcomes. The overarching argument of the theory is that for

student learning and growth to take place, students must be engaged in their
environments” (Harper, Quaye, 2009). Astin states that the amount of physical and
psychological energy that students devote to an academic experience define the outcome
of their involvement. Therefore, it is advantageous for students to engage in program
activities, individual weekend activities- such as travel, et al. to broaden their cultural
adaptability and remain immersed (2012). Rourke and Kanuka define engagement in
their report: the researchers found that “students’ participation in four high-impact
activities is strongly associated with gains in deep learning, general education, personal
and social development, and practical competence” (2012). This type of participation
increases the likelihood that students will invest time and effort into academics, expand
upon the time they interact with instructors and peers, receive feedback, and discover the
relevance of their classroom learning through real world and study abroad application
(Rourke & Kanuka, 2012). Rourke and Kanuka’s research on study abroad engagement
assessed and evaluated student engagement during a 10 day short-term study abroad
program of Canadian students studying in Mexico utilizing the National Survey of
Student Engagement methods. The study found students experienced unequivocal
advantages while studying abroad. “Students who benefit from study-abroad programs
are thoroughly immersed in the experience. They speak the host language, not their first
language; and they spend the bulk of their time with members of the host country, not
with others in their study-abroad group” (Rourke & Kanuka, 2012).
The manuscript also details their findings through the use of tables and data. Rourke and
Kanuka’s subjects were responsible for reflecting on their time in Mexico. The findings
based on personal development during the study abroad experience are detailed below:

(Rourke, Kanuka, 2012)
Students that engage in a foreign culture report feelings of acceptance of cultures and
races, independent learning, developing an individual code of ethics, and contributing to
a community. “Wenger holds that mutual engagement focuses on the ways in which
members of the community build relationships with and support one another while
negotiating meaning in a new environment. Engagement in a community of practice does
not necessarily have to be harmonious, as members can have different perspectives and
different feelings” (Goldoni, 2013). It is understood, therefore, that student engagement
is based on immersion, cultural adaptability, and language acquisition, as well as
understanding a foreign culture throughout student study abroad experiences, regardless
of country or culture.
Study abroad programs:
Outcomes and assessments and evaluations
Outcomes
Academics are another pertinent issue when assessing and evaluating
undergraduate study abroad experiences. Students travel abroad for academic purposes-
to take courses and apply credits toward graduating from their university, respectively.
Broadening students’ academic horizons is not easy, however, and outcomes must be in

place to ensure students gain new knowledge from these courses. The presentation by
Salisbury, Sutton, and Heisel demonstrates the necessity of assessments and evaluations
of study abroad programs at universities in terms of academics outcomes. The
researchers believe in the importance of student learning outcomes aligning with study
abroad assessments, therefore creating streamlined university outcomes for students
studying abroad, as well as the university. “Situate your educational outcomes within the
larger mission of the institution” (n.d.). Designing outcomes consistent with university
objectives will vastly transform and improve study abroad programs for undergraduate
students. Salisbury, Sutton, and Heisel state in their presentation:
Outcomes from courses abroad:
• Content acquisition (more/less
vs. different/deeper)
• Effective use of learning
resources
• Student engagement in the
learning process (class
participation)
Outcomes from programs abroad:
• Persistence/retention
• Integrated learning
• Impact of shared experience
• Contribution to discipline/major
• Increased interdisciplinary
understanding
• Effect on skill development
(social, navigational, critical
thinking, etc.) (n.d.).
The idea of streamlining university outcomes with study abroad outcomes means that
universities and program will be consistent in their goals and approach the study abroad
experience understanding the comprehensive and straightforward objectives.

Administrators understand the importance of academics while students study
abroad. Vande Berg, Paige, and Lou assesses student learning abroad and design a
criteria for learning in their manuscript.
1. The principle of learning strategies. Learning strategies would be introduced
to students with the intention that they (and their study abroad professionals
and instructors) could employ them to enhance learning.
2. The principle of the learning cycle. Student learning would be addressed
throughout the study abroad cycle (prior to departure, during the in-country
phase, and after return home).
3. The principle of interactive learning. Students would use their everyday
interactions with the new language and culture as ‘‘authentic material’’ for
learning.
4. The principle of guided reflection. The learning process would be informed by
providing students with key culture and language concepts to help them make
better sense of their experiences. (2012).
Vande Berg, Paige, and Lou create the learning outcomes based on guiding stages. They
believe that the outcomes should be applied to a vast array of cultures, situations, and
languages. Secondly, the authors develop the principles centered on strategies
emphasizing learning through language and culture. Third, Vande Berg, Paige, and Lou
created the principles for them to be oriented to the learning cycle of study abroad. The
authors wanted the principles to align with and address learning through all phases of the
study abroad experience. Fourth, the principles are audience specific, meaning they
support student learning during study abroad. Fifth, the principles are based on extensive

