This session begins with a brief overview of the major trends in contemporary education-abroad research and an assessment of the major methodological and design challenges. We'll briefly look at the major theoretical models that traditionally have informed education-abroad research and conceptual frameworks from related disciplines that may further extend this research. Commonly used instruments are discussed in the context of measuring outcomes. Notable gaps in existing research and needed directions will be discussed. This session will be particularly relevant for both U.S.- and internationally based educators interested in establishing a research agenda for U.S. education abroad.

1. TOWARD A RESEARCH AGENDA FOR
U.S. EDUCATION ABROAD
Anthony C. Ogden, Ph.D., University of Kentucky
Elizabeth Brewer, Ph.D., Beloit College

2. Session Overview
Welcome & Introductions
A Research Agenda for the Internationalization of
Higher Education in the United States (1996)
Toward a Research Agenda for U.S.
Education Abroad (2015)
Notable Gaps and Needed Research
Your Input: Key Research Questions
Q&A & Discussion

3. Association of International
Education Administrators (AIEA)
 Established in 1982, for campus leaders who
facilitate internationalization
− Bring attention to significant issues in int’l education
− Improve int’l education at colleges and universities
− Support a professional network of int’l education
leaders (SIOs)
− Cooperate with national and int’l groups with similar
interests.

4. Association of International
Education Administrators (AIEA)
 AIEA Editorial Committee
− The SAGE Handbook of International Higher
Education
− Occasional Papers
− Issue Briefs
− Perspectives from Presidents and Provosts
− Journal of Studies in International Education
− Research Agenda for the
Internationalization of Higher Education

5. A Research Agenda for the Internationalization of
Higher Education in the United States (1996)
 Focus on internationalization in the next decade
− Types of research needed (databases, survey, impact
studies, longitudinal social science)
− Future private and public sector needs
− Status of internationalization
− Impact of current strategies, and new approaches

6. A Research Agenda for the Internationalization of
Higher Education in the United States (1996)
 Faculty and specialist development
 University management and funding
 Undergraduate programs
 Outreach and extension

7. Impetus for a New Look at International
Higher Education Research
 What have we learned over the last two decades?
 How has internationalization changed since 1996?
 How have universities changed in response to the
internationalization agenda?
 What old questions still need attention?
 What new questions need to be asked?

8. Research Agenda for the Internationalization
of Higher Education (2015)
 Education Abroad
(Outbound mobility)
 International Student &
Scholars
(Inbound mobility)
 Campus & Curriculum
Internationalization
• Methodological and
design challenges
• Theoretical models
• Instrumentation
• Notable gaps in the
existing literature
• Future directions
• Publication venues

9. Research in International Education
Distinct Research
Approaches
Comparative and International
Education
Internationalization of Higher
Education
U.S. Education
Abroad
International Schools
International Research on Teaching
and Teacher Education
Internationalization of K-12 Education
Globalization of Education
Dolby, 2008

10. Research on the Internationalization of
Higher Education
U.S.
Education
Abroad
Internationalization
(Ex., J. Knight)
Comprehensive
Internationalization
(Ex., J. Hudzik)
International Student
Mobility
(Ex., H. De Wit)
International Higher
Education
(Ex., P. Altbach)
Comparative Higher
Education
(Ex., B. Streitwieser)
Disciplinary
Internationalization
(Ex., K. Cushner)

11. Historical Overview of
U.S. Education Abroad Research
1950s,
Research
began to
emerge
1970s,
About
189
research
studies
1990s,
675
research
studies
1990s,
Frontiers
& JSIE
launched
2001,
Forum on
Education
Abroad
founded
2007,
Forum
Guide to
Outcomes
Assessment
published
2015,
Numerous
Publications
on EA
Research

12. Categorization of Trends in
U.S. Education Abroad Research
Single Domain
(second
language
acquisition,
ICC, etc.)
Multiple
Domains
(identity dev.,
attitude &
behavioral
change,
disciplinary
learning, etc.)
Longitudinal
Studies
(Career
impact,
educational
impact,
language
utilization,
etc.)
Internal
Variables
(gender,
language
proficiency,
previous
experience,
etc.)
Program/
Enrollment
Variables
(duration,
housing type,
language of
instruction,
academic
enrollment
type, etc)
Predictor
Variables &
Outcomes
(retention &
persistence,
alumni
development,
workforce
development,
etc.)

