Study abroad in the United States
Some students from the United States pursue educational opportunities outside the United States. This can include primary, secondary and post-secondary students.
Most outgoing U.S. students study abroad
While the data from the Open Doors Report is still wide-ranging, it is not entirely inclusive of all study abroad student data that had previously been included in the annual reports. As of 2013, according to the Open Doors' FAQs regarding the question of 'Who is counted in the U.S. Study Abroad survey?': "students who travel and take courses abroad that are not tracked by their home institution are not reported in Open Doors, nor are students who are enrolled overseas for full degrees from non-U.S. institutions."[4]
History
The University of Delaware is credited with creating the first study abroad program designed for U.S. undergraduate students in the 1920s.
A few decades later, Professor Raymond W. Kirkbride of the University of Delaware, a
Education and expenses for the students primarily comes from personal or family source, foreign government, or overseas sponsors.[6] The decline in influx of the international students coming to US has caused an economic loss of $1.17 billion to United States.[7]
Trend
Despite flat overall study abroad numbers, there were notable increases in the numbers of U.S. students going to some of the less traditional destinations for study abroad in 2008/09. Double digit increases to host countries among the top 25 destinations include
The following table represented the top 25 studied abroad destinations for U.S. students seeking academic credited in 2007/08 and 2008/09, according to the Institute of International Education.[9]
According to NAFSAs website, "the number of U.S. students studying abroad for credit during the 2013–2014 academic year grew 5.2 percent from 289,408 students to 304,467 students. This represents just under 1.5 percent of all U.S. students enrolled at institutions of higher education in the United States and about 10 percent of U.S. graduates. A recent survey found that almost 40% of companies surveyed missed international business opportunities because of a lack of internationally competent personnel. When 95% of consumers live outside of the United States, we cannot afford to ignore this essential aspect of higher education."[10]
See the following chart displaying their most recent study done on the percentage of United States abroad students by their race/ethnicity.
Race/Ethnicity | U.S. Postsecondary Enrollment 2013–2014 | U.S. Students Abroad 2013–2014 |
---|---|---|
African American or Black | 17.7% | 5.6% |
Asian/Pacific Islander | 6.4% | 7.7% |
Caucasian | 59.3% | 74.3% |
Hispanic/Latino American | 15.8% | 8.3% |
Multiracial | 2.9% | 3.6% |
American Indian/Alaska Native | 0.8% | 0.5% |
Rank | Destination | 2007/08 | 2008/09 | 2008/09 % of Total | % Change |
---|---|---|---|---|---|
World Total | 262,416 | 260,327 | 100.0 | −0.8 | |
1 | United Kingdom | 33,333 | 31,342 | 12.0 | −6.0 |
2 | Italy | 30,670 | 27,362 | 10.5 | −10.8 |
3 | Spain | 25,212 | 24,169 | 9.3 | −4.1 |
4 | France | 17,336 | 16,910 | 6.5 | −2.5 |
5 | China | 13,165 | 13,674 | 5.3 | 3.9 |
6 | Australia | 11,042 | 11,140 | 4.3 | 0.9 |
7 | Germany | 8,253 | 8,330 | 3.2 | 0.9 |
8 | Mexico | 9,928 | 7,320 | 2.8 | −26.3 |
9 | Ireland | 6,881 | 6,858 | 2.6 | −0.3 |
10 | Costa Rica | 6,096 | 6,363 | 2.4 | 4.4 |
11 | Japan | 5,710 | 5,784 | 2.2 | 1.3 |
12 | Argentina | 4,109 | 4,705 | 1.8 | 14.5 |
13 | South Africa | 3,700 | 4,160 | 1.6 | 12.4 |
14 | Czech Republic | 3,417 | 3,664 | 1.4 | 7.2 |
15 | Greece | 3,847 | 3,616 | 1.4 | −6.0 |
16 | Chile | 2,739 | 3,503 | 1.3 | 27.9 |
17 | Ecuador | 2,814 | 2,859 | 1.1 | 1.6 |
18 | Austria | 3,356 | 2,836 | 1.1 | −15.5 |
19 | Brazil | 2,723 | 2,777 | 1.1 | 2.0 |
20 | New Zealand | 2,629 | 2,769 | 1.1 | 5.3 |
21 | India | 3,146 | 2,690 | 1.0 | −14.5 |
