Education & Inclusion.
Research Project.
Education Studies students on exchange programmes:
Opportunities and Challenges.
Abstract.
The focus of this research is in the area of student study abroad exchange
programmes. This study is important in order to find out if these exchanges are going
well. The research approaches used in this study are a questionnaire and a follow up
interview. The findings from this research provide evidence that there are many
opportunities offered to students who take part in a study abroad exchange along
with some challenges faced by students who have been on an exchange. The main
conclusions drawn from this study are that the opportunities of studying abroad on
an exchange programme outweigh the challenges. Generally, students lives are
transformed from this experience: academically, socially, culturally and emotionally.
This dissertation recommends that in the future this research could lead to a bigger
research study focussing on the comparison of degree programme structures
between different countries.
1
Contents
Chapter 1 - Introduction and Literature Review .............................................................................. 4-10
1.1 - Introduction ............................................................................................................................. 4-5
1.2 - Aims ............................................................................................................................................ 6
1.3 - Literature Review ................................................................................................................... 7-10
Chapter 2 - Methodology ..................................................................................................................... 11
2.1 – Research Design ....................................................................................................................... 11
2.2 – Research Justification ......................................................................................................... 12-14
2.3 – Ethical Statement ................................................................................................................ 15-17
2.4 – Access and Permissions ........................................................................................................... 17
2.5 – Preparation for Fieldwork ................................................................................................... 18-19
2.6 – The Research Process .............................................................................................................. 20
Chapter 3 - Findings......................................................................................................................... 21-26
1.1 - Introduction .............................................................................................................................. 21
1.2 - Questionnaire Findings ........................................................................................................ 21-24
1.3 – Interview Findings ............................................................................................................... 24-26
Chapter 4 – Conclusions ................................................................................................................. 27-29
Reference List ............................................................................................................................. 30-32
The following Appendices: .......................................................................................................... 33-40
Research Consent Form .................................................................................................................... 33
Research Information Sheet ........................................................................................................ 34-35
Questionnaire outline .................................................................................................................. 36-39
Interview outline .............................................................................................................................. 40
2
Education Studies students on exchange programmes:
Opportunities and Challenges.
Chapter 1: Introduction and Literature Review.
1.1 Introduction.
An exchange programme offers students the chance to study abroad, which usually
counts as part of their degree. British Council (2012) states that studying abroad
gives students a chance to learn a range of life skills, discover a different culture;
gain an international perspective and travel. A study abroad exchange programme
involves students studying in a different country for one or more term. Students are
fully immersed in the exchange university, usually staying in university
accommodation.
The present research study explores what challenges and opportunities being on an
exchange programme offers to education studies students. It looks at how the
students may be influenced academically, socially, culturally and emotionally by
virtue of being exposed to a different education system. One intention of this study
was to find out overall whether students feel that studying abroad has helped or
hindered them in their education and whether or not this has been a positive life
experience. The present research study was aimed at finding out what opportunities
and challenges other students were faced with from studying abroad. This is
because the researcher herself has personally taken part in a term studying abroad.
From her own experiences, she found studying abroad to be a highly rewarding
experience. This experience enriched her education, social life and emotional life.
The researcher felt that the exchange helped her to gain extra skills and experiences
that could benefit future employment opportunities. She found that education
systems varied between different countries and by organising this study, wanted to
see how other students found their exchange.
This research project could show university staff and others how important an
exchange experience could be for a student in terms of not only achieving in
education or in possible future job opportunities, but also in areas of a student’s
social and emotional life. This study is worthy of investigation so that more students
3
are informed of the opportunities and challenges of studying abroad and more staff
are made aware of the benefits it can give students. Giving students this opportunity,
should enhance their knowledge of other countries, cultures and education systems
while helping them to achieve skills that could benefit their chances of employment.
This study forms part of the funded HEA project and some parts of this study may be
used for publication. Some of this data will also be disseminated in public forums for
example in conferences and used for publication in journals. HEA stands for Higher
Education Academy. The main HEA project is called ‘International Experience for
Engaged Global Citizens in Education’ and some of the data provided in this study
might be used in the writing up of the main research report for the project. This larger
scale study involves identifying what the experiences students gain are, through
international experience and how those experiences can be replicated for those
students who can't go abroad due to various reasons.
Participants for this study will be students from a university in the Northwest of
England who have been to another country as an international student to study
abroad for one or more term.
4
1.2 Aims.
This research seeks to uncover the following:

To investigate the opportunities offered by exchange programmes to
education studies students that have been/are on exchange.

To investigate the challenges faced by education studies students who have
been on/are on exchange programmes.

To identify student’s perceptions on whether their lives have been
transformed academically, socially, culturally and emotionally by being on
these exchange programmes.
