Study Abroad Decision and Participation at Community Colleges: Influential Factors and Challenges from the Voices of Students and Coordinators
Open AccessAbstract of DissertationStudy Abroad Decision and Participation at Community Colleges: Influential Factors and Challenges from the Voices of Students and Coordinators The purpose of this qualitative study was to better understand community college students' participation decisions in study abroad programs and the factors that influence their decisions. In particular, this study sought to explore (a) the reasons that students choose to participate in study abroad programs, (b) the challenges that students may face as they make their decisions, (c) the reasons that influence their choice of destination, and (d) community college study abroad faculty coordinators' perceptions related to students' decisions and participation in study abroad programs.Relying on one-on-one interviews, data was gathered from 24 students and 6 study broad coordinators from three community colleges in the state of Maryland, representing urban, suburban, and rural institutions. Data analysis was guided by Hossler and Gallagher's College Choice Model (1987) and Ajzen and Fishbein's (1980) Theory of Reasoned Action. Findings revealed the interplay between the individual, social, and institutional factors that served to influence students' participation decisions in study abroad program. From the emergent subthemes, while some resonated with the current literature on study abroad participation, others were distinct to the perceptions and experiences of students attending community colleges and included (a) opportunity of lifetime, (b) personal timing, (c) perceived affordability, (d) academic demands and flexibility, (e) strengthening transfer application, (f) group affinity, (g) faculty encouragement, and (h) internal vs. external programs. Findings related to the challenges confronted when deciding to study abroad involved supported the current literature Decisions regarding choice of destination were influenced by (a) linguistic and regional familiarity, (b) culture and history of destination, and (c) program offerings. A Study Abroad Participation Model is developed to better illustrate community college students' participation in education abroad programs. Implications for practice are discussed in terms of institutional policies, marketing efforts, and student advising.
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