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MoreIsBetter:TheImpactofStudyAbroadProgramDurationMaryM.Dwyer InstitutefortheInternationalEducationofStudentsIntroductionConventionalwisdominthestudyabroadfieldhasheldthatmoreisbetter;thatis,

thelongerstudentsstudyabroadthemoresignificanttheacademic,culturaldevelop-mentandpersonalgrowthbenefitsthataccrue.Thestandardassumptionisthatmean-ingfuladvancementinlanguagelearningandotheracademicdisciplinesusingaculture-specificpedagogyrequiresatleastafullyearofstudyabroad.

Duringthepast16years,duetoavarietyofacademic,social,collegepolicyandeconomicreasons,nationalstudyabroadenrollmenttrendshavebeenmovingtowardsignificantlyfewerstudentsstudyingabroadforafullyear.Althoughtheaggregatenumberofstudentsstudyingabroadhasincreaseddramatically,a232%increasefrom1985-86through2001-02(IIE,2002),thedatashowasteadydeclineinthenumberofstudentsstudyingabroadforafullacademicyear.In1985-86,forexample,17.7%ofU.S.studentsstudyingabroadstudiedforafullyearwhereasin2001-02thispercentagehaddeclined to7.8%.Moreover, thesesamedata show that the largestenrollmentgrowthsince1990hasoccurredinprogramsthatarelessthanoneacademicquarterinlength,growingfrom36%ofthetotalstudyabroadenrollmentsin1985-86to49%ofsuchenrollmentsin2001-02.Figure1illustratesthesharpdeclineinfull-yearenrollments inInstitute for the InternationalEducationofStudents (IES)programsacrossthedecades,from72%ofthosewhostudiedwithIESinthe1950sand60stoonly20%inthe1990s.

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DwyerFigure1:Percentageof IESstudentsstudyingabroad for fullyear,bydecade

80%70%60%

72%

50% 49%40%30% 33%

20%20%10%0%

1950sand60s 1970s 1980s 1990sWhile thebenefitsof full-yearstudyabroadarestronglyembracedbystudy

abroadprofessionals,thereisadearthofquantitativeresearchsupportingacorrelationwithpositiveoutcomes.Resourcesareavailablewhichmeasurethenumberofstudentswhostudyabroadbytermlengths,mostnotablytheInstituteforInternationalEducations(IIE)OpenDoors.Descriptivearticleshavebeenwrittenaboutthebenefitsofstudyingforafullyearovershortertermlengths.Numerousstudies(i.e.:Barnhart&Groth,1987;Carsello&Creaser,1976;Flack,1976;Hensley&Sell,1979;Isabelli-Garcia,2003;James,1976;Kuh&Kauffman,1985;Marion,1980;McEvoy,1986;Morgan,1972,1975;Pfnister,1972;Salter&Tefer,1975;Stauffer,1973)investigatetheeffectsofstudyingabroadonavarietyofstudentvalues,academiccompetenciesandinterests.Noneofthesestudiesattemptedtomeasurelongitudinalimpact;mosthadrelativelysmallsamplesizes,andreportedinconsistentfindings.Also,sustainabilityofresultswasnotaddressedinthesestudies.

A searchof the literaturenettednineotherempirical studies thatcorrelatedlengthofstudywithlongitudinaloutcomemeasures(Akande&Slawson,2000;Biligmeier&Forman,1975;Dwyer,2004,2004;Dwyer&Peters,2004;Nash,1976;RuhterMcMillan&Opem,2004;Steinberg,2002).Sixof theseninestudieswereconductedbyresearchersatIES,whosampledfromthesamealumnipopulation.Study Design

Thisstudy,conductedbyIESinlate2002,wasdesignedtomeasurethelongitu-dinalcorrelationsbetweenspecificprogramfeatureslanguagestudy,housingchoice,durationofstudy,enrollmentinforeignuniversitycourses,participationinanintern-152


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Frontiers: TheInterdisciplinaryJournalofStudyAbroadshiporfieldstudy,amongothersandavarietyofstudentoutcomes.A54-year-old,not-for-profit,academicconsortium,IESregularlyconductsformativeandsummativeevaluationsof itsprograms,surveyingstudentsbothduringand immediatelyaftertheirstudyabroadexperiences.Thislongitudinalstudywasundertakenwiththeintentofcomparingendofacademictermevaluationresultswithlongitudinalresults.Onlythroughsucharetrospectivelongitudinalstudycouldthesustainabilityofresults,theeffectsofprogramdesign,andtheimpactofshiftsinstudentparticipationpatternsbeassessed.