theory and research. The principles are based on research of student language acquisition
and intercultural development. Sixth, Vande Berg, Paige, and Lou designed the
principles to be flexible when applying to a variety of study abroad experiences,
including self-study, formal courses, and orientations (Vande Berg, Paige, and Lou,
2012).
Assessments and Evaluations
Study abroad programs require assessments and evaluations by university
administrators. The programs must be assessed to ensure they offer courses and activities
so students are offered opportunities for immersion and development. Currently,
university administrators are unable to determine the benefits and outcomes of study
abroad experiences. “If academic institutions are able to more accurately and completely
understand how the cultural immersion has possibly reshaped a student's attitudes about
self and home, perhaps they can better assist students…” (Doyle, 2009). Presently,
however, there are minimal assessment instruments to evaluate study abroad programs or
students. The following demonstrates the lack of assessments and evaluations on study
abroad experiences currently in place: a recent survey of United States universities found
that 96% of assessments only evaluated students’ satisfaction as a measurement of a
successful study abroad program (Harrison & Brower, 2012).
In contrast, the literature on international job assignments identifies psychological
adjustment as a vital construct underlying the success of expatriate employee
experiences. Furthermore, personality characteristics or stable personal traits are
considered among the most important factors affecting the psychological
adjustment of expatriate employees, and thus their success. Two of these traits
that are especially appropriate in the study of successful cross-cultural adjustment

are cultural intelligence and psychological hardiness.” (Harrison & Brower,
2011).
Harrison and Brower highlight the lack of assessments available to universities, but also
the necessity of evaluating such a significant aspect of undergraduate tenures. The
research also identifies and evaluates factors that lead to a successful study abroad and
resolve their findings: “cultural intelligence and psychological hardiness are vital to
psychological adjustment” (Harrison, Brower, 2011).
Summary
As the previously stated research has explained, universities across the nation are
responsible for the maturation of students during college. Furthermore, this process is
influenced by a student’s decision to engage in a study abroad experience. Students who
partake in study abroad programs develop and mature, both intellectually and as
culturally aware young adults. However, the student’s study abroad program or
experience is not assessed. Before continuing to encourage scores of undergraduates to
travel abroad, university administrators must be aware of the development and maturation
of their student body while studying abroad.
This study closely examines a sample of undergraduate students and their
respective experiences in foreign countries in an academic setting. The following chapter
will explain the study’s methodology, including the purpose for the study, location,
sample population, limitations facing the research, and instruments.

Chapter 3
Introduction
This chapter discusses the framework and practical elements of the study,
including purpose, location, and sample population. The methodology has been selected
with regards to the sample population, as well as the particular location of the study.
Rationale
Studying abroad is an exciting and eye-opening experience for university students
across the nation. Students who study abroad return to the United States with improved
personal development, academic commitment, intercultural development, and career
development (see Appendix A) (Dwyer and Peters, 2011). Before a university can
endorse students studying abroad, they must assess the benefits of such an experience.
As a result, students must be evaluated pre and post departure.
Further, a high percentage of students abroad means it is necessary to assess and
evaluate the study abroad experiences, instead of allowing university-level students to
study outside the United States without direction, planning, or evaluation. Therefore,
assessments and evaluations must be created to measure the success or failure of the
study abroad experience as a whole.
Site
The population of subjects for this study is Vanderbilt University, located in
Nashville, Tennessee. As such, the site of this study will be via the aforementioned
institution.
Population
Pending IRB approval, the sample population for this study will be six (6)
students from Vanderbilt University in Nashville, Tennessee. Each subject is currently
studying abroad in Europe, each with a foreign language as the official language in use.