13. Assessment of Research Limitations in
U.S. Education Abroad Research
Self-Selection Sample Size
Experimental
Design
Generalizability Data Accessibility Terminology

14. Major Theoretical Models &
Conceptual Frameworks
STUDENT LEARNING
Experiential Learning Theory Kolb, 1984
Multiple Intelligence Theory Gardner, 1985
Transformative Learning Theory Mezirow, 1991, 1996, 2000
INTERCULTURAL LEARNING
Development Model of Intercultural Sensitivity Bennett, 1993
Intergroup Contact Theory Allport, 1998; Pettigrew, 1968, 1998
STUDENT DEVELOPMENT
Theory of Self Authorship Baxter Magolda, 1992
Zone of Proximal Development Vygotsky, 1978
Theory of Identity Development Chikering & Reisser, 1993
Reflective Judgment Model King & Kitchener, 1994
Women’s Development Theory Love & Guthrie, 1999
Scheme of Intellectual and Ethical Development Perry, 1970
Theory of Moral Development Gilligan, 1982
STUDENT ENGAGEMENT
High Impact Educational Practices Kuh, 2008
Model of Student Retention Tinto, 1987
Input-Environment-Output Astin, 1993
Situate Learning Theory Brown, Collins, & Duguid, 1989; Lave & Wenger 1991
COMMUNICATION
Social Exchange Theory Thibault & Kelley, 1952
Social Learning Theory Bandura, 1986
Symbolic Interactionism Theory Blumer, 1969
Theory of Reasoned Action Fishbein & Ajzen, 1977

15. Assessment & Instrumentation
in U.S. Education Abroad Research
LANGUAGE LEARNING AND DEVELOPMENT
Language Strategies Survey Cohen & Chi, 2001
Oral Proficiency Interview ACTFL, 1999
Simulated Oral Proficiency Interview ACTfL, 1999
Speech Act Measure Cohen & Shively, 2003
CULTURE LEARNING AND INTERCULTURAL DEVELOPMENT
Beliefs, Events, and Values Inventory Shealy, 2004
Bicultural Involvement Questionnaire Szapocznik, Kurintes & Fernandez, 1980
Cross-Cultural Adaptability Inventory Kelley & Myers, 1999
Cross-Cultural World-Mindedness Scale Der-Karabetian & Metzer, 1993
Intercultural Adjustment Potential Scale Matsumoto et al, 2001
Intercultural Conflict Style Inventory Hammer, 2002
Intercultural Development Inventory Hammer & Bennett, 1999, 2002
Intercultural Effectiveness Scale The Kozai Group, Inc.
Sociocultural Adjustment Scale Ward & Kennedy, 1999
Strategies Inventory for Learning Culture Page, Rong, Zhang, Kappler, Hoff, & Emert, 2003
DISCIPLINARY LEARNING
Disciplinary Learning Interview Protocol Hammer, Malone, & Paige (in press)
Academic Development Scale Ogden, 2010
GLOBAL KNOWLEDGE & AWARENESS
Global Perspectives Inventory Braskamp, Braskamp, and Merrill, 2009
Global Awareness Profile Corbitt, 1998
Global Citizenship Scale Morais & Ogden, 2011; Ogden, 2010
Global Competencies Inventory The Kozai Group, Inc.
Global Competence Aptitude Assessment Hunter, White, & Godbey, 2006

16. Things to keep in mind…
Be cautious when using self-reporting instruments.
Correlation doesn’t mean causation.
Avoid using the scale of most convenience.
There is no one size fits all study.
Differentiate evidence and anecdote.
Avoid comparing institutional EA data with national datasets.
Control accordingly and be mindful of confounding variables.

17. Notable Gaps and Needed Research
in U.S. Education Abroad

18. Notable Gaps and Needed Research
in U.S. Education Abroad
Programming
Program
Mobility
Modes
Experience
Types
Curriculum &
Career
Integration
Technology
Host
Community
Impact
Institutional
Impact
Financial
Issues
Participation
Global
Citizenship
Push & Pull
Factors
Institution
Type

19. Notable Gaps and Needed Research
in U.S. Education Abroad
Programming
Program
Mobility
Modes
Experience
Types
Curriculum &
Career
Integration
Technology
Host
Community
Impact
Institutional
Impact
Financial
Issues
Participation
Global
Citizenship
Push & Pull
Factors
Institution
Type

20. Notable Gaps and Needed Research
in U.S. Education Abroad
Programming
− How do student learning outcomes differ based on housing type (e.g.,
homestay, apartment, dormitory, etc)?
− How do student learning outcomes differ based on the mode of instruction
(e.g., faculty-directed, direct enrollment, island programming, etc)?
− How does experiential learning programming enhance student learning (e.g.,
internship, service-learning, field placement, etc.)?
− How do student services enhance student learning outcomes (e.g., field trips
and excursions, language exchanges, on-going orientation programming, co-
curricular and extra-curricular activities, etc.)?
− How are language proficiency gains influenced by the manipulation of
programmatic components?

21. What does the future hold for U.S. Education
Abroad Professionals?
Will education abroad
professionals be seen as
logistics experts (aka, a
student travel agency) that
handles risk management,
health and safety,
compliance, inbound/
outbound travel, etc?
Will education abroad
professionals be seen as
educators with expertise
on program design,
student learning pedagogy,
outcomes assessment,
collaborating with faculty,
curriculum integration,
etc?

22. TOWARD ESTABLISHING A RESEARCH
AGENDA FOR U.S. EDUCATION ABROAD
Anthony C. Ogden, a.ogden@uky.edu
Elizabeth Brewer, brewere@beloit.edu