Foravarietyofreasons,thisstudypresentsuniquemerits.First,theIESalumnipoolprovidedanopportunitytodrawupon50yearsofdata.IESestimatesthatithaseducatedover45,000students.Second,thesizeofthepoolofstudyabroadalumnitosurvey (17,000:available,currentaddresses)wasmuch larger thanmostcollegeoruniversities studyabroad enrollmentsduring the same50yearperiod.Third, therangeoftypesofprogramsandlocationswasusefulforstatisticalanalysesandcompari-sonsacrosseducationalmodelsandcultures.Throughoutthe50years,IEShasoffered25programslocatedin14countries,inmultipleacademicstudyabroadmodels,fromislandprogramstohybridtodirectenrollmentandfullimmersion.Similarly,thehousingarrangementsforstudentsrepresentedthefullspectrumofopportunitiesfromdormitoriestohomestaystoapartments.

Thenumberofyearsofdata,thenumberofdifferent locations,thevarietyofacademicmodels andhousingarrangementsused, and the sizeof the alumnipoolallowedIEStoisolateandassessthelongitudinalimpactofspecificprogramcompo-nentsforlargeenoughsamplesizestomaketheresultsstatisticallyvalidandreliable.Fewotherorganizationshavethesustainedhistoryofprogrammingnecessarytorepli-catethesestudyfeatures.

In1997,IESestablishedtheIESModelAssessmentProgram(TheIESMAP),asetofguidelinesfordevelopingandassessingstudyabroadprogramsbyusingthesecategories:studentlearningenvironment,interculturaldevelopment,resourcesrequiredforacademicandstudentsupport,andprogramadministrationanddevelopment.Theendoftermstudentsatisfactionsurvey,a2000pilotsurvey,aswellasthe2002surveyforthisstudy,weredesignedusingthecategoriesoftheIESMAP.

In1999,apilotstudywasconductedwithalimitedsamplingof10%(2100)oftheIESalumnipopulation(Akande&Slawson,2000).Thissurveyachievedaresponserateof44%(707respondents),afterfactoringintheundeliverablesurveysdue tooutdatedaddresses.Thereweremany responses toanumberofopen-endedquestionsaskingrespondentstocharacterizetheimpactofstudyabroadontheirlives.Thesedatawereused toexpandand refine thequestionsused in the retrospectivelongitudinal2002survey.

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DwyerThe2002surveyconsistedof28questions,manyofwhichhadnumerous

sub-questions.Thequestionsweredividedinto3types:basicdemographics,impactofkeystudyabroadelements,andimpactofstudyabroadonselectbehaviors,attitudesandspecificachievements.Thesurveyresultsarereportedacrossfiveareas:generalfindings,academicattainment,interculturaldevelopment,careerimpactandpersonalgrowth.

Withineachcategoryrespondentsansweredbetweenfourandsevenquestionsaskingthemtorate,ona5-pointLikertscale,theimpactoftheirstudyabroadexperi-enceonaspecificdevelopmentalmeasure.Severalotherquestionsaskedrespondentstoprovideinformationonspecificbehaviorssincestudyingabroad,suchasthefre-quencywithwhichtheyusedaforeignlanguage,whetherornottheyhadworkedorvolunteeredinaninternationalcapacitysincestudyingabroad,andthehighestaca-demicdegreetheyhadobtained.

Thesurveywassentto17,000alumniwhostudiedwithIESforvaryingtermlengthsbetween theacademicyearsof1950-51and1999-00.More recentalumniwerenotsurveyedbecauselesstimehadelapsedsincetheirstudyabroadexperience,makingsustainabilityofimpactdifficulttoassess.

