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Sociology-Anthropology

Spring 2018

Global Jays: Student Perceptions of the Study
Abroad Program at Elizabethtown College
Alyssa Vielee
Elizabethtown College, vieleea@etown.edu

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Global Jays: Student Perceptions of the
Study Abroad Program at Elizabethtown College

By:
Alyssa Vielee

A thesis submitted to the faculty of
Elizabethtown College
In fulfillment of the requirement for the
Honors thesis in Sociology/Anthropology
Department of Sociology and Anthropology
Elizabethtown College
May 2018
ELIZABETHTOWN COLLEGE

ABSTRACT
Studying abroad is considered a cross-cultural experience at Elizabethtown College. The
experience counts for one of two required Signature Learning Experiences (SLE) students must
complete in order to graduate. However, the number of students studying abroad in traditional
semester-long programs while at Elizabethtown College has declined in recent years. In addition,
the cross-cultural SLE is one of the less frequently chosen options. Compared to other
baccalaureate institutions of similar size, Elizabethtown College is sending a fraction of students
abroad. With only 10 percent of U.S. graduates going abroad, studying abroad is a valuable
experience to include on a resume or graduate school application. This research examined the
perceived benefits of the Elizabethtown College study abroad program of those who have
participated and those who have not. Also, this research examined the barriers preventing or
discouraging students from studying abroad among the population of those who have not gone
abroad. The data for this research were obtained from mixed methodology. Questionnaires were
distributed to both students who have studied abroad and those who have not. Focus groups were
also conducted for each group. The results showed that the main barrier to study abroad is
financial. Females were also more likely than males to study abroad and saw more positive
outcomes. Recommendations were developed for future use by the Study Abroad Office.

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Acknowledgements
I would first like to thank Dr. Kozimor-King for being my faculty advisor on this project.
Without her help and guidance I would not have been able to compete my HID. I am very
thankful for her motivation throughout, to make it to the end. I remember participating in a focus
group my freshmen year for a student’s HID and thinking I could never do that, but here I am.
Thank you for pushing me to be a better student and helping me see all my capabilities.
I would like to thank Megan Bell, the director of the Study Abroad Office, for allowing
me to work with her. I also thank Megan for sending out the Survey Monkey version of the
questionnaire to the study abroad students. I am very passionate about study abroad and am
thankful to have worked with the Study Abroad Office as part of CBR project. I feel this gave
my project another purpose and am glad I was able to help.
Additionally, I would like to thank Dr. Kanagy and Dr. Newell for their feedback
throughout this project. Their feedback on my surveys and writing was an important part of this
HID. I appreciate their insight and guidance throughout the HID process.
I would like to thank Barbra Prince for her feedback and advice throughout my HID. It
was great to have the guidance of someone that has been through it before.
I would like to thank the following professors for allowing me distribute my survey to
their classes and giving up class time: Dr. Brown, Dr. Cavender, Dr. DeGoede, Dr. Downing, Dr.
Doytchinov, Professor Eberly, Dr. Fox, Dr. Hopkins, Dr. Hughes, Dr. Kozimor-King, Dr.
Linares-Farras, Dr. Jeffery Long, Dr. Michael Long, Dr. Moore, Dr. Newell, Dr. Newton, Dr.
Pretz, Dr. Riley-Behringer, Dr. Riportella, Dr. Roy, Professor Rudy, Dr. Snyder, and Dr. Telleen.
I would also like to thank Emily Modrak, for helping me conduct my focus groups. She
was a great support. Emily took amazing notes which were very helpful.
Lastly, I would also like to thank my friends and roommates who supported me
throughout this process.
Dedication
I would like to dedicate this thesis to my parents, Robert and Louise Vielee. While they
did not want me to study abroad, I am very glad I did. I thank them for their support and love. I
also want to dedicate this thesis to my friend Ravinia Hingorani, a lifelong friend, who I meet
while abroad. She was an engineering major, and was told she was not allowed to study abroad
by her university, but made it happen. I am so thankful for my experience abroad and the people
who inspired this project.

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TABLE OF CONTENTS

CHAPTER 1 – INTRODUCTION………………………………………………………………..5
CHAPTER 2 – LITERATURE REVIEW……………………………………………………….13
CHAPTER 3 – RESEARCH MODEL AND HYPOTHESES…………………………………..19
CHAPTER 4 – DATA AND METHODS...……………………………………………………..21
CHAPTER 5 – QUANTITATIVE ANALYSIS…………………………………………..……..25
CHAPTER 6 – QUALITATIVE ANALYSIS…………………………………………………...41
CHAPTER 7 – SUMMARY AND IMPLICATIONS…………………………………………...47
CHAPTER 8 – RECOMMENDATIONS FOR THE STUDY ABROAD OFFICE………...…..51
REFERENCES…………………………………………………………………………………..57
APPENDIX A: Tables……...……………………………………………………………………65
APPENDIX B: IRB Application and Approval …………………………………………………96
APPENDIX C: Questionnaires…………………………………………………………………107
APPENDIX D: Focus Group Scripts and Questions...…………………………………………145
APPENDIX E: Recruitment Email…………………………………………………………..…150
APPENDIX F: Spring 2018 Core Course Listing …………………………………….……….152
APPENDIX G: Respondents Majors…………………………………………………………...163

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CHAPTER 1 - INTRODUCTION
Paris, London, Berlin, Germany and Barcelona, known major tourist destinations in
Europe, have all been locations of terrorist attacks in the last three years. During 2015-2016,
attacks in France, Germany, and Belgium have resulted in over 290 deaths as well as 1,200
individuals injured (Muslimin 2017). Such attacks have the potential to make individuals
worrisome about traveling to these locations. However, in 2015 alone (the year of the Paris
attack) 18.6 million international travelers visited London, 15 million visited Paris, 6.6 million
visited Barcelona and 4.9 million visited Berlin (Statista 2017). Not only are these cities leading
tourist destinations, but they are also leading countries for study abroad (Institute of International
Education 2016). During the 2014-2015 academic year 30.5 percent of students that studied
abroad were in either the United Kingdom, France, Spain, or Germany (Institute of International
Education 2016). These countries make up four of the top six study abroad destinations. Students
choose to study abroad in these large European metropolises as they have established programs,
enticing night life, and a variety of cultural experiences (Niemi 2015). Despite concerns, after the
2004 train bombing in Madrid and 2005 subway bombings in London, neither Spain or the
United Kingdom had fewer students studying abroad there (Muslimin 2017). According to the
U.S. Citizen Deaths Overseas (2016) report, fewer than two percent of the 844 American deaths
overseas in 2016 (the year of both the London and Berlin airport attacks) were from terrorist
attacks.
Institutions of higher education do still take precautions before allowing students to travel
for academic endeavors. Many institutions, including Elizabethtown College will not allow
students to travel with university affiliated programs to countries with State Department travel
warnings. Travel warnings can be in place for years as they are typically used for countries
5

experiencing “unstable government, civil war, ongoing intense crime or violence, or frequent
terrorist attacks” (U.S. Department of State 2017). However, travel alerts are used for short-term
issues such as an “election season that is bound to have many strikes, demonstrations, or
disturbances; a health alert like an outbreak of H1N1; or evidence of an elevated risk of terrorist
attacks” (U.S. Department of State 2017). Travel alerts do not prevent all colleges from allowing
students to travel to these countries, rather institutions encourage students to be more careful in
these countries. Universities aim to maintain a balance between making sure students are safe
while having the ability to experience new cultures.
Still, some institutions have cancelled or suspended programs after recent attacks out of
concern for their students’ safety. A handful of students participating in the Council on
International Educational Exchange program, chose to return home early from their fall semester
abroad after the Paris attack in 2015 (Redden 2016). It was after the terror attack in Brussels,
Belgium that Texas Tech University announced it would be suspending its programs in Belgium
for its upcoming summer and fall semesters of 2016 (Deruy 2016). While Texas Tech felt it
necessary to suspend its program in Belgium, there are still individuals who continue to
encourage students to travel. Wagaye Johannes, the Project Director of Generation Study
Abroad, a campaign run by the non-profit Institute of International Education stated, “It is
actually more important than ever today not to do things completely out of fear” (Deruy 2016).
While Wagaye Johannes is part of an organization that encourages students to study abroad, his
views are shared by others in regard to international travel after terror attacks (Muslimin 2017).
The director of Northwestern University’s Office of Global Safety and Security, Julie Anne
Friend understands that parents are concerned about terror attacks. However, in terms of

6

documented incidences that cause harm, road accidents, illness, and water safety are more likely
the manageable risks students may face (Redden 2016).
In 2014, the Institute of International Education (IIE) created Generation Study Abroad.
The goal of this project was to have 600,000 high school, undergraduate, and graduate students
studying abroad by the end of the decade (Institute of International Education 2017). During the
2014-2015 academic year a total of 313,415 students studied abroad. This was a 2.9 percent
increase from the previous academic year and a 34.3 percent increase from the 2004-2005
academic year (Institute of International Education 2016). However, by 2023 IIE is looking to
essentially double the number of students studying abroad. The non-profit’s main argument for
such an increase is that while 300,000 students studying abroad sounds high, only 10 percent of
the 2.6 million students graduating from college each year will have studied abroad (Institute of
International Education 2016). Generation Study Abroad seeks to provide scholarships and
funding to students to make trips abroad more feasible as they believe the experiences are
important for students.
Generation Study Abroad is not the first program to foster U.S. Study Abroad
experiences by focusing on job opportunities. In 1956 President Dwight D. Eisenhower
established People to People as a way to encourage U.S. citizens to travel abroad while having a
“soft “impact on diplomacy (Keller and Frain 2010). This program was implemented during the
Cold War when the United States was in competition with the Soviet Union. This competition
also led to The National Defense Education Act (NDEA), passed in 1958 by Congress (Keller
and Frain 2010). NDEA sought to provide financial support to graduate students to foster
research in foreign language, mathematics, and science fields (Keller and Frain 2010). The Act
encouraged students to learn foreign languages, a skill set the U.S. government found citizens
7

lacking. A few years later, in 1961, Congress passed The Mutual Educational and Exchange Act
otherwise known as the Fulbright–Hays Act (Keller and Frain 2010). The Act was actually an
expansion of the original Fulbright act passed in 1946. The 1961 Act expanded the program
fostering cross-cultural experiences in higher education for not just students, but also professors,
artists, scholars, and scientists (Keller and Frain 2010). The U.S. government has played a
significant role in encouraging its students to study abroad as a link to improve fields of study,
such as mathematics, engineering and science in the United States with knowledge obtained
through cross-cultural experiences.
Generation Study Abroad argues that in an ever globalizing economy and world the skills
students develop from their study abroad experience are important to employers. A study by
AIM Overseas (2013) found that 61 percent of employers agree that having an overseas
experience is positive on a resume (Malicki and Potts). Likewise, a recent survey of 10,000
hiring managers and CEOs across 116 counties found that 60 percent of respondents found an
international study experience valuable (Tillman 2014). Study abroad allows students to develop
hard and soft skills employers’ desire. These skills include adaptability, and learning though
experience, which students gain from study abroad (Holmes 2014). Students experience the
benefits from study abroad in the job market first hand. Study abroad program provider Institute
for the International Education of Students found in a recent study of 1,200 of their alumni that
93 percent were employed within 6 months of graduation (IES Abroad 2016). In comparison,
only 49 percent of recent graduates who did not study abroad during the same period were
employed six months after graduation (IES Abroad 2016). Another study by program provider
American Institute for Foreign Study found that 84 percent of their alumni felt study abroad
aided in producing a competitive skill set for the workforce (American Institute for Foreign
8

Study 2013). Out of the study abroad alumni from the same study, 34 percent felt studying
abroad helped them in choosing their career path (American Institute for Foreign Study 2013). It
is data such as these that can be used to sell or over sell the benefits and skills study abroad
programs have the possibility to offer.
More recently, it has been argued that the traditional sense of studying abroad for a
broader knowledge base has gotten lost (National Public Radio 2012). Mark Salisbury, Director
of Institutional Research and Assessment at Augustana College in Illinois, feels that the ideals of
learning while abroad have deflated, as benefits of study abroad are being oversold (Salisbury
2012). Programs are now often created for students’ cross-cultural emersion to develop a
marketable skill set and less about the knowledge they will learn (Salisbury 2012). Another
argument that has been made is that while more and more students are studying abroad the
majority are still white females even as universities become more diverse (Salisbury 2012).
During the 2014-2015 academic year 72.9 percent of students that studied abroad were white
(DeRuy 2014). This statistic is compared to the number of white students enrolled in U.S.
institutions during the same academic year which was only 58.3 percent. While this is still the
majority, there is more diversity at home institutions than among study abroad participants.
While such benefits of study abroad are being sold, and possibly oversold, not everyone
is acquiring them. One overarching barrier to study abroad is cost. While cost can be off set
though scholarship and financial aid that will cover tuition or initial travel, cross-cultural
emersion comes with a price. The Gilman Scholarship is funded by the U.S. government through
the International Academic Opportunity Act of 2000 (DeRuy 2014). This scholarship provides
$5,000 to students in financial need going to non-traditional destinations. If these perspective
students are also studying certain languages, they are eligible to get an extra $3,000 (DeRuy
9

2014). However, this is only available to 17,000 students, which is a small fraction of the
300,000 students that are going abroad. It should be noted that while each year more students are
going abroad, students who are ethnic minorities may not feel the desire to study abroad. Such
individuals are already a minority facing a cross-cultural experience, within predominantly white
institutions of higher education (Salisbury 2012). Still, study abroad programs continue to grow
as more students study abroad each year.
By the 1970’s and 80’s institutions of higher education were providing programs for
students to study abroad. In the past 20 years study abroad programs have grown in popularity on
college campuses (Stern 2009). By 2000, 65 percent of college campuses in the U.S. had study
abroad programs. Just 6 years later, by 2006, 91 percent offered study abroad programs (Sterns
2009). Colleges themselves have taken over the role of offering students the opportunity to study
abroad. Today the variety of programs, locations, and cost of study abroad programs offered by
colleges are a competitive aspect colleges use to sell their institution to students (Stern 2009).
At Elizabethtown College studying abroad, whether for a semester or a short-term faculty
led trip, counts as a cross-cultural signature learning experience (SLE). Students are required to
complete two SLEs before graduating. The SLEs are an important element of the curriculum at
Elizabethtown as they are part of real world learning and offer challenges to students that the
classroom cannot (Elizabethtown College Registration and Records 2017). Elizabethtown
College’s website states, “Studying abroad and participating in cross-cultural experiences
challenges you to think critically about the world around you, critically evaluate your privilege
and opportunity, and presents you with experiences our alumni have cited as a catalyst for
change and inspiration in their lives” (Elizabethtown College Study Abroad Office 2017).
Elizabethtown College currently has an affiliation with programs in 29 countries in 45 cities.
10

In the Fall 2017 semester, about 36 students studied abroad and another 40 students
studied abroad during the Spring 2018 semester (M. Bell, Personal communication, November
16, 2017). This means for the academic 2017-2018 about 80 students will enroll in a long-term
study abroad program. However, this is a drop compared to the number of students who studied
abroad during the fall semester of 2011 when 64 students were abroad and the spring semester of
2012 when 54 students were abroad (L. Rhoton, Personal communication, November 22, 2017).
While this number does not take into account the short-term programs, Elizabethtown College is
still behind peer institutions. During the 2015-2016 academic year the top baccalaureate
institution, Saint Olaf College in Northfield, Minnesota sent 653 students abroad (Institute of
International Education 2016). Saint Olaf College has an undergraduate population of 3,040
students, while Elizabethtown College has 1,737 (Big Future 2017b, c). While they do have a
higher undergraduate population overall Centre College in Kentucky, only has 1,430
undergraduate students and sent 379 students abroad during 2015-2016, ranking at number 15 of
baccalaureate institutions (Big Future 2017a) Together, the top 40 baccalaureate colleges,
averaged sending 381 students abroad. Even when taking into account the short-term programs
Elizabethtown College is not averaging as many students abroad.
In July of 2017, Megan Bell, took over as Director of the Study Abroad Office at
Elizabethtown College. Since this new change in leadership the Study Abroad Office has
undergone some minor changes; however, Mrs. Bell seeks to implement major changes in the
future to encourage more students to study abroad. This research examined how academic field
of study, sex, and perceived experiences affect perceptions of study abroad at Elizabethtown
College. There are three main goals for this HID research: (1) to provide the Elizabethtown
College Study Abroad Office with assessment data examining the current study abroad program;
11

(2) to conduct a sociological analysis of the effects of academic field of study and sex on barriers
and perception of study abroad; and (3) to provide recommendations for future direction of the
program based on the results of the data analyses.