With the interest of privacy in mind, throughout the study, the subjects will be referred to
as:
1. Student 1
2. Student 2
3. Student 3
4. Student 4
5. Student 5
6. Student 6
Limitations
There are few limitations that will limit this research; the most restrictive
limitation being the lack of population size. The purpose of this study is to research the
benefits of studying abroad during college, yet will only be interviewing and surveying
six (6) Caucasian females, aged 20-22, from Vanderbilt University in Nashville,
Tennessee. The results from this study should not be applied to the general population of
university students studying abroad. Secondly, the timeline of the data collection will
prohibit extensive research on the subject. All interviews and surveys must be completed
by May, 2014, when the subjects return from their study abroad experience.
Recruitment
The sample population for this study is pending Vanderbilt University’s IRB
approval. The six students have been recruited through a contact at Vanderbilt
University. The six students have agreed to answering surveys and interview questions
based on their study abroad experience.
Draft instruments
The location of this study will be via the Internet. Since distance prohibits the
researcher from evaluating the subjects in person, all surveys and interviews will be
completed online using email, Survey Monkey, Skype, and Apple’s iPhone application

“Facetime.” The subjects will be asked to complete a quantitative survey to assess their
growth post departure.
Surveys will require subjects to assess themselves on a scale from “not –
somewhat – moderately – well – very well.” Questions throughout the survey will ask
subjects about their study abroad experience, including their general knowledge and
skills, values, career plans, cultural adaptability, international activities, and their overall
study abroad experience.

Chapter Four
Introduction
The data collection for this chapter was focused on students’ study abroad
experiences and the impression that studying abroad has on each student, respectively.
Therefore, this chapter is a discussion of the researcher’s findings from data collection
regarding the impact of studying abroad during college. Chapter Three will provide
insight into the students’ opinions of their individual study abroad experiences, as well as
the impact that studying abroad had on their individual abilities, development of foreign
language communication and comprehension, and acceptance of world cultures.
As a result of the data collection, it has been established that studying abroad
during a students’ undergraduate years is beneficial to a students’ foreign language
communication, acceptance of world cultures, and personal abilities.
Description of research participants
The six (6) participants for this study are Vanderbilt University juniors and
seniors, graduating in 2014 and 2015. The students are female and majoring in a broad
range of subjects: Economics, International Studies, Hospitality Management, Spanish,
and Psychology. Each student reported in their answers that they had previously traveled
outside the United States, with answers ranging from four to 14 times. However, for the
majority of the students, this was their first time participating in an educational study
abroad program.
Each of the young women engaged in study abroad programs, including Council
on International Educational Exchange (4), Vanderbilt in London, and CET Academic
Programs- and were studying in England, Italy, France (2), and Spain (2). Further, each
student studied at an official host university, University of Florence, Universitat Pompeu

Fabra (2), Foundation for International Education, and Paris Center for Critical Studies
(2).
Findings
As stated in Chapter One, this study aims to measure the advantages and
disadvantages of studying travelling abroad for academic purposes during their
undergraduate years. The purpose of this study is to assess and evaluate student
development during a study abroad experience. The main areas in which the researcher
focused on development were: foreign language communication, acceptance of world
cultures, personal abilities, personal values and goals, and overall experience. The five
aforementioned areas supported the researcher in posing questions throughout the survey.
Section One: Foreign Language Communication
The researcher focused questions surrounding the idea of effective
communication in a foreign language. Questions required subjects to reflect on their
ability to communicate in a broad range of scenarios, including conversationally,
professionally, fluently, academically, and in general. The students were asked to focus
on their perceptions of their abilities after their study abroad experience. The bottommost
answers resulted when students were asked if they felt their foreign language abilities
allowed them to communicate in a professional setting and at a fluent level.

The above graphs demonstrate the students’ perceptions of their abilities to
communicate in a professionally setting, such a work place conversations and about
technical subjects, as well as their ability to converse fluently in a foreign language. The
results for both areas were also poor.
0

0.5

1

1.5

2

2.5

Communicate
professionally

(technically,
workplace
conversations)

Communicate
professionally

(technically,
workplace

conversations)

0

0.5

1

1.5

2

2.5

Communicate
9luently
(full

comprehension
and
acquisition)

Communicate
professionally

(technically,
workplace

conversations)

Meanwhile, students assessed and evaluated their abilities to communicate
conversationally and in a classroom setting as very high.
0

0.5

1

1.5

2

2.5

3

3.5

Communicate
conversationally

(introductions,
ordering
food,
asking

directions,
etc.)

Communicate

conversationally

(introductions,
ordering
food,

asking
directions,
etc.)

0

0.5

1

1.5

2

2.5

3

3.5

Communicate
in
a
foreign
language
in
a

classroom
setting

Communicate

conversationally

(introductions,
ordering
food,

asking
directions,
etc.)