Anoverall25%responserate(3723ofthe14,800alumnicurrentaddresses)wasachieved.The1980sand90sproducedlargeresponseratesof40%and41%,respec-tively.ThesurveywasdisseminatedbyU.S.mailonlyoncebecausetheresponserateandthesamplesizewerelargeenoughtomakegeneralizations.Conductingthestudywithanon-linesurveywouldhavebeenmuchlessexpensiveanditwouldhaveallowedforrepeatedrequeststobemademoreeasily.However,it wasassumedthatusinganelec-tronicsurveywouldhaveresultedinsignificantlylowerresponseratesfromtheclassesofalumniwhostudiedabroadbetween1950and1970.

A representativesamplewasproducedbyU.S.geographicregions,decadeofparticipationinanIESstudyabroadprogram,andattendanceacross25IESprogramslocatedacross14countries.Usingstatisticalanalyses,whichtakeintoaccounterrorsduetosampling,theconfidenceleveloftheresults(theprobabilitythatthesamplerepresentsthepopulationfromwhichit wasdrawn)oftheentirepopulationof14,800alumniwasdeterminedtobe95%.

Whilethehighresponserateandthecorrespondinglargesamplesizemakethestudyparticularlyvaluable, itsmethodologyhas limitations.Alumnisatisfac-tionsurveysuseself-reporteddatathatcanonlyrevealcorrelationsnotinfercausa-tion.As is thecaseofmostsurveysmeasuring the impactofhighereducationonindividuals(Pascarella&Terenzini,1991),thereisnocontrolgroup.Itisdifficulttoattainacontrolgroupthatistrulycomparablewiththeexperimentalgroupbecausetherearetoomanyconfoundingvariablesduringthecollegeyears(i.e.,socio-economiclevels,academicchoices,maturation,etc.)andafter(i.e.,lackof154


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Frontiers: TheInterdisciplinaryJournalofStudyAbroadmotivationtorespond).The14,800alumnioriginatedfromover500 U.S.collegesanduniversities.Likewise,thesamplingmethodnecessarytoachieveacontrolgroupisveryexpensiveanddifficulttoachieveatastatisticallysignificantlevel.Evenwiththesecommon limitations, the studyoffers auniqueopportunity tomeasure thesustainabilityofstudyabroadoutcomes.Results and Discussion

TheresultsarereportedbytermlengthduringwhichrespondentsstudiedabroadwithIES.Duringthis50-yearperiodfull-yearprogramsweretypically32weeksinlength;semesterprogramswereaminimumof16weekslong,andsummertermprogramsrangedfromsix tosevenweeks induration.Of the totalsampleof3723respondents,32%(1191students)studiedabroadwithIESforafullyear.Sixty-twopercent(2308students)ofthesamplestudiedwithIESforasemesterand6%(224students)studiedforasummerterm.

Theresultsarereportedacross5areas:generalfindings,academicattainment,interculturaldevelopment,careerimpactandpersonalgrowth.Alloftheresultsre-portedarestatisticallysignificantatthe.05 level,meaningthattheseresultswouldoccurbychancelessthan5%ofthetime.Thus,wecanstatethatwehave95%confidencethattheresultsrepresentsignificantdifference.

Table1illustratesthat:Full-yearstudentsaremuchmorelikelytochoosetolivewithhost-countrynationals.Thetwoprimarypurposesforfull-yearstudentstostudyabroadarelanguageacquisitionandlearningaboutanotherculture.Thisstudysuggeststhattheychooseprogramsinwhichtheycanlivewithhost-countrynationalsinordertobetterattainthesegoals.Thefactthatsummerstudentsaremorelikelythansemesterstudentstolivewithhost-countrynationalsmaysuggestthattheyarehopingtoachievethesesamegoalsinamoreintensemanner.SomeoftheseprogramswereofferedinEnglish-speakingcountrieswherestudentswereelectingtoliveinresidencehallswithhostcountrynationalspresumablytolearnmoreabouttheculture.However,atsomeEnglishspeakinglocationsthestudentslivedwithotherU.S.students.Alternatively,theseresultscouldbeanartifactofthehousingoptionsofferedacrossthefivedecades.