In chapter 1, the research purpose was introduced and outlined with a clear
explanation of the reasons of this focus. In chapter 2, a detailed explanation into
what is going to be done will be discussed, including ethical details and explanations
into why the research will be conducted in this way. In chapter 3, the findings from
the study will be considered. Finally, in chapter 4, the findings from the whole
research project will be summarized, including some discussion on what went well
and anything that affected the research.
5
1.3 Literature Review.
Introduction.
This chapter will present the research that has already been done in the field. The
literature review discusses the various factors that could affect students before,
during and after a study abroad exchange experience. McNeill (1990) suggests that
reviewing literature can identify key issues and problems in research that may
prevent the researcher repeating another’s mistakes.
What are exchange programmes?
MÜller-Hartmann (2000) states that student and teacher ‘exchanges’ began in the
late nineteenth century via written correspondence, thought to be motivated by
hopes of reconciliation after war. As time has passed there are now more
opportunities and motivations for face to face international exchanges within
education. Many more students are now considering the option of studying abroad
on an exchange programme. Salisbury et al. (2010) state that the popularity of
undergraduate study abroad has grown immensely, more than doubling in the
number of participants taking part from the years 1996 to 2007.
Factors which might affect participation in exchange programmes.
After reading literature on study abroad exchange programmes, there appears to be
gender differences in the number of females and males taking part in study abroad
opportunities. British Council (2012) found that almost twice the amount of females
took part in study abroad exchanges compared to males. Results from a study by
Salisbury et al. (2010) found that not only does access to support systems and
cultural knowledge help form students decisions on whether to study abroad but that
gender also plays an important role. This study also found that there are a variety of
influences combined that shape male and female intent to study abroad differently. A
study by Stroud (2010) supports this idea after finding that being female, attending
university away from home and interest in other countries or cultures all has a
positive influence on student’s intent to study abroad. However, both of these studies
took part in the USA and so these findings may not apply to other countries.
6
Another factor discussed in literature which may influence a student’s intent to study
abroad is race or ethnicity. An article by Norton (2008) discusses how although
minority students represent one-third of all undergraduates in America, only
seventeen percent of study abroad students are from a minority group. According to
Salisbury et al. (2010), most study abroad participants tend to be white with many of
these students also studying humanity or social science majors. Salisbury et al.
(2010) also discussed some research that suggested reasons into why there is less
minority participation in study abroad exchange programmes, one suggestion being
due to financial constraints. Nevertheless, it is unfair to presume that most minority
students have financial restraints without significant evidence to prove this point.
However, cost or financial restraint is another factor which can influence most
students’ decisions to study abroad. A study by Garver (2007) found that the most
important determinants of student preference for different study abroad host
countries or institutions were the trip location, cost and time spent abroad.
Opportunities offered by participation in exchange programmes.
There have been presented a number of positive effects of studying abroad within
the literature. Some positives involve the opportunities that are opened up for
students after experiencing a study abroad exchange and even upon graduation.
Salisbury et al. (2010) concluded from a survey that study abroad students generally
found that their experience informed their search for postgraduate employment and
or experiences. Jia et al. (2011) argues that studying abroad can also increase
student’s interests in further study abroad. British Council (2012) states that a study
abroad ‘is an opportunity to stand out in the job market.’ It is an extra experience that
can be added to a CV to help give student’s extra skills required for employability.
Study abroad exchanges can shape students attitudes while helping them gain
confidence in world travel (Jia et al. 2011). Another opportunity of being an
international or exchange student is that people in the host country usually respond
in a positive way by being interested, curious and keen to interact with exchange
students (Stier 2003). However, this may not be the case for all students or all host
countries.
7
Jurgens and Robbins-O'Connell (2008) discussed how opportunities to experience
different cultures can provide students with a greater understanding of diversity. This
is helpful especially for Education Studies students as this subject is made up of
courses specifically related to diversity and inclusion. Jia et al. (2011) also argues
that studying abroad can improve student’s openness to diversity along with
appreciation of other cultures. Jurgens and Robbins-O'Connell (2008) found that
many more higher education institutions are considering programmes such as study
abroad exchanges because they are specifically important in developing student’s
intercultural competencies. Stier (2003) suggests that in order for students to
become more globally aware and interculturally competent, it is important that
exchange students are encouraged to explore the wider area of their host country
rather than just socialising with other students. Many universities are now looking at
graduating students that are more globally and culturally aware. Trahar (2007) asks
the question ‘If universities are funded to serve their own national purposes, can they
be defined as international?’. Altbach and Knight (2007) states that many countries
take on international students to charge high fees which means they earn higher
profits and so this benefits them. This is interesting because many universities seem
to encourage international students to study at their university for their own benefits,
such as being able to state on their mission statements that they are an international,
globally aware university. However, many universities take part in exchanges to give
individuals the chance to experience another culture in order to graduate students
who are more culturally and globally aware.
