Portland State University Research Update

Office of Institutional Research and Planning

Summer 2005

Portland State University Study Abroad Post-Experience Survey Results

The purpose of this assessment was to assist the Office of International Affairs at Portland State University in developing ways to measure student learning in the Education Abroad program. The pilot survey consisted of a pre-test and post-test that targeted students participating in study abroad experiences during Fall Term 2004. Survey items covered topics such as students’ prior experiences with international travel and issues, expectations for and perceptions of their study abroad experience, and attitudes related to the goals of International Education at PSU. Survey data were collected online.

Pre-test data were collected prior to Fall 2004 and post-test data were collected throughout the year as students returned from studying abroad. This report presents post-test data and compares pre-test and post-test responses where appropriate.

Participants

Of the 41 students who completed the pre-test, 28 (68%) responded to the post-test. A majority of the respondents (61%) were female. Respondents ranged in age from 18 to 44 years, with 54% between 19 and 24 years of age (M = 24.3). Eighteen (64%) students identified themselves as white/non-Hispanic. One student identified as Black/African American, one as Asian or Pacific Islander, two as Native American, and four declined to respond. The majority (82%) of students were undergraduates, but three were graduate students.

Overall Evaluation

Students evaluated their overall experience with education abroad by rating the experience using a 7-point scale (1 = Low to 7 = High), and reporting how likely they were to recommend education abroad to other students (1 = Not likely to 7 = Very likely). Overall, PSU students reported satisfaction with their education abroad experience (M = 5.9). Students’ were very likely to recommend education abroad to other students (M = 6.6).

Cross-cultural Opportunities

Study abroad students were asked to report how often they interacted with people whose national, ethnic, or cultural backgrounds differed from their own during their time abroad (1 = Never to 7 = Very often) (See Figure 1). Students most frequently interacted with people different from themselves during community activities (M = 6.19) and in day-to-day interactions (M = 6.11). Students were least likely to interact with others different than themselves in class (M = 5.5). Not surprisingly, these responses are markedly different from similar questions on a pre-test. None of the activities listed on the pre-test was rated higher than a 5.05 (Social activities), whereas the lowest score on the post-test was 5.5, as indicated above. This indicates that students found many more opportunities to interact with people from different backgrounds during their education abroad experience than they found while at home.

Skill Improvement

Students reflected on the impact their study abroad experience had on their understanding of different people and cultures, their ability to communicate effectively with diverse people and their understanding of the countries in which they studied. Ratings were made on a 7-point scale (1 = Not at all to 7 = A lot). Students felt that their experience had the greatest impact on their ability to “Understand global issues and their contexts” (M = 5.6)* and “Understand their own culture” (M = 5.6) with 42% of respondents to each of those questions reporting the experience had contributed “A lot”. They also felt the experience had improved their ability to “Understand or appreciate” other cultures or perspectives” (M = 5.3)* and their ability to communicate with others from different backgrounds (M = 5.2)*. While students thought that their experience had contributed to the improvement of language skills, that question received the lowest rating (M = 5.0)* (See Figure 2). It should be noted that not all students study in countries where foreign language skills are a requirement.

Study Abroad Expectations and Experiences

On the pre-test, students reflected on the effects their study abroad experience would have on their global knowledge and attitudinal outcomes using a 7-point scale (1 = None to 7 = A Lot). Students responded to the same questions on the post-test reflecting what they felt they had gained from the experience. First, students were asked how much they thought that studying abroad would improve their understanding and knowledge of international concerns (M = 6.15)*. Nearly all (98%) felt they would gain at least some knowledge or understanding, and 55% expected to gain “a lot” of knowledge or understanding of international concerns. On return, only 25 percent of students reported that they had gained “A lot” of knowledge or understanding of international concerns and the average student rating of their actual learning was lower than their expected learning (M = 5.0) Second, students were asked how much studying abroad would change their attitudes about other cultures and societies (M = 5.17)*. Almost all ( 98%) felt they would gain at least some attitudinal change, with 27% expecting to change “a lot.” Students’ reports on return reflect that their education abroad experiences failed to change their attitudes as much as expected (M = 4.85), although 22% reported having changed “A lot.” Mean scores for these items are presented in Figure 3.