Full-yearstudentsmayrepresentaself-selectedgroupthathasmoreinterestinstudyingabroadtobeginwith,andtheexperiencethenservestoreinforcethiscommitment.Thus,20%offull-yearstudentsstudiedabroadmorethanonce.Perhapstheyaremorelikelytobeinterestedinstudyingforeignlanguagesandimprovetheirfacilitywithoneormorelanguagesbystudyingabroadrepeatedly.

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YEAR FALLSEMESTERSEMESTER SUMMERTERM TOTAL

DwyerTable1indicatesthatfull-yearstudents(27%)weremorelikelythansemes-ter(22%)andsummerterm(10%)studentstousetheabilitytostudyabroadasacriterionforchoosingtheirundergraduatecollege.Whenthedatawereanalyzedbydecadeofparticipation inan IES study abroadprogram, thestudyrevealedthatalmostthreetimesasmanystudents inthe90s(28%)usedtheabilitytostudyabroadasonecriterionforchoosing theirunder-graduatecollegeincomparisonwiththoseinthe1950sand60s(11%).Thisfindingsuggeststhatincreasingnumbersofstudentsarethinkingaboutstudyingabroadwhiletheyareinhighschoolandthattheyconsiderstudyabroadanessentialaspectoftheircollegeeducation.

Table1:General findingsbystudyabroad term lengthSURVEYITEM FULL SPRING

Table2detailstheimpactofstudyingabroadonavarietyofacademicattain-mentmeasuresbystudyabroadtermlength.Themoststrikingresultsare:

Full-yearstudentsweremuchmorelikelytoenrollinforeignuniversitycourseswhilestudyingabroad.Thismaymeanthattheadditionalsemesterallowsthestudenttoacquiremoreconfidenceandlanguagefacilityinordertosucceedina foreignuniversity course.Theymaybemore committed to learning theforeignlanguage.Linkedwiththefindingaboutfull-yearstudentsattainingPh.D.degreesinsignificantlylargernumbers,it isfeasiblethatmoreacademi-callysophisticated,committedstudentsareattractedtofull-yearstudy.Alter-natively,theiracademicmajorsmayencouragelongerstudyduration.

Full-yearstudentsappeartohaveincreasedconfidenceintheirlinguisticabili-tiesduetolengthofexposureandamountofpractice.Theyaremuchmorelikelytolivewithhost-countrynationalsandslightlymorelikelytopartici-pateinaninternship/fieldstudyortakeauniversitycourse.Withthesemul-tipletypesofexposuretothecultureandopportunitiestoimprovetheirlanguagefacility,itfollowsthatthefull-yearstudentswouldcontinuetouseaforeignlanguageregularlyandbemorecommittedtoforeignlanguagestudy.Auniquefindingisthatsummertermstudentsincreasedtheircommitmenttousingaforeignlanguageregularlymorethansemesterlengthstudents.

Full-yearstudentsweremoreinclinedtochangeorexpandtheircollegemajor(s), increase their interest in academic study,bemore influenced in

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Frontiers: TheInterdisciplinaryJournalofStudyAbroadtheirsubsequenteducationalexperiences,andbeslightlymorelikelytoattendgraduateschool.Thelongerperiodofstudyingabroadmayhaveprovidedthemmoretimetoengageinnewareasofstudyandthereforehadmoreimpactontheirfutureacademicendeavors.

Forty-sixpercentoffull-yearstudentsreportedacquiringgraduatedegrees.TheyweretwiceaslikelytoattainaPh.D.degree(7%)thanstudentsattend-ingshorterterms(3%).

