This document discusses trends in study abroad programs and the need for outcomes assessment in higher education. It provides an overview of study abroad programs at the American College of Thessaloniki, including the diverse student population and efforts to measure intercultural competence and interactions between domestic and international students. The college uses various instruments like surveys and research to assess outcomes in personal growth, intercultural skills, and sociocultural adaptation of study abroad students. A study found that incorporating reflection on cultural experiences led to better adaptation among long-term study abroad students.

2. Outcome Assessment Away from Home
Dimitris Grekinis, Ph.D.
24th Annual CCIS Conference
American College of Thessaloniki
Thessaloniki, Greece
April 18, 2013

3. OUTLINE
- Trends in US Study Abroad (SA)
- Trends in SA and the Greek reality
- The need for assessment in higher education
- Areas of study outcomes assessment in SA
- Current practices at the American College of Thessaloniki

5. Open Doors (2012)

6. Where do U.S. Students Study Abroad ?

7. Europe 55%
Asia 12%
Middle East 2%
Africa 5%
Latin America 15%
Oceania 5%
Open Doors (2012)

8. TRENDS IN SA
Open Doors (2012)

9. TRENDS IN SA
Open Doors (2012)

10. SA IN GREECE
Open Doors (2012)

11. SA IN GREECE
Open Doors (2012)

12. SA IN GREECE
9 private local institutions hosting SA programs
- Athens
- Thessaloniki
- 5 Aegean Islands

13. ASSESSEMNT IN HIGHER EDUCATION
Modern assessment movement is international
Modern economies demand a more highly educated work force

18. New criteria to
accountability were
1990s and 2000s added related to
student growth and
development

19. Student learning

20. “perspectives that form the context of business”
- effective writing and communications
- understanding of
ethical,
environmental,
technological,
political,
social,
legal perspectives + global competence

23. • personal growth
• ethical growth
• citizenship
• social contribution

24. WHY THERE IS A NEED FOR ASSESSMENT
IN HIGHER EDUCATION?
• Modern economies demand a more highly educated work force
• Governments impose checks into founding higher education
(accountability)
• Accreditation

25. STUDY ABROAD
Advocates of Study Abroad
Experts in the field of student affairs
Chickering & Braskamp (2009)
SA 4 vectors of psychosocial development
Managing emotions
Developing purpose
Establishing identity
Moving toward interdependence

26. STUDY ABROAD
Advocates of Study Abroad
Professional associations
NASPA / ACPA (Learning Reconsidered)
SA student learning and development outcomes

27. WHAT ARE THE AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA?
Outcomes one chooses to assess would vary considerably
“An outcome can be any kind of end result, impact, effect, or
consequence of something; in this case education abroad”
Mayer-Lee & Evans, 2007

28. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA
Intercultural competence Social/Emotional growth
Language learning Disciplinary knowledge
Mayer-Lee & Evans (2008)

29. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA
Intercultural competence Social/Emotional growth
Language learning Disciplinary knowledge
Mayer-Lee & Evans (2008)

30. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA
Intercultural competence Social/Emotional growth
Mayer-Lee & Evans (2008)

31. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA
Intercultural competence Social/Emotional growth
- independence
- maturity
- social development
- general interpersonal relating skills
- confidence levels
Mayer-Lee & Evans (2008)

32. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA
Intercultural competence
Cognitive/knowledge Behavior/skills
- culture in general - communication style
- culture specific knowledge - tolerance for ambiguity
- overcome of stereotype thinking - increased academic achievement
- broad global awareness (international - effective function in multicultural groups
perspectives/world-mindedness) - developing new strategies for learning
- critical thinking information
Affective attitudes
Attitudes toward self
-national, cultural or citizenship identity,
self awareness, personal values, worldview,
belief systems
Attitude toward others
- usually affective (how someone feels)
Mayer-Lee & Evans (2008)

