Towards an evaluative framework for studying abroad.
Creators: name: Nerlich, Steve
Publisher: name: The Australian National University
Year: 2020

description: This thesis by compilation builds upon six peer-reviewed articles investigating the benefits that Australian university students gain from studying abroad as a basis for establishing an evaluative framework for studying abroad. Defined as a short term experience undertaken by students who are otherwise pursuing completion of a domestic education qualification, studying abroad represents a valuable educational strategy. However, to date, its potential value has been largely articulated in generic terms, notably its role in enhancing intercultural competence and global awareness. This thesis argues that the benefits of studying abroad can be more effectively articulated in the context of different academic curricula by redefining it as a pedagogical method potentially used to achieve various learning outcomes rather than simply as an end in itself. It is also argued that growing further student participation requires a stronger evidence base of the outcomes to be achieved by studying abroad. Analysis of existing data sources indicates that study abroad participation is growing in Australia and elsewhere and that Australia may have one of the highest levels of university student participation in the world (22 per cent of completing undergraduates in 2017). A review of the experiences of Australian students studying in China and a national university student survey identified that students were often studying abroad for reasons of personal development ahead of any specific academic or career objectives. This suggests a mismatch between the expectations of students and the expectations of education providers and government funding bodies, who perceive studying abroad primarily boosting graduate employability. While enhanced employability is not the only benefit available from studying abroad, it is a commonly-acknowledged benefit that can be readily quantified from published data. Hence, as a step towards a more comprehensive evaluative framework for studying abroad, graduate outcome data were analysed and a positive correlation between studying abroad and full time employment after graduation was identified. Further, this correlation is retained across genders, different socioeconomic status backgrounds and across different academic fields of study. This consistency of effect supports the view that studying abroad is a causative factor in improved employment outcomes. While the calculated effect size is very small at an aggregate level, it is more substantial when calculated for specific fields such as Health. The absence of further disaggregated data in the public domain does not allow further detailed investigation at the individual study abroad program level although the available data do suggest that there is some variance in the impact and effectiveness of different study abroad programs. This finding is sufficient to warrant further effort towards the comparative evaluation of different study abroad programs and their impact on different student cohorts. This would ensure the most efficient and effective use of available resources, as well as growing student participation in studying abroad by providing more evidence of its positive impacts.