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CHAPTER 2 – LITERATURE REVIEW
Student Study Abroad Experiences
Harrell et al. (2017) emphasized the impact of globalization in terms of study abroad as it
can foster understanding and conversation between not just individuals but nations. As
previously stated, the United States government initially developed study abroad programs as a
way for individuals to expand their pool of knowledge by traveling to different countries to gain
the insights and techniques foreign countries have to offer (Keller and Frain 2010). Technology
has had a profound influence on globalization impacting the ways in which people access
knowledge and participate in the work force (Reimers 2016). However, in an ever globalizing
world and economy institutions are not necessarily focusing on integrating global learning as
“less than a third have a comprehensive plan for integrating global learning into curricular and
co-curricular offerings” (Oakley forthcoming 2018:3; ACE 2012). Since only 10 percent of
college students are studying abroad, some institutions my chose to implement more home bases
global learning if not encouraging students to study abroad more (Institute of international
Education 2016; Cogan 1998)
Motivation
Researchers Petzold and Peter (2014) sought to determine what the “norm” was for a
student who chose to study abroad. Economic and engineering students from the University of
Siegen in northern France were given questionnaires about their perceptions to determine what
the norm was for studying abroad. These different groups of students were part of diverse fields
of study which have different requirements and varying international skills, which researchers
felt was a benefit to get a comprehensive view of the norms (Petzold and Peter 2014). The study
found that both job opportunity as well as one’s personal development were a norm in terms of
13

motivation to study abroad. Between the economic and engineering students, the engineering
students only displayed a slightly lower desire in terms of the norms. Harrell et al. (2017) has
found that students are currently studying abroad to improve language skills, and experience new
cultures. Harrell et al. (2017) also found the top motivation for study abroad was a desire to
travel. The students saw study abroad as an opportunity to have a positive impact on their life.
Through interviews, students identified themselves as travelers and adventure seeking
individuals. With this idea of traveling, the students all wanted to experience different cultures
first hand (Harrell et al. 2017). There were some academic motivations to travel such as
improving a language skill and having the chance to take classes taught from different instructors
on material from a different culture (Harrell et al. 2017). One outcome found in many studies is
the desire to have a changing impact on one’s life.
The theory of rational choice can be used to examine motivation, especially in terms of
educational choices. Rational choice theory can be described as a multilevel enterprise. As there
are various levels that take into account individuals capacities and values but also their social
situation that lead them to a decision (Hechter and Kanazawa 1997). Previous research has
applied rational choice theory to college choice, major choice and even the decision to study
abroad (Hechter and Kanazawa 1997; Kroneberg and Kalter 2012). In addition, the intent or
desire to study abroad will be based on the costs and benefits they perceive from the trip. If
students’ motivations and perceived outcomes outweigh the barriers they face they will chose to
study abroad (Relyea et al. 2008). The intent to study abroad will only be acted upon if the
prospect for success is accessible (Breen and Jonsson 2000). However, Gambetta (1987) found
that students’ intentions will develop early as social background characteristics and educational
experiences will have an impact on their intent to study abroad develops.
14

Barriers
Students who are greatly involved in their academics, as well as having large social and
political interests, demonstrate greater interest in study abroad (Rust et al. 2007). However, there
can still be barriers present preventing these students from acting on their desires. Researchers
Lorz, Netz, and Quast (2015) updated the literature on by examining “underprivileged families”
and why students from such backgrounds do not study abroad. Financial barriers have been
shown to affect whether students chose to study abroad or not (Van de Werfhorst et al. 2003;
Walpole 2003; Reimer and Jacob 2011). Lorz et al. (2015) concludes that students from a lower
socio-economic status often have less intent to study abroad. The aspect of initial intent upon
entering college is also important, as this will determine if students seek out resources. However,
underprivileged students saw study abroad as less beneficial overall and the higher costs as
barriers (Lorz et al. 2015).
A study of University of Massachusetts Amherst students found that those who attended
the University 100 miles away from their home were more likely to study abroad than those that
lived closer to their university (Stroud 2010). Similarly, students who intended to commute by
living with their families or friends had less intent to study abroad (Stroud 2010). Salisbury,
Umbach, Paulsen, and Pascarella (2008) found females to be eight percent more likely to study
abroad than males. This research also found no significant difference regarding major. Between
majors in the social sciences, arts and humanities, sciences and educational fields there was no
difference (Stroud 2010). Although for majors in either engineering, pre-med and nursing there
was less intent to study abroad (Stroud 2010). These majors often have less room in their
schedule to deviate from their required courses if individuals intend to graduate on time. Carlson,
Burn, Useem, and Yachimowicz (1990) found that students who did not intent to study abroad
15

did so because they did not determine it necessary for their major and were worried they might
graduate late if time was taken away from their studies at home. For individuals in the
engineering field, options for short-term study abroad trips outside of the regular academic
calendar are important. According to the Institute of International Education (2013) short-term
programs are growing in popularity especially for students in business, economics and
engineering. It is possible that on these short-term trips students from these fields are able to
participate in active learning rather than passive learning (Salemi and Siegfried 1999). However,
the study also found that unsupportive faculty played a role in these majors not studying abroad
(Stroud 2010).
The barriers present to students will determine whether they study abroad or not, but even
more important is whether that think they can overcome those barriers. Bandura’s (1997) selfefficacy theory can be used to explain why some students overcome these barriers culminating in
a study abroad experience while others do not. Self-efficacy theory has been applied to
educational settings in previous research and has found that students with high levels of self –
efficacy will put forth greater effort in their school work (Matthews 2010). Students who have a
strong self-efficacy and desire to study abroad will work hard to overcome their barriers through
putting in more effort toward their issue at hand (Vuong, Brown‐ Welty, and Tracz, 2010).
Through their own judgment of their capabilities, students can work to overcome their barriers.
Outcomes
Outcomes from study abroad experiences vary by research study, but an important aspect
researchers Madana and Teitge (2013) point out is that “awareness is first and foremost key to
success in engaging the undergraduate student” (Madan and Teitge 2013:2). Immersion can be
an important element to awareness as semester long programs with an emphasis on immersion
16

were shown to have a large influence on one’s language skill in terms of understanding, reading
and writing (Watson, Siska and Wolfel 2016). The improvement of one’s language skills has
been researched heavily in the past and present research continues to concur with previous
findings (Brecht, Davidson and Ginsberg 1993; Davidson 2007, 2010; Watson and Wolfel 2015).
However, while language skills were an original intent to study abroad there are now newer
established perceived outcomes students may expect or experience. In recent studies (Harrell et
al. 2017; DeGraff, Slagter, Larsen and Ditta 2013) students have returned home citing a change
in cultural habits, better understanding of other cultures, and more career opportunities.
After students returned from their trips, there were some outcomes they identified
immediately such as changes in relationships, new interests, and changes in habits (Harrell et al.
2017). One student stated a new interest in rugby while another’s outlook on life changed as they
became more laid back and less punctual (Harrell et al. 2017). In a recent study of civic
engagement and personal and professional development from study abroad, those that did study
abroad were more likely to “utilize a form of public transportation, carpool, or bike,” shop at a
farmer’s market, and “been involved in protests or demonstration” (DeGraff et al. 2013:47).
Exposure to more accessible public transportation and cities with daily farmer’s markets, which
are common in Europe are examples of cultural habit changes students have experienced from
their time abroad (DeGraff et al. 2013). In a study of 349 students who studied abroad as part of
short-term trips from 1999 to 2007, the majority experienced a “greater acceptance of other
cultures,” “increased global awareness,” and “more interest in world affairs” (Carley, Stuart, and
Dailey 2011). Students also felt they became more comfortable in new situations and gained
more confidence over time (Harrell et al. 2017). One mutual long-term effect was an influence
on students’ long-term goals for their careers and future living locations (Harrell et al. 2017).
17

However, a previous study examining short-term study abroad found that only 28 percent of
students’ career choices were affected (Carley, Stuart and Dailey 2011). It was found students
who had high GPA’s were more likely to experience a benefit to their career from their study
abroad experience. In a study of Emherst Honors program alumni 165 students were surveyed
from 2005-2014. Of the initial 165 students 78 students had study abroad and 87 students did
not. The majority (59 percent) of students participated in short-term programs. It was found that
students who studied abroad had a 27 percent higher chance of seeking an advanced degree after
their initial bachelor’s degree (Mulvaney 2017). Researchers argued that “study abroad had an
impact in raising student curiosity, stimulating intellectual growth, and encouraging pursuits”
(Mulvaney 2017:49).

18

CHAPTER 3 – RESEARCH MODEL AND HYPOTHESES
Research model

Academic
Field of Study
Student Perceptions of Study
Abroad at Elizabethtown College
Sex

Hypotheses
H1: Individuals in the STEM fields and Pre-Professional programs will participate or have a
desire to participate more often in short-term study abroad trips than individuals in the
Liberal Arts majors.
Rationale: Short-term programs are growing in popularity and since they are outside of the
regular academic year they are more likely to fit into a STEM field or pre-professional
students’ schedule (Salemi and Siegfried 1999; Stroud 2010; Institute of International
Education 2013).
H2: Individuals in the STEM fields and Pre-Professional programs will report more academic
barriers and view fewer positive outcomes than individuals in the Liberal Arts majors.
Rationale: STEM fields and pre-professional majors have been less intent on studying abroad in
the past as a result of their rigorous academic schedules and mandatory classes (Stroud
2010).
H3: Individuals in the STEM fields and Pre-Professional programs will report receiving less
encouragement from faculty to participate in study abroad than individuals in the Liberal
Arts majors.

19

Rationale: Stroud (2010) found that engineering, premed and nursing majors were less intent on
studying abroad, than other social science majors. Engineering, pre-med and nursing
students also reported that faculty was not supportive of study abroad.
H4: Women will have greater intent to study abroad and will perceive more positive outcomes
from the experience than men.
Rationale: Women more often than men study abroad, accounting for over 70 percent of the total
students who study abroad (Institute of International Education 2016). Salisbury,
Umbach, Paulsen, and Pascarella (2008) found females to be eight percent more likely
than males to intend study abroad.

20

CHAPTER 4 – DATA AND METHODS
Data and Methodology
After receiving approval from the Elizabethtown College Institutional Review Board
(IRB) under exempt status on February 14, 2018 (see Appendix B for the IRB approval letter and
application package), the data for this research were obtained through the use of mixed
methodology. First, a questionnaire was distributed that consisted of a combination of both
closed and open-ended questions. There were two similar questionnaires utilized, one was for
students who have studied abroad and the other was distributed to the general Elizabethtown
College population of students who have not yet studied abroad. In order to obtain a
representative sample of the undergraduate population at Elizabethtown College, a multistage
sampling process was initiated. The questionnaires were distributed to undergraduate students
enrolled in classes of different Core Areas of Understanding, including 100, 200, 300, and 400
level classes. A probability sample was obtained using stratified and systematic sampling
techniques. Classes were stratified into the Core Areas of Understanding and into 400-level
classes in each major. Then individual courses were systematically selected from the spring of
2018 semester core class listing and the master schedule Departmental Listing for the spring
2018 semester. Faculty of the selected courses were contacted through e-mail (see Appendix E
for the recruitment template) and, if faculty were willing to participate, questionnaires were
distributed lasting approximately ten minutes at the beginning or end of a class period. By the
end of survey collection 26 classes were included in this analyses with over 18 different
academic departments being represented. In addition, purposive sampling consisting of an
electronic version of the study abroad questionnaire (created using the College’s SurveyMonkey
account) was distributed students who have completed or were in the process of completing a
21

study abroad experience though an email sent by the Study Abroad Office. This was done in
order to be sure to acquire an adequate representation of the study abroad population. The total
sample size for those students who have not yet studied abroad (the non-study abroad group) was
349 respondents which represents 22.18 percent of the Elizabethtown College population. The
total sample of respondents for the study abroad population was 87 participants.
A final question on both questionnaires asked students to provide their email if interested
in participating in a focus group. Emails were removed from the data before analysis. An initial
list of potential focus group participants were obtained from the questionnaire. Snowball
sampling was also utilized to obtain additional focus group participants as the questionnaire
method of recruitment yielded few potential participants. In the spring of 2018 on April 18th,
two focus groups were held. One focus group consisted of students who have not studied abroad
and another focus group for those who have studied abroad. The non-study abroad focus group
had seven participants and the study abroad focus group consisted of five participants. The
sessions were both held in Nicarry 206.
Variables
Dependent variables.
In order to measure perceptions of the study abroad culture and program at Elizabethtown
College a number of questions were used from the survey and focus group methods (See
Appendix C and D). The following questions are a sample of those used to measure perceptions
of study abroad at Elizabethtown College. These were used to operationalize satisfaction with
the program, expectations of study abroad at Elizabethtown College, and perceived outcomes
from the study abroad experience. For students who have studied abroad, questions measuring
their satisfaction, both in terms of overall experience and in terms of the assistance they received
22

from the Study Abroad Office, were utilized. These students, as well as those who have not
studied abroad, were asked about perceived outcomes from study abroad and potential (and
experienced) financial, academic, and personal barriers. Both student groups were asked about
the level of encouragement received from a variety of sources on campus. Students received the
same questions matrices, with the nearly identical statements with minor rewording to represent
their present study abroad situation. Students who have not yet studied abroad were asked about
their intentions. Indexes were created for academic, personal and financial barriers, as well as
possible outcomes. The non-study abroad indexes had highly reliable Cronbach’s alphas.
Positive outcomes were recoded into an index with a Cronbach’s alpha of .950, which means it is
highly reliable. The index also had a range of 18 (minimal) to 90 (maximum). Financial barriers
faced were also recoded into an index with a Cronbach’s alpha of .900, which means it is highly
reliable. This index also had a range from 4 (minimal) to 20 (maximum). Academic barriers were
recoded into an index, with a Cronbach’s alpha of .706. The academic barriers index ranged from
12 (minimal) to 44 (maximum). Personal barriers index which had a Cronbach’s alpha of .884.
The personal barriers ranged from 20 (minimal) to 84 (maximum).
Study abroad respondents answers in reference to barriers and outcomes were also
recoded into indexes. Positive outcomes were recoded into an index with a Cronbach’s alpha of
.930, which means it is a highly reliable measure of outcomes. The index also had a range of 25
(minimal) to 95 (maximum). Financial barriers were also recoded into an index with a
Cronbach’s alpha of .823, which means it has a high reliability. This index also had a range from
4 (minimal) to 18 (maximum). Academic barriers were recoded into an index, with a Cronbach’s
alpha of .762. The academic barriers index ranged from 11 (minimal) to 48 (maximum). The

23

personal barriers index which had a Cronbach’s alpha of .888. The personal barriers ranged from
19 (minimal) to 74 (maximum).
Independent variables.
The independent variables for this research were academic field of study, sex, and
previous experience. Both groups of students were asked a variety of demographic variables on
the questionnaires including sex and major(s). Academic field of study was created using the,
CIP (Classification of Instructional Programs) codes established by the U.S. Department of
Education's National Center for Education Statistics (NCES) and the National Science
Foundation list of approved STEM fields (National Science Foundation 2014; B. Newsome,
Personal communication, April 18, 2017). Students’ majors were recoded into three groups:
Liberal Arts, STEM, and Pre-Professional based on these listings. Undecided majors were placed
into the Liberal Arts major, since they are still exploring their major options and most likely
taking general core classes.
Additional Variables Considered for Assessment.
Additional variables, based on the study abroad literature, were used for assessment of
the current program. Such variables included age, current class standing, how far a student lives
from campus, and whether they are a commuter.