Stier (2003) suggests that student’s should be encouraged to choose study abroad
modules that they are interested in rather than courses that they could take at home,
otherwise what is the point of academic exchange programmes. Similarly, educators
need to overcome their ethnocentrism in regards to thinking that their own
educational systems or degree programmes are better than those of other countries.
Many teachers also need to confront their own identities in order to work well with
students from different backgrounds than themselves. Trahar (2007) states that
additional resources or extra classes needed for many international students are
often lacking. The author discusses how she interrogated her own beliefs and
assumptions which may influence her teaching style in order to work alongside
students with different traditions or values. Many teachers may not do so and in turn
8
may feel uncomfortable teaching students from different cultures or backgrounds,
which would make international or exchange students also feel uncomfortable.
Challenges posed by participation in exchange programmes.
There are some challenges that students who study abroad can face. One challenge
of studying abroad is that sometimes depending on the host country and the
student’s prior language knowledge, there are language barriers which make it
difficult for exchange students and can affect academic progress or grades (Stier
2003). Stier (2003) also reflected on student’s experiences, finding that arriving in a
new culture can bring about feelings of disorientation, insecurity or anxiety after
leaving home. Returning home can also make students feel like they have matured
and changed whereas people at home have stayed the same, making them feel like
no-one understands them.
After reviewing the literature, not much research had been found which involves
student’s own opinions or perceptions on the challenges and opportunities they
faced during a study abroad exchange programme. Therefore, this research project
is worth undertaking in order to find out what the actual students who have taken
part in these experiences feel about studying abroad and whether this is a
worthwhile experience overall. Although some of the literature states many
opportunities of studying abroad, there was hardly any literature found which
discussed the challenges faced by study abroad students. The majority of the
literature on study abroad programmes was based on studies in America; therefore it
is difficult to know whether these findings would similarly apply to other countries.
Overall, there appeared to be not much general knowledge available on study
abroad exchange programmes in terms of how they began, student’s own opinions
or experiences and generally about how these experiences affect the individuals
taking part.
Overall, this research project will involve exploring participant’s thoughts and
opinions on their own personal study abroad exchange and whether they think that
this is a positive or negative experience for students to have. In the next chapter,
what will be done during the study will be discussed, how the research instruments
were developed and the reader will be informed of important ethical details.
9
Chapter 2: Methodology.
This chapter will focus on the methodology of the study. It will outline the research
design whilst demonstrating how the research was planned; giving detailed and
theoretically underpinned reasons for the choice of research strategy. The research
methods will be clearly identified and will justify the selection within the broader
context of research strategy. Included within this chapter will also be the ethical
statement, explaining the researchers commitments to the participants and details of
how they were kept safe at all times. Finally, the planning and preparation needed
for the research will be explored and discussion on the research process itself will be
pursued.
2.1 Research Design.
The participants of this research project are Education Studies students from a
University in the Northwest of England who have taken part in or are currently on an
exchange programme. A small judgemental sample of participants was used.
Marshall (1996) states that a judgement sample involves the researcher selecting
the most productive sample to answer the research question. Since this study
involves exploring the opportunity and challenges faced by Education students on
exchange programmes, the participants were selected specifically for being
Education Studies students and having taken part in an exchange abroad during
their degree programme. The students were contacted via email and informed about
the study.
For the purpose of the study, a questionnaire was used, followed by a semistructured interview where a need was felt. The questionnaires were sent via email
as this is felt to be the easiest and fastest way of sending the participants
questionnaires. This was also due to the physical distance between the participant
and the researcher. The interview was done over the phone due to the physical
distance between the researcher and the participants. It took place at a time most
convenient to the participant in a way which is most comfortable for the person
taking part. The researcher took notes during the interview. The questions both in
the questionnaires and interviews focussed on identifying the challenges and
opportunities that students face on exchange programmes.
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2.2 Research Justification.
The researcher felt that using a questionnaire would give the participants a chance
to answer questions in their own time without feeling pressurised into answering a
question, while provoking a more personal response. The researcher also felt it
would be the easiest way to find answers to the questions in the time that was given.
A voluntary follow up interview was thought to be important so that the researcher
has a chance to probe for a deeper or more informative answer to certain questions.
In order to address the particular title and aims for this study, it was felt that a
questionnaire and interview were the best methods to use. This is because an
observation would not answer the questions and aims unless the researcher had the
chance to observe a student during a study abroad experience, which could not be
done due to time and cost limitations. The participants for this study were used
because these were the only available students who had taken part in a study
abroad programme and who study Education Studies.
After studying different research methods, the researcher found that there are many
strengths and weaknesses to each method.
