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Promoting Global Citizenship Through Study Abroad: The Influence of Program Destination, Type, and Duration on the Propensity for Development Volunteerism

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Abstract

Study abroad is cited commonly as a critical element of education for global civic engagement, but the significance of various programmatic features has not been well established. This study examines the relationships among three facets of study abroad programs—destination, type, and duration—and subsequent volunteerism through international development organizations. Survey responses were analyzed from 2,250 college alumni (71 % female, 14 % ethnic minority, M age = 27) who studied abroad between 1995 and 2005. The results of logistic regression indicated that studying abroad in a developing country and engaging in international service-learning were positively associated with the odds of development volunteerism. The number of months spent abroad also predicted development volunteerism, though duration did not moderate the effects of program destination and type. An interaction test demonstrated that program effects were not dependent on gender. The findings suggest that differences in the nature of study abroad programs influence the extent to which participants become actively engaged in global civil society.

Résumé

Les études à l’étranger sont généralement citées comme un élément crucial d’éducation pour l’engagement civique international, mais la signification de plusieurs caractéristiques des programmes n’a pas été bien établie. Cette étude examine les relations entre trois facettes de programmes d’études à l’étranger, à savoir la destination, le type et la durée ainsi que le bénévolat qui en résulte au sein d’organisations internationales de développement. Les réponses à l’enquête ayant fait l’objet d’une analyse, sont issues de 2,250 étudiants universitaires (71 pour cent de femmes, 14 pour cent issus d’une minorité ethnique, M âge = 27) qui ont poursuivi des études à l’étranger entre 1995 et 2005. Les résultats de régression logistique ont indiqué que les études à l’étranger dans un pays en voie de développement et la participation à un apprentissage par le service international étaient associés de manière positive aux probabilités d’un bénévolat en faveur du développement. Le nombre de mois passés à l’étranger prédisait également un bénévolat au service du développement, bien que les effets de la destination et du type de programme n’aient pas été atténués par la durée. Un test d’interaction a démontré que les effets du programme étaient indépendants du sexe. Les conclusions suggèrent que les différences dans la nature des programmes d’études à l’étranger influencent la mesure dans laquelle les participants deviennent activement engagés dans la société civile mondiale.

Zusammenfassung

Ein Auslandsstudium wird im Allgemeinen als ein wichtiges Bildungselement für das globale bürgerliche Engagement erachtet; doch die Bedeutung verschiedener programmatischer Merkmale wurde bislang nicht ausreichend begründet. Die vorliegende Studie untersucht die Beziehung zwischen drei Aspekten von Auslandsstudiumsprogrammen—Ort, Art und Dauer—und einer anschließenden ehrenamtlichen Tätigkeit bei internationalen Entwicklungsorganisationen. Es wurden die Antworten von 2.250 befragten Collegeabsolventen analysiert (71 Prozent weiblich, 14 Prozent ethnische Minderheit, durchschnittliches Alter = 27), die zwischen 1995 und 2005 im Ausland studierten. Die Ergebnisse einer logistischen Regression deuteten darauf hin, dass ein Auslandsstudium in einem Entwicklungsland und das Lernen durch Engagement (Service-Learning) positiv mit der Aussicht auf die Aufnahme einer ehrenamtlichen Tätigkeit im Entwicklungsbereich in Verbindung gebracht wurden. Die Anzahl der im Ausland verbrachten Monate prognostizierte ebenfalls eine ehrenamtliche Tätigkeit im Entwicklungsbereich, wobei die Aufenthaltsdauer die Auswirkungen des Programmorts und der Programmart jedoch nicht beeinschränkte. Ein Interaktionstest ergab, dass die Programmauswirkungen nicht geschlechtsspezifisch waren. Die Ergebnisse lassen darauf schließen, dass der Umfang, in dem sich die Teilnehmer aktiv für die globale Bürgergesellschaft engagieren, in Abhängigkeit von den unterschiedlichen Auslandsstudiumsprogrammen steht.

