subject: Perspectives on Studying Abroad: A Survey Analysis By Ina Freeman [print this page] Perspectives on Studying Abroad: A Survey Analysis By Ina Freeman
As the practitioners' world becomes more global, study usbusiness schools are becoming more interested in international education. For some of these universities it is a way to increase tuition income and for others it is a way to enhance students' education. Students engage in exchange programs around the globe. Northern State University's exchange program operates through its International Center of Excellence in International Business, with several universities in the Pacific Rim, South and Central America, and the European Union. Students go to partner institutions for up to a year to experience education and life in a foreign country. This practice is seen to have two benefits: the first for NSU students who are exposed to the different perspectives of the foreign exchange students; and the second for exchange students who have first-hand exposure to international perspectives. This paper looks at the perceptions those students.
Background
International education is endorsed in the United States by the Council for Higher Education Accreditation, The International Education Programs Services, the US Department of Education, European Foundation for Management Development, International Accreditation Commission for Post Secondary Education, among others. These bodies have structured programs that enhance the international exchange of knowledge for tomorrow's business leaders.
Methodology
The 73 students (37% male, 63% female) involved in this program and registered at NSU were asked their perceptions of the program as they have experienced it in order to improve and enrich the program. A copy of the questionnaire that was forwarded via e-mail is appended. We received 24 surveys or a 32.9% response rate.
Results
The respondents were predominantly female (75%). More than 50% of the American females responded and only 33% of the American males responded. The largest contingent of international students is from Korea (52%) making up 45.8% of the total responses. Students from Germany represent 13.7% of the international students 12.5% of total responses. The largest difference is with the American students, representing 27.4% of the total population and 37.5% of the respondents. The representation of disciplines is representative of the population with 38.4 % of students surveyed and 33% of the respondents having a major in business.
Discussion
Overall, it appears that information provided to international students prior to departure is good to excellent. The largest contingent of students who rated this information as poor or moderate is from Korea indicating that pre-arrival communication must be examined. However, the orientation provided by the NSU was predominately rated as only moderate or good for both the American and Korean students. Those from Germany rated the orientation as excellent. As Aberdeen has a large ethnic Germanic population this would be expected, but should lead to further examination to determine the causality of the moderate ratings from students from other countries. Given that 83.3% of those responding rated the staff of the international office at NSU as good or excellent, the examination must look to the needs that have not been identified. One third of all respondents found the affordability of the program to be only poor or moderate prompting the need for examination.
In determining the in-country experience offered by NSU, only exchange students were asked specific questions. The range of courses offered, the quality of teaching, and the residence halls, were predominantly viewed as moderate or good. The social activities, including planned excursions were predominantly viewed as good or excellent. The two students who indicated these were poor perhaps suggests a desire to extend their education internationally beyond the academic educational institution. Less encouraging, the absence of transportation in both South Dakota and Aberdeen was viewed overall as poor, endorsing the need for sufficient transportation to provide a holistic experience of America to international students. The availability of cultural events was perceived by half of the responding international students to be moderate and half to be good to excellent. When the students were questioned regarding their tastes for food available on campus, the results were overwhelmingly poor to moderate (91%). More positively, 100% of students indicated that their experience in Aberdeen complied with their understanding of the American culture. However, the international students were divided as to whether their experiences with the population of Aberdeen matched their previous understanding of America's population with 23.1% indicating it was dissimilar, 23.1% indicating no opinion, and 53.8% indicating some similarities. This is an area that administration may wish to examine as the students are looking to glean a holistic "American" experience, as portrayed in their previous responses concerning travel, excursions, and transportation and written suggestions. It is unclear whether the population of Aberdeen is truly different or if the exchange students' perceptions are unrealisticstudy us.
The rating of the program as excellent by 46% and no poor rating indicates an acceptable satisfaction level. However, the finding that only 54% of the responding exchange students have found their experience moderate or good indicates that there is room for improvement within the program.
All survey participants wrote answers to a number of questions the program. All students except one (96.8%) would recommend participation in exchange programs. The reason for the dissention is the transportation system in Aberdeen, again highlighting the desire for an experience that is more holistic than education. Answers such as "to experience other culture in itself is worthwhile," "I learned so much its (sic) to hear perspectives and ideas from professors with different backgrounds," "studying abroad is a good character building experience . . . this is not just academically, but from a social perspective too," and "this could help avoid biases, or certify them." The opportunity to not only learn academically but socially, culturally, and ethnically is obviously one that is highly valued.
Students were asked their favorite part of the program resulting in responses such as "my favorite part about studying abroad is how close I become with so many people from across the globe," "meeting new people, learning about new cultures, learning a foreign language," and "taking subject that I have never taken before in my mother country," indicating the breadth of experience available in exchange programs ranging from differences in academic subjects to learning how to bridge cultural, social, religious, and ethnic divides. The converse question that asked the least favorite part of the program met with answers including "since the transportation is not good, sometimes I feel as if I am stuck in the campus," "affordability," "the food," "residence life," and "a lot of things in Jerde Hall need to be improved . . . the showers and . . . 6 washing machines and 6 dryers for over 280 people is not enough." One problem noted was the language proficiency levels, including "the language barrier was very frustrating at times," "difficult classes where I had language problems," "language barrier and cultural gap,"study us and "if you don't speak the language at first this is a huge barrier that you must learn to get over." Problems in communicating goals and offerings of the program are also noted by some students who wrote "I can't choose the advanced class of my major," "I couldn't take my major courses which are required for graduation," and "there needs to be more lines of communication with coordinators here/abroad and students need to help ensure a smoother transition in the changing living situation and all possible scenarios." It is rewarding that none of the least favorite part(s) of the study abroad program' are irreparable. When asked for changes to improve the study abroad program, the suggestions flowed directly out of the least favorite parts.
When asked what other students should know about the program, participants responded that homesickness and frustration would be an integral part of the experience, but that the overall experience is worth the discomfort. The experience requires that students become resourceful and problem-solve both before the trip, in finding information about the university and the culture, as well as during the experience. Students found program information from their university, NSU, and friends.