24

CHAPTER 5 – QUANTITATIVE ANALYSES
Tables 1.1 through 1.6 illustrate the descriptive statistics for the non-study abroad
sample. The final sample size was 349 students who have not yet participated in a study abroad
experience. Table 1.1 shows the descriptive statistics for the demographic questions. The sex
distribution of the participants is representative of the Elizabethtown College population with
63.6 percent female and 34.7 percent male. Elizabethtown College’s student body consists of
62.1 percent female and 37.9 percent male (College Factual). The sample had an age range of
from 18 to 28, which is also representative of the Elizabethtown College population which has
42.9 percent between 18-19, 41.8 percent between 20-21, and 22 and over 15.3 percent. The
sample age descriptive were 41.9 percent between the ages of 18-19, 44.9 percent between 2021, and 13.3 percent being 22 and over (College Factual). Due to the sampling process, the
sample does slightly over represent freshmen (35.8 percent) and juniors (30.9 percent). 36 majors
were represented in the sample including undecided students. The majority of students (57.3
percent) had majors representing a STEM field (e.g., Accounting, Computer Sciences,
Engineering and Sociology/Anthropology), 14.2 percent in a Liberal Arts field (e.g., English,
Fine Arts, History, and Spanish) and 43.5 percent within a Pre-Professional program (e.g.,
Business Administration, Occupational Therapy, and Social Work). The majority of the students
do not commute (88.8 percent) to campus daily which is also representative of the larger
Elizabethtown College population which is 85 percent residential (Elizabethtown College
Residence Life 2017). Most of the participants lived (their permanent home address) between 25
and 100 miles from campus (43.9 percent), while 23.0 percent lived closer to campus (less than
10 to 25 miles) and 33.1 percent lived over 100 miles from campus.
[Insert Table 1.1. here]
25

Table 1.2 continues descriptive statistics of the non-study abroad respondents.
Surprisingly, 47.3 percent of the respondents did not know where the Study Abroad Office is
located. It is important to note that the Study Abroad Office just moved location from room 248
in the Brossman Commons to Nicarry Hall rooms 117 and 118, this academic year which could
account for the lack of knowledge. Interestingly, the majority of students (61.2 percent) feels that
study abroad is neither expected nor unexpected at Elizabethtown College. This finding suggests
that the Elizabethtown College does not have a strong study abroad culture. It should also be
noted that respondents were asked the percent of Elizabethtown College students they think
study abroad. Non-study abroad respondents indicated an average of 33 percent. This is above
the actual percentage of students that study abroad which is currently under 10 percent. Financial
burden for the population is high as the majority of students (73.2 percent) require both
scholarships and loans to attend Elizabethtown College.
[Insert Table 1.2. here]
Table 1.3 shows the descriptive statistics of students’ willingness to use resources the
Study Abroad Office already provides (e.g. meetings with peer advisors, study abroad fairs,
meetings with Megan Bell and Study Abroad 101 Sessions). One important finding is that the
majority (66.2 percent) of students cited that they would go to a study abroad advisor as a
resource. Family members (55.9 percent) and a friend who has studied abroad (73.4 percent)
were also resources the majority of respondents would use. However, other resources such as
Career Services (10.3 percent), social media (28.7), blogs (7.4 percent) and the Etownian (4.0
percent) were not cited as resources most students would use. These are important study abroad
resources that are currently being underutilized.
[Insert Table 1.3. here]
26

Table 1.4 illustrates the descriptive statistics for willingness to use resources that are
currently not offered. Similar to most current resources, the majority of the respondents (63.0
percent) had no interest in using proposed resources. The proposed resources included a study
abroad newsletter (14.3 percent), presentations at dorms (22.3 percent), attending study abroad
presentations by honors students (14.6 percent), a blog run by the Study Abroad Office (14.9
percent) and meeting for coffee with a peer advisor (27.5 percent).
[Insert Table 1.4. here]
Table 1.5 illustrates the descriptive statistics of how studying abroad might fit into
respondents’ academic plan. Most students cited fulfilling a Signature Learning Experience (46.1
percent) as a way that studying abroad would fit into their academic plan. Respondents also cited
fulfilling core requirements (35.5 percent) abroad. However, students did not feel partaking in an
internship (11.2 percent) while abroad or fulfilling classes for their minor (14.6 percent) would
fit into their plan.
[Insert Table 1.5. here]
Table 1.6 illustrates the degree to which respondents would feel encouraged by different
individuals or departments on campus to participate in study abroad. In terms of academics,
respondents felt their department faculty would both encourage (47.8 percent) and strongly
encourage (16.3 percent) them to study abroad. In contrast, 32.4 percent felt their department
faculty would neither discourage nor encourage them to study abroad. This is similar to
respondents’ perception of current advisors with 55.7 percent feeling they would be encouraged,
but 39.9 percent not feeling any sense of encouragement. Participants also did not feel
particularly encouraged by the Admissions Office with 58.4 percent citing neither encouraged
nor discouraged. Similarly, Career Services was not viewed as encouraging, 59.4 percent did not
27

feel a sense of encouragement. Students did not feel a sense of encouragement from the college
president with 70.4 percent citing neither being encouraged or discouraged. The strongest sense
of discouragement students felt was from a coach with 19.2 percent citing that a coach would
discourage them from studying abroad. Friends (72.6 percent), general campus culture (67.1
percent) and an Elizabethtown College student (78.6 percent) were the main sources of
encouragement. Participants also felt the Study Abroad Office strongly encouraged (52.4
percent) or encouraged (28.4 percent) study abroad.
[Insert Table 1.6. here]
Tables 1.7 through 1.16 illustrate the descriptive statistics for study abroad respondents.
The final sample size of students who have studied abroad was 87 respondents. The majority of
the sample was female (87.4 percent) with 11.5 percent being male and 1.1 percent preferring not
to answer. Respondents’ ages ranged from 19 to 23. Over half of respondents were juniors (54.1
percent), 37.9 percent were seniors, 6.9 percent were sophomores and 1.1 percent were fifth
years. Once again, majors were recorded in Liberal Arts (21.9 percent), STEM (28.7 percent),
and Pre-Professional (49.4 percent). The majority of respondents were not commuters (88.5
percent) with 11.5 percent commuting to campus daily. Few respondents lived less than 10 to 25
miles (14.9 percent) from campus, while most respondents either lived 25 to 100 miles (42.7
percent) or over 100 miles (41.4 percent) from campus. Respondents were asked how highly they
think study abroad is expected of students at Elizabethtown College. The majority study abroad
respondents felt studying abroad was neither expected or expected (59.8 percent), which is
similar to the non-study abroad respondents (61.2 percent). Study abroad respondents were also
asked the percent of students they think study abroad. The mean for study abroad respondents

28

was 27.06 percent, which is lower than the mean for non-study abroad respondents, but still over
the actual average of less than 10 percent.
[Insert Table 1.7. here]
Table 1.8 shows the locations respondents who studied abroad traveled to. Overall, there
are 28 different countries and 36 cities represented by the sample. Table 1.9 illustrates the
program providers respondents traveled through. The top three providers were CIS Abroad,
SOL and ISA.
[Insert Table 1.8. and Table 1.9. here]
Table 1.10 illustrates study abroad respondents’ descriptive statistics for respondents’
abroad experiences. Ages ranged from 15 to 22 the first time they studied abroad. Class standing
while abroad consisted of first-year (1.1 percent), sophomore (26.5 percent), junior (66.7
percent) and seniors (5.7 percent). According to the Institute for International Education (2016)
“Profile of U.S. Students Abroad”, junior year is when the majority of students go abroad. Most
respondents studied abroad during the spring semester (42.5 percent), with 33.5 percent studying
abroad during the fall, 9.2 percent participated in year-long programs and 4.6 percent
participated in summer programs. Respondents also participated in short-term study abroad trips
during the winter and May terms. In total, there were 20 students who participated in short-term
trips. Of this 20, 11 also participated in a longer term trip, such as a semester abroad. Of the 20
students who participated in short-term trips, 19 participated in a May term and one participated
during a winter term. Respondents indicated that housing was arranged though their programs
and either lived in a home stay (28.7 percent), apartment (36.8 percent) or residence hall (26.4
percent). The majority of respondents had “a little bit” of travel experience (51.7) before
studying abroad.
29

[Insert Table 1.10 here]
Table 1.11 illustrates the descriptive statistics for respondents’ study abroad experience.
Overall, most respondents felt that applying through Elizabethtown College to study abroad was
somewhat easy (41.5 percent); however, 26.4 percent did find it somewhat difficult. The
majority of participants (55.2 percent) felt the Study Abroad Office prepared them to study
abroad fairly well. It is interesting that 23 percent did not feel well prepared. Surprisingly, 16.1
percent did not use the Study Abroad Office to prepare for their trip. The majority of students
were very satisfied with their experience (71.2 percent) and 24.2 percent were satisfied. Also, if
given the opportunity to study abroad again 79.4 percent said they would be very likely to do so.
Respondents were also very likely (63.3 percent) to recommend their program to a friend.
[Insert Table 1.11. here]
Table 1.12 displays descriptive statistics of respondents’ study abroad experience. The
majority of students did not study abroad to improve their language skills (58.6 percent) but of
those that did 39.2 percent felt some degree of improvement. Previous research (Brecht,
Davidson, and Ginsberg 1993; Harrell et al. 2017) also found that while improving one’s
language skills was not always a top motivation, those in immersive programs did experience an
improvement of skills . The majority of respondents did not have a blog (78.2 percent) while
abroad. Only 31.0 percent of students received a scholarship to study abroad, with 46 percent not
applying and 23 percent applied but did not receive one. Upon returning to Elizabethtown
College, nearly half (46 percent) of students felt slightly uncomfortable, while 36.8 percent did
not feel any culture shock upon their return, and 17.2 percent indicating being very comfortable.
[Insert Table 1.12. here]

30

Table 1.13 illustrates the resources respondents used prior to studying abroad. The
majority of respondents utilized a study abroad advisor (57.5 percent) but not a study abroad peer
advisor (13.8 percent). Respondents also utilized their faculty or academic advisor (67.8 percent)
and their family members (54.0 percent). Respondents did not use Career Services (0.0 percent)
and were least likely to get information from posters (3.4 percent), the Etownian (2.3 percent) or
blogs (11.5 percent). These findings are similar to the resources used by the non-study abroad
group.
[Insert Table 1.13. here]
Table 1.14 displays the proposed resources study abroad respondents thought would be
helpful to perspective study abroad students. Of the options listed, 41.4 percent thought meeting
with a peer advisor for coffee would be helpful, although 72.5 percent of the non-study abroad
respondents did not think meeting with a peer advisor would be helpful. This is interesting as
those who have had a study abroad experience might value the information they could gain from
another student more than those who have not studied abroad. The majority of respondents did
not think a newsletter (75.9 percent), presentation at a dorm (80.5 percent), attending an honors
presentation (78.2 percent) or following a blog run by the Study Abroad Office (62.1 percent)
would be helpful.
[Insert Table 1.14. here]
Table 1.15 illustrates how studying abroad fit into individual academic plans. Students
indicated the experience fit within majors and minor requirements with 51.7 using study abroad
to fulfill a major course requirement and 65.5 to fulfill a minor course requirement. Respondents
did use study abroad to fulfill one of their two required Signature Learning Experiences (59.8

31

percent). However, only 5.7 used studying abroad to fulfill an internship requirement and 27.6
percent used studying abroad to fulfill an elective for a graduation requirement.
[Insert Table 1.15. here]
Table 1.16 illustrates encouragement received from various individuals and offices on
campus for the study abroad respondents. Respondents felt encouraged (42.8 percent) by their
respective department chair. Respondents also felt encouraged (36.5 percent) and strongly
encouraged (45.8 percent) by their current academic advisor. Offices that students did not feel
offered either encouragement not discouragement included Admissions (69.9 percent), the
College President (78.3 percent), Athletics (71.1), and Career Services (91.3 percent). In terms of
the general campus culture, the majority of respondents (56.9 percent) felt encouraged. Similarly,
respondents felt encouraged (33.3 percent) and strongly encouraged (61.8 percent) by their
friends to study abroad. Respondents also felt other Elizabethtown College students were likely
to encourage (33.3 percent) or strongly encourage (61.8 percent) study abroad. The Study
Abroad Office was also a source of encouragement with 39.3 percent feeling the office
encouraged them and 49.4 percent feeling that the office strongly encouraged study abroad.
[Insert Table 1.16. here]
Table 2.1 illustrates the means and standard deviations of intent to participate in study
abroad programs for non-study abroad respondents. The scale ranged from one very unlikely to
participate to five meaning very likely to participate. The year-long program had the least intent
to participate in with a mean of 1.55, while the May term program had the highest intent with a
mean of 2.86. The semester long program had a mean of 2.62, the winter term program had a
mean of 2.65 and the summer program had a mean of 2.58.
[Insert Table 2.1. here]
32

Table 2.2 illustrates the means and standard deviations for study abroad intent to
participate in program length based on initial college entrance. Again, the scale ranged from one
very unlikely to four meaning very likely. Respondents were the most intent on participating in a
semester long program with a mean of 3.37. Students were least intent on participating in a yearlong program with a mean of 2.08. Summer long programs had a mean of 2.68, winter term
programs had a mean of 2.53 and May term programs had a mean of 2.68 for intent.
[Insert Table 2.2. here]
Table 2.3 displays the means and standard deviations for academic barriers faced by nonstudy abroad and study abroad respondents. Scales ranged from one (very unlikely) to five,
meaning very likely to being a barrier. Of the respondents who have not studied abroad, having
upper level classes to complete had a mean of 3.15 and a major not allowing them time to study
abroad had a mean of 3.01. Both were the main academic barriers respondents in this sample
faced. Previous research (Stroud 2010) found that those in more rigorous majors such as nursing
or engineering also cited less intent to study abroad, as their major did not allow time. The
respondents who studied abroad found classes not counting for their major, with a mean of 3.01,
to be their biggest academic barrier. Overall, the students who studied abroad did not face any
other significant academic barriers.
[Insert Table 2.3. here]
Table 2.4 shows the means and standard deviations for the financial barriers faced by
non-study abroad and study abroad respondents. The scale ranged from one very unlikely to five
meaning very likely to be an issue. Interestingly, respondents who study abroad had lower means
on the financial barrier items overall. Non-study abroad respondents felt they would need to take
out additional loans to study abroad with a mean of 3.78. However, for students who studied
33

abroad they did not feel strongly that they had to take out additional loans to study abroad, with a
mean of 2.58. Having to rely on scholarships to study abroad and studying abroad being an
additional struggle beyond tuition both had a mean of 3.70 for the non-study abroad respondents.
Although respondents who studied abroad did not agree that they had to rely on scholarships,
with a mean of 2.83. Previous research (Van de Werfhorst et al. 2003; Walpole 2003; Reimer
and Jacob 2011; Lorz, Netz, and Quast 2015) has also found financial barriers to be a top reason
students chose not to study abroad.
[Insert Table 2.4. here]
Table 2.5 illustrates the means and standard deviations for influences on the decision to
study abroad for both the non-study abroad and study abroad samples. Non-study abroad
respondents ranked the opportunity to travel and experiencing a new culture as their top reasons
to study abroad with means of 4.29 and 4.25 respectfully. This is similar to previous (Harrell et
al. 2017) that found students’ top reason to study abroad was the opportunity to travel.
Interestingly the study abroad respondents also ranked the opportunity to travel (M=4.73) and the
opportunity to experience a new culture (M=4.77) as the top influences on their decision to
travel. Non-study abroad respondents also ranked the opportunity to enhance job opportunity
(M=4.11) and try new foods (4.07) as reasons to study abroad. Similarly, the study abroad
students also ranked trying new foods, with a mean of 4.18, and enhancing job opportunities,
with a mean of 4.18 as reasons to study abroad. Interestingly a lower drinking age (M= 2.85) and
a previous experience in high school (M=2.70) were not strong influencers of non-study abroad
respondents. These findings are consistent with previous research (Petzold and Peter 2014;
Harre1l et al. 2017) on students motivations to study abroad.
[Insert Table 2.5 here]
34

Table 2.6 illustrates the means and standard deviations of non-study abroad and study
abroad respondents and the potential outcomes from studying abroad. The scale for items ranged
from one meaning very unlikely to five meaning very likely. Non-study abroad respondents
ranked increased knowledge of a specific country (M=4.26), a greater sense of independence
(M= 4.18) and increased adaptability skills (M= 4.14) as possible outcomes from study abroad.
Their lowest ranked items included evaluations of privilege (M= 3.36) and career plans changing
or becoming more focused (M=3.24). Respondents who have studied abroad also ranked career
plans changing or becoming more focused as least often, which had a mean of 3.41. The
outcome respondents ranked highly included a greater sense of independence (M=4.71),
increased knowledge of a specific country (M=4.58), and gaining a new perspective on their
home county (M=4.49). This finding is consistent with previous research (Harrell et al. 2017;
DeGraff, Slagter, Larsen and Ditta 2013) on study abroad outcomes.
[Insert Table 2.6 here]
Table 2.7 displays the mean and standard deviation for personal barriers faced by nonstudy abroad and study abroad respondents. The scale ranged from 1 very unlikely to 5 very
likely. Respondents for the non-study abroad had a mean of 3.73 for financial concerns.
Similarly, the study abroad respondents had a mean of 3.18 for financial concerns. The location
not being offered was another personal concern non-study abroad respondents identified with a
mean of 3.32. Distance from friends was also identified as a personal concern with a mean of
3.10 for the non-study abroad respondents. Respondents who studied abroad least often feared
racial or discrimination with a mean of 1.71.
[Insert Table 2.7. here]