33. INSTRUMENTS TO MEASURE OUTCOMES IN SA
Page, M. & Stallman, E. (2008)

34. HISTORICAL BACKGROUND OF SA PROGRAMS AT ACT

35. INTERNATIONAL PROGRAMS OFFICE (IPO)

37. WHAT ACT DOES FOR ITS SA PROGRAMS?

38. p. 29

39. ACT WILL PUT MORE EMPHASIS
IN LEARNING OUTCOMES ASSESSMET

40. CAS System Description Analysis
Criteria for System Description analysis
1. Mission
2. Program
3. Leadership
4. Organization
5. Management
6. Financial resources
7. Facilities and equipment
8. Legal responsibilities
9. Equity and access
10. Campus and external relations
11. Diversity
12. Ethics
13. Assessment and evaluation

41. FALDO Analysis
Criteria for FALDO analysis
1. Career Choices
2. Collaboration
3. Effective Communication
4. Appreciating Diversity
5. Personal and Educational Goals
6. Healthy Behavior
7. Independence
8. Intellectual Growth
9. Leadership Development
10. Satisfying and Productive Lifestyles
11. Meaningful Interpersonal
12. Relationships
13. Realistic Self-Appraisal
14. Enhanced Self-Esteem
15. Social Responsibility
16. Spiritual Awareness

42. ACT’s SA EXIT QUESTIONNAIRE
Academic Program component (course, faculty)
Student Services (IPO, service learning, computer, housing, library, other units)
Activities (orientation, FTs, bulletin, events )
Integration and safety
Overall assessment
Comments

43. ACT IS A HOST INSTITUTION OF A DIVERSE STUDENT POPULATION
Source: Self Study, 2012

44. STUDENT INTERACTIONS AT ACT
SA students ACT students

45. STUDENT INTERACTIONS AT ACT
ACT is gauging this interaction in several ways
How our students are influenced by the presence of a diverse
student population?
Does the diversity in our campus contribute to their attitudes
and perceptions regarding openness and diversity issues?

46. STUDENT INTERACTIONS AT ACT
1 – CSELOA (College Student Experience Learning Outcome Assessment)
2 – Informal student surveys during the semester
3 – Formal instruments (SCAS, research)

48. CSELOA RESULTS
Source: ACT CSELOA Report, 2011

49. CSELOA RESULTS
Source: ACT CSELOA Report, 2012

50. CSELOA RESULTS
Several other relationships are examined
Gender
College year
GPA
Participation in organizations and clubs
Volunteer activity
Time spent studying
Major

51. INFORMAL STUDENT SURVEYS
Aim
Identify general and specific characteristics
among students from diverse backgrounds
at ACT which affect their on campus and off
campus interactions.

52. INFORMAL STUDENT SURVEYS
Possible trends in the dynamics and
possible differences between domestic
and international students regarding
intercultural interaction at ACT.

53. ACT STUDY ON
THE INTERCULTURAL COMPETENCE OF SA STUDENTS
Cross cultural competence (3C) – contradictory definitions
- Psychological adjustments
- Behavioral adjustments
- Cognitive adjustments

54. QUESTION
The effects of incorporating an academic course, which
was designed to help students to reflect upon their
cultural experiences abroad, during the academic
semester on their sociocultural adaptation
ISU Science Education Center ISU Science Education Center
SA students SA students
no with
intervention intervention

55. HYPOTHESIS
ISU Science Education Center
ISU Science Education Center
SA students SA students
no with
intervention intervention

56. METHODS
Participants - Program Description
Fall semester Fall semester - Intervention
Intervention
3 months 3 months Registration to
“Global Experience” class
44 students 57 students Objective: Prepare for,
gain from, and reflect
upon their cultural
experiences
Workshops, seminars,
discussions, local civic
engagement