22 | Netherlands | 2,038 | 2,318 | 0.9 | 13.7 |
23 | Denmark | 1,855 | 2,244 | 0.9 | 21.0 |
24 | Peru | 1,638 | 2,163 | 0.8 | 32.1 |
25 | South Korea | 1,597 | 2,062 | 0.8 | 29.1 |
Types of programs
Despite the slight decline in U.S. students studying abroad for credit in 2008–2009, study abroad is likely to continue to grow. The number of outgoing U.S. students pursuing overseas study has increased over fivefold since the late 1980s, from less than 50,000 students to more than 260,000 in 2008–09. Behind the numbers, though, has been the proliferation in the type study abroad programs. According to Lilli Engel of the American University Center of Provence, there are fundamental differences in the academic and cultural experience offered by study abroad programs today that suggest the need to create a level-based classification system for program types. In a Frontiers: The Interdisciplinary Journal of Study Abroad article, she compares "a one-month summer term, requiring little or no host language proficiency, with subject-matter classes in English, collective housing and American roommates" with "a full-year program for students of advanced linguistic proficiency housed individually in a host family and directly enrolled in local university courses or engaged in a professional internship or service-learning project."[11]
Motivation, interaction and their connection to developing a second-language was examined by Todd A. Hernández of Marquette University. In terms of language acquisition, there is more to learning a language than just the assumption "that study abroad is superior to home education...". It is the interaction of the individual with the option of various opportunities, the exchange of language and ideas across cultures and the interpersonal connections established within various social settings. When these characteristics are pursued in study abroad, many researchers have found the "this sustained interaction is an important improvement in a Study Abroad context... contributing to language gain."[12]
Yet, within international education, a universally accepted method of classifying study abroad programs has proven elusive. U.S. students can choose from a wide range of study-abroad opportunities differentiated by program sponsor, curriculum, cost, program model, language and degree of integration, to name a few. While study abroad in the U.S. is by no means uniform, study abroad programs can reasonably be grouped according to (a) duration, (b) program model (c) program sponsor.[13]
Duration
Study abroad programs are available to students throughout the year. However, the majority enroll in
Duration of U.S. Study Abroad (% of Total), 1999/00 – 2008/09[14]
Term Abroad | 2000/01 | 2001/02 | 2002/03 | 2003/04 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 |
Summer Term | 33.7 | 34.4 | 32.7 | 37.0 | 37.2 | 37.2 | 38.7 | 38.1 | 35.8 |
One Semester | 38.5 | 39.0 | 40.3 | 38.1 | 37.5 | 36.9 | 36.3 | 35.5 | 37.3 |
8 Weeks or Less During Academic year | 7.4 | 7.3 | 9.4 | 8.9 | 8.0 | 9.5 | 9.8 | 11.0 | 11.7 |
January Term | 7.0 | 6.0 | 5.6 | 5.7 | 6.0 | 5.4 | 6.8 | 7.2 | 7.0 |
Academic Year | 7.3 | 7.8 | 6.7 | 6.0 | 6.0 | 5.3 | 4.3 | 4.1 | 4.1 |
One Quarter | 4.1 | 3.9 | 3.8 | 3.3 | 3.3 | 3.3 | 3.4 | 3.4 | 3.3 |
Two Quarters | 0.6 | 0.5 | 0.4 | 0.5 | 1.3 | 0.9 | 0.5 | 0.6 | 0.5 |
Total | 154,168 | 160,920 | 174,629 | 191,321 | 205,983 | 223,534 | 241,791 | 262,416 | 260,327 |
Four basic program models
Four basic models have been identified to refer to a study abroad program's structure. They consist of (a) Island, (b) Integrated, (c) Hybrid, and (d) Field-study programs.[15]
- Island – Students participating in island programs study alongside other American students in a study center. Island programs are typically sponsored U.S. universities and/or third-party providers, who develop a curriculum specifically with American students in mind.