35

Table 3.1 illustrates the t-test for outcomes and barriers and academic field of study for
non-study abroad respondents. There were very small mean difference between the STEM, PreProfessional and the Liberal Arts fields of study for positive outcomes. Once again there was
little mean difference between the STEM, Pre-Professional majors and the Liberal Arts fields of
study for financial and personal barriers. There was a mean difference of 2.94, with those in the
STEM, Pre-Professional majors having a higher mean for academic barriers. This difference was
also statistically significant. This means that STEM and Pre-Professional majors face more
academic barriers than those in the Liberal Arts fields of study. This finding supports the
hypotheses that STEM and Pre-Professional majors will report more barriers than Liberal Arts
majors. However, in terms of the personal barriers index there was no major difference in the
personal barriers STEM and Pre-Professional and the Liberal Arts majors faced.
[Insert Table 3.1. here]
Table 3.2 shows the t-tests for trip length and academic field of study. Overall, there is
very little mean difference between the two groups and their intent to study abroad. The mean
difference for intent to participate in a year-long trip was only -0.28, with those in a Liberal Arts
major being more likely to participate though the difference was statistically significant. Also,
those in a Liberal Arts major were only slightly more likely to participate in a semester long
program with a mean difference of 0.23. This finding does not support the hypotheses that those
in the STEM and Pre-Professional majors will have more intent to participate in short-term
programs than Liberal Arts majors.
[Insert Table 3.2. here]
Table 3.3 displayed the t-tests for trip length and sex. Once again, there is very little
mean difference between the two groups. Females seem to be slightly more likely to participate
36

in semester long and May term programs with a mean difference of both -0.30. Both of these
mean differences were statistically significant. This partially supports the hypotheses that women
will have more intent to study abroad than males. This finding is also consistent with previous
research that women will have a higher desire to study abroad than men (Institute of
International Education 2016; Salisbury et al. 2008).
[Insert Table 3.3. here]
Table 3.4 shows the t-test for positive outcomes and sex. There was a mean difference of
-6.18, which was also statistically significant. This means that women view more positive
outcomes from study abroad than men. This results supports the hypothesis that women will
view more positive outcomes than men.
[Insert Table 3.4. here]
Table 3.5 displays the t-test for lack of department support for non-study abroad
respondents and academic field of study. There is a small mean difference of 0.21, which was
not significantly significant. Both those in the Liberal Art and STEM and Pre-Professional
majors are experiencing a similar amount of support. This finding partially supports the
hypothesis that those in a STEM or Pre-Professional major will report receiving less support
from faculty as compared to Liberal Arts majors.
[Insert Table 3.5. here]
Table 3.6 illustrates the t-tests for non-study abroad respondents who are commuters’
intent to studying abroad. Those who do not commute had greater intent to studying abroad. The
mean difference for likelihood of participating in a semester long program was 0.47, with those
who did not commute being more likely to participate. Similarly, those who do not commute are

37

more likely to participate in a summer long program with a mean difference of 0.65. Neither of
these were statistically significant.
[Insert Table 3.6. here]
Table 3.7 illustrates the t-test for intent and distance lived from campus. Those who live
more than 100 miles from campus were more likely to study abroad, overall. The largest mean
difference was for semester long programs with a mean difference of 0.36, with those who lived
farther away being more likely to participate. This finding was not statistically significant,
however, so caution should be given not to generalize the result.
[Insert Table 3.7. here]
Table 3.8 shows the t-test for trip intent and class standing. First-year students and
sophomores were recoded into underclassmen and juniors and seniors as upperclassmen.
Underclassmen showed more intent overall than upperclassmen. Semester long trips had the
largest mean difference of 1.13, which was also statistically significant. This means that
underclassmen have a greater intent than upperclassmen to participate in a semester long trip.
[Insert Table 3.8. here]
Table 3.9 illustrates the t-test for outcomes and the barrier index and class standing for
the non-study abroad respondents. Underclassmen saw more positive outcomes than
upperclassmen with a mean difference of 4.04. This finding was not statistically significant.
[Insert Table 3.9. here]
Table 3.10 shows the t-test for outcomes and barriers and academic field of study for the
study abroad respondents. Those in a STEM or Pre-Professional major viewed more positive
outcomes from study abroad than the Liberal Arts majors. The mean difference was 6.34. This
was not statistically significant, however, so caution should be given when interpreting the
38

results. The STEM and Pre-Professional majors also viewed more academic barriers with a mean
difference of 2.74, which was not statistically significant. While this was not statistically
significant it does support the hypotheses that those in the STEM and Pre-Professional majors
will report more academic barriers than those in the Liberal Arts majors.
[Insert Table 3.10. here]
Table 3.11 illustrates the t-test for trip intent and academic field of study for study abroad
participants. The highest mean difference comes within year-long programs with a mean
difference of -1.09, which was statistically significant. Those in a Liberal Arts majors have a
greater intent to participate in a year-long program than those in a STEM and Pre-professional
majors. It is important to note here that language majors are part of the Liberal Arts category and
are required to study abroad for a full year to fulfill the requirements of the major.
[Insert Table 3.11. here]
Table 3.12 shows the t-test for trip intent and sex of study abroad respondents. Females
had more intent to participate in a semester long program with -0.65 mean difference. This was
not statistically significant. This means females were more likely to participate in a semester
long program than males.
[Insert Table 3.12. here]
Table 3.13 displays the t-test for positive outcomes index and sex of study abroad
respondents. The mean difference was -3.36, with females identifying more positive outcomes
than males. However, this was not statistically significant. This finding is similar to the nonstudy abroad respondents.
[Insert Table 3.13. here]

39

Table 3.14 illustrates the t-test for lack of support from department and academic field of
study for those who have already studied abroad. The mean difference was 0.48. This finding
was not statistically significant. Those in the STEM and Pre-Professional majors felt was less
support from their department, but again, since the difference was not statistically significant
caution should be applied when generalizing this result.
[Insert Table 3.14. here]
Table 3.15 shows that there was no difference between commuters and intent to study
abroad for study abroad respondents. This means that commuters were equally intent on studying
abroad as non-commuters.
[Insert Table 3.15. here]
Table 3.16 shows the t-test for study abroad respondents intent to study abroad and how
far they live from campus. There is little difference between the two groups and intent to
participate in a semester long trip. The largest mean difference came from May term, with a
mean difference of -0.58. Those who lived more than 100 miles from campus having a greater
intent to participate in a May term trip. These findings were statistically significant.
[Insert Table 3.16. here]

40

CHAPTER 6 – QUALITATIVE ANALYSIS
Focus Groups
On April 18, 2018, two focus groups were conducted, one for non-study abroad
respondents and the second for study abroad respondents only. While originally two focus
groups for each type of sample (non-study abroad students and study abroad students) were
planned, due to lack of interest only one for each group was completed. The first focus group for
non-study abroad students lasted 35 minutes. The discussion was mellow, every student
participated at least twice but there were a few who participated more often. The focus group for
non-study abroad respondents had seven participants. The focus groups consisted of 2 males, and
5 females across a range of academic disciples including Communications, Occupational
Therapy, Business, Sociology/Anthropology, and Modern Languages. The majority of
participants were juniors, but also included two seniors and one sophomore. Of the seven
participants, three had considered studying abroad and one was in the process of applying to
study abroad. Three main themes developed from this focus group: a combination of lack of
encouragement and too much encouragement, financial barriers, and lastly the influence of
family and friends on the study abroad decision.
The first major theme was a mixture of encouragement. As students came from a range of
academic departments, they were asked if studying abroad was encouraged within their major.
Students cited a mixture of over encouragement and lack of encouragement. Those in the
Modern Language field felt studying abroad was heavily encouraged. Participating in a year-long
experience is a requirement for language majors; however, there are also restrictions to where an
individual can travel. While this restriction is to make sure students are fully emerging
themselves in the language of study, students identified this is an added stressor on the study
41

abroad process. One student, who was once a Modern Language major, stated “study abroad was
so encouraged and made me more stressed because it was so pushed.” Other students felt that
studying abroad was not encouraged in their department. Rather students themselves had to seek
out faculty who would aid them in the study abroad process. One student stated that “if a
professor has studied abroad themselves than they are more encouraging.” Professors with prior
experiences studying abroad often recognize the benefits from their experience and encourage
students to study abroad as well. However, overall, consistent with the survey results, students
felt that professors are indifferent to studying abroad. One student stated, “professors don’t
mention [study abroad] unless the student brings it up.” Professors will not intentionally prevent
a student from studying abroad but they are not going to encourage it either.
The second theme that emerged from the non-study abroad focus group was how
important finances are as a barrier to studying abroad. Of the three students who began the study
abroad process, two of them decided not to study abroad due to finances. Studying abroad
requires students to acquire visas for their host county. This often included the need for students
to prove they have the funds or will be funded by their parents while they are away. One student
was able to get to this step in the process, but could not show they had the necessary funds so
they were unable to study abroad. She stated, “I had my classes picked, but could not get a
student visa because of financial reasons.” If the student had known earlier on, they could have
prepared for this step. Another student planned to participate in a summer long program but the
expenses outside of the traditional academic semester was limiting.
When asked about what factors impacted their decision not to study abroad those that did
not apply also cited finances as a factor. The majority of students felt, or were told, that studying
abroad was too expensive and that they could not afford it. One student stated, “I was told I was
42

not allowed to study abroad by my parents. My mom said it was not something we do and would
be a financial strain.” Before students could even make the decision about study abroad they
were already told it was too much of a financial burden by parents.
This financial burden also factors into the last theme of the focus group – the impact of
family and friends. Parents play a large role in the financial planning for college, and thus impact
decisions to study abroad greatly. Students also cited that their family generally did not want
them to study abroad. For example, one student cited a family member’s illness as something
that would keep her from studying abroad. Along with family, students also cited “FOMO” or
fear of missing out. Students felt the fall semester would be the better one to miss as more
happens at Elizabethtown College in the spring. In addition, students were reported being
nervous to be away from their friends. They worried about picking housing while abroad and
having friends to live with. Students who were required to participate in a year-long program
also felt that a year was too long to be away from Elizabethtown College, their friends and their
family. Students did not want to be forgotten about or miss campus events at Elizabethtown
College.
The focus group for students who have studied abroad had five participants. It was help
on April 18, 2018 in Nicarry 206. The discussion was very lively and took an hour. The
participants had studied abroad in New Zealand with the provider BCA, Washington, DC, Spain
with the provider BCA, and Italy with the provider CIS Abroad. One of the students also
participated in a May term to Vietnam. Participants had majors including Communications,
Occupational Therapy, Psychology, and Social Work. Prior to their study abroad experience all
participants had little to no travel experience. The three themes that surfaced from this focus

43

group were academic struggles, lack of communication between offices, and recognition of skills
gained.
An issue that students who have studied abroad with found challenging was the
academics of their host country and returning to academics when they returned to Elizabethtown
College. While abroad, students dealt not just only with a different culture, but also with
different academic norms. Students found it easy to skip classes while abroad making it hard to
get back into the flow of classes at Elizabethtown College when they returned. One student
stated, “I took joke classes while abroad because Occupational Therapy classes weren’t able to
be taken.” This made it difficult for the student to then transition back into Elizabethtown
College. It should also be noted that Elizabethtown College has the policy that classes students
take while abroad are pass/fail, with students needing to obtain at least a “C”, and are not
calculated into GPA (Elizabethtown College 2011). Participants who studied abroad in New
Zealand, in particular, also struggled with the final exam system there as one student stated,
“finals abroad were stressful because they were so different.” The student went on to explain
how exams at the university in New Zealand were not taken in classrooms, but in a gymnasium
with desks set up. Each desk had a corresponding number and you were not allowed to bring
anything, including a phone or watch. Another participant from New Zealand also cited that the
teaching and learning styles were culturally different in the host country. The academic struggles
students faced were not issues they had anticipated while abroad or upon returning to
Elizabethtown College.
The second theme from the focus group for study abroad students was a lack of
communication between different offices on campus. The issues students identified in the focus
group were not all applicable to the Study Abroad Office specifically. Some of the obstacles
44

students faced were with miscommunications with other offices on campus. Participants cited
miscommunications between their program provider, the Billing/Financial Aid Office and
Registration and Records. Students felt misled about their housing costs and the assertion by the
College that studying abroad cost the same as Elizabethtown College tuition. Through the
application process, students learned that housing costs were separate and had to be paid directly
to the program provider. However, some students learned this either right before they left to
study abroad or upon their return when they found out that they owed a balance to their program
provider. This finding was an added stress to their trip that they would like to make sure others
do not have to deal with. One student with an issue receiving a transcript due to owing funds
stated that “communication between the offices needs to be better so other students don’t go
through what we went though.” Students also had communication issues with the Office of
Registration and Records. Specifically, students mentioned issues of how their classes counted
and receipt of their final transcript from the host university. Both of these communication issues
students faced were between their provider and the respective offices at Elizabethtown College.
The provider would tell students to talk to their home institution and the institution would tell
students to contact the provider. Although there were issues students faced with the study abroad
process, they still enjoyed their trip abroad and were happy with their experiences.
The third theme that emerged was the recognition of skills students gained from their
experience. Participants cited networking skills, independence, and becoming more cultural
aware. This is consistent with previous research (Carley, Stuart, and Dailey 2011; Harrell et al.
2017) on students study abroad outcomes. The participant who studied in Washington D.C. was
able to network within her field and even found a summer job due to a professor she had while
there. Another student who studied abroad in New Zealand utilized a job shadowing opportunity
45

while abroad. One student who participated in a May term trip to Vietnam stated, “the trip was
OT focused and helped with our professional skills. We also took a semester long class to
prepare.” Many students met individuals they would not have had exposure to otherwise.
Participants also cited a gaining a greater sense of independence. They feel they gained these
skills from the pre-study abroad process and from their time abroad. One student stated, “I
gained travel skills with planning trips, as well as directional skills. Which improved my sense of
independence.” The third skill participants recognized was becoming more cultural aware. They
were able to learn about cultures first hand while gaining a new perspective about the United
States. One student shared, “I was surprised by how similar life was in Italy to the US.” The
students who went to Vietnam included, “we had to more careful about what we did and said in
Vietnam.” The student was able to recognize the cultural differences between her home country
and host country. The skills students identified gaining during the focus group are skills
identified by previous research (DeGraff et al. 2013; Harrell et al. 2017; IES Abroad 2016).
The focus groups provided additional valuable information and insight beyond the
quantitative survey. Consistent with the survey results, non-study abroad students cited finances
as their biggest barrier to studying abroad. Also, students who have studied abroad were satisfied
with their experiences and recognized the cross-cultural skills gained from the experience.

46

CHAPTER 7 – SUMMARY AND IMPLICATIONS
The Study Abroad Office has recently undergone some minor (change in office location)
and major changes. The most notable change is that there is a new director, Megan Bell, who
started in July 2017. This research examined how academic field of study, sex, and perceived
experiences affect perceptions of study abroad at Elizabethtown College. There are three main
goals for this HID research: (1) to provide the Elizabethtown College Study Abroad Office with
assessment data examining the current study abroad program; (2) to conduct a sociological
analysis of the effects of sex and academic field of study on barriers and perception of study
abroad; and (3) to provide recommendations for future direction of the program based on the
results of the data analyses.
Currently, students at Elizabethtown College have a menu of study abroad opportunities
including traditional semester long programs and short-term excursions. Short-term programs do
count as study abroad in terms of cross-cultural experiences, but they are not handled by the
Study Abroad Office. Both short-term and long-term study abroad is valued at institutions across
the United States with the vast majority having a study abroad office and staff dedicated to
administering the process. Based on the findings of this study it is largely up to students at
Elizabethtown College to approach their advisors about the study abroad process in terms of
students’ academics. While there is not a very encouraging campus culture towards studying
abroad there is also not a very dis-encouraging culture either. It is also the student’s
responsibility to attend a required Study Abroad 101 session and attend a meeting with Megan
Bell. After they begin the application process through Elizabethtown College, they are largely
working with their program provider before leaving on their trip.

47

Studying abroad is an experience some employers value on resumes, referencing a skill
set potentially gained from the experience. Studying abroad is one of Elizabethtown College’s
five Signature Learning Experiences, however it is the one students least often complete. While
there are plenty of options, a personal barrier students faced was that the location they desired
was not offered. Students that sis not study abroad also faced financial concerns, which those
that did study abroad did not face as often.
This research found that, overall, students lack a strong intent to study abroad. Finances
were identified as main barrier in both the questionnaire and focus group results for non-study
abroad respondents. Women were also more intent on studying abroad then men and viewed
more positive outcomes. This finding was consistent with previous research by Salisbury,
Umbach, Paulsen, and Pascarella (2008) and supported the hypothesis of this study. The
hypothesis that individuals in the STEM fields and Pre-professional programs will participate or
have a desire to participate more often in short-term study abroad trips than individuals in the
Liberal Arts majors was partially supported as Liberal Arts majors showed more intent to study
abroad on longer term trips. Individuals in the STEM and Pre-Professional programs did report
facing more academic barriers that Liberal Arts majors. This finding partially supports the
hypothesis that individuals in the STEM fields and pre-professional programs will report more
barriers and view fewer positive outcomes than individuals in the Liberal Arts majors.
The focus groups were an essential tool to gain a richer understanding of the quantitative
results. There was a diverse range of majors present in the sessions. Students experienced a mix
of encouragement from faculty while also reporting the existence of a financial barrier. The role
that family plays in the study abroad process was gleaned almost entirely through the focus
group data. Importantly, consistent with the quantitative results, students who did study abroad
48

were also able to recognize the skills they gained from their experiences and were able to
articulate them.
One of the strengths of this research was that it used a mixed methodology. By utilizing
both survey methodology and focus groups, a more comprehensive assessment of the student
views of the study abroad culture at Elizabethtown College was obtained. In addition, the survey
was a representative sample of the Elizabethtown College population. This research adds to
current literature on outcomes of study abroad as well as perceived barriers students face in the
study abroad process. While most research only focuses on either student outcomes or perceived
barriers, this research examined both. This research also looked at study abroad holistically
rather than breaking it down into long and short-term programs. Additionally, the effects of
encouragement from a variety of sources which has been limited in the literature on study abroad
was examined.
However, even with the largest budget and most detailed sampling frames, limitations
exist. One limitation to this study is that while previous research has specifically focused on
either short or long-term study abroad trips, this research examined students who have completed
one or the other or both. Both of their experiences even though for different lengths of time were
examined together. Another limitation is that the statistics used to frame this study (provided by
the Office of Institutional Research and the Study Abroad Office), are not consistent regarding
the number of students who have studied abroad to this date. There is some confusion over
whether short-term programs count as study abroad. There was also a lack of interest in the focus
groups, which is why only one for each group of respondents was conducted. Finally, 100 and
300 level classes were over sampled leading to an over sample of freshmen and juniors.

