Ready or not here I come: A qualitative investigation of students’ readiness perceptions for study abroad/away.

Abstract

Participation in education abroad is frequently considered to be a high-impact educational practice that will contribute to global learning outcomes and psychosocial development. Yet inequities in participation rates and lackluster reentry outcomes remain concerning. Our purpose was to investigate what students perceived to be preparatory for the upcoming study abroad/away programs in which they were enrolled. Consensual qualitative research–modified ( Spangler, Liu, & Hill, 2012 ) was used to analyze 1,199 responses from 458 students (up to three responses per student) regarding what best prepared them for study abroad. Participants were from three institutions with a mean age 20.69 ( SD = 2.70; 72% female). Regarding race/ethnicity, 55% were White/Caucasian, 17% Asian/Asian American, 16% Hispanic/Latin#, and 4% Black/African American; 4% were international students. Responses mapped well onto social cognitive career theory’s (SCCT) model of how basic career interests develop over time ( Lent, 2013 ; Lent, Brown, & Hackett, 1994 ). The correspondence of our results with SCCT provides reciprocal support for (a) the validity of SCCT as a theoretical frame to understand choice behaviors and (b) SCCT’s predictive utility in future investigations of education abroad. Disaggregation of data permitted comparisons of readiness. Previous international travel was the most frequent preparation for White/Caucasian students, previous study abroad was for international students, and moving away from home was most cited for students who withdrew. Further investigation of these differences has implications for (a) disparate access to resources, (b) program selection, and (c) tailoring preparation to maximize student engagement in global learning. Impact and Implications Education abroad is considered to be a high-impact educational experience that will benefit college students in their personal and professional development. Across U.S. colleges and students of color, males, first-generation college students, and those from lower socioeconomic status backgrounds participate at significantly lower rates. In a manner consistent with the United Nations’ Sustainable Development Goal 4 Target 7, we sought to better understand what students perceive as contributing to their readiness for study abroad/away. Our qualitative results suggested readiness profiles differed for gender, race/ethnicity, citizenship, and program completion status. For example, for students who withdrew before travel, “moving away from home” was perceived as their primary source of preparation. Knowing these trends will be useful as educators work with students to help them translate how coping skills acquired at home will translate into education abroad.