Bartlett et al. (2001) suggest that questionnaires are a useful method to compare
responses by individuals. However questionnaires cannot reflect the depth of
people’s feelings, whereas interviews can pick up on non verbal cues. This research
study uses both methods, therefore using the strengths of both methods together.
The researcher thought that the results from a questionnaire may be easier to
analyse rather than using another research method such as an observation. McNeill
(1990), Bell (2010) and Blaxter et al. (2010) all suggest that there are many
advantages to using a questionnaire. Questions can be asked in the same way to
every participant, resulting in consistency and reliability. Fulcher and Scott (2003)
suggest that differences in response can then be assumed to reflect actual
differences between respondents. Bell (2010) states that questionnaires give
participants a chance to answer questions with no audience and without worrying
about the researcher’s reaction to their answers. The respondents may feel more
comfortable answering questions via a questionnaire so that they feel less judged
without an observer or interviewer.
11
There are some disadvantages of questionnaires such as time issues, people may
not have time to reply or answer all questions on the questionnaire. Also,
questionnaires do not supply instant results like an observation or interview would
do. Questionnaires by post or email could get lost and would require a letter about
confidentiality, adding more time on the schedule. According to Blaxter et al. (2010)
and Bell, J (2010), face to face questionnaires can get a better response, giving the
researcher a chance to explain the purpose of the study. However, this can also be
time consuming for the person doing the research. Email questionnaires may have a
lower response rate and could get lost or deleted as junk mail. Nevertheless, the
advantage of email questionnaires is that the person has more time to answer them
and a larger number of people can be approached. In this research study, the
questionnaires will be emailed due to time and physical distance between the
researcher and the participants and also so that participants have the chance to
answer questions at their own pace. Bell (2010) stated that questionnaires can also
contain presuming or leading questions. More information could be found in
observations and interviews as the researcher could pick up on the way a response
is made. Taking these limitations into account, the researcher balanced the pros and
cons to each research method and realised that all methods including observations
can be time consuming and each have their own limitations.
A semi-structured interview will be used in this study. This is using a combination of
structured questions and prompts while giving respondents the chance to be open.
Bartlett et al. (2001) suggests that the less structured the interview; the most natural
interactions take place almost like a normal conversation. However in order to record
and be able to analyse results, a semi-structured interview method will be used.
The researcher felt the need to follow up questionnaires with a voluntary interview in
order to gain more in depth responses to certain questions. Whilst all participants
were expected to do the questionnaires, where there was a need felt for an in depth
understanding of some issues raised by the questionnaire, interviews will be
conducted. Permission for both types of research will however be sought at the
onset of the research. Bell (2010) supports this idea by saying that an interview can
follow up ideas from a previous questionnaire and give the researcher a chance to
probe. Bell (2010) states that interviews can also investigate motives or feelings,
which other methods cannot do. Bartlett et al. (2001) suggests that an interview
12
could be more flexible and adaptable, giving the researcher a chance to probe for an
answer, although this could cause bias in results.
There are limitations to using interviews as a research method. Bell (2010) suggests
that interviews can be intrusive, whereas participant’s questionnaires can be
anonymous to the researcher. They can be time consuming and have a danger of
bias even at the interpretation stage. Bartlett et al. (2001) suggests that the
interviewer could also affect the responses by influencing the respondent in some
way.
Observations are another method that could be used in research. However,
observations could not be used in this study as it would be far too time consuming
for a short research process. Although, Cotton et al. (2010) suggests that an
advantage of observations is that they can produce a deeper insight into a person’s
experience. Bartlett et al. (2001) state that observations make it possible to see how
people behave and give a chance to see if people act as they say they do in natural
situations. Even if time had allowed an observation for this study, it would be difficult
to know what aspect to observe during a study abroad experience. There are also
limitations to observations. Bartlett et al. (2001) stated that it can be difficult for
researchers to gain access to observing certain people in certain situations. It can be
difficult to observe and record at the same time. Another reason an observation was
not used in this study is because the participants may act differently to normal if they
are not used to being observed.
Bartlett et al. (2001) suggests that Triangulation is a term meaning when more than
one method is used to gather data on the same issue. This is what happened in this
study by using questionnaires and interviews in order to gather data on the same
issue. If both methods find similar results, then the data and results would be seen
as having better validity.
In conclusion, the most appropriate method for the research was used so that it
could answer the studies aims and title accordingly. Questionnaires and follow up
interviews were used in order to address the specific aims of this study
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2.3 Ethical Statement.
When undertaking a research project, there are some restrictions and legal
requirements that the researcher should take into consideration, such as making
sure to only start research after ethical approval has been granted. Ethics within
research is important. Stronach (2011) states that the ethical committee is set in
place to police research so that it isn’t a threat to the well-being or safety of the
respondents. For the current study, the revised BERA guidelines (2011) and LHU
ethics guidelines were followed.