49

While there is an abundance of literature on the topic of study abroad, this research added
to the literature in terms of specifically examining the experience of study abroad at a small,
private, liberal arts college. The results of this research suggest that, if the goal is to grow the
proportion of students studying abroad, more needs to be done to raise the expectations.
Changing culture is never easy or quick, but understanding that the current culture is largely
indifferent is the first step. Recommendations of ways to support students in order to grow the
program follow.

50

CHAPTER 8 – RECOMMENDATIONS FOR THE STUDY ABROAD PROGRAM
Based on the findings of this research, several suggestions are being made to the Study Abroad
Office at Elizabethtown College.
1) Provide more direct information about the costs and value of study abroad to
parents. One of the main barriers students who have not studied abroad identified is
financial. This was the top barrier from the questionnaire and was cited during the
focus groups. For example, one student stated, “finances are my family’s main
concern.” Another barrier cited during focus groups was family members (mostly
parents) not wanting students to study abroad due to finances. While the study abroad
webpage already has a “financial info” section, adding a section specifically for
parental resources would be helpful. Parents would benefit from a web resource with
information about finances, travel information, potential outcomes, and myths. Other
universities such as Webster University, University of Washington, and the
University of Illinois have web pages dedicated to assisting family and friends. These
universities provide links such to issues such as travel safety, school policies, and a
breakdown of costs. Giving parents access to a web page with helpful links tailored to
them is an easy way to increase awareness of study abroad options. Another avenue
for increasing awareness of parents about the value of study abroad is to add a session
or (even part of an existing session) about study abroad planning for ALL parents to
attend during the first-year seminar orientation (either summer or fall). Providing it
as an option reaches only those parents who already see the value and does nothing to
change familial culture or misguided stereotypes. Students repeatedly cite family and
friends as the main source of study abroad information and encouragement. We
51

should make sure parents have the right information about resources and knowledge
about the positive outcomes.
2) Increase the visibility of the current location of the Study Abroad Office. About
half of the non-study abroad respondents did not know where the Study Abroad
Office is currently located. This finding is problematic as it indicates that the
visibility of the office is low on the campus. One option to increase students’
knowledge of its location is to place a mailbox stuffer in students’ mailbox during the
first month of school. A student from the non-study abroad focus group stated,
“[study abroad] is publicized but not in the right ways.” I would also recommend
adding something to grab the attention of students such as candy, a sticker for their
computer, or a button/pin with a catchy slogan (related to one of the outcomes of
study abroad). With the small handout there can be information about the location of
the office as well as when the first study abroad fair for the year will be. Another
option is to hold an open house or scavenger hunt (perhaps even a campus-wide
Amazing Race-like event sponsored by the Study Abroad Office with items for teams
that pertain to the study abroad process or outcomes) Adding a scholarship for the
winners would increase participation. The event could be recorded or even livestreamed or tweeted so others could follow the action. Another possibility would be
to have ECTV or Lancaster Online cover the event live. Since we are a strengths
campus, this type of event would tap into individuals with many of the Clifton
StrengthFinder top 5 signature themes like competition, achievers, significance,
command, strategic, adaptability, input, woo, etc. Stacey Zimmerman, Associate

52

Director of Strengths Coaching and Ethical Leadership, may be interested in cosponsoring such an activity.
3) Expand social media presence for study abroad. While the use of social media
was not cited as a top resource respondents would use to gain information about
studying abroad, it can still be a useful tool to facilitate cultural change. The majority
of the individuals in the sample were Millennials; however, future cohorts represent
iGen (or more commonly, Generation Z). According to Twenge (2017) teenagers
spend twice as much time online as teens did ten years ago. In 2015, 87 percent of
girls and 77 percent of boys were on social media sites daily (Twenge 2017).
Instagram is a popular social media platform with 80 percent of 14 year olds using at
least once a month in 2016 (Twenge 2017). Instagram could be a useful social media
platform for the Study Abroad Office. One possibility would be to post photos sent in
by current study abroad students. Another idea is to have a hashtag, like
#EtownAbroad, #JaysTakeFlight, or #JaysAbroad that students could tag in all of
their Instagram or Twitter posts when studying broad during a long or short term
experience from application day to returning home. One of the reasons cited by
students to study abroad was to post photos to Instagram. The Center for International
Studies Abroad conducted, on their Instagram page, a photo contest for Spring 2018
students studying abroad in one of their programs. To participate in the contest,
students were required to submit a travel photo and then based on “likes” a winner
was chosen. The winner won a $100 Amazon gift card. This would be a fun and
simple contest the Study Abroad Office could include to increase engagement on their
Instagram account. Students who are abroad would submit their photos and through
53

asking their friends and family to like the photos, the Study Abroad Office account
might gain more followers. The contest would also be a way to showcase the
experiences students have abroad.
4) Slowly change the culture. The results from this study can help the community
understand why so few Elizabethtown College students study abroad. Unfortunately,
the culture overall is one of indifference. However, the campus culture was found to
be encouraging for those who want to student abroad. Fewer than 10 percent of
students study abroad while at Elizabethtown College while over 48 percent of
students at nearby Juniata College do so. At Juniata College, which is a similar size,
students participate in an international experience (Kratsas 2017). If Elizabethtown
College intends to grow the proportion of students studying abroad (as an SLE or to
increase global competencies) one solution may be to provide more training to faculty
of all ranks and disciplines. Providing workshops to faculty about the benefits of
study abroad and particular short-term programs that would work with their
department might be helpful in bridging this gap. Since the focus group results
indicate that faculty who have studied abroad are more supportive and encouraging of
the experience and the survey results suggest that faculty advisors are an important
source of information and encouragement, finding ways to send faculty abroad for
short or long-term experiences would help to change the campus culture. While shortterm faculty lead trips are not a part of the Study Abroad Office, it is a part of the
Center for Global Understanding and Peacemaking. One way to improve the campus
culture surrounding study abroad is to increase the number of faculty lead trips. This
could be beneficial to faculty by enriching their classroom by becoming a more
54

culturally inclusive educator or through recognition of service in a tenure/promotion
dossier. During the focus groups students often felt they had to initiate a discussion of
study abroad with their faculty advisor, but if the experience of study abroad was
more integrated into the expectations of an Elizabethtown College education more
students would choose to study abroad. Finally, the Study Abroad Office could
directly partner with universities abroad in addition to using program providers.
Fairfield University in Connecticut has a strong study abroad culture because they
directly partner with schools abroad (Fairfield University 2018). Linking with
universities directly would help to alleviate some of the barriers identified in this
study such as the miscommunication about fees. By working directly with universities
abroad students would not have the additional step of going through a program
provider. This might alleviate some of the miscommunications students have dealt
with in the past if they are directly communicating with the Study Abroad Office.
5) Increase awareness of student experiences. Another way to make studying abroad
more integrated within the campus culture is to feature the students who have studied
abroad and their experiences in marketing and recruitment materials. The students we
attract and recruit may not be the population of students who have significant travel
experience as high school students because our materials do not showcase study
abroad as a hallmark of an Elizabethtown College education. For example, the travel
experience before enrolling at Elizabethtown College was minimal for the sample of
this study. In addition, intentions to study abroad were low. Instead, such prospective
students may choose to attend colleges and universities where study abroad is a
strong part of the campus culture. Students who have studied abroad, whether during
55

a May term or longer program, for one of their Signature Learning Experiences could
be featured on the college website and the study abroad website. A bulletin board in
the hallway of the Center for Global Understanding and Peacemaking, where the
Study Abroad Office is now located, can display where current students are globally
showing other students what options exist. This bulletin board would also be a great
place to advertise the Study Abroad Office’s social media accounts and other
resources. The hallway for Center for Global Understanding and Peacemaking is in
close proximity to a printing station with lots of foot traffic. Another way to enhance
campus culture while showcasing study abroad experiences is to develop a mixedmedia arts competition. Students would be invited to submit a work of art, writing, or
digital media about their experience abroad. The work could then be displayed in
various locations on campus such as the Blue Bean, Library or even the Lyet Gallery
on the second floor of Leffler Chapel. There would be a prize for the winner, but all
pieces would be displayed. A student in the study abroad focus group stated near the
end of the session that “when you get people who have studied abroad together we
can talk for hours about our experiences,” while another student simply stated “I love
talking about my trip.” Students should be provided with more opportunities to
creatively tell their stories. This would develop interest from other students in study
abroad and increase knowledge overall about the programs and outcomes.

56

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64

APPENDIX A: Tables

65

Table 1.1.
Descriptive Statistics of Non-Study Abroad Respondent Characteristics,
N=349 (unless noted)
Variables
N
Percent
Sex
Male
121
34.7
Female
222
63.6
Prefer not to answer
6
1.7
Age
18
19
20
21
22
23 +

67
83
73
73
48
5

19.2
23.7
20.9
20.9
13.8
1.5

Class Standing
Freshman
Sophomore
Junior
Senior

125
49
108
67

35.8
14.1
30.9
19.2

Major
Liberal Arts
STEM
Pre-Professional

49
200
151

14.2
57.3
43.5

Distance from Etown to home (N=348)
Less than 10 miles to 25 miles
25 miles to 100 miles
Over 100 miles

80
153
115

23.0
43.9
33.1

Commuter
Yes
No

39
310

11.2
88.8

66

Table 1.2.
Descriptive Statistics of Non-Study Abroad Respondent Characteristics,
N= 349 (unless noted)
Variables
N
Percent
Knowledgeable of where the Study
Abroad Office is located
Yes
184
52.7
No
165
47.3
Expectation to study abroad
Highly unexpected
Unexpected
Neither expected nor unexpected
Expected
Highly Expected

3
17
213
93
19

0.9
4.9
61.2
26.6
5.4

Financial Situation (N= 347)
I have many loans and scholarships
I have a few loans and scholarships
I have loans
I have scholarships
College is not a financial burden
I do not know my financial situation

135
119
6
60
21
6

38.9
34.3
1.7
17.3
6.1
1.7

67

Table 1.3.
Descriptive Statistics of Willingness to Use Resources of Non-Study
Abroad Students, N=349
N
Percent
Variables
N
Percent Variables
Study abroad fair
YouTube
57
16.3
Yes
199
43.0
Yes
292
83.7
No
150
57.0
No
Study abroad advisor
Yes
No

231
118

66.2
33.8

Posters
Yes
No

54
295

15.5
84.5

Study abroad Peer
Advisor
Yes
No

118
231

33.8
66.2

Etownian
Yes
No

14
335

4.0
96.0

Faculty or Academic
Advisor
Yes
No

222
127

36.4
63.6

Blogs
Yes
No

26
323

7.4
92.6

36
313

10.3
89.7

Social Media
Yes
No

100
249

28.7
71.3

195
154

Study Abroad
101 Sessions
55.9
Yes
44.1
No

92
257

26.4
73.6

256
93

I would not use
any of these
resources
73.4
Yes
26.6
No

14
335

4.0
96.0

Career Services
Yes
No

Family Member
Yes
No

Friend(s) who have
studied abroad
Yes
No

68

Table 1.4.
Descriptive Statistics for Willingness to use New Resources of Non-Study Abroad
Students, N=349 (unless noted)
Variables
N
Percent
Newsletter
Yes
50
14.3
No
299
85.7
Presentation at dorm
Yes
No

78
270

22.3
77.4

Attending Honors Presentations (N=348)
Yes
No

51
298

14.6
85.4

Blog run by Study Abroad Office
Yes
No

52
297

14.9
85.1

Meeting with peer advisor for coffee
Yes
No

96
253

27.5
72.5

I would not use any of these resources
Yes, would not use resources
No, would use resources

129
220

63.0
44.0

69

Table 1.5.
How Studying Abroad Would Fit into Non- Study Abroad Respondent Academic Plan,
N=349
Variables
N
Percent
Fulfill major course requirement
Yes
112
32.1
No
237
67.9
Fulfill minor course requirement
Yes
No

51
298

14.6
85.4

Fulfill core course requirement
Yes
No

124
225

35.5
64.5

Fulfill electives for graduation
Yes
No

68
281

19.5
80.5

Fulfill SLE requirement
Yes
No

161
188

46.1
53.9

Fulfill internship requirement
Yes
No

39
310

11.2
88.8

Studying abroad would not fit into plan
Yes, would not fit into my plan
No, would fit into plan

102
247

29.2
70.8

70

Table 1.6.
Likeliness of Non-Study Abroad Respondent to Receive Encouragement
N
Variables
N Percent Variables
Department Faculty (N= 299)
College President (N= 250)
4
Strongly discourage
3
1.2
Strongly Discourage
9
Discourage
7
2.3
Discourage
176
Neither
97
32.4
Neither
48
Encourage
143
47.8
Encourage
13
Strongly Encourage
49
16.3
Strongly Encourage
Department Chair (N= 283)
Strongly Discourage
Discourage
Neither
Encourage
Strongly Encourage
Current Advisor (N= 301)
Strongly Discourage
Discourage
Neither
Encourage
Strongly Encourage

4
6
141
95
37

3
10
120
123
45

Percent
1.6
3.6
70.4
19.2
5.2

1.4
2.1
49.8
33.5
13.2

Athletics (N= 182)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

8
15
129
24
6

4.5
8.2
70.8
13.2
3.3

0.9
3.4
39.9
40.8
14.9

Coach (N= 188)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

14
22
119
25
8

7.5
11.7
63.2
13.3
4.3

3
9
186
16
5

1.3
4.2
84.9
7.4
2.2

2
3
161
89
16

0.7
1.2
59.4
32.8
5.9

First Year Advisor (N= 301)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

7
4
124
124
42

2.3
1.4
41.2
41.2
13.9

Campus Work Supervisor
(N= 219)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

Admissions Office (N= 286)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

3
3
167
89
24

1.1
1.1
58.4
31.1
8.3

Career Services (N=271)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

71

Table 1.6. (Continued)
Likeliness of Non-Study Abroad Respondent to Receive Encouragement
N Percent
N Percent Variables
Variables
General Campus Culture
Club Advisor (N= 242)
(N=308)
4
Strongly discourage
1.6
Strongly discourage
3
0.9
2
Discourage
0.8
Discourage
1
0.4
175
Neither
72.3
Neither
97
31.6
49
Encourage
20.2
Encourage
161
52.2
12
Strongly Encourage
4.9
Strongly Encourage
46
14.9
Kinesis Mentor (N= 139)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage
Peer Mentor (N= 286)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage
Residence Assistant
(N= 264)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

2
1
115
10
11

3
1
122
134
26

5
1
207
42
9

1.4
0.7
82.8
7.2
7.9

Friends (N= 321)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

2
2
84
160
73

0.6
0.6
26.2
49.8
22.8

1.1
3.4
42.6
46.8
9.1

Etown Student (N=319)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

2
4
62
179
72

0.6
1.2
19.4
56.1
22.5

1.8
0.3
78.5
15.9
3.5

Study Abroad Office
(N= 309)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

2
3
54
88
162

.6
.9
17.4
28.4
52.4

72

Table 1.7.
Descriptive Statistics of Study Abroad Respondent Characteristics, N=87
Variables
N
Percent
Sex
Male
10
11.5
Female
76
87.4
Prefer not to answer
1
1.1
Age
19
20
21
22
23

2
32
32
19
2

2.3
36.8
36.8
21.8
2.3

Class standing
Sophomore
Junior
Senior
5th Year

6
47
33
1

6.9
54.1
37.9
1.1

Major
Liberal Arts
STEM
Pre-Professional

19
25
43

21.9
28.7
49.4

Distance from Etown to home
Less than 10 miles to 25 miles
25 miles to 100 miles
Over 100 miles

13
38
36

14.9
43.7
41.4

Commuter
Yes
No

10
77

11.5
88.5

Expectation to study abroad
Highly unexpected
Unexpected
Neither expected nor unexpected
Expected
Highly expected

2
11
52
22
0

2.3
12.6
59.8
25.3
0.0

73

Table 1.8.
Descriptive Statistics of Study Abroad Respondent Characteristics
Variable
Location
Spain (Barcelona, Granada, Valladolid)
New Zealand (Dunedin, Wellington)
Ireland (Dublin, Maynooth, Limerick)
Japan (Osaka, Kansai, Tokyo)
Italy (Florence)
Vietnam
England (Cheltenham, Cambridge,
London)
Switzerland (Geneva)
Australia (New Castle, Brisbane)
Costa Rica (San Jose)
France (Aix-en-Provence, Strasbourg)
Washington, DC
Belgium (Brussels)
Germany (Konstanz)
Greece (Athens)
Thailand (Bangkok)
India (Chennai)
Argentina
China (Dalian)
Mexico (Jalaps Vercruz)
South Africa (Cape Town, Johannesburg)
Tanzania (Karatu)
Peru (Lima)
Austria
Czech Republic (Prague)
Ecuador (Quito)
Figi (Suva)
U.S. Virgin Islands

