A Quasi-Experimental Approach to Understanding Study Abroad's Impact on Academic Success among Community College Students

Autor/in	Whatley, Melissa
Titel	A Quasi-Experimental Approach to Understanding Study Abroad's Impact on Academic Success among Community College Students
Quelle	In: Journal of Higher Education, 94 (2023) 4, S.498-525 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2022.2134684
Schlagwörter	Community College Students; Study Abroad; Academic Achievement; Outcomes of Education; Experiential Learning; Grade Point Average; International Education; Cultural Awareness; College Credits; Educational Experience + Suchen Sie Ihr Suchwort? Community college; Community colleges; College students; Community College; Collegestudent; Studies abroad; Auslandsstudium; Schulleistung; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Internationale Erziehung; Cultural identity; Kulturelle Identität; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungserfahrung
Abstract	The purpose of this study is to provide robust estimates of the potential link between study abroad participation and community college students' academic outcomes, namely academic qualifications (GPA), progression toward degree (credits passed), and credential completion. Theoretically, study abroad is thought to impact students' outcomes, academic and otherwise, through its value as an educational experience that disrupts students' normal learning routines. Using both propensity score modeling and difference-in-differences analysis, I find limited evidence of a causal connection between study abroad participation and any of the three outcomes explored in this study. While a consistent significant positive relationship between study abroad and both GPA and percentage of credits passed was observed in propensity score matching models, this relationship was not found in difference-in-differences models, suggesting residual selection bias in the former set of models. While this study's results are likely to be viewed as problematic by practitioners in international education who champion the benefits of international education, it is important to note that study abroad may be related to outcomes that are more proximal to the abroad experience itself (e.g., gains in intercultural competence) and that study abroad does not appear to harm students' academic prospects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01