Bell (2010) states that ethical research involves getting the informed consent of
participants while reaching an agreement about how the data from the study will be
used. Cardwell et al. (1996) claims that getting a participant’s fully informed consent
is an important part of a research project and involves asking without pressure.
Before taking part in this study, the participants will be asked to sign a research
consent form after reading and having the opportunity to ask questions about the
research information sheet. The researcher will ensure that the participants
understand why they are involved in the research and will follow the BERA
guidelines (2011) which state that fully informed consent involves ensuring that all
participants understand how their information will be used and who this information
will be shared with.
Bell (2010) states that participants must be informed by the researcher of their right
to withdraw from the study. The research information sheet contains information on
the participant’s right to withdraw from the study and how this can be done at any
point up until the writing of the research project. If a participant wishes to withdraw
from the study, care will be taken to ensure that any of their data is removed from the
study and destroyed. BERA (2011) states that participants should be informed by the
researcher of their right to withdraw from the research at any time and for any or no
reason.
There are many issues when doing any research, such as anonymity and
confidentiality. McNeill (1990) suggests that these words may have different
meanings to different people and so it is important to explain what these mean when
conducting research. Bell (2010) also suggests that there can be misunderstandings
between researchers and participants due to doubts and imprecision as to what is
14
meant by confidentiality and anonymity. Anonymity and confidentiality will be
maintained in this study and have been explained on the research information sheet
which states that ‘No information will be requested which might reveal the identity of
the participants in any way. Any data provided will be kept in a locked cupboard and
password protected files on a secure computer. The researcher will only share the
data with her supervisor and other members of the HEA project. Even when writing
up the report or writing up for published outcomes for the HEA project care will be
taken that nothing is written which might reveal the identity of the participants.’ By
anonymity, the researcher means that no one will see the participant’s completed
interview transcript except the researcher. By confidentiality, the researcher means
that the researcher will only share any data with her supervisor and other members
of the HEA project. Even when writing up the report or writing up for published
outcomes for the HEA project care will be taken that nothing is written which might
reveal the identity of the participants. However, the participants might be identifiable
by virtue of being education studies students who are on exchange programmes, but
still in this case only the group can be identified and not the individual participants
and their contributions. BERA (2011) also states that it is important that researchers
recognise the participant’s rights to privacy.
Care will be taken to ensure that participants are protected from harm and made to
feel as comfortable as possible during this study. Although the voluntary participants
would have to give up some of their time to do questionnaires and possibly
participate in an online interview, care will be taken that this is arranged at a time
convenient for the participants. Some of the participants might not feel comfortable
with the use of technology used for interviewing but appropriate arrangements will be
made to make reasonable adjustments to ensure that interviews are done via a
media they are most comfortable with. Hammersley and Traianou (2007) argue that
equity is an important ethical principle, which involves treating all people the
researcher comes into contact with equally, especially participants, with no one
being discriminated against for any reason. Bell (2010) agrees with this point by
stating that ‘researchers should operate within an ethic of respect for any persons
involved in the research they are undertaking’. BERA (2011) also states that all
participants should be treated fairly, sensitively and without prejudice, regardless of
race, class, gender, sexuality or age. The researcher for this study will make sure
15
that everyone is treated equally and with respect during this research project and
study.
2.4 Access and Permissions.
The participants were selected specifically for being Education Studies students and
having taken part in an exchange abroad during their degree programme. They were
then contacted via email to ask them to voluntarily take part in this study.
Participants were unknown to the researcher before this study took place. The
process that the researcher went through in order to gain access and permissions to
go ahead with the fieldwork was to send an ethical approval form to her mentor
which was then passed on to the ethics department. There was no need for an
access letter or consent forms to be sent because the participants are all adults
studying at university. However, a research consent form and information sheet was
sent to the participants along with the questionnaires in order to inform them of their
rights and responsibilities within the current study.
16
2.5 Preparation for Fieldwork.
McNeill (1990) suggests that a pilot study is used so that the researcher can try out
the questionnaire on a sample of people that represent the population as a whole.
This is so that any problems can be identified at this stage, ready to be corrected
before the main research method is carried out. Therefore in this study, after piloting
the questionnaire a few questions were re-worded in order for participants to
understand the questions and feel able to answer each question easily. The
researcher decided to change a few questions due to some leading or presuming
questions and no specific instructions given, for example, to tick the box with the
correct answer. Finding that this is difficult to do via computer; the easiest way is to
put a cross in the box by marking with the letter ‘X’.
There were many practical considerations to think about when designing the
questionnaire. Making sure the questionnaire wasn’t too long so that participants did
not become bored or put off from answering all questions. In this study, a
combination of two question types was used in order to give the best possible
results. Open ended questions were used so that the participants had a chance to
use their own words to give an in depth answer to some questions. Some closed
questions were also used so that the answers could be easily presented at the
results stage.
