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Advantages of study abroad from the students’ perspective
Anca Tamas
Anca Tamas : Bucharest University of Economic Studies, Bucharest, Romania. Email: ancuta_new@yahoo.com
Abstract Purpose -the aim of this paper is to compare the perceptions of students on the advantages of study abroad and to investigate the correlation between them. Design/methodology/approach -quantitative methods: 213 questionnaires and 19 in-deep interviews; SPSS was used to analyze the correlation and the cluster method to classify the advantages of study abroad. Findings -a strong correlation between the two sets of advantages was found; the perception of future and former international students on advantages of study abroad support the patterns identified in the literature review. Practical implications - based on former international students’ experience, a guide including coping the challenges of study abroad will be provided. Originality/value -providing a Romanian insight of the issue. Limitations -the small ratio between the number of interviews and the number of questionnaires.
Keywords -Economic Education and Teaching of Economics, Pre-college, Undergraduate and Graduate
This is the second part of a three part study. In the previous part I found out the most wanted countries as country of studies and the reasons for studying in a chosen country. In this part I will analyze the advantages and disadvantages of studying abroad before and after going to study. Introduction Studying abroad is a major decision that can change the life of a student and might shape his/hers future, therefore to get to that decision one must carefully analyze the advantages and disadvantages of being an international student. Any advice from people sharing the same experience is valuable and should be taken into account. Literature review All famous universities during the history had international students, for instance, we may consider the Greek mathematicians as international students at the University of Alexandria. Yet the literature regarding the international students is more recent, because the number of international students became significant since last decades. A critical literature review will reveal some patterns in the problems and challenges related to study abroad issue. One of the patterns is sensitivity to culture, mainly to host country culture. As Kelly noticed back in 1963, study abroad is a necessary condition, but not a sufficient one, for achieving and/or improving sensitivity to cultures. Is sensitivity to cultures influenced by the duration of the exchange program? A simple question with multiple answers: There is a direct positive link between the duration of the exchange program and the development of intercultural sensitivity found out Medina-Lopez-Portillo as well as Engle in 2004. While Anderson, Lawton, Rexeisen and Hubbard found out in 2006 that there is an impact of short-term study abroad programs on intercultural sensitivity. How are international students dealing with the academic and socio-cultural stress related to adjustment to host country culture, norms and values is another pattern. Some interesting finds proved themselves true were discovered: Students who believe on themselves high regarding to their command on English are doing better in dealing with academic stress in US universities (Wan, Chapman, and Biggs,1992). The frequency of positive contacts on the international students with native students as well as with other international students as an active strategy for dealing with acculturation(Ward and Kennedy, 1994). Collectivist coping strategies of Asian international students compared with individualist coping strategies of western students for the initial stress(Bailey and Dua,1999). A positive attitude towards the host country means a faster identification with the host country than a strong ethnic involvement(Nesdale and Mak, 2000). The academic and social needs of the international students are influenced by language abilities, cultural differences and students expectations(Mori, 2000).
And as Nelson, Bhamarapravati, Koomsup and Myers found out in 1991, if a returning international student does not find a job in the field he/she was has been trained within three years there is a high probability in changing this field for good. The effects of reverse culture shock experienced by international students returning in their country of origin(Gaw, 2000). Cultural experiences for Chinese business students in UK, the impact of the second culture contact(Sliwa and Grandy, 2006). Study abroad and national identity(Barbour, 2006). The influence of different cultural dimensions of the host country on patterns of the acculturation of the international students (Jang and Kim, 2010). The pattern of the international students, what are his/hers features, gains, expectations. International students are gaining a transnational competence meaning language, cultural and technical skills(Hawkins and Cummings, 2000). Study abroad students are more adventurous and non study abroad students are more cautions(Van der Meid, 2003). Independence and open-mindness are powered by the experience of studying abroad (Hadis, 2005). International students are developing valuable personal attributes such are self-direction or self-authorship(King and Baxter Magolda, 2005). Longitudinal study for factors that characterized the study abroad students in US (Goldstein and Kim, 2006). The push-pull model for international students(Li and Bray, 2007). Studying abroad tends to have more impact on personal development rather than on career choice(Orahood, Woolf, Kruze, 2007). The more emotionally stable and flexible the international students are the less cultural distance they perceive(Fons and De Vijver, 2009). Exploring the development of cognitive, interpersonal and intrapersonal processes of international students(Braskamp, Braskamp, and Merrill, 2009). Study abroad provides educational benefits regardless the background(Salisbury, Umbach, Paulsen and Pascarella, 2009). International students have greater self-perceptions on their global skills than other students (Clarke, Flaherty, Wright and McMillen, 2009). Study abroad impact on career and how important is an overseas experience for employers is a more recent pattern. Being a corporate leader demands an international background?(Schoeff Jr., 2006). Is it vital for business students to have overseas experience? What are the most desirable values the employer are seeking for? Employer admit that they do not specifically seek out candidates with study abroad experience unless they are hiring for a job which actually requires cross- cultural skills. (Trooboff, Berg, Rayman, 2007).