Table2:Academicattainmentbystudyabroadterm lengthFULL FALL SPRING SUMMER

SURVEYITEM YEARSEMESTERSEMESTER TERM TOTALTookforeignuniversitycourse 64% 43% 47% 51% 51%Useaforeignlanguageonaregularbasis 44% 30% 31% 37% 35%Studyingabroadreinforcedcommitmenttoforeignlanguagestudy 88% 83% 85% 90% 86%Enrolled inan internship/fieldstudycourseforcredit 19% 17% 18% 8% 18%Influenceddecision toexpand/changeacademicmajor(s) 72% 59% 57% 60% 63%Enhanced interest inacademicstudy 81% 80% 79% 84% 80%Influencedsubsequenteducationalexperiences 91% 85% 86% 84% 87%Influenceddecisiontoattendgraduateschool 70% 60% 60% 65% 64%HighestDegreeAttained: BA 41% 52% 47% 46% 47%

MA(otherthanMBA) 28% 22% 27% 24% 26%MBA 11% 10% 12% 11% 11%

LawDegree(JD) 9% 9% 9% 8% 9%Medicaldegree(MD,DDS,DVM) 1% 2% 1% 4% 2%

Ph.D. 7% 3% 3% 3% 5%Table3displaystheinterculturalcompetenceoutcomesreportedbyrespondents

bystudyabroadtermlength.Themostsignificantfindingsinclude:Studentswhostudiedabroadforafullyearweretwiceaslikelytocultivatelifelongfriendshipswithhost-countrynationals.Lastingrelationshipstaketimetodevelop.

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YEAR FALLSEMESTER SEMESTER SUMMERSURVEYITEM FULL TERM TOTAL

DwyerNumerousresultsinTable3supporttheideathattheculturaldevelopmentaspectofthestudyabroadexperienceendures.Auniquefindingisthatstudying inonecultureand languagehas leda significantnumberof re-spondentstolearnmoreaboutanothercultureorlearnanotherlanguage.

Achievinggreaterunderstandingofonesownculturalvaluesandbiases,con-tinuingtobeinfluencedinonesinteractionswithpeoplefromdifferentcul-tures,anddevelopingamoresophisticatedwayoflookingattheworldareallstrongfindings,particularlyforthoserespondentswhostudiedforafullyear.

Onaverage,90%ofrespondentsagreedorstronglyagreedwiththestatementthatstudyabroadinfluencedthemtoseekoutagreaterdiversityoffriends.This

is

acritical

finding,

and

its

distribution

across

all

term

lengths

is

note-

worthy.Thisfindingraisesthequestionofwhethertheexperiencepromotesgreaterracial,ethnic,andculturaltolerance,orwhether thestudentswhostudyabroadareaprioriaself-selected,moretolerantgroup.

Thestudent interest inparticipating in internships/fieldstudyhas increasedsignificantlyinthepast5decades.OfthoserespondentswhostudiedwithIESinthe1950sand60s,0.5%participated in internships/fieldstudy.Duringthe1990sthepercentageofalumnirespondentsparticipatingininternships/fieldstudyhadin-creased to51%.This findingmaybeconfoundedby IESplacing lessemphasisonexperientialeducationasaprogramelement in the1950sand60sversus the laterTable3:Interculturaldevelopmentoutcomesbystudyabroadterm length

SPRING

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Frontiers: TheInterdisciplinaryJournalofStudyAbroaddecades.Thequestionis:Dointernships/fieldstudyandstudyingabroadingeneralhaveanyimpactoncareerdevelopment?

Table4showstheimpactalumnireportedstudyingabroadhadoncareerdevel-opmentbytermlength.Themostimportantfindingsarethat:

Full-yearstudents(57%)weremorelikelythanthosestudyingothertermlengthstoengageininternationalworkorvolunteeractivities.

Full-yearstudentsweremuchmorelikelytohavepursuedacareerdirection,stillspeaka languageother thanEnglish regularly in theworkplace,andacquireskillsetsandprofessionalcontactsthatinfluencedtheircareerpaths.

Full-yearstudentsweremorelikelytoworkforamulti-nationalorganiza-tionintheU.S.andtogetajoboverseas.