N
11
11
9
9
8
6
6
6
4
4
3
3
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1

74

Table 1.9.
Descriptive Statistics of Study Abroad Respondent
Characteristics
Variable
Program Provider
CIS Abroad
SOL
Brittney’s Hope
ISA
BCA
KCP
America University
Kansai Gaidai Asian Studied
Program
Business Department
IFE
Sociology/Anthropology
Department

N
25
6
5
5
4
3
2
2
1
1
1

75

Table 1.10.
Descriptive Statistics of Study Abroad Respondent Characteristics, N=87
Variables
N
Percent
Age when studied abroad
15
1
1.1
18
2
2.3
19
21.8
19
46
52.9
20
16
18.4
21
3
3.5
22
Class standing while abroad
Freshman
Sophomore
Junior
Senior

1
23
58
5

1.1
26.5
66.7
5.7

Semester Studied Abroad
Fall Semester
Spring Semester
Summer
Year Long
Only participated in a short-term trip

29
37
4
8
9

33.5
42.5
4.6
9.2
10.3

Participated in a short-term
May Term
Winter Term
Did not participate in a short-term trip

19
1
67

21.8
1.1
77.1

Living situation while abroad
Homestay
Apartment
Residence Hall
Found own living situation

25
32
23
1

28.7
36.8
26.4
1.1

Prior travel experience
A lot
A little
None at all

24
45
18

26.6
51.7
20.7

76

Table 1.11.
Descriptive Statistics of Study Abroad Respondent Characteristics, N=87
Variables
N
Percent
Ease of applying through Etown
Very difficult
3
3.4
Somewhat difficult
23
26.4
Neither easy nor difficult
13
14.9
36
Somewhat easy
41.5
Very easy
9
10.4
3
3.4
Did not apply though Etown
How prepared did one feel
Not well prepared at all
Fairly well prepared
Very well prepared
Did not use Study Abroad Office to
prepare for trip

20
48
5

23.0
55.2
5.7

14

16.1

Overall satisfaction with experience
Very unsatisfied
Unsatisfied
Neither satisfied nor unsatisfied
Satisfied
Very satisfied

1
1
2
21
62

1.1
1.1
2.3
24.2
71.3

Likeliness of studying abroad again
Very unlikely
Unlikely
Neither likely nor unlikely
Likely
Very likely

1
4
2
11
69

1.1
4.6
2.3
12.6
79.4

Likeliness to recommend program
Very unlikely
Unlikely
Neither likely nor unlikely
Likely
Very likely

2
4
3
23
55

2.3
4.6
3.4
26.4
63.3

77

Table 1.12.
Descriptive Statistics of Study Abroad Respondent Characteristics, N=87
Variables
N
Percent
Level of comfort upon returning to
Etown
Very uncomfortable
15
17.2
Slightly uncomfortable
40
46.0
Not uncomfortable at all
32
36.8
Improvement of language skills
They improved greatly
Improved a little
No improvement at all
Did not study abroad for language
skills

20
14
2

23.0
16.2
2.3

51

58.6

If one had a blog while abroad
Chose to
Was required
I chose to but was also required
Did not have a blog

13
4
2
68

14.9
4.6
2.3
78.2

Received a scholarship
Yes
No, but did not apply
No, applied but did not receive one

27
40
20

31.0
46.0
23.0

78

Table 1.13.
Descriptive Statistics of Resources Consulted Prior to Studying
Abroad for Study Abroad Respondent, N=87
N
Variables
N
Percent Variables
Study abroad fair
YouTube
15
Yes
43
49.4
Yes
72
No
44
50.6
No

Percent
17.2
82.8

Study abroad advisor
Yes
No

50
37

57.5
42.5

Posters
Yes
No

3
84

3.4
96.6

Study abroad Peer
Advisor
Yes
No

12
75

13.8
86.2

Etownian
Yes
No

2
85

2.3
97.7

Faculty or Academic
Advisor
Yes
No

59
28

67.8
32.2

Blogs
Yes
No

10
77

11.5
88.5

Social Media
Yes
No

20
67

23.0
77.0

47
40

Study Abroad
101 Sessions
54.0
Yes
46.0
No

7
80

8.0
92.0

43
44

I did not use
any of these
resources
49.4
Yes
50.6
No

5
82

5.7
94.3

Career Services
Yes
No

Family Member
Yes
No

Friend(s) who have
studied abroad
Yes
No

0
87

0.0
100.0

79

Table 1.14.
Opinions of Study Abroad Respondent If Unoffered Resources Would be
Helpful to Perspective Students, N=87
Variables
N
Percent
Newsletter
Yes
21
24.1
No
66
75.9
Presentation at dorm
Yes
No

17
70

19.5
80.5

Attending Honors Presentations
Yes
No

19
68

21.8
78.2

Blog run by Study Abroad Office
Yes
No

33
54

37.9
62.1

Meeting with peer advisor for coffee
Yes
No

36
51

41.4
58.6

I do not think these resources would be
helpful
Yes, would not be helpful
No, would be helpful

15
72

17.2
82.8

80

Table 1.15.
How Studying Abroad Fits into Study Abroad Respondent’s Academic Plan,
N=87
Variables
N
Percent
Fulfill major course requirement
Yes
45
51.7
No
42
48.3
Fulfill minor course requirement
Yes
No

57
30

65.5
34.5

Fulfill core course requirement
Yes
No

43
44

49.4
50.6

Fulfill electives for graduation
Yes
No

24
63

27.6
72.4

Fulfill SLE requirement
Yes
No

52
35

59.8
40.2

Fulfill internship requirement
Yes
No

5
82

5.7
94.3

Studying abroad would not fit into plan
Yes, did not fit into my plan
No, did fit into plan

5
82

5.7
94.3

81

Table 1.16.
Degree of Encouragement Study Abroad Respondent Received to Study Abroad
N Percent
Variables
N Percent Variables
Department Faculty (N= 77 )
College President (N= 46 )
0
0.0
Strongly discourage
0
0.0
Strongly Discourage
0
0.0
Discourage
0
0.0
Discourage
36
78.3
Neither
17
22.1
Neither
7
15.2
Encourage
33
42.8
Encourage
3
6.5
Strongly Encourage
27
35.1
Strongly Encourage
Department Chair (N= 66)
Strongly Discourage
Discourage
Neither
Encourage
Strongly Encourage
Current Advisor (N=85 )
Strongly Discourage
Discourage
Neither
Encourage
Strongly Encourage

1
0
28
17
20

0
1
14
31
39

1.5
0.0
42.5
25.7
30.3

Athletics (N= 38)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

3
5
27
1
2

7.8
13.2
71.1
2.5
5.3

0.0
1.2
16.5
36.5
45.8

Coach (N= 36)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

2
5
25
1
3

5.5
1.4
69.5
2.7
8.3

0
1
39
8
4

0.0
1.9
75.1
15.4
7.6

0
0
42
3
1

0.0
0.0
91.3
6.5
2.2

First Year Advisor (N= 69)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

0
1
32
19
17

0.0
1.4
46.5
27.5
24.6

Campus Work Supervisor
(N= 52 )
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

Admissions Office (N= 53)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

0
1
37
14
1

0.0
1.8
69.9
26.5
1.8

Career Services (N= 46)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

82

Table 1.16. (Continued)
Degree of Encouragement Study Abroad Respondent Received to Study Abroad
N Percent
N Percent Variables
Variables
General Campus Culture
Club Advisor (N= 50)
(N=72)
0
Strongly discourage
0.0
Strongly discourage
1
1.4
0
Discourage
0.0
Discourage
2
2.7
40
Neither
80.0
Neither
19
26.4
4
Encourage
8.0
Encourage
41
56.9
6
Strongly Encourage
12.0
Strongly Encourage
9
12.5
Kinesis Mentor (N=33 )
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage
Peer Mentor (N=66 )
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage
Residence Assistant
(N= 49 )
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

0
0
26
4
3

0
1
32
19
14

0
1
43
3
2

0.0
0.0
78.7
12.1
1.2

Friends (N= 82 )
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

0
0
6
43
33

0.0
0.0
7.3
52.5
40.2

0.0
1.5
48.5
28.7
21.3

Etown Student (N=81)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

0
0
4
27
50

0.0
0.0
4.9
33.3
61.8

0.0
2.0
87.7
6.1
4.2

Study Abroad Office
(N= 79)
Strongly discourage
Discourage
Neither
Encourage
Strongly Encourage

0
1
8
31
39

0.0
1.2
10.1
39.3
49.4

83

Table 2.1. Means and Standard Deviation for
Desired Trip Length for Non-Study
Abroad Respondent, N= 334
Variables
SD
Mean
Year Long

1.55

.88

Semester Long

2.62

1.49

Summer

2.58

1.33

Winter Term

2.65

1.36

May Term

2.86

1.33

Note: Scales ranged from 1 very unlikely to 5 very likely

Table 2.2. Means and Standard Deviation for
Desired Trip Length for
Study Abroad Respondent, N= 86
Variables
SD
Mean
Year Long

2.08

0.98

Semester Long

3.37

0.92

Summer

2.68

0.81

Winter Term

2.53

0.92

May Term

2.68

0.93

Note: Scales ranged from 1 very unlikely to 4 very likely

84

Table 2.3. Means and Standard Deviation for Academic Barriers
Non-Study Abroad
Study Abroad
N= 327
N=87
Variables
SD
Mean
SD
Mean
Classes wouldn’t count for major abroad
2.99
1.08
3.01
1.49
Lack of support from department
Fear disability would not be accommodated
Wanted to graduate early
Language barrier
Fear of graduating late
Leadership position on campus
Fear of lack of learning accommodations
Major does not allow time to study abroad
Switched major
Only has upper level classes left that must
be taken at Etown

2.41

0.92

2.03

0.98

2.17

1.06

1.87

0.95

2.34

0.99

1.97

1.16

2.95

1.18

2.32

1.27

2.60

1.25

2.05

1.11

2.70

1.16

2.67

1.25

2.31

1.04

1.86

0.96

3.01

1.26

2.01

1.05

2.11

1.08

1.73

0.97

3.15

1.30

2.56

1.30

Note: Scales ranged from 1 very unlikely to 5 very likely

Table 2.4. Means and Standard Deviation for Financial Barriers
Non-Study Abroad
Study Abroad
N= 327
N=87
Variables
Mean
SD
Mean
SD
Would need to take out additional loans to
study abroad
3.78
1.08
2.58
1.29
Would have to rely on scholarships to
study abroad

3.70

1.06

2.83

1.09

Studying abroad would be an additional
struggle beyond tuition

3.70

1.07

3.21

1.29

3.72

1.07

2.97

1.21

Studying abroad would be a financial
struggle in general
Note: Scales ranged from 1 very unlikely to 5 very likely

85

Table 2.5. Means and Standard Deviation for Influences on Decision to
Study Abroad
Non-Study Abroad
Study Abroad
N= 327
N=87
Variables
SD
Mean
Mean
Experience different classes
3.88
0.89
4.10
Lower drinking age
Try new foods
Enhance job opportunities
Improve language skills
Experience a new culture
Opportunity to travel
Saw photos on social media
Post pictures on social media
Previous experience in high school

SD
1.18

2.85

1.21

2.89

1.37

4.07

0.91

4.18

1.09

4.11

0.83

4.18

0.88

3.77

0.99

3.68

1.28

4.25

0.82

4.77

0.62

4.29

0.75

4.73

0.55

3.65

3.02

3.71

1.22

3.66

5.42

3.50

1.27

2.70

1.17

2.86

1.33

Note: Scales ranged from 1 very unlikely to 5 very likely

86

Table 2.6. Means and Standard Deviation for Possible Outcomes from
Study Abroad
Non-Study Abroad
Study Abroad N=87
N= 327
Variables
SD
Mean
SD
Mean
3.76
0.93
3.78
1.11
Application of skills learned at Etown
Career plans will change or become more
3.24
1.03
3.41
1.16
focused
4.09
0.76
4.31
0.90
Gain cross-cultural skills
4.26
0.75
4.58
0.77
Increase knowledge of specific country
4.01
0.81
4.27
0.85
Real world education opportunities
3.77
0.93
4.00
1.03
Ability to make friends will increase
3.99
0.85
4.31
0.82
Increase in Global understanding
4.18
0.81
4.71
0.60
Greater independence
3.97
0.88
4.62
0.63
Gain insight into oneself
3.68
1.04
3.89
1.23
Interest in leaning language will increase
3.88
0.91
3.86
1.08
Networking opportunities
4.10
0.77
4.47
0.74
More receptive of new ideas
4.09
0.82
4.49
0.86
New perspectives to own county
4.14
0.77
4.45
0.74
Adapt to new situations
Prior skills in a foreign language will
3.64
1.01
3.54
1.50
improve
3.36
1.10
3.86
1.18
Evaluate privilege
3.73
0.90
4.14
0.93
Gain problem solving skills
3.85
0.91
3.96
1.06
Opportunity for professional development
Note: Scales ranged from 1 very unlikely to 5 very likely

87

Table 2.7. Means and Standard Deviation for Personal Barriers
Non- Study Abroad
Study Abroad N=87
N= 327
Variables
Mean
SD
Mean
SD
2.12
1.08
2.37
1.08
Application seems to complicated
1.81
1.09
2.32
1.34
Conflicts with athletics
1.97
0.99
2.75
1.26
Too busy with co-curricular activities
2.31
1.22
2.43
1.16
Do not want to miss events at Etown
2.17
1.20
2.54
1.13
Family members to not support
2.64
1.21
2.99
1.26
Distance from family
2.78
1.22
2.96
1.27
Do not want to miss family events
2.04
1.02
2.17
0.97
Family issue
3.18
1.19
3.73
1.16
Finance concerns
1.85
0.94
2.11
0.94
Friends do not support
1.91
1.06
2.34
1.16
Do not want to lose job
2.66
1.11
3.10
1.22
Distance from friends
1.86
0.94
3.32
1.02
Location I want is not offered
2.31
1.27
2.39
1.25
Metal health concern
2.03
1.02
2.29
1.07
Personal issue
2.04
1.07
2.08
1.06
Physical health concern
1.71
0.84
2.08
1.06
Fear of race or discrimination
2.55
1.31
2.75
1.30
Fear of lack of skills
2.52
1.12
2.67
1.21
Travel safety concerns
Note: Scales ranged from 1 very unlikely to 5 very likely

88

Table 3.1. T-Tests for Outcomes/Barriers and Academic Field of Study for Non-Study Abroad
Respondents
Liberal Arts Majors
STEM & Pre-Professional Majors
t-test
(N= 281)
Positive Outcomes
from Study Abroad
Financial Barriers
Academic Barriers
Personal Barriers

(N= 46)

Mean

SD

Mean

SD

70.08

11.91

70.69

12.01

-0.33**

14.83

3.84

15.43

3.33

-0.97**

29.20

6.19

26.26

6.17

2.99**

51.35

13.26

49.43

11.5

0.92**

Note: Positive outcomes scale ranged from 18 minimal positive outcomes to 90 maximum positive
outcomes
Financial barriers scale ranged from 4 minimal barriers to 20 maximum barriers
Academic barriers scale ranged from 12 minimal barriers to 44 maximum barriers
Personal barriers scale ranged from 20 minimal barriers to 84 maximum barriers
** Significant at the .01 level

Table 3.2. T-Tests for Desired Trip Length and Academic Field of Study for Non-Study
Abroad Respondents
Liberal Arts Majors
t-test
STEM & Pre-Professional Majors
(N= 291)

(N= 49)

Mean
1.51

SD
0.83

Mean
1.79

SD
1.11

0.07*

Semester Long

2.58

1.47

2.83

1.57

-1.09*

Summer

2.61

1.30

2.38

1.49

1.05*

Winter Term

2.69

1.35

2.41

1.48

1.35*

May Term

2.87

1.30

2.81

1.55

0.27*

Year Long

Note: Scales ranged from 1 very unlikely to 5 very likely
* Significant at the .05 level

89

Table 3.3. T-Tests for Desired Length of Trip and Sex for Non-Study Abroad Respondents
Female
t-test
Male
(N= 119)

(N= 215)

Mean
1.56

SD
0.86

Mean
1.55

SD
0.89

0.09*

Semester Long

2.43

1.46

2.73

1.50

-1.77*

Summer

2.29

1.26

2.74

1.35

.2.97*

Winter Term

2.36

1.30

2.81

1.37

-2.91*

May Term

2.67

1.33

2.97

1.33

-2.01*

Year long

Note: Scales ranged from 1 very unlikely to 5 very likely
* Significant at the .05 level

Table 3.4. T-Tests for Positive Outcomes Index and Sex for Non-Study Abroad Respondents
Female
t-test
Male
(N= 115)
Positive Outcomes