- Integrated – Students who participate on an integrated program enroll directly in courses alongside local students at a host university. Program sponsors may provide additional services such as assistance with course registration and language tutoring.[16]
- Hybrid – Hybrid programs include elements of both island and integrated program. Typically students take a selection of their coursework at a host university and the remainder at a study center. Hybrid programs are common in countries where the primary language of instruction is not English, such as China and Morocco.[17]
- Field-based – Field-based study abroad programs for academic credit are structured much more liberally than traditional island, integrated or hybrid programs. Generally these programs involve a thematic focus, field study training and finally an independent study project. SIT Study Abroad programs are for the most part field-based.[18]
Program sponsor
Programs can also be grouped and classified by identifying a program's sponsor. Sponsors are the institutions and/or circumstances that led to a program's creation, as well as what the goal of a program is. The main study abroad program sponsors are (a) host university (direct exchange and direct enroll), (b) U.S. college or university (study centers and international branch campuses), and (c) study abroad organizations known as third-party providers.[19]
Host University Sponsor: direct exchange and direct enroll
Many U.S. institutions have long-standing
Like direct exchange, direct enrollment programs are generally geared toward the more independent student, as participants enroll in courses directly alongside local students. Students are responsible for their housing and coordinating other logistics. Unlike direct exchanges, direct enrollment does not necessarily require an agreement between the U.S. institution and the foreign university. As such, credit transfer is not automatic and participants pay tuition and fees directly to the host university.[21]
Sponsored by U.S. College and Universities: study centers and international branch campuses
Some of the most popular study abroad programs include those sponsored by a student's home institution, by another U.S. college or university, or by a consortium of U.S. colleges or universities. These programs are designed to allow students to study in a foreign environment while remaining within a U.S. academic framework. Credit transfer is arranged by the sponsoring and programs typically align with traditional U.S. academic calendars. The U.S. sponsor institution will typically assist with housing arrangements, and may arrange cultural activities and excursions for participating students. Study center are known as "island programs" because create separate classes and spaces for U.S. and foreign students.[22]
Participants may take classes at a study center or
Sponsored by third-party providers
Third-party providers are private companies and organizations that sponsor study abroad programs. Both for-profit and non-profit third-party providers assist program participants with logistics like course registration and housing arrangements. While models differ, academic and social guidance is generally included throughout the duration of a program, as are built-in excursions and community service opportunities.
Third-party providers of all stripes pursue relationships with U.S. universities in the form of affiliation agreements or membership consortia agreements. There are many third-party providers in operation in the United States.[25]
Fields of study
Total number of foreign students from all places of origin by field of study 2015-2016
Rank | Field of Study | Number of Students | Per cent of Total |
---|---|---|---|
1 | Business and Management | 200,312 | 19.2% |
2 | Engineering | 216,932 | 20.8% |
3 | Other/Unspecified Subject Areas | 185,107 | 17.7% |
4 | Mathematics and Computer Sciences | 141,651 | 13.6% |
5 | Social Sciences | 81,304 | 7.8% |
6 | Physical and Life Sciences | 75,385 | 7.2% |
7 | Humanities | 17,664 | 1.7% |
8 | Fine and Applied Arts | 59,736 | 5.7% |
9 | Health Professions | 33,947 | 3.3% |
10 | Education | 19,483 | 1.9% |
11 | Agriculture | 12,318 | 1.2% |
Funding study abroad
Costs for a study abroad program include, but are not limited to
Student loans in the U.S. |
Regulatory framework |
---|
Expected Family Contribution
|
Distribution channels |
Federal Direct Student Loan Program Federal Family Education Loan Program |
Loan products |
Perkins · Stafford PLUS · Consolidation Loans Private student loans |
An amendments made in 1992 to the Higher Education Act of 1965, TITLE VI, SEC. 601-604[26] in the U.S. ruled that students can receive financial aid for study abroad if they are enrolled in a program that is approved by their home institution and would be eligible to receive government funding without regard to whether the study abroad program is required as a part of the student's degree.