Studyingabroadwasalmosttwotothreetimesaslikelytocausechangesincareerplansoffull-yearstudentsthanthosestudyingforshortertermlengths.

Table4:Career impactbystudyabroadtermlengthSPRING

Table5illustratesalumnisreportingofthedramaticimpactofstudyingabroadonawidevarietyofpersonalgrowthattributes.

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DwyerFull-yearstudentsweremorelikelytoachievethesegains,buttheimpactisimpressiveregardlessoftermlength.Thisisparticularlythecaseintheareasofincreasedself-confidence,toleranceofambiguityandmaturation.

Full-yearstudentsweresomewhatmorelikelytohavechanged,refinedand/orcontinuetobeinfluencedintheirpoliticalandsocialviewsduetostudy-ingabroad.Ninety-fivepercentofall respondents reported thatstudyingabroadhashadalastingimpactonhowtheyviewtheworld.

Full-yearstudentsweremorelikelytohavebeeninfluencedtocontinuetheirparticipationincommunityorganizations,feelthatstudyingabroadinflu-encedthechoicestheymadeintheirfamilylivesandstillbeincontactwith U.S.

friends

they

met

while

studying

abroad

with

IES.

Table5:Personalgrowthbystudyabroadterm length

SPRING

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Frontiers: TheInterdisciplinaryJournalofStudyAbroadConclusions

Long-heldbeliefsthatstudyingabroadforafullyearhasmoresignificantandenduringimpactonstudentsweresupportedbythedataofthisstudy.While it hasbeenlongbelievedthatstudyabroadchangespeopleslives,littleevidenceexiststoexplainwhatkindsoftangiblechangesoccurandforhowlong.Thisstudyshowsthatstudyabroadhasasignificantimpactonstudentsintheareasofcontinuedlanguageuse,academicattainmentmeasures,interculturalandpersonaldevelopment,andcareerchoices.Mostimportantly,thestudyillustratesthatthisimpactcanbesustainedoveraperiodaslongas50years.

Insomecategoriesoffactors,summerstudentswereaslikelyormorelikelytoachievesustainablebenefitfromstudyingabroad incomparisonwithsemesterstu-dents.Thisseemscounter-intuitivesinceonewouldexpectthatwithdecliningdura-tionofstudyabroadacorrespondinglesseningpatternofimpactwouldresult.

Oneexplanationisthatwell-planned,intensivesummerprogramsofatleast6weeksdurationcanhaveasignificant impactonstudentgrowthacrossavarietyofimportantoutcomes.Whileitrequiresverycarefuleducationalplanning,expertimple-mentation,andsignificantresourcestoachievetheseoutcomesinashorter-termlength,theresultsofthisstudyshouldencouragestudyabroadeducatorsandshouldreinforcethe

value

of

short-term

programming

of

at

least

6

weeks

duration.

Whether

these

resultswouldholdfortheincreasinglypopular1-5weekprogramsisunknown.Nevertheless,clearlythegreatestgainsacrossall outcomecategoriesaremadebyfull-yearstudents.FutureResearch

Numerousother researchprojectscouldbepursuedusing thedata from thisstudy.Futureresearchcouldincludeanalyzingoutcomesbycountry,languagestudiedandprogrammodelused.Aqualitativestudycouldbeconductedtoprobeforgreaterdetailwithintheseoriginalfindingsbycategoryofoutcomes.Astudyonthedifferentcareerpathsofstudentsbydecadewouldrevealthechangingemploymentcontextswithinwhichstudentsapplytheirstudyabroadexperiences.Also,it wouldbeinter-estingtocomparepre-studyabroadandpost-studyabroadgradepointaverages(GPAs)offull-yearstudentswithsemesterstudents.

Otherresearchquestionsthatcouldbeprobedusingtheavailabledatafromthisstudyincludebutarenotlimitedtotheimpactof

host-countryuniversityenrollmentonmultipleoutcomes?studyabroadonmenversuswomen?differenthousingmodelsonoutcomes?