McNeill (1990) claims that questions should not lead respondents to a particular
answer or presume that respondents have more knowledge than they have been
given. These questions were omitted after the pilot study was undertaken. For
example, changing the question ‘How was your life transformed from experiencing a
study abroad exchange?’, this presumes that the participants life was transformed, it
could be that nothing changed after their experience studying abroad.
Bell (2010) suggests that the reliability and validity of questions needs to be
considered when conducting a questionnaire. The reliability can be difficult to
interpret, because answers to questions on opinion can differ depending on a variety
of reasons such as a person’s mood. For example people may write shorter answers
if they have less time one day but may answer with longer more personal responses
when they have more time. Validity however can be shown by the conclusions of the
17
research, if the results measure what the researcher has set out to find. These points
were thought about during the writing of the research tools.
2.6 The Research Process.
After sending my questionnaires via email, only two participants replied. However,
from a small selection of five participants, this number seemed fairly productive. The
questionnaires were sent back fully answered with detailed answers, and consent
forms were signed and sent back along with the questionnaires. The questionnaires
were also sent back by participants within one week of being sent, which is what was
asked of by the researcher. All questions were answered on the questionnaire. The
only problem was an instruction written on the questionnaire, which was ‘Please
circle the correct answer’. The problem is that the questionnaires were answered on
the computer, not with a pen, which makes it difficult to circle an answer. Therefore
the participants put a cross next to the correct answer, which turned out fine as it
was easy for the researcher to make out the correct answer. Anonymity could be a
problem here when emailing consent forms with the questionnaires, as this made the
researcher aware of who had filled out which questionnaire.
Following this, one of the participants was also interviewed telephonically in order to
get an in depth understanding. A telephone interview also took place by one
participant who asked for the interview to take place on the phone rather than via
Skype. The participant seemed comfortable answering the questions asked,
although it was difficult for the researcher to gage any reactions due to not being
able to see the participant. The only slight problem was that the participant did not
answer the questions in as much detail as was expected and prompts were needed,
especially for questions three and four.
In conclusion, this chapter discussed many factors involved in the research process.
Reasons for choosing the particular research strategies were discussed. The
research methods were clearly identified while discussing the research process
itself.
18
Chapter 3: Findings.
3.1 Introduction.
In this chapter the data obtained from the two questionnaires was analysed. This
chapter summarises the key findings of this research study. After receiving the two
questionnaires, answers to the questions were compared to see if there were any
similarities or differences. Both students who took part in this case study are
currently studying for a degree in Education Studies. One participant took part in
their study abroad during their second year, whereas the other took part in their third
year. Both students studied abroad for only one semester and both went on an
exchange to America. The analysis of the response was used to provide the basis to
address the research questions.
3.2 Questionnaire findings.
a) Level of adjustment when on the study abroad programme.
Question 5: How well did you adjust to
studying abroad in this country?
Number of participants.
2
0
1
2
3
4
5
6
7
8
9
10
Scale of 1-10 (1 being very difficult to adjust, 10 being very well adjusted).
This graph shows a representation of the answers to question 5 which asked ‘How
well did you adjust to studying abroad in this country’. The answers to this question
showed that both participants answered the same, with a high score of nine, on a
scale of one to ten. A score of nine clearly indicates that there were only minor
19
issues with adjustment. This could be because of well established links with college.
It could also be to do with the fact that these students studied in America; therefore
the language used to communicate was English. Results may have been different for
students studying in a country with a different language as there may have been
many more issues with adjustment due to a language barrier. Stier (2003) suggested
that another opportunity of being an international or exchange student is that people
in the host country usually respond in a positive way by being interested, curious and
keen to interact with exchange students. This could make it easier for students to
adjust with people being friendly and keen to interact with them. Stier (2003) also
reflected on student’s experiences, finding that arriving in a new culture can bring
about feelings of disorientation, insecurity or anxiety after leaving home. It may have
helped them to adjust more if they had a host family or someone to talk to about
these feelings in order to help them adjust more easily.
b) Comparisons of education systems in host countries and the UK.
For Question 6, participants were asked ‘How did the education systems in this
country compare to the UK?’Key themes and many similarities were found in both
participants’ answers given to questions. For example, in the answer to this question,
participant 1 (P1) commented:
“...The education in America was more demanding as more work was set each
week”.
Participant 2 (P2) stated that
“More readings and homework were given each week in America, rather than the
bigger assignments set less frequently in the UK. More fieldwork opportunities were
given and more appropriate lessons aimed at education careers”.