Federal grants
- The Pell Grant – The Expected Family Contribution(EFC) below the limit determined each year
- The Federal Supplemental Education Opportunities Grant – This need-based grant is awarded to those students demonstrating the greatest financial need. Students typically must qualify for the federal Pell Grant to receive an SEOG Grant
Federal loans
- Federal Stafford Loan – The Stafford Loan is in the student's name and is available to all students, regardless of financial need. If the loan is subsidized, the government will pay the interest while the student is in school. If the loan is unsubsidized, there is the choice of capitalizing the interest or of paying the interest quarterly during the in-school period. Payment of the principle itself (for both subsidized and unsubsidized loans) does not begin until six months after graduation, provided the student remains enrolled on at least a half-time (six credits) basis.
- Federal Perkins Loan – The Perkins Loanis a low-interest loan (5 percent) awarded to those students demonstrating the greatest financial need.
- Parent PLUS Loans for Undergraduate Students – Parents may borrow up to the full cost of a student's education, less the amount of any other financial aid received. There is a minimal credit check required for the PLUS loan, so a good credit historyis required.
Federal scholarships
- David L. Boren Undergraduate Scholarships for Study Abroad – The National Security Education Program (NSEP) provides scholarships to undergraduate students who wish to study languages and cultures considered to be important to U.S. national security. Students are not eligible to receive the Boren scholarship if they are studying in Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, or the United Kingdom.[27]
- Benjamin A. Gilman International Scholarship – If you receive a federal Pell Grant, you are eligible to apply for a Gilman Scholarship.[28]
Criticism
In mid-2007,
As part of the investigation, Cuomo's office issued subpoenas for five of the major study abroad providers in August 2007. The first batch of providers were the Institute for Study Abroad at
Also in response to Cuomo's investigation, The Forum on Education Abroad released a
Benefits
It has been shown that through study abroad, students can gain a better understanding of themselves, and of their culture. They improve their ability to evaluate elements of their own culture in an unbiased manner. It has also been shown that students who study abroad are more appreciative of their own culture and not just the culture that they visited.[33] Some even say studying abroad can become a "reverse culture shock" with the differences of students when they return to their own culture.[34] In addition, multicultural interactions become smoother and more natural for the students for the rest of their lives.[35] It has been shown that 96% have increased self-confidence, 97% feel more mature and 98% understand their own values more clearly.[36] Research suggests that when paired together, the use of social media and study abroad programs make second language acquisition much less difficult. Michele Back, Assistant Professor of World Languages Education at the University of Connecticut, conducted research on the positive influence Facebook has on second language acquisition for students participating in study abroad programs. Her work demonstrated that students who used Facebook to interact with native speakers, before and after their study abroad experience, found it easier to maintain long term interactions in their target language—further enhancing their second language acquisition.[37]
While focus is often placed on the "romantic" experience of visiting another culture in discussions about the benefits of study abroad, there has been some research that shows that study abroad experience has a quantitatively positive net effect on students. A study conducted from 2006-2010 showed that—during a period when only 49% of the average population of college graduates found a job within one year of graduation—98% of students with study abroad experience had found employment within one year. Students with study abroad experience reported starting salaries 25% higher than the general student population.[38][39]
Notes and references
- ^ "MS and MBA in USA". MS MBA in USA. Retrieved July 27, 2016.
- ^ "Trends in U.S. Study Abroad". NAFSA: Association of International Educators. Retrieved March 5, 2014.
- ^ "Study Abroad by U.S. Students Slowed in 2008/09 with More Students Going to Less Traditional Destinations". Institute of International Education, Inc. Retrieved December 5, 2010.
- ^ "IIE Open Doors FAQs". Institute of International Education. Retrieved July 29, 2016.
- ^ "Center for International Studies: A Brief History". University of Delaware. Retrieved December 10, 2010.
- ^ "Explainer: What 1.1 million foreign students contribute to the U.S. economy". Reuters. July 8, 2020. Retrieved December 10, 2021.
- ^ "New NAFSA Data Show First Ever Drop in International Student Economic Value to the U.S." NAFSA. Retrieved December 10, 2021.
- ^ "Study Abroad by U.S. Students Slowed in 2008/09 with More Students Going to Less Traditional Destinations"
- ^ "Open Doors Data: U.S. Study Abroad: Leading Destinations"
- ^ "Trends in U.S. Study Abroad | NAFSA".
- .
- JSTOR 40959582.
- ISBN 0-375-76371-6.