Mean
66.36

(N= 206)
SD
13.61

Mean
72.54

SD
10.24

-4.59****

Note: Positive outcomes scale ranged from 18 minimal positive outcomes to 90 maximum positive
outcomes
*** Significant at the .001 level

Table 3.5. T-Tests for Lack of Support from Department and Academic Field of Study for
Non-Study Abroad Respondents
Liberal Arts Majors
t-test
STEM & Pre-Professional Majors
(N= 281)
Department Support

Mean
2.44

(N= 46)
SD
0.99

Mean
2.23

SD
1.07

1.37*

Note: Scales ranged from 5= strongly agree to 1=strongly disagree

90

Table 3.6. T-Tests for Desired Length of Trip and Commuter Status for Non-Study
Abroad Respondents
Commuter
t-test
Non-Commuter
(N= 298)

(N=35)

Mean
1.54

SD
0.86

Mean
1.60

SD
1.60

2.74

Semester Long

2.67

1.49

2.20

1.43

1.76

Summer

2.65

1.32

2.00

1.32

2.74

Winter Term

2.67

1.34

2.40

1.51

1.14

May Term

2.89

1.32

2.62

1.41

1.19

Year long

Note: Scales ranged from 1 very unlikely to 5 very likely

Table 3.7. T-Tests for Desired Length of Trip and Distance Respondent Live from Campus for
Non-Study Abroad Respondents
Home less than 100
Home more than 100
t-test
miles from campus
miles from campus
(N= 222)

(N=111)

Mean
1.49

SD
0.84

Mean
1.66

SD
0.95

-1.66

Semester Long

2.50

1.46

2.86

1.52

-2.10

Summer

2.54

1.33

2.64

1.36

-0.63

Winter Term

2.60

1.34

2.72

1.41

-0.76

May Term

2.84

1.33

2.91

1.34

-0.49

Year long

Note: Scales ranged from 1 very unlikely to 5 very likely

91

Table 3.8. T-Tests for Desired Trip Length and Class for Non-Study
Abroad Respondents
Upperclassmen
Underclassmen
(N= 168)

t-test

(N=166)

Mean
1.64

SD
0.90

Mean
1.46

SD
0.86

1.91***

Semester Long

3.18

1.45

2.05

1.33

7.46***

Summer

2.77

1.26

2.39

1.38

2.63***

Winter Term

2.54

1.42

2.77

1.26

1.35***

May Term

3.02

1.24

2.72

1.41

2.06***

Year long

Note: Scales ranged from 1 very unlikely to 5 very likely
*** Significant at the .001 level
* Significant at the .05 level

Table 3.9. T-Tests for Outcomes/Barriers and Class for Non-Study
Abroad Respondents
Upperclassmen
Underclassmen
(N= 161)
Positive Outcomes
from Study Abroad
Financial Barriers
Academic Barriers
Personal Barriers

t-test

(N= 166)

Mean

SD

Mean

SD

72.22

11.54

68.18

11.95

-1.35***

14.63

3.71

15.19

3.83

3.11***

27.55

6.31

29.98

5.99

-3.56***

51.44

12.56

50.73

13.49

0.49***

Note: Positive outcomes scale ranged from 18 minimal positive outcomes to 90 maximum positive
outcomes
Financial barriers scale ranged from 4 minimal barriers to 20 maximum barriers
Academic barriers scale ranged from 12 minimal barriers to 44 maximum barriers
Personal barriers scale ranged from 20 minimal barriers to 84 maximum barriers
*** Significant at the .001 level
* Significant at the .05 level

92

Table 3.10. T-Tests for Outcomes/Barriers and Academic Field of Study for
Study Abroad Respondents
Liberal Arts Majors
STEM & Pre-Professional Majors
t-test
(N= 68)
Positive Outcomes
from Study Abroad
Financial Barriers
Academic Barriers
Personal Barriers

(N= 18)

Mean

SD

Mean

SD

80.22

10.24

73.88

18.10

1.95

11.61

3.83

12.05

4.09

-0.42

24.85

6.34

22.11

8.01

1.53

42.79

12.25

42.88

11.11

-0.03

Note: Positive outcomes scale ranged from 25 minimal positive outcomes to 95 maximum positive
outcomes
Financial barriers scale ranged from 4 minimal barriers to 18 maximum barriers
Academic barriers scale ranged from 11 minimal barriers to 48 maximum barriers
Personal barriers scale ranged from 19 minimal barriers to 74 maximum barriers

Table 3.11. T-Tests for Desired Trip Length and Academic Field of Study for
Study Abroad Respondents
Liberal Arts Majors
t-test
STEM & Pre-Professional Majors
(N= 68)

(N= 18)

Mean
1.85

SD
0.83

Mean
2.94

SD
1.05

-4.66***

Semester Long

3.29

0.91

3.66

0.59

-1.54***

Summer

2.67

0.81

2.72

0.82

-0.21***

Winter Term

2.58

0.93

2.33

0.84

1.05***

May Term

2.69

0.95

2.66

0.90

0.09***

Year Long

Note: Scales ranged from 1 very unlikely to 4 very likely
*** Significant at the .001 level

93

Table 3.12. T-Tests for Desired Length of Trip and Sex for
Study Abroad Respondents
Female
Male
(N= 10)

t-test

(N= 76)

Mean
2.10

SD
1.19

Mean
2.05

SD
0.94

0.14

Semester Long

2.80

1.03

3.45

0.88

-2.14

Summer

2.20

0.91

2.74

0.79

-1.79

Winter Term

2.00

0.94

2.60

0.90

-1.96

May Term

2.40

1.17

2.72

0.91

-1.01

Year long

Note: Scales ranged from 1 very unlikely to 4 very likely

Table 3.13. T-Tests for Positive Outcomes Index and Sex for
Study Abroad Respondents
Female
Male
(N= 10)
Positive Outcomes

Mean
75.80

t-test

(N= 75)
SD
14.16

Mean
79.16

SD
12.27

-0.79

Note: Positive outcomes scale ranged from 25 minimal positive outcomes to 95 maximum positive
outcomes

Table 3.14. T-Tests for Lack of Support from Department and Academic Field of Study for
Study Abroad Respondents
Liberal Arts Majors
t-test
STEM & Pre-Professional Majors
(N= 68)
Department Support

Mean
2.14

(N= 18)
SD
0.95

Mean
1.66

SD
1.02

1.87

Note: Scales ranged from 5= strongly agree to 1=strongly disagree

94

Table 3.15. T-Tests for Desired Length of Trip and Commuter Status for
Study Abroad Respondents
Commuter
t-test
Non-Commuter
(N= 76)

(N=10)

Mean
2.09

SD
1.00

Mean
2.00

SD
0.81

0.27

Semester Long

3.36

0.94

3.40

0.69

-0.10

Summer

2.69

0.81

2.60

0.84

0.35

Winter Term

2.55

0.91

2.40

0.96

0.49

May Term

2.69

0.92

2.60

1.07

0.31

Year long

Note: Scales ranged from 1 very unlikely to 4 very likely

Table 3.16. T-Tests for Desired Length of Trip and Distance Respondent Live from
Campus for Study Abroad Respondents
Home less than 100
Home more than 100
t-test
miles from campus
miles from campus
(N= 50)

(N=36)

Mean
1.92

SD
.944

Mean
2.31

SD
1.00

-1.82*

Semester Long

3.32

0.97

3.44

0.84

.14*

Summer

2.52

0.83

2.91

0.73

-.61*

Winter Term

2.34

0.93

2.81

0.82

-2.38*

May Term

2.44

0.97

3.02

0.77

-3.00*

Year long

Note: Scales ranged from 1 very unlikely to 4 very likely
* Significant at the .05 level

95

APPENDIX B: IRB Application and Approval

96

97

98

99

100

101

102

103

104

105

106

APPENDIX C: Questionnaires

107

Consent Form
Title of Research: Students Perceptions of Study Abroad at Elizabethtown College
Principal Investigator: Alyssa Vielee
Purpose of Research:
The purpose of this research study is to provide Alyssa Vielee with information about
how study abroad is perceived at Elizabethtown College. After analysis is completed
recommendations will be made to the Study Abroad Office in reference to barriers
students are facing.
Procedures:
You have been asked to complete a questionnaire which should take approximately 810 minutes of your time. The purpose of this research is to understand what barriers
students are facing that might be preventing them from studying abroad and the
perceived outcomes of the students that have studied abroad.
Risks and Discomforts:
I do not anticipate any risks to you participating in this study other than those
encountered in daily life.
Benefits
There are no specific benefits to your participation. You may benefit from participating
in this study by having your voice heard about your perceptions of the study abroad
program at Elizabethtown College.
Compensation
I understand that I will not receive any compensation for participating in this study.
Confidentiality
All responses will be kept confidential and the results of the questionnaire will only be
reported as a group, not individually. The names of individuals who choose to
participate will not be included on the actual questionnaire. Participation is completely
voluntary. Individuals do not have to answer any question that they do not feel
comfortable responding to and may decide to stop participating at any time without any
negative consequences. Only the primary researcher will have access to the raw data.
The results of the questionnaire will be compiled into an Honors in the Discipline Thesis
for the Department of Sociology and Anthropology at Elizabethtown College. A copy of
the thesis will be made available to the professor of the course you are enrolled in. The
results may also be presented at local, regional, and national conferences including
Elizabethtown College’s Scholarship and Creative Arts Day.
Withdrawal without Prejudice
My participation in this study is strictly voluntary; refusal to participate will involve no
penalty. If I initially decide to participate, I am still free to withdraw at any time.
108

Payment for Research Related Injuries
Elizabethtown College has made no provision for monetary compensation in the event
of injury resulting from the research. In the event of such injury, assistance will be
provided to access health care services. The cost of health care services is the
responsibility of the participant.
Contacts and Questions
If I have any questions concerning the research project, I may contact (Alyssa Vielee,
senior Sociology/Anthropology major at Elizabethtown College, at vieleea@etown.edu
or Dr. Michele Lee Kozimor-King, Associate Professor of Sociology and my faculty advisor
at Elizabethtown College, at kozimor-kim@etown.edu). Should I have any questions
about my participant rights involved in this research I may contact the Elizabethtown
College Institutional Review Board Submission Coordinator, Pat Blough at (717)3611133 or via email at bloughp@etown.edu.
Statement of Consent: PLEASE CHECK THE BOXES.
 I am 18 years of age or older.
 I have read the above information. I have asked questions and received answers. My
organization is willing to participate in this study.
 A copy of this consent can be provided to you if you would like. Please leave your email
below:___________________________________

Participant Signature ______________________________________________ Date ________
Investigator Signature _____________________________________________ Date _________

109

Student Perceptions of Study Abroad at Elizabethtown College
(Students who have not studied abroad)

Please respond to the following questions. All information will be considered confidential.
1. What is your sex? (Please check one box):
Male
Female
Prefer not to answer
2. How old are you? _________
3. What is your major? _________________
4. Do you have a second major, if so, what is it? ________________
5. Do you have a minor, if so, what is it? ______________
6. Do you have a second minor, if so, what is it? _______________
7. What is your current class standing? (Please check one box):
Freshman
Sophomore
Junior
Senior
5th Year
8. How far do you live from the Elizabethtown College’s campus? (Your permanent home
address) (Please check one box):
Less than 10 miles
Between 10 and 25 miles
Between 50 and 100 miles
Between 100 and 200 miles
More than 200 miles
9. Do you a commute to campus? (Please check one box):
Yes
No
10. Do you know where the study abroad office is located? (Please check one box):
Yes
No
110

11. Which of the following resources would you consider consulting to determine your
likelihood of studying abroad? (Check all that apply):
Study abroad fair
Posters
Meet with the study abroad advisor
Etownian
Meet with a study abroad peer
Blogs
advisor
Social media
Faculty or academic advisor
Study Abroad 101 sessions
Career services
I would not use any of these
Family member
resources
Friend(s) who have studied abroad
Other please specify
YouTube
12. Which of the following resources that are currently not offered would you be interested in
utilizing to gain information about studying abroad? (Check all that apply):
Newsletter
Presentation at dorm
Attending presentations of Honors program students who have studied abroad
Blog run by the Study Abroad Office
Meeting with a study abroad peer advisor for coffee
I am not interested in any of these services
13. How would you expect studying abroad to fit into your academic plan at Etown? (Check
all that apply):
Fulfill major course requirement
Fulfill minor course requirement
Fulfill core course requirement
Fulfill electives for graduation
Fulfill a Signature Learning Experience (Cross-Cultural Experience)
Fulfill an internship requirement
Studying abroad would not fit into my academic plan
14. In order to attend Elizabethtown College, did you have to take out significant loans and
or have scholarships?
a. Yes, I have many loans and scholarship(s)
b. Yes, I have a few loans and scholarship(s)
c. Yes, I have loans
d. Yes, I have scholarship(s)
e. No, paying for college is not a financial burden
f. I do not know my financial situation

111

15. How likely are you to take part in the following study abroad programs?
Very
Likely
Neither
Unlikely
Likely
Likely nor
Unlikely
Year long

Very
Unlikely

Semester long
Summer
Winter term (short term)
May term (short term)

112

16. Please indicate to what degree the following individuals or offices are to encourage you
to study abroad.
Strongly
Encourage

Encourage

Neither

Discourage

Strongly
Discourage

I Do Not
Know

Not
Applicable

First Year
Advisor
Current Advisor
Residence
Assistant
Admissions
Office
Career Services
College
President
Campus Work
Supervisor
Elizabethtown
College Student
Club Advisor
Peer Mentor
Kinesis Mentor
Department
Faculty
Department
Chair
Athletics
Department
Athletics Coach
Friends
General Campus
Culture
Study Abroad
Office

113

17. Please indicate how much you agree or disagree as to how the following financial
concerns effecting your decision to study abroad.
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
I will have to take out
additional loans to study
abroad.
It will be a financial struggle in
general.
Additional financial struggle
beyond tuition.
I would have to rely on
scholarships.
I am not concerned with
finances.
18. Please indicate how much you agree or disagree as to how the following academic
concerns impacting your decision to study abroad.
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
My major does not allow time
for me to study abroad.
I want to graduate early.
I fear I will graduate late.
Classes abroad would not count
for my major.
Lack of support from my
department faculty.
I have a leadership position on
campus.
I am worried about the language
barrier.
I fear I would not have learning
accommodations (E.g., extra
time on test, hearing issues,
larger fonts, extra test time,
tutors).
I fear my disability will not be
able to be accommodated.
I only have upper level classes
left to take that must be taken at
Elizabethtown College.
I switched my major.
114

19. Please indicate how much you agree or disagree as to how the following personal
concerns are impacting your decision to study abroad.
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
Physical health issues
Mental health issues
Travel Safety Concerns
Family member(s) do not want
me to
Friend(s) do not want me to
Boyfriend or Girlfriend does
not want me to
I do not want to miss family
events
I do not want to be far away
from my family
I do not want to be far away
friends
Family Issue
Personal Issue
I do not want to miss events at
Elizabethtown College
I am too busy with extra cocurricular activities
Its conflicts with athletics
The application seems too
complicated
Finance concerns
Location I want to go to is not
offered
Fear or racism or discrimination
in host country
I fear I have a lack of skills
(E.g., traveling skills,
independence, financial
responsibility)
I do not want to lose my job
115

20. Please indicate how much you agree or disagree that each of the following statements
would influence your decision to study abroad.
Strongly
Agree
Neither
Disagree
Strongly
Agree
Agree nor
Disagree
Disagree
Opportunity
to travel
Experience a
new culture
Lower
drinking age
Experience
different
classes
offered
abroad
Improve
language
skills
Try new
foods
Posting
pictures to
social media
Photos I saw
on social
media
Enhance
resume/job
opportunities
Previous
study abroad
experience in
high school
or middle
school (not
general
travel, but a
school
sponsored
trip abroad)

116

21. Please rate your level of agreement or disagreement with each statement below as a
possible outcome of your studying abroad experience.
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
I will gain better insight into
myself.
I will have a greater sense of
independence and selfconfidence.
My ability to make friends
will increase.
My ability to adapt to new
situations will increase.
I will be more receptive to
different ideas and ways of
seeing the world.
I will gain a new perspective
on my own country.
My interest in language
learning will increase.
My career plans will change
or become more focused.
Increase global
understanding.
Increased knowledge of a
specific country or culture.
Problem solving skills.
Cross-cultural skills.
Professional development.
Networking opportunities.
Real world education
opportunities.
Evaluate your privilege.
Application of skills learned
at Etown to a cross-cultural
experience.
Prior skills in a foreign or
second language skills will
improve.

117

22. Within Elizabethtown College culture, how highly do you think studying abroad is
expected of a student? (Please check one box):
a. Highly expected
b. Expected
c. Neither expected nor unexpected
d. Unexpected
e. Highly unexpected
23. What percentage of students at Elizabethtown College do you think study abroad?
_______________________

If you would like to participate in a focus group, please leave your email below.

___________________________________________________

Thank you for taking time to participate in this survey.