Students also described in an open question format what they expected to gain from studying abroad and what they felt they had gained. The most frequently cited expected gains from the pre-test were improving foreign language skills and self-enhancement, by way of submersion into other cultures. Both of these gains were reported on the post-test. One student reported,: “ a stronger knowledge of who I am and what I am capable of.” Another student reported that study abroad gives a person “a better sense of who you are as a person and how you interact with people from different countries and cultural backgrounds.” Students also frequently reported that they gained new insights about the United States. For example one student reported having gained “a better understanding of people in the US.” And another reported, “a new love and respect for my own country.”

In addition, students were also asked what Americans have to gain by spending time in other countries*. Many students offered thoughtful responses. The common theme across student responses was that Americans acquire a great deal of knowledge from multiple perspectives from visiting countries outside of the United States. For example, one student noted: “When one actually sees the world outside without some talking head telling what it means; well, that’s very liberating Just because America is multicultural doesn’t mean it is a place you can understand other cultures deeply.” Another student noted that Americans could “gain a new perspective on their own culture and a respect and appreciation for another.”

Cultural Values

The next two survey questions asked students to reflect on their values regarding other cultures and their own. They rated their agreement with two statements using a 7-point scale (1 = Strongly Disagree to 7 = Strongly Agree) (See Figure 4). Students answered both questions on the pre-and post-tests. First, students were asked whether knowledge of other cultures helps them understand their own culture. Pre- and post- test responses were similar (M = 6.39 and M = 6.25, respectively)*. Second, students indicated whether they thought people must be tolerant of beliefs and practice that are different from their own. Again responses were similar, but with a slightly wider gap between pre- and post-test ratings (M = 6.49 and M = 6.25 respectively)*.

Students also reflected on what it means to be a global citizen*. Post-test responses were similar to pre-test responses, reflecting an emphasis on understanding one’s place in the world in a large context. One student reported that global citizens “take into consideration that what you do as a citizen of a country not only affects other citizens in your country but it can affect citizens around the world .” Similarly, another student reported, “…a global citizen needs to think beyond the borders of his country and see the effects of his actions on the world and the power to make changes there.”

An additional examination of students’ views of themselves in a larger global context was tapped with the open-ended question, “do you think that decisions or actions you take at home, in your local context, have an impact on the world at large? If so, how?” Students' comments generally reflect agreement with this viewpoint*. One response to this was: “ Now that I have returned from my study abroad experience I have gained knowledge and understanding of other cultures and when making decisions I have another perspective to take into account.” Another response was: ”Yes. Non-renewable resource stores are dwindling. The choices I make as a consumer affect the politics of resource extraction everywhere.”

Knowledge of the Host Country

When students were asked how much their education abroad experience had improved their knowledge of the country in which they studied, three-quarters (78%) answered, “A lot” (M = 6.18). When asked to explain, students mentioned learning about the geography, history, economics, politics, language, and the environment of the places in which they studied. They also mentioned learning about the culture, family lives, and day-to-day lives of the people with whom they lived. One student observed, “only by living somewhere and seeing what happens day-to-day does one get a feel for how the citizens interact. Living there actually placed me in the context myself so that I had to make decisions like the locals around me and I could see why they chose what they did.”

Final Comments

When students were asked to add final comments about their education abroad experience, the comments were primarily positive and reflected the impact this experience has had on the students. One student said, “It was one of the best 6 months of my life. I learned so much about myself, about other people, other cultures, and other countries while I was there. I would recommend studying abroad to anyone and everyone. In fact, I have!”

Conclusion

* Survey item related to PSU international learning goals.