Resumen

Estudiar en el extranjero es citado normalmente como un elemento crítico de la educación para un compromiso cívico global, pero no se ha establecido correctamente el significado de diversas características programáticas. Este estudio examina las relaciones entre tres facetas de los programas de estudio en el extranjero—destino, tipo y duración—y el subsiguiente voluntariado a través de organizaciones internacionales de desarrollo. Se analizaron las respuestas de una encuesta a 2.250 alumnos universitarios (71 por ciento mujeres, 14 por ciento de minorías étnicas, edad media = 27) que estudiaron en el extranjero entre 1995 y 2005. Los resultados de la regresión logística indicaron que estudiar en el extranjero en un país en vías de desarrollo e implicarse en el aprendizaje internacional de servicios estaban asociados positivamente con la probabilidad de realizar un voluntariado de desarrollo. El número de meses pasados en el extranjero también predijo el voluntariado de desarrollo, aunque la duración no moderó los efectos del destino y el tipo de programa. Una prueba de interacción demostró que los efectos del programa no dependían del género. Los hallazgos sugieren que las diferencias en la naturaleza de los programas de estudio en el extranjero influyen en la medida en que los participantes llegan a implicarse activamente en la sociedad civil mundial.

摘要

留学已被广泛视为推动全球民间参与的主要教育因素之一,然而不同课程特色的重要性却尚未为被人们所认识。此项研究不仅探讨了留学课程在三大方面——目的地、类型和时间——的相互关系,还对基于国际拓展组织的后续志愿服务进行了调查。研究对 1995 年和 2005 年间留学的 2,250位高校毕业生(71%为女性,14% 为少数民族,平均年龄为 27 岁)的问卷调查进行了分析。逻辑回归结果表明,到发展中国家留学并参与国际服务型学习与拓展志愿服务的可能性成正比。此外,在国外所呆时间的长短与拓展志愿服务之间也存在关联,尽管时间因素并不会抵消课程目的地和类型的效果。通过交互测试的结果表明,课程的效果与性别无关。调查结果显示,留学课程在性质上的差异会对学员在全球民间社团的积极参与程度构成影响。

ملخص

يشار عادة للدراسة في الخارج بوصفها عنصر˝ا حاسما˝ للتعلم من أجل الإشتراك في المجتمع المدني العالمي، لكن لم يتم برهنة أهمية الملامح ذات الصلة ببرنامج متنوع. هذه الدراسة تفحص العلاقات بين ثلاثة جوانب من برامج الدراسة في الخارج – المكان المقصود، النوع، المدة- و العمل التطوعي التالي من خلال منظمات التنمية الدولية. قد تم تحليل الردود على إستطلاع الرأي من 2,250 من خريجي كليات (71 في المئة من الإناث، 14 في المئة من الأقليات العرقية ، ذكور في عمر = 27) الذين درسوا في الخارج بين عامي 1995 و 2005. وأشارت نتائج التراجع المنطقي للذين يدرسون في الخارج في بلد من البلدان النامية و مشتركين في تعلم الخدمة الدولية أنه مرتبط بشكل إيجابي مع إحتمالات تنمية العمل التطوعي.عدد الأشهر التي يتم تقضيتها في الخارج توقعت أيضا˝ تطوير العمل التطوعي، على الرغم من أن المدة لم تخفف من آثار وجهة البرنامج والنوع. تشير تجربة التفاعل إلى أن البرنامج لم يعتمد على نوع الجنس. النتائج تشير إلى أن الإختلافات في طبيعة برامج الدراسة في الخارج تؤثر في المدى الذي فيه المشاركون يشتركون بفاعلية في المجتمع المدني العالمي.

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Notes

  1. The HDI is a composite score of a country’s average scores within three categories: health (life expectancy at birth), knowledge (adult literacy rate and the gross school enrollment ratio), and standard of living (GDP per capita).

  2. International service-learning programs are offered in both developing and developed countries. The International Partnership for Service-Learning and Leadership, for example, offers programs in Ecuador, England, India, Italy, Jamaica, United States, Mexico, Philippines, Russia, Scotland, and Thailand.

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Authors and Affiliations

  1. Department of Organizational Leadership, Policy, and Development, University of Minnesota, Twin Cities, 330 Wulling Hall, 86 Pleasant Street S.E., Minneapolis, MN, 55455-0221, USA

    Aaron S. Horn & Gerald W. Fry

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  1. Aaron S. Horn
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  2. Gerald W. Fry
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Correspondence to Aaron S. Horn.

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Horn, A.S., Fry, G.W. Promoting Global Citizenship Through Study Abroad: The Influence of Program Destination, Type, and Duration on the Propensity for Development Volunteerism. Voluntas 24, 1159–1179 (2013). https://doi.org/10.1007/s11266-012-9304-y

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