118

Student Perceptions of Study Abroad at Elizabethtown College
(Students who have studied abroad)

Please respond to the following questions. All information will be considered confidential.
1. What is your sex? (Please check one box):
Male
Female
Prefer not to answer
2. How old are you? _________
3. What is your major? _________________
4. Do you have a second major, if so, what is it? ________________
5. Do you have a minor, if so, what is it? ______________
6. Do you have a second minor, if so, what is it? _______________
7. What is your current class standing? (Please check one box):
Freshman
Sophomore
Junior
Senior
5th Year
8. How far do you live from the Elizabethtown College’s campus? (Your permanent home
address) (Please check one box):
Less than 10 miles
Between 10 and 25 miles
Between 50 and 100 miles
Between 100 and 200 miles
More than 200 miles
9. Do you a commute to campus for your classes? (Please check one box):
Yes
No
10. The first time you studied abroad, what was your age at the beginning of your experience
abroad?
_______________
119

11. If you participated in a semester program, what semester did you study abroad? (Please
check one box):
Fall
Spring
Summer
Year Long
I did not participate in a semester program
12. If you participated in a short-term program (E.g., Vietnam Program, "Ireland in Text and
Image," Winter Italy Trip) which term did you study abroad? (Check all that apply):
May Term
Winter Term
I did not study abroad for a short-term
13. What was your class standing while abroad? (Check all boxes that apply):
Freshman
Sophomore
Junior
Senior
5th Year
14. In what country(ies) and city(ies) did you study abroad in?
________________________________________________________________________
________________________________________________________________________
15. Who was your program provider, if you had a program provider?
________________________________________________

16. Where did you stay while abroad? (Please check one box):
Home stay
An apartment, arranged though my program
Residence hall
I had to find my own living situation
It was a faculty lead short-term trip, where the hosing was arranged
17. Did you have travel experience prior to studying abroad? (Please check one box):
Yes, a lot
Yes, a little
No, none at all
120

18. Please indicate the ease of applying to study abroad though Elizabethtown College’s
website. This does not include your application to your program provider. (Please check
one box):
Very easy
Somewhat easy
Neither easy nor difficult
Somewhat difficult
Very difficult
I did not have to apply through Elizabethtown College
19. How well do you feel Elizabethtown College prepared you for your study abroad
experience through their Study Abroad Office? (Please check one box):
Very Well
Fairly Well
Not Well at All
I did not use the Study Abroad Office to prepare for my trip
20. If you studied abroad to improve your language skills, do you feel that they improved?
(Please check one box):
Yes, they improved greatly
Yes, they improved a little
No, they did not improve at all
I did not study abroad to improve my language skills
21. Did you have a blog while abroad? (Please check one box):
Yes, I chose to
Yes, I was required to
Yes, I both chose to and was required
No, I did not have a blog
22. Did you receive a scholarship for study abroad? (Please check one box):
Yes
No, I did not apply
No, I applied but did not receive one
23. How likely are you to recommend your program to a friend? (Please check one box):
Very Likely
Likely
Neither Likely nor Unlikely
Unlikely
Very Unlikely
121

24. After spending time in a new culture with new people it can be hard to settle back into
life at Elizabethtown. How uncomfortable did you feel upon returning to Elizabethtown
College? (Please check one box):
Very Uncomfortable
Slightly Uncomfortable
Not Uncomfortable at All
25. Have you participated in any post study abroad run programs by the Study Abroad
Office? If so which ones?
_____________________________________________________________________
26. Which of the following resources did you consult to determine your likelihood of
studying abroad? (Check all that apply):
Study abroad fair
Met with the study abroad advisor
Met with a study abroad peer advisor
Faculty or academic advisor
Career Services
Family member
Friend(s) who have studied abroad
YouTube
Posters
Etownian
Blogs
Social media
Study Abroad 101 sessions
I did not use any of these resources
Other please specify
_______________________________________________________
27. Which of the following resources that are currently not offered do you think would be
helpful to perspective study abroad students trying to gain information about studying
abroad? (Check all that apply):
Newsletter
Presentation at dorm
Attending presentations by Honors program students who have studied abroad
Blog run by the Study Abroad Office
Meeting with a study abroad peer advisor for coffee
I do not think any of these services would be helpful

122

28. How did studying abroad fit into your academic plan at Etown? (Check all that apply):
Fulfilled major course requirement
Fulfilled minor course requirement
Fulfilled core course requirement
Fulfilled electives for graduation
Fulfilled a Signature Learning Experience (Cross-Cultural Experience)
Fulfilled an internship requirement
Studying abroad did not fit into my academic plan
29. How satisfied were you overall with your study abroad experience? (Please check one
box):
Very satisfied
Satisfied
Neither Satisfied nor Unsatisfied
Unsatisfied
Very Unsatisfied
30. If given the opportunity to study abroad again, how likely are you to? (Please check one
box):
Very likely
Likely
Neither Likely nor Unlikely
Unlikely
Very Unlikely
31. Before coming to college, how likely were you to take part in the following study abroad
programs?
Very
Likely
Unlikely
Very
Likely
Unlikely
Year long
Semester long
Summer
Winter Term (short-term)
May Term (short-term)

123

32. Please indicate the degree to which the following individuals or offices encouraged you
to study abroad?
Strongly
Encouraged

Encouraged

Neither

Discouraged

Strongly
Discouraged

I Do
Not
Know

Not
Applicable

First Year Advisor
Current Advisor
Residence Assistant
Admissions Office
Career Services
College President
Campus Work
Supervisor
Elizabethtown
College Student
Club Advisor
Peer Mentor
Kinesis Mentor
Department Faculty
Department Chair
Athletics
Department
Athletics Coach
Friends
General Campus
Culture
Study Abroad Office

124

33. Please indicate how much you agree or disagree as to how the following financial
concerns impacted your study abroad experience?
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
I had to take out additional
loans to study abroad.
It was a financial struggle in
general.
It was an additional financial
struggle beyond tuition.
I had to rely on scholarships.
I was concerned with finances.

34. Please indicate how much you agree or disagree as to how the following academic
concerns impacted your decision to study abroad?
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
My major did not allow time for
me to study abroad.
I wanted to graduate early.
I feared I would graduate late.
Classes abroad did not count for
my major.
Lack of support from my
department faculty.
I had a leadership position on
campus.
I was worried about the
language barrier.
I feared I would not have
learning accommodations (E.g.,
extra time on test, hearing
issues, larger fonts, extra test
time, tutors).
I feared my disability would not
be able to be accommodated.
I only had upper level classes
left to take that must be taken at
Elizabethtown College.
I switched my major.
125

35. Please indicate how much you agree or disagree with the following personal concerns
that impacted your decision to study abroad?
Strongly Agree
Neither Agree Disagree
Strongly
Agree
nor Disagree
Disagree
Physical health issues
Mental health issue
Travel Safety Concerns
Family member(s) do not want
me to
Friend(s) do not want me to
I did not want to miss family
events
I did not want to be far away
from my family
I did not want to be far away
friends
Family Issue
Personal Issue
I did not want to miss events at
Elizabethtown College
I was too busy with extra cocurricular activities
Its conflicts with athletics
The application seems too
complicated
Finance concerns
Location I wanted to go to was
not offered
Fear or racism or discrimination
in host country
I feared I have a lack of skills
(E.g., traveling skills,
independence, financial
responsibility)
I did not want to lose my job

126

36. Please indicate how much you agree or disagree that each of the following statements
impacted your decision to study abroad?
Strongly
Somewhat
Neither
Somewhat
Strongly
Agree
Agree
Agree nor
Disagree
Disagree
Disagree
Opportunity
to travel
Experience a
new culture
Lower
drinking age
Experience
different
classes
offered
abroad
Improve
language
skills
Try new
foods
Posting
pictures to
social media
Photos I saw
on social
media
Enhance
resume/job
opportunities
Previous
study abroad
experience in
high school
or middle
school (not
general
travel, but a
school
sponsored
trip abroad)

127

37. Please rate your level of agreement or disagreement with each statement below as a
personal outcome of your study abroad experience.
Strongly Somewhat Neither Agree Somewhat Strongly
Agree
Agree
nor Disagree
Disagree
Disagree
I have gained better insight
into myself.
I have a greater sense of
independence and selfconfidence.
My ability to make friends
has increased.
My ability adapt to new
situations has increased.
I am more receptive to
different ideas and ways of
seeing the world.
I have gained a new
perspective on my own
country.
My interest in language
learning has increased.
My career plans have
changed or have become
more focused.
Increase global
understanding.
Increased knowledge of a
specific country or culture.
Problem solving skills.
Cross-cultural skills.
Increased self-confidence.
Professional development.
Networking opportunities.
Real world education
opportunities.
Evaluate your privilege.
Application of skills learned
at Etown to a cross-cultural
experience.
Prior skills in a foreign or
second language improved.
128

38. Within Elizabethtown College culture how highly do you think studying abroad is
expected of a student? (Please check one box):
Highly expected
Expected
Neither expected nor unexpected
Unexpected
Highly unexpected
39. What percentage of students at Elizabethtown College do you think study abroad?
_________________________

If you would like to participate in a focus group, please leave your email below.

___________________________________________________

Thank you for taking time to participate in this survey.

129

130

131

132

133

134

135

136

137

138

139

140

141

142

143

144

APPENDIX D: Focus Group Questions and Script

145

Informed Consent- Participant’s
Consent Form
Title of Research: Students Perceptions of Study Abroad at Elizabethtown College
Principal Investigator: Alyssa Vielee
Purpose of Research:
The purpose of this research study is to provide Alyssa Vielee with information about
how study abroad is perceived at Elizabethtown College. After analysis is completed
recommendations will be made to the Study Abroad Office in reference to barriers
students are facing.
Procedures:
You have been asked to participate in a semi structured interview focus group which
should take approximately 20-30 minutes of your time.
Risks and Discomforts:
I do not anticipate any risks to you participating in this study other than those
encountered in daily life.
Benefits
There are no specific benefits to your participation. You may benefit from participating
in this study by having your voice heard about your perceptions of the study abroad
program at Elizabethtown College.
Compensation
I understand that I will not receive any compensation for participating in this study.
Confidentiality
The names of individuals who choose to participate will not be included on the actual
transcript. All responses will be kept confidential and the results of the transcript will
only be reported as a group, not individually. Participation is completely voluntary.
Individuals do not have to answer any question that they do not feel comfortable
responding to and may decide to stop participating at any time without any negative
consequences. Only the primary researcher will have access to the raw data. The results
of the focus group will be compiled into an Honors in the Discipline Thesis for the
Department of Sociology and Anthropology at Elizabethtown College. A copy of the
thesis will be made available to any student who would like a copy emailed to them. The
results may be presented at local, regional, and national conferences including
Elizabethtown College’s Scholarship and Creative Arts Day.

146

Withdrawal without Prejudice
My participation in this study is strictly voluntary; refusal to participate will involve no
penalty. If I initially decide to participate, I am still free to withdraw at any time.
Payment for Research Related Injuries
Elizabethtown College has made no provision for monetary compensation in the event
of injury resulting from the research. In the event of such injury, assistance will be
provided to access health care services. The cost of health care services is the
responsibility of the participant.
Contacts and Questions
If I have any questions concerning the research project, I may contact (Alyssa Vielee,
senior Sociology/Anthropology major at Elizabethtown College, at vieleea@etown.edu
or Dr. Michele Lee Kozimor-King, Associate Professor of Sociology and my faculty advisor
at Elizabethtown College, at kozimor-kim@etown.edu). Should I have any questions
about my participant rights involved in this research I may contact the Elizabethtown
College Institutional Review Board Submission Coordinator, Pat Blough at (717)3611133 or via email at bloughp@etown.edu.
Statement of Consent:
 I am 18 years of age or older.
 I have read the above information. I have asked questions and received answers. My
organization is willing to participate in this study.
 A copy of this consent form has been provided to me.

Participant Signature ______________________________________________ Date ________
Investigator Signature _____________________________________________ Date _________

147

Study Abroad Focus Groups Script:
Hello, first off thank you for taking time out of your schedule to be here for this focus group. My
name is Alyssa Vielee and I am a Sociology/Anthropology major conducting research for my
Honors in the Discipline thesis. During this semi-structured interview (NAME) will be taking
notes as I ask questions. The goal of this focus group is to learn more about students’ experiences
studying abroad. The results will be used to make recommendations to the Study Abroad Office
to help them facilitate students’ experiences so they can get the most out of their trip. The results
from this study will be presented at Scholarship and Creative Arts Days this spring. If you would
like a copy of the completed research, please provide your email on this sheet of paper.
Group 1- Have studied abroad
1.
2.
3.
4.
5.

Where and when did you study abroad and for how long?
Is there anything you miss from your time abroad?
What skills did you gain from your study abroad experience?
How will you use these skills in your major or future career?
Did you feel you were able to be yourself abroad? (For example within your sexuality, or
personal style) How was this compared to Elizabethtown?
6. Were there any negative aspects of your study abroad program?
7. Would you change anything about your study abroad experience?
8. What was your travel experience before studying abroad? Did this influence your
decision to study abroad?
9. Did recent terror attacks impact your decision to study abroad or affect travel while you
were abroad?
10. How prepared did you feel to study abroad?
11. Is there anything more the Study Abroad Office at Etown could do before or after study
abroad to assist you?
12. Were you happy with the assistance you received from your program provider?
13. What would you say to a first-year student who is considering study abroad?

148

Group 2- Have not studied abroad
Hello, first off thank you for taking time out of your schedule to be here for this focus group. My
name is Alyssa Vielee and I am a Sociology/Anthropology major conducting research for my
Honors in the Discipline thesis. During this semi-structured interview (NAME) will be taking
notes as I ask questions. The goal of this focus group is to learn more about students’ perceptions
of study abroad while at Elizabethtown College. The results will be used to make
recommendations to the Study Abroad Office to help understand what barriers students are
facing and how the Study Abroad Office can help them overcome those barriers. The results
from this study will be presented at Scholarship and Creative Arts Days this spring. If you would
like a copy of the completed research, please provide your email on this sheet of paper.
1.
2.
3.
4.
5.

Have you considered studying abroad? If no, why? If yes, why?
Is study abroad encouraged for your major?
What do you think faculty and staff at Elizabethtown College feel towards study abroad?
What factors have impacted your current decision to study abroad?
Have you utilized any of Elizabethtown College’s study abroad resources about studying
abroad? Which ones?
6. Have your friends studied abroad? If so what have they told you about their experience?
7. What benefits do you think an individual receives from study abroad?
8. Do you think study abroad is encouraged at Elizabethtown?

149

APPENDIX E: Recruitment Email

150

Email Template to Professors
Hello Professor____________,

My name is Alyssa Vielee and I am currently working on my Senior Thesis for an Honors in The
Discipline project for the Sociology and Anthropology Department. I have created a
questionnaire which investigates student perceptions of barriers to studying abroad while at
Elizabethtown College and the perceived outcomes of those that do study abroad. The goal of
this research is (1) to provide Elizabethtown College’s Study Abroad Office with information
about the barriers students are facing, (2) recommendations about barriers and how they can
better aid them and (3) information about the perceived outcomes Elizabethtown College
students are receiving.
I would greatly appreciate your assistance in my data collection. I have identified your class as
one that has a high percentage of (freshman, mix classes, or seniors). I know that there is never a
good time to interrupt class but if you are able to spare classroom time, I would like to come in
and distribute my questionnaire during your class. The questionnaire will take only ten minutes
to complete and I can come either at the beginning or the end of your class period. If you prefer
to distribute the survey for me, I can deliver copies to your mailbox. This type of distribution is
ideal because student response rate is nearly 100 percent.
Please let me know if there is a particular day and time that would work in your class schedule
between now and Wednesday, March 28. Thank you so much for your time and support of
student research. This study has been approved by the Elizabethtown College Institutional
Review Board.
I have attached the questionnaire for you to review.

Thank you and I look forward to hearing from you!

Alyssa Vielee
Class of 2018
Sociology/Anthropology

151

APPENDIX F: Spring 2018 Core Course Listing

152

Interdisciplinary Colloquia

Creative Expressions

153

154

155

Humanities

156

Mathematics

Non-Wester Cultural Heritage

157

Natural and Physical Sciences

158

Power of Language English

159

Power of Language Other

160

Social Science

161

Western Cultural Heritage

162

APPENDIX G: Respondents Majors

163

Liberal Arts Majors
English

Legal Studies

Environmental Science

Music

Fine Arts

Philosophy

French

Political Science

German

Religious Studies

History

Spanish

Interfaith Leadership Studies

Theater

Japanese

Undecided

STEM Majors
Accounting

Computer Science

Biochemistry

Engineering

Biology

Information Systems

Biotechnology

Law

Chemistry

Psychology

Communications

Sociology/Anthropology

164

Pre-Professional Majors
Actuarial Science

Mathematics Secondary Education

Biology Secondary Education

Medicine

Business Administration

Music Therapy

Chemistry Secondary Education

Occupational Therapy

Early Childhood Education

Physics Secondary Education

Elementary/Middle-Level Education

Social Studies Education

English Secondary Education

Social Work

International Business

Spanish Education

Mathematical Business

165