In general, students replied that they felt their ability to communicate in a foreign
language fell to the middle range of aptitude. When asked if they felt they were able to
communicate “in general,” 0% of the students replied “very well.” Overall, students felt
their abilities to communicate in a foreign language were vaguely impacted as a result of
their study abroad opportunity.
Section Two: Acceptance of World Cultures
A large part of studying abroad is learning to accept and acquire world cultures.
Studying abroad requires an unlimited amount of maturity, as being accepting of other
cultures is a difficult task that comes with personal development during the maturation
process. Students were questioned on their ability to understand and accept their host
country’s culture, current events, faith/predominant religion, and then assess their own
ability to function in a foreign culture, as well as a their ability to function in a society
with different customs and norms.
Overwhelmingly, students felt they understood their host country’s culture very
well, respectively. Understanding a foreign culture depends on the comprehension of
current events, dominate religious beliefs, and a country’s norms and standards.

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Not
(0%)
Somewhat

(0%)

Moderately

(0%)

Well
(33%)
Very
Well

(67%)

Understand
your
host
country’s
culture

Understand
your
host

country’s
culture

0

1

2

3

4

5

6

Not
(0%)
Somewhat

(0%)

Moderately

(0%)

Well
(17%)
Very
Well

(83%)

Understand
your
host
country’s
society

and
norms

Understand
your
host

country’s
society
and
norms

0

0.5

1

1.5

2

2.5

3

3.5

Not
(0%)
Somewhat

(0%)

Moderately

(0%)

Well
(50%)
Very
Well

(50%)

Function
in
your
host
country’s
culture

Function
in
your
host

country’s
culture

0

0.5

1

1.5

2

2.5

Not

(0%)

Somewhat

(0%)

Moderately

(33%)

Well
(33%)
Very
Well

(33)

Understand
your
host
country’s
current

events

Understand
your
host

country’s
current
events

Overall, it is the opinion of the researcher that studying abroad has a great impact
on students’ feelings regarding foreign cultures. Students’ responses to the
aforementioned areas within a culture demonstrate that they feel capable of
understanding foreign cultures, as well as demonstrate that their individual experiences
abroad impacted their ability to digest, understand, accept, and appreciate foreign
cultures.
Section Three: Personal Abilities
For administrators, it is important to note that students studying abroad change their
perceptions of foreign cultures and increase their foreign language skills, but also develop
personally while abroad. The third section required the students to evaluate themselves and their
personal development during their time abroad. Throughout “Personal Abilities,” students
reflected on their experience and how they have transformed as an individual, leader, and goal
setter since (and during) their study abroad opportunity.
0

0.5

1

1.5

2

2.5

Not

(0%)

Somewhat

(0%)

Moderately

(33%)

Well
(33%)
Very
Well

(33)

Understand
your
host
country’s
beliefs/
predominant
faith

Understand
your
host

country’s
current
events

The six students’ answers to the survey questions demonstrate that, in general, the
students feel confident about their leadership skills, ability to achieve goals, ability to
navigate through various unfamiliar situations, and ability to appreciate differences
among opinions and ideas. An overwhelming percent of the students feel that as a result
of their study abroad experiences, they are self-assured enough to lead others through
various situations to achieve goals, while also appreciating differences among people,
places, and situations.
0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Not
(0%)
Somewhat

(17%)

Moderately

(0%)

Well
(67%)
Very
Well

(17%)

Be
a
well
equipped
leader

Be
a
well
equipped
leader

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Not
(0%)
Somewhat

(0%)

Moderately

(33%)

Well
(0%)
Very
Well

(67%)

Achieve
goals

Achieve
goals

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Not
(0%)
Somewhat

(0%)

Moderately

(17%)

Well
(17%)
Very
Well

(67%)

Navigate
through
various
unfamiliar

situations

Navigate
through
various

unfamiliar
situations

However, through the research, it is noted that after a study abroad experience,
students do not feel confident in their ability to appreciate differences among languages.
This uncertainty runs parallel to the idea that students did not feel confident in their
ability to communicate fluently in a foreign language. It is possible that most students do
not study abroad to acquire a foreign language, but as a result of the survey, it is
demonstrated that study abroad programs do not adequately enhance language skills or
confidence in language appreciation.
0