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Dwyerthehost-citysizeonoutcomes?anintensiveforeignlanguageprogramonoutcomes?Inconclusion,theage-oldpremisethatmoreisbetterholdstruewhenitcomesto

thedurationofastudyabroadexperience.However,theresultsofthisstudywouldsuggestthatprogramsofat least6weeksdurationcanbeenormouslysuccessful inachievingimportantacademic,personal,careerandinterculturaldevelopmentoutcomes.ReferencesAkande,Y.,&Slawson,C.(2000).Acasestudyof50yearsofstudyabroadalumni.

InternationalEducator,9(3),12-16.Barnhart,

R.,

and

Groth,

L.

(1987).

The

assessment

of

college

student

growth

resulting

fromaninternationalcourseandstudyexperience.CollegeStudentJournal,21,78-85.

Billigmeier,R.,&Forman,D.(1975).Gttingeninretrospect:Alongitudinalassess-mentoftheUniversityofCaliforniaseducationabroadprograminGttingenby1956-66participants.InternationalReviewofEducation,21,217-230.

Carsello,C.,&Creaser,J.(1976).Howcollegestudentschangeduringstudyabroad.CollegeStudentJour nal ,10,276-278.

Chin,H-K.,ed.(2003).OpenDoors2003:Reportoninternationaleducationexchange.NewYork:InstituteofInternationalEducation.Dwyer,M.,&Peters,C.(2004).Thebenefitsofstudyabroad.TransitionsAbroad,27(5),

56-57.Dwyer,M.(2004).Chartingtheimpactofstudyingabroad.InternationalEducator,

13(1),14-17.Dwyer,M.(2004).Theinternshipeffect:Academic?InternationalEducator,13(1),18&20.Flack,M.(1976).Resultsandeffectsofstudyabroad.AnnalsoftheAmericanAcademy

ofPoliticalandSocialSciences,424 ,107-117.Hensley,T.,&Sell,D.(1979).Astudyabroadprogram:Anexaminationofimpactson

studentattitudes.TeachingPoliticalScience,6,387-412.Isabelli-Garcia,C.L.(2003).Developmentoforalcommunicationskillsabroad.Fron-

tiers:TheInterdisciplinaryJournalofStudyAbroad,Fall,149-174.James,N.(1976).Studentsabroad:Expectationsversusreality.LiberalEducation,62,

599-607.Kuh,

G.,

&

Kauffman,

N.

(1985).

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abroad

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ment.Jour nalofInternationalStudentPersonnel,2,6-10.

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Frontiers: TheInterdisciplinaryJournalofStudyAbroadMcEvoy,T.(1986).Cosmopolitanism.JournalofHigherEducation,57,84-91.Morgan,E.(1972).TheAmericancollegestudentinSwitzerland:Astudyofcross-

culturaladaptationandchange.DissertationAbstractsInternational,33,529A.Nash,D.(1976).Thepersonalconsequencesofayearofstudyabroad.JournalofHigher

Education,47(2),191-203.Pascarella,E.,&Terenzini,P.(1991).HowCollegeAffectsStudents.SanFrancisco:

Jossey-Bass.Pfnister,A. (1972).Impact of study abroad on theAmerican college undergraduate.Paper

presentedatthemeetingoftheNationalAssociationforForeignStudentAffairs.(ERICDocumentNo.ED063882).

RuhterMcMillan,A.,&Opem,G.(2004).Studyabroad:Alifetimeofbenefits.AbroadViewMagazine,6(2),58&60-61.

Salter,C.,&Teger,A.(1975).Changeinattitudestowardothernationsasafunctionofthetypeofinternationalcontact.Sociometry,38, 213-222.

Stauffer,M.(1973).Theimpactofstudyabroadexperienceonprospectiveteachers.DissertationAbstracts International,34,2448A.

Steinberg,M.(2002).InvolvemeandIwillunderstand:Academicqualityinexpe-rientialprogramsabroad.Frontiers:TheInterdisciplinaryJournalOfStudyAbroad,SpecialIssue-Winter,207-227.

The IESMAPforStudyAbroad:Chartinga courseforquality.Chicago,1999,2001,2003.

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