Study abroad impact on career and how important is an overseas experience for employers is a more recent pattern.:
Going beyond, international students means internationalizing the curriculum(Schechter, 1993). Promoting strategies for improving the retention and the satisfaction of the international students(Tompson and Tompson,1996). If it is true that the international education enhances national competitiveness and provides strategic advantages, Mestenhauser(1998) questioned the role played by US. Friends and families are higher determinants in students’ decision to study abroad (Chieffo and Griffiths, 2003). Gender differences in study abroad impact and into an international career(Gerner and Perry, 2000). To create an international reputation and name brand it’s a must for any university and placing the institution in a network leads to a competitive advantage(Knight, 2004). A sizable number of students abroad did not learn significantly more than control students(Van de Berg, Connor-Linton, Paige, 2009). Methodology: I used quantitative methods-questionnaires and qualitative methods-interviews. I gave 500 questionnaires during a week on university fairs in Bucharest, the most developed region of Romania and in Vaslui, the least developed region of Romania. Out of 500 questionnaires, 213 were fully completed, therefore used in analysis. The profile of the respondents is presented below: Count Percent Gender Female 121 56,80% male 92 43,20% Age < 18 82 38,49% 18 56 26,29%
18 75 35,22% Family income Below average 20 9,38% average 151 70,89% Over average 42 19,73% English level A1 29 13,61% A2 31 14,55% B1 54 25,36%
Advantages clusters
University level
After graduation
Sure jobs 2 0. Better opportunities to get a job 1 0. Opportunity to get a job after internship
It is easier to get a job in the same country you study
Attractive jobs 1 0. Getting a job in the area you studied
The opportunity to work part-time for good money
Internship
Internship provided More serious internship The quality of internship The opportunity for internship in a specific office The opportunity for internship in your area
The companies select students from universities The job fairs are for real
Internship opportunities 2 0. The opportunity to graduate with a professional portfolio Professional experience
The opportunity to work with a famous mentor
International students experience
Exchange experience 7 0. Different opinions from international students
High quality student life True student life
There are many international students
Opportunity to study in a multinational and multicultural team
Social status 1 0.
Facilities
A different working environment Better condition for study
Facilities Access to better facilities The quality of facilities
Material conditions Better conditions Better accommodation
Top facilities Moral conditions
Using high-tech 2 0. Opportunity to get scholarships Opportunity to study for free The costs are affordable
The quality of the university
International acknowledgement Acknowledgement at global level Diploma is recognized everywhere Diploma is recognized in EU It matters where you take the diploma from
Education quality Top university Higher quality Higher quality of studies
Higher reputation Better international reputation
Admission process Admission is neither easy nor impossible as long as you have a good command of the language
The opportunity to learn only the disciplines you are interested in The opportunity to learn only the disciplines you need
New vision Open to new
Modern teaching strategies Teaching methods to meet students’ needs
Personal level
0.3 Opportunity to study in a foreign language in its own country Exposure to language 3 0. Development of language skills 13 0. Opportunity to learn foreign languages easier
Career
It matters where you take the diploma from
Scheme for advancing in career 5 0. Finding a job 7 0. Fashion houses might noticed me 1 0. Recognized diploma 7 0. Better resume 9 0. Better paid 1 0.
