The logics of study abroad programmes and their impacts

Abstract

Study abroad programmes are characterized, in contrast to individual mobility of students across borders, by a particular set of established arrangements for foreign study between institutions of higher education, namely an ongoing, regular exchange of students; an organisational and educational infrastructure which supports the study experience; and provisions that successful study for some period abroad is at least partially recognized as a substitute for study at the home institution. The paper compares different models of, or approaches to, study abroad programmes and examines the effects of the different types of programmes. The paper draws on an extensive cross-national analysis of study abroad programmes, the Study Abroad Evaluation Project, addressing various support schemes by the European Community and national governments as well as programmes and students from British, French, German, Swedish and U.S. institutions of higher education. Findings show that there are certain logics of study abroad promotion programmes and of national modal types of programmes which shape the goals, attitudes of participants, experiences abroad, and the outcomes of the programmes to a large extent. However, significant exceptions can be pointed out: students themselves might opt for contrasting educational experiences abroad not strongly emphasized in their programme; students might report substantial problems abroad though strong administrative and academic support is provided, recognition of study abroad upon return might remain limited even though students consider their academic progress abroad as higher than that during a corresponding period at their home institution.