Many educators and business people are awakening to the growing need to better equip students with an international perspective and understanding. One common method to promote these goals is accomplished via a variety of study abroad programs offered through colleges and universities. The most often cited gains or benefits related to study abroad participation are in the areas of maturity, language proficiency, increased knowledge of a specific culture, and global-mindedness. Existing theories of learning, student development, and human capital suggest that participation in study abroad could theoretically lead to increased psychological and skill growth, thereby leading to positive educational and employment outcomes.
Using archival Florida state system databases, this study investigated educational and employment outcome differences between study abroad participants and non participants. The study found common characteristics among gender, race, and high school academic achievement for study abroad participants. Although claims of causality cannot be made between study abroad and various outcomes, several significant associations were found particularly for educational outcomes. For example, 93.2% of study abroad participants received some type of degree compared to only 64% of the non study abroad group. The study abroad group also had a higher mean college GPA of 3.19 compared to the 2.74 for the non study abroad group. The non study abroad group was found employed in Florida at higher rates; however, the data was limited to those found employed only within Florida and did not account for those who might have found employment in other locations. The non study abroad group also had a higher mean wage than the study abroad group. However, when controlled by degree program and study abroad location, this wage difference dissipated suggesting degree program is the stronger indicator of wage outcomes.
Implications for policy development and future study include more detailed examination of the study abroad experience as a recruitment tool, as well as a retention/graduation best practice. Institutions should also examine methods to increase minority participation in study abroad.