0.5

1

1.5

2

2.5

3

3.5

Appreciate
differences
among
people

Appreciate
differences
among

people

In general, it should be noted that students felt they developed during their study
abroad experience. Students’ self-evaluations on their transformations into a strong
individual, leader, and goal setter prove that students’ study abroad programs assist in
creating well-established young adults.
Personal Characteristics
Alongside students being asked to self-evaluate on their development, students
were also asked to assess their personal characteristics. Overall, students feel they have
increased confidence and independence resulting from their study abroad opportunity.
100% of the six students reported feeling more confident and a stronger desire to be
independent after studying abroad. Additionally, 100% of students feel they increased
their reaction with other cultures, while also growing their acceptance and tolerance for
different cultures and societies. At no point in the survey did students indicate that they
felt a decrease in their individualities as a result of studying abroad.
0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Appreciate
differences
among
languages

Appreciate
differences
among

languages

Overall experience
When asked to rate their overall study abroad experience, students reported very
good and excellent experiences. This is a result of the many opportunities presented to
them while studying abroad. The majority of students participated in study abroad events
and activities to broaden their study abroad experience.
I participated in “dry” study abroad program activities 5
I participated in “wet” study abroad program activities 5
I participated in dorm-style housing 3
I participated in a homestay experience 2
I attended a theatric performance while studying abroad 5
I attended a sports competition while studying abroad 3
I traveled during the weekends less than 5 times 0
I traveled during the weekends more than 5 times 6
I participated in a volunteer experience while studying abroad 3
I built relationships with nationals while studying abroad 5
The six students reported traveling more than five (5) times during the weekend,
an activity that directly impacts a students experience, respectively. Additionally, the
majority of students reported living in dorm-style housing- a traditional style of housing
with other university students. This allows for camaraderie and relationship-building
while studying abroad. Overall, students reported successful study abroad experiences,
83% (5 students) reported “excellent” experiences, while 17% (1 student) reported a
“very good” experience.
Summary and Conclusion
As a result of the survey, it can be summarized from the six (6) Vanderbilt
students that studying abroad experiences are a beneficial aspect of an undergraduate

tenure. The data supports the research questions regarding the advantages of study
abroad programs. The data collection responds to the purpose of the study by analyzing
students’ experiences abroad: the survey measures individual growth and development,
as well as the positive and negative impacts such an experience has on undergraduate
students.
The following chapter will finalize the research by discussing the implications
and recommendations. Chapter Five will also discuss a new model for study abroad
programs, including responding to the negative aspects the students reported via the
survey: academic materials and language acquisition.

Chapter 5
Introduction
Chapter Five is a conclusion of the research, providing implications and
recommendations for future studies. The chapter will report connections between the
previous literature and this study. Finally, this chapter will summarize the data
collection, and also will discuss a new model for students’ study abroad assessment and
evaluation.
Conclusions and Implications
The data collected supports the research questions, investigating the benefits of
studying abroad for college students. In general, it can be concluded that the six students
all benefited from their individual study abroad experiences; each student advanced in
the areas studied: foreign language communication, acceptance of world cultures,
personal abilities, personal values and goals, and overall experience?
Foreign Language Communication
Students’ responses regarding foreign language acquisition indicated proficient
language skills in all areas except for “professional setting.” The data collection
demonstrated students felt incompetent when required to communicate professionally
and fluently. It can be concluded that students feel unable to communication
professionally/fluently as a result of their classroom learning style. Students are not put
in professional settings to practice their specific language skills. Therefore, as a result,
students do not improve or exercise their language skills professionally.
The Chapter Two literature does not highlight the aforementioned issue of
students not acquiring professional language skills, however, Cadd’s research solely
focused on “more than 400 participants and limited to students who had studied a year or
more abroad in France, Germany, Sweden, and the United Kingdom” (2012). Therefore,

it can be concluded that this research’s investigation into the one-semester (16-weeks)
study abroad experience was insufficient. It can be concluded that student development
and language acquisition requires longer than a one-semester study abroad.
Acceptance of World Cultures
Students responded that while studying abroad, they felt capable of understanding
foreign cultures, specifically their host country’s culture. When tasked with assessing
their abilities, students felt they could fully function, comprehend, and appreciate a
foreign culture and society upon their return to the United States. Mapp’s research of
Semester at Sea students affirms this evidence: “Research on long-term study abroad
experiences has documented a variety of beneficial outcomes, including functional
knowledge, personal growth, and cross-cultural awareness and interest…Of particular
relevance, study abroad has been found to significantly increase intercultural
communication and openness to diversity” (2012). It can therefore be determined that
students self-evaluations proved students matured and developed to the point of being
nonjudgmental and accepting of others.
Personal Abilities
As stated in Chapter Two’s Literature Review, studying abroad provides students
with the opportunity to acquire another language. In fact, “students studying abroad for
one semester ended their stays with a score of Intermediate-High…” (Cadd, 2012).
Additionally, as the literature review discusses, students feel an overwhelming sense of
confidence in various situations as a result of studying abroad. Students’ responses to
questions regarding their personal abilities demonstrated a strong sense of leadership,
ability to achieve goals, ability to navigate through various unfamiliar situations, and
ability to appreciate differences among opinions and ideas. It can be inferred that

