ABROAD STUDENTS' EXPECTATIONS AND EXPERIENCES

Abroad Students' Expectations and Experiences with Host Countries



ABSTRACT

This was a comparative study of international and American study abroad students' experiences and expectations with the host countries. The rationale for this study was to acquire a deeper understanding of different experiences of students who study abroad and to understand whether their expectations of the host country have an impact on their experiences. An opportunity sample of American study abroad and international students was selected from the United States student population and their expectations and experiences of the host country compared. The study addressed 6 research questions, using a mixed-method approach. The principal instrument for the investigation was the Cross-Cultural Participant Questionnaire conducted online. Associated hypotheses with the research questions were analyzed using Independent sample t-tests and Paired samples t-tests at an alpha level of .05 and the results were described using descriptive statistics. The open-ended questions were analyzed according to established qualitative techniques. The survey was completed by 421 respondents comprised of 155 international students, 252 American study abroad students, and 14 unknown labelled as others. The results of this study identified language fluency, building relationships with the host nationals, learning about a new culture, and personal change as significant expectations of the students.

CHAPTER 1: INTRODUCTION

According to Open Doors, the annual report on international education published by the Institute of International Education (2005: 74), there were approximately 572,509 international students enrolled in higher education institutions in the United States and 191,321 American students studying abroad for the academic year 2003/2004 (Institute of International Education). Considering the vast number of students attending institutions outside their home countries, it is imperative that the higher educational experience be studied within the context of students' expectations. This is essential because students evaluate their experiences of education within the context of their expectations and use this evaluation to assess satisfaction of the institution.

Conceptual Framework

A theoretical framework for foreign students' experiences can be formulated using the experiences of international and American study abroad students along with the existing theory of Kolb's experiential learning model and Dewey's work on education and experience. It is also reasonable to apply Kurt Lewin's force field theory to study abroad programs, which reports that behaviour is a fsunction of both the individual and the environment (Owens, 2000: 141). The environment the students are in will influence their learning experiences and provide opportunities for informal learning. The experiences of the learner are shaped both by the informal and formal learning processes. In a sense, study abroad can be classified as a mix of both informal and formal learning. Students enrolled in study abroad programs are afforded the opportunity to evaluate their total learning experiences in a formal and informal learning environment. Therefore, the experiences of international and American study abroad students are an opportunity for positive reflective observations for educators.

Statement of the Problem

Although in recent years there has been research done on students' experiences (e.g.: Barger, 2004; Hellsten, 2002; Zeszotarski, 2003), very few studies have focused ...