- ^ "Open Doors Data : U.S Study Abroad Duration of Study Abroad". Institute of International Education. Retrieved December 19, 2010.
- ISBN 978-0-9721328-4-8.
- ISSN 1085-4568.
- ^ Clemson University Study Abroad Programs. "Third-Party Programs". Retrieved December 19, 2010.
- ^ "SIT Program Model". SIT Study Abroad. Retrieved December 19, 2010.
- ^ "Study Abroad Student Guide: Part II". StudyAbroad.com. Retrieved December 18, 2010.
- ^ "International Direct Enrollment Programs". Michigan Technological University. Retrieved November 11, 2010.
- ^ "Types (or "Models") of Study Abroad Programs". Clark University Office of Study Abroad Programs. Retrieved December 18, 2010.
- ^ "Student Study Abroad Guide:Living Abroad". StudyAbroad.com. Retrieved October 16, 2013.
- ^ "Texas Tech Study Abroad Programs". Texas Tech University.
- ^ "Middle East Woos U.S. Colleges". NPR. May 12, 2010. Retrieved December 18, 2010.
- ^ "Third-Party Programs". Clemson University Office of International Affairs. Retrieved December 5, 2010.
- ^ Section 601 – 1998 Amendments to Higher Education Act of 1965
- ^ "Eligibility". April 23, 2008.
- ^ "Find Programs".
- ^ Schemo, Diana Jean (August 13, 2007). "In Study Abroad, Gifts and Money for Universities". The New York Times. Retrieved December 25, 2010.
- ^ Schemo, Diana Jean (August 16, 2007). "Study Abroad is New Focus of Inquiry into Perks". The New York Times. Retrieved December 25, 2010.
- ^ Fischer, Karen (January 25, 2008). "International Education Group's Report Provides Principles, but Not Prescriptions, for Study Abroad". The Chronicle of Higher Education. Retrieved December 26, 2010.
- ^ Fischer, Karen (March 3, 2008). "Code of Ethics for Study Abroad Is Offered to Colleges and Providers". The Chronicle of Higher Education. Retrieved December 26, 2010.
- S2CID 57304646.
- .
- ^ The Effects of an Internationalized University Experience on Domestic Students in the United States and Australia. Web: Journal of Studies in International Education. 2010. pp. 313–334.
- ^ "The Benefits of Study Abroad | Significant Gains for Students".
- .
- ^ "The Bottleneck Effect: Looking At Study Abroad & Job Competitiveness". Professional Intern. Retrieved September 13, 2013.
- ^ "Career Benefits of Study Abroad". IES Abroad. Retrieved January 11, 2014.
Further reading
- Who's who of the Chinese Students in America. Chinese Students' Alliance in the United States of America. Lederer, Street & Zeus Company. 1921. Retrieved April 24, 2014.
{{cite book}}
: CS1 maint: others (link) - Chinese Students Alliance (November 1921 – June 1922). KOO, TELLY H. (ed.). The Chinese Students' Monthly, Volume 17. Vol. XVII. P. C. HSIEH. THE CHINESE STUDENTS' ALLIANCE IN THE UNITED STATES OF AMERICA. Retrieved April 24, 2014.
- Chu, Jennings Pinkwei (1922). Chinese Students in America: Qualities Associated with Their Success, Issue 127. Teachers College, Columbia University. Retrieved April 24, 2014.
- The Chinese Students' Monthly, Volume 8. Vol. VIII. Chinese Students' Alliance in the United States of America. Chinese Students' Alliance. November 1912. Retrieved April 24, 2014.
{{cite book}}
: CS1 maint: others (link) - The Chinese Students' Monthly, Volume 12. Vol. XII. Chinese Students' Alliance of Eastern States, U.S.A. Chinese Students' Alliance of Eastern States, U.S.A. November 1916. Retrieved April 24, 2014.
{{cite book}}
: CS1 maint: others (link) - Lee, Yan Phou (1887). When I was a Boy in China. D. Lothrop Company. Retrieved April 24, 2014.
External links
- U.S. Department of Education's National Center for Education Statistics, “Trends in U.S. Study Abroad”, Institute of International Education's Open Doors Report