studying abroad allows students to grow and develop, and also educate students on
acceptance of differences in people, places, and situations.
Nevertheless, as a result of data collection, it is noted that students felt their study
abroad experience did not allow them to expand their appreciation of differences among
languages. Along with the idea of that students do not feel confident in their
professional language skills, it can be confirmed that study abroad programs do not
adequately enhance language skills or confidence in language appreciation. Astin
believes that this matter is due in part to the length of a study abroad and/or student
involvement and engagement. Astin’s Theory of Student Involvement is directly linked
to student’s engagement while studying abroad. For this research’s six participants,
although students reported engaging in study abroad programs and activities, the
minimal participation in a homestay experience is to blame. “Students who benefit from
study-abroad programs are thoroughly immersed in the experience. They speak the host
language, not their first language; and they spend the bulk of their time with members of
the host country” (Rourke and Kanuka, 2012). For students to engage 100% during their
study abroad, it is this researcher’s belief that students should be required to participate
in a home stay experience.
Personal Characteristics
As a result of students’ self-assessments and rating of their overall study abroad
experience, it is confirmed that students feel an increased sense of confidence and
independence. Students felt more confident, as well as a strong desire to be independent
after their study abroad experience- as stated in Chapter Two. Students questioned in
Rourke and Kanuka’s study, as well as this research, reported overwhelming feelings of

increased independence and confidence resulting from their study abroad experience.
Students report increased time spent with individuals of various backgrounds and
cultures, adding to student development (Rourke and Kanuka, 2012). Further, Mapp’s
research supports the findings: “An evaluation of the Semester at Sea program found that
it enhanced the ability of students to recognize that people from other cultures shared
both similarities as well as differences with them. Students reduced their ethnocentrism
and were more likely to view themselves as citizens of the world” (2012). As stated in
Chapter Two, student development is a priority for study abroad students; evidence from
students’ responses indicate that they feel they have increased their individualities,
engagement, and confidence.
Recommendations
The researcher believes that assessing and evaluating the study abroad
experiences of each college undergraduate will ultimately benefit the student, study
abroad program, and institution. This study aimed to fill the gap in studying abroad;
although study responses are anonymous, direct communication with students provides
insight into students’ feelings regarding their individual study abroad experiences.
Future studies will research further into students’ self-assessments and how their
individual choices during studying abroad impact their study abroad experiences,
respectively. In general, this study of six undergraduates focused on overall self-
improvement, student development, and language acquisition, while potential future
studies should investigate further into students’ participation in study abroad activities,
especially a more in-depth analysis on how those actions impact a study abroad
experience.

Future Study Description
The following is an outline of future research of the study abroad experiences of
undergraduate students. Universities can utilize the study outline to assess and evaluate
study abroad students post-study abroad, ensuring the study abroad opportunity benefits
the students and the institution.
Research Questions
1. How does studying abroad influence student development?
2. How does living and studying abroad impact a student’s foreign language
acquisition?
3. How will student involvement impact student development and overall
study abroad experience?
Methodology
Universities will utilize Google Survey (or a similar application) to distribute to
students and expect a thorough response in an appropriate amount of time. The subjects
will be asked to complete a qualitative survey to self-assess themselves upon return to
campus post-study abroad.
Population
The population of this research is any university student participating in a study
abroad experience.
Site
This potential study will be emailed to students and responded to anonymously
by the students post-studying abroad.
Rationale
Studying abroad is a great opportunity for undergraduate students. As previously
stated, students who study abroad return to the United States with improved personal
development, academic commitment, intercultural development, and career development

(Dwyer and Peters, 2011). Currently, there are no university or program assessments or
evaluations in place to determine the impact of studying abroad on undergraduate
students. However, students must be evaluated in order to assess and outline the critical
benefits to student development.
Limitations
There are very few limitations to a university distributing a post-study abroad
survey. The main limitation is university students being unresponsive to the survey,
meaning they ignore the emails or do not provide enough in-depth information/responses
for universities to determine the positives and negatives or studying abroad.

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Appendix A
Clark University of Worchester, Massachusetts Study of the Benefits of Studying Abroad

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