57. METHODS
Instrument
SCAS Questionnaire
- Strong internal consistency, reliability, validity
- Two subscales

58. RESULTS
_____________________________________________________________________________________________
Subscale 1 Subscale 2
Total score (ImpEnd-P) (CulEm-R)
Group n Mean ± SD Mean ± SD Mean ± SD
_____________________________________________________________________________________________
L-Term 44 54.98 ± 8.83 13.73 ± 2.89 24.54 ± 5.07
L-Term-Inter 57 48.51 ± 10.23 * 11.96 ± 3.39 ** # 21.25 ± 5.19***# #
_____________________________________________________________________________________________
Significant differences between L-Term and L-Term Inter groups at p< .001*, .007**, or .002 ***.
L-Term=Long Term, L-Term Inter=Long Term Intervention
ImpEnd-P=Impersonal Endeavors–Perils, CulEm-R=Cultural Empathy–Relatedness.
Antonakopoulou, 2013

59. CONCLUSIONS
Significantly higher gains in sociocultural adaptation
are recorded by incorporating an academic course
designed to help students
to reflect upon their cultural experiences abroad

60. RECOMMENDATIONS
Consider including specific classroom activities which aim at:
- developing an enhanced appreciation of the host country
culture, language, history, and cultural events
- engaging in service learning experiences within the larger
community

61. SUMMARY
Outcome assessment is important for several reasons in higher
education and SA programs
There are four areas where outcome assessments can be
measured in SA programs
Valid and reliable instruments are available in the literature
ACT’s efforts in outcomes assessment is a priority for the
institution but there is room for improvement
ACT use several instruments to measure outcomes assessment
(exit questionnaires, CSELOA, individual research, informal
surveys by students and staff)

62. References
ACT NEASC Reaccreditation Self-Study Report (2012). American College of Thessaloniki.
American College of Education (2006). Articulating learning outcomes. American Council of Education. International Education. Retrieved
November 8, 2013 from http://www.acenet.edu/AM/Template.cfm?Section=Intl&Template=/CM/HTMLDisplay.cfm&ContentID=19462
American College of Education (2010). Study abroad enrollments remain steady. Presidency, 13(1), 10.
Antonakopoulou, E. (2009). The current status of study abroad movement in Greece. Unpublished manuscript. Indiana State University.
Antonakopoulou, E. (2010). Developing global citizenship: Four vectors in search of education abroad opportunities. Student Affairs Leader, 1-2.
Antonakopoulou, E. (2013). Sociocultural adaptation of US education abroad students in Greece. The effects of program duration and intervention. The
Frontiers: The Interdisciplinary Journal of Study Abroad (accepted for publication, Fall 2013)
Chickering, A. & Braskamp, L. (2009). Developing a global perspective and social responsibility. Peer Review, 4, 27-30.
CSELOA Report (2011). American College of Thessaloniki.
CSELOA Report (2012). American College of Thessaloniki.
Donnelly-Smith, L. (2009). Global learning through short-term study abroad. Peer Review, 11(4), 12-15.
Hofstede, G. (2008, May 8). Cultural Differences in Teaching and Learning. Paper presented at the FUHU Conference on Education and
Training in the Multicultural Classroom. Copenhagen, Denmark. Retrieved March 10, 2013from
http://fuhu.dk/filer/FBE/Arrangementer/Denmark%20Unlimited%20080508/FBE_geert_hofstede_teaching_learning.pdf
Open Doors (2012). Americans study abroad in increasing numbers. Retrieved on March 6, 20013from
http://www.iie.org/Research-and-Publications/Publications-and-Reports/IIE-Bookstore/Open-Doors-2012
Paige, R.M. & Stallman, E.M. (2008). Using instruments in education abroad outcomes assessment. In M.C. Bolen (Ed.), A guide to outcomes
assessment in education abroad (pp. 137-161). Forum on Education Abroad, Carlisle: PA.
Mayer-Lee, E, & Evans, J. (2008). Ares of study in study abroad. In M.C. Bolen (Ed.), A guide to outcomes assessment in education abroad (pp. 137-
161). Forum on Education Abroad, Carlisle: PA.
Ward, C. & Kennedy, A. (1999). The measurement of sociocultural adaptation. International Journal of Intercultural Relations, 22, 659-677.

63. Dimitris Grekinis, Ph.D.
grekinis@act.edu