This may link in with a study by Trahar (2007) who found that additional resources or
extra classes needed for many international students are often lacking. This could be
a reason why these students found the work in the USA more demanding, it could
also be to do with the fact that they did not feel completely adjusted to the country.
20
c) Opportunities offered to students from a study abroad exchange
programme.
In Question 7 ‘What opportunities do you think the study abroad programme offered
to you’, both participants’ answers were similar. They both discussed similar
opportunities offered, P1 and P2 answers both including variations of the following:
“engaging in different cultures, the chance to meet others from different countries or
backgrounds and the opportunity to socialise more or gain confidence.”
The gain in confidence that participants commented on is supported by Jia et al.
(2011), who discussed how study abroad exchanges can shape students attitudes
while helping them gain confidence in world travel.
d) Challenges offered to students from a study abroad exchange
programme.
Both participants also gave similar answers to Question 8, discussing similar
challenges faced, such as the “slight difficulty getting used to the host country and
the big difficulty found in returning home and leaving new friends behind.” This
relates well to research by Stier (2003) who discussed how returning home can also
make students feel like they have matured and changed whereas people at home
have stayed the same, making them feel like no-one understands them.
e) Recommending the experience to others.
When being asked in Question 9 if they would recommend this experience to other
students, both participants were in agreement. P1 said:
“You learn so much about yourself .... It gives you a chance to engage in a different
culture ... and meet other people from all over the world.”
This links in to one of the aims of the study: identifying student’s perceptions on
whether their lives have been transformed culturally. It also supports research by
Jurgens and Robbins-O'Connell (2008), who discussed how opportunities to
experience different cultures can provide students with a greater understanding of
diversity. Students may gain a better understanding of diversity through socialising
with people from other countries.
21
f) How study abroad exchanges transform student’s lives in the
following ways: academically, socially, culturally and emotionally.
Question 10 focussed on identifying how the students on study abroad programme
felt in terms of the transformation that might have occurred academically, socially,
culturally and emotionally. Academically, both students stated that they “learnt
organisational skills including how to balance the workload with socialising and other
activities.” Socially, both students said that they spent more time socialising in order
to make the most of their short experience; this made them both feel more confident.
Culturally, they both gained a better insight into other cultures and people from
different backgrounds than themselves. Emotionally, both participants found it
difficult to get used to a place and then having to leave that special place, friends
and memories behind.
This question also links into the aim of identifying student’s perceptions on whether
their lives have been transformed academically, socially, culturally and emotionally.
g) Influences on career decisions.
Question 11 brought about a different response from participants, with the question:
‘Do you think that this experience has influenced your career decisions?’ Participant
1 stated:
“Yes, It has opened up doors for me and given me more opportunities. It has given
me a chance to think about what I want and made me think about different careers
available other than solely teaching”.
Whereas, Participant 2 answered:
“No, I always planned to be a primary school teacher before I went on the study
abroad programme”.
This shows that people can respond differently to study abroad programmes and it
can affect different areas of people’s lives.
22
h) Skills and experiences gained from exchange programmes.
The final question focussed on identifying whether going on an exchange gave
participants extra skills and experiences which would be helpful for future job
opportunities. Both participants agreed that they now had experience of “adapting to
new places, socialising with diverse groups of people, experience of other countries
education systems and have gained independence.” This relates to research done
by Jia et al. (2011) who argued that studying abroad can improve student’s
openness to diversity along with appreciation of other cultures. British Council (2012)
also stated that a study abroad ‘is an opportunity to stand out in the job market.’ With
the extra skills and experiences the participants said they had gained, they possibly
would stand out more which would help in job opportunities.
3.3 Interview Findings.
Participant 1 also took part in a telephone interview. This was a follow up interview
after the questionnaire. Most of the answers related to those given in the
questionnaires. The questionnaire was done in order to expand on some topics
discussed in the questionnaire.
a) Reasons for taking part.
When asked what the reasons were for wanting to take part in a study abroad
programme, the response given focussed on the exposure to the variety of
experiences. The participant said:
“I wanted to experience another culture. An adventure, to see what studying abroad
is about. To meet new people and become more confident...”
This links in to literature by Jia et al. (2011) who argues that studying abroad can
improve student’s openness to diversity along with appreciation of other cultures. It
could be that students that participate in a study abroad experience actually wish to
learn about other cultures and therefore purposefully socialise more with other
international students, making them more culturally aware.
23
b) Recommending to others.
When asked whether participant 1 would recommend this experience to other
students, the participant agreed, commenting:
“Because you not only meet others and experience a different way of life, but you
also develop within yourself. It gives people a chance to learn different things about
education, cultures but most importantly, to learn about themselves and what they
want to do in life.”
This supports literature by Salisbury et al. (2010) who found that study abroad
students found that their experience informed their search for postgraduate
employment and or experiences. This could be because this experience gives
students the chance to be away from home and an opportunity to think about other
opportunities that are available to them.
c) Opportunities and challenges.