Intrapersonal competences
What one can do matters not just what you know but know- how matters
Opportunity to travel 1 0. Flexibility 1 0. Increasing personal responsibility 1 0. Personal and professional development
The opportunity to know the country not just in theory
Becoming independent 2 0. Interpersonal competences
Opportunity to make new friends 4 0. The opportunity of international friendship
Knowing new people 7 0. Opportunity to find a job in a multinational company Opportunity to find a job Opportunity to find a job easier Opportunity to find a permanent job Opportunity to find a job faster
Opportunity to settle in the country of studies
Opportunities
Opportunity to visit the country of studies
Different people get to know new people
More opportunities/more opportunities for a better life New opportunities
You don’t have to confirm studies in the eventuality to work abroad
Part-time jobs for students 3 0. Opportunity to study in a different environment
Better financial conditions for my family and myself
Opportunity to be accepted by the respective society
The studies are recognized 2 0. Better chances for the future 1 0. Easier to get citizenship 1 0. A different environment 1 0. La vie en rose 1 0. Financial independence 1 0. You can get the citizenship 1 0. Table 2: Categories of advantages from questionnaires The patterns identified in the literature review are supported by the respondents’ answers in table 1. The pattern of sensitivity to culture-included in the personal level, the culture sensitivity is in second place, ranking 0.3 and goes from discovering a new culture to immersion the culture, followed by knowing the culture and afterwards cultural exchange. The pattern of the international students, what are his/hers features, gains, expectations. The respondents are expected to gain most of all transnational competencies-ranked 0.31, such are: international experience, a new perspective, a wider vision of the future, a multilevel independence. The intrapersonal and interpersonal competences have lower ranks comparing to transnational ones. The patterns of dealing with the academic and socio-cultural stress related to adjustment to host country culture, norms and values and the cultural shock will be found mostly in the interview analysis part. What else is the table reveal? At country level, the most important is the educational system, the higher quality of education, the chance to study in top universities. Country image, as well as host country culture and civilization, are viewed as significant advantages too. At university level, the most important advantages perceived are the potential jobs one can get after graduation, the internships and the international experience, followed by
In the interviews, I wanted to find out the advantages of study abroad, as well as the disadvantages and I asked them to provide advices for the potential international students. I used the rank order method to put the advantages in a decreasing order Resources and facilities 0. Knowing a different culture 0. Affordable taxes 0. Flexibility and adaptation 0. Relationship professor-student 0. Language fluency 0. Learning opportunities 0. Better study program 0. Study focused on practice 0. Country image 0. Becoming independent 0. Personal and educational development 0. Better educational system 0. Cultural diversity and sensitivity 0. Top university 0. Evaluation system 0. Table 4: Advantages from interviews Some of the disadvantages appeared in the interviews are as follows: Cultural shock Financial difficulties Study in another language than yours Finding an accommodation Finding an internship The evaluation system is different People prejudice toward international students, especially the Romanian ones Language difficulties due to the local accent Interactions with locals Distance from family and friends Homesick Speaking a foreign language with the natives in its own country is a huge challenge due to administrative issues, polite formula, accent A low curricula in Poland A poor level of English in University in Poland Adaptation to a project based learning More time for study on your own
Exams based on essays Language barrier Administrative issues Impossibility to help your parents when they need it Speaking no Norwegian at all life outside university was quite difficult Poor image of our country Bad perceptions on Romanians Expensive life Many Romanian beggars Low temperatures in Norway Long darkness in Norway Difficult to socialize outside the university Huge quantity of work German language is difficult Too many projects Difficulties in adapting to a new way of study Bureaucracy, administrative approaches for obtaining the scholarship, problems with accommodation and with the bank account High costs of living(London, Paris, Oslo, Stockholm etc. are through the most expensive cities in the world) Colleagues with different mentalities regarding team work New ways of teaching Prejudices of teachers and citizens
In order to analyze the correlation between the advantages of study abroad as seen before going to study, the ones found in the questionnaires and the advantages after or during study abroad as seen in the interviews, I used SPSS. The outputs are bellow:
Correlations
Advantages interviews
Advantages questionnaires Advantages interviews Pearson Correlation 1 ,974** Sig. (2-tailed) , Sum of Squares and Cross-products