After being asked if participant 1 felt that this experience gave more opportunities or
more challenges, the participant answered:
“Well, I think more opportunities. Personally, I found to have developed in the way I
look at my own life, it gave me a chance to balance work life with social activities.
There weren’t many challenges apart from settling in, getting used to the language
and having to leave to go back home. For me, the opportunities outweighed the
challenges”.
The opportunities outweighed the challenges and this was what the researcher found
in the literature. Another opportunity stated by British Council (2012) is that a study
abroad ‘is an opportunity to stand out in the job market.’ It could be that the
researchers prior knowledge and experience in studying abroad may have
determined what type of literature was discussed, therefore subconsciously
focussing more on opportunities than challenges.
24
d) Improvements.
When asked if there was anything about exchange programmes that the participant
feels needs to be changed in order for students to get the best out of this experience,
they answered:
“Yes, I feel that it is very expensive, especially taking part in your third year, you do
not get any financial help. Although if you take part in your first or second year, you
can get a grant or help towards flights and other costs. Also, I feel that students
should be told that they can study any modules they like as long as these have some
relevance to their degree programme. It is important that students get a chance to
submerge themselves in the other countries education systems in order to learn the
most from their experience. I personally learnt so much from the modules that I was
able to choose rather than the ones I was told to choose.”
This answer links in very well with research by Stier (2003) who suggested that
student’s should be encouraged to choose study abroad modules that they are
interested in rather than courses that they could take at home, otherwise what is the
point of academic exchange programmes. It also supports Garver (2007) who found
that one of the most important determinants of student preference for different study
abroad host institutions was the cost of the whole experience.
Research by suggests that females have a positive view of the study abroad
programme and this was found to be the case in the present study too.
25
Chapter 4: Conclusions.
This chapter focuses on the impact of the findings, the impact of the research study
on the researcher, limitations of the study and recommendations for future research.
The results of the study revealed that there were many opportunities offered by
exchange programmes and that participants felt that these opportunities outweighed
the challenges faced by taking part in an exchange. The findings also revealed that
there were few challenges faced by these students when studying abroad. Both the
questionnaire and interview also brought to light how the study abroad experience
enriched the students academically, socially, culturally and emotionally.
It is especially interesting from the study’s findings that the participants both found
that they gained a better insight or understanding into many other cultures during
their study abroad. This is helpful, especially for those wishing to work with children,
in order to try to understand and work with to the best of their ability, those from
different backgrounds than themselves. It would also help the children feel more
comfortable if they could relate in some way to their teacher.
Research has been found which involved student’s own opinions or perceptions on
the challenges and opportunities they faced during a study abroad exchange
programme. This research project was worth undertaking in order to find out what
the students who have taken part in these experiences feel about studying abroad
and whether this is a worthwhile experience overall. The findings of the present
study indicated that both participants enjoyed the experience and would recommend
it to others. This is in confirmation with what the researcher found while reviewing the
literature that most of the studies such as one by Salisbury et al. (2010) finding that
study abroad students found that their experience informed their search for future
experiences, focussed on the merits or opportunities offered by the study abroad
programme and very few discussed the disadvantages. It could be argued however
that lack of literature does not confirm that there are limited disadvantages. After this
case study, not many challenges were found by these participants either. Therefore,
it may be that more participants are needed, including those who have studied in
different host countries in order to find more challenges or difficulties faced by taking
part in an exchange.
26
Reflection of the research process.
The questionnaire seemed to go very well, with participants answering every
question in detail. The interview however didn’t go as well as planned, with the
participant needing prompts to some questions. This could have been due to the
wording of questions. If this was to be done again, doing a pilot study for the
interview may have been worthwhile in order to find out if the questions worked well.
The researchers past experiences did not seem to have affected the way the
research was carried out or the wording of questions. A major limitation to this study
is that there were only two participants that took part in the questionnaire and only
one of these who took part in the follow up interview. This is a very small sample of
the population. It also makes it difficult to relate these findings to the majority of
education studies students who have studied abroad. If there was more time
involved in this research study, more participants may have taken part. Although,
there was only a small sample of people that could have taken part in this study due
to it being limited to education studies students only. However, overall, this research
study went well, with nothing major going wrong during or after the study.
As a researcher, I found that the research process can be a long process that takes
a lot of time, especially in planning and implementing the research instrument. The
research itself enhanced my understanding about exchange programmes, it made
me realise that exchange programmes can have a significant impact on the students
taking part in terms of different areas of their lives. The research also linked in to my
own experiences of studying abroad, making me realise that most students find it a
worthwhile experience and also find it difficult to return home after their time spent
abroad.
Recommendation for further research.
In the future, this research project