Covariance 9,629 28, N 16 16 Advantages questionnaires
Pearson Correlation ,974**^1 Sig. (2-tailed) , Sum of Squares and Cross-products
Covariance 28,550 89, N 16 16
**. Correlation is significant at the 0.01 level (2-tailed).
We can see that Pearson correlation coefficient is 0,974, while Spearman correlation coefficient is 0,974 and Kendall correlation coefficient is 0,920 at 0,01 significance level, meaning there is a strong correlation between the two sets of advantages and the agreement between the sets is almost perfect. That means the advantages foreseen before going to study abroad are sustained by actual or former international students. During the interviews, I asked for some advice for the next generation of international students. These are the advices, for the author I will use f for female, m for male, B for bachelor, M for master, D for doctorate or post doctorate, therefore f-M means female, master. Do try something else! Do not hesitate to accept the study abroad offers Accept to be apart from others (m-D) Do not be afraid to study in a foreign language, it is a very valuable experience in your life (f-B&M) Follow your goal and study abroad Enjoy every chance you get Work hard to make your dreams come true (f-M) In UK all universities have students’ unions that support students and help them especially with extracurricular activities
The University resources are available 24/7, for free and in any area (f-B) Don’t go abroad immediately after finishing the high-school if you are not sure this is what you want and if you don’t feel yourself 100% prepared for this. The Bachelor studies should be made in Romania and you can try an Erasmus scholarship of one or two semesters. If you like this experience, you can go for the Master degree or Doctorate abroad If you are not sure on which university to choose, try to contact the Romanian students associations abroad for guidance and support To have first-hand experience on how to respect values as tolerance, non-discrimination (f-D) Do not go by yourself, any friend or colleague out there counts Choose a country whose universities are specialized in the domains you are interested in and, perhaps, they have a comparative advantage with other countries(ex: Switzerland: tourism; UK: finance; France: beauty and luxury industry; Germany: engineering and technical skills etc.). You will have access at more specialized courses and better prepared teachers and an advantage when you will want to work in the respective domain Choose a country whose language you know or with a language easy to learn. It’s essentially in the interaction with the colleagues in team working and with the firms if after studies you want to remain and work there Do not study just to get a diploma; diploma is important, but not that important (m-B) Get any information regarding the host country and find out how to be socially integrated Find any available scholarship in the host country Use any opportunity to study abroad for personal and professional development (m-M) Before choosing a study area find out the dynamic of the area Get any information concerning the living costs Apply for scholarships in the country of origin as well in the host country Study the host country language to help you to adapt (f-M) Take advantage of any opportunity, including exchange programs Consider just a top university(for instance a top100 University) Take advantage of any internship offered by the university (f-M) Get involved in extracurricular activities as much as possible Try to be part of as many students groups or associations as possible (f-B)
Conclusion: The advantages found in the questionnaires and in the interviews are strongly correlated and support the results identified in the literature review. Originality: the study offers an inside view of the former, actual and future Romanian international students, provide interesting first hand advice. Limitation: the respondents of the questionnaires were only from the most developed and the least developed county from Romania; the number of interviews is rather small comparing to the number of questionnaires. References:, Anderson, Lawton, Rexeisen and Hubbard (2006) “Short-Term Study Abroad and Intercultural Sensitivity: A Pilot Study”, International Journal of Intercultural Relations , Vol. 30, No 4, pp.457- 469 Bailey and Dua(1999), “Individualism-collectivism, coping styles, and stress in international and Anglo-Australian students: A comparative study”, Australian Psychologist , Vol. 34, pp. 177– 182 Barbour, J., (2006), “The moral ambiguity of study abroad”, The Chronicle of Higher Education , Vol. 53, Issue 7, pp. B Berry, JW.(2005), “Acculturation”, In W. Friedlmeier, P. Chakkarath, & B.Schwarz (Eds.) Culture and Human Development, NewYork, NY: Psychology Press, pp. 291- Braskamp DC., Braskamp LA, and Merrill KC, (2009), “Assessing progress in global learning and development of students with education abroad experiences”, Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. 13, pp. 101- Brown, L. (2007), “ The Incidence of Study-Related Stress in International Students in the Initial Stages of the International Sojourn”, Journal of Studies in International Education , Vol. 11, No.1, pp. 1- Campbell, N. (2011), “Promoting intercultural contact on campus: A project to connect and engage international and host students”, Journal of Studies in International Education , Vol. 16, No. 3, pp. 205- Chieffo, L., and Griffiths, L, (2003), ”What’s a month worth? Student perceptions of what they learned abroad”, International Educator, Vol.12, No.4, pp. 26-31. Clarke, I., Flaherty, T. B., Wright, N. D., and McMillen, R. M., (2009), “Student intercultural proficiency from study abroad programs”, Journal of Marketing Education, Vol_._ 31, pp. 173- Coles, R. and Swami, V, (2014),“The socio cultural adjustment trajectory of international university students and the role of university structures: A qualitative investigation”, Journal of Research in International Education, Vol. 13, pp. 63- Engle, L. and Engle, J., (2004), “Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design”, Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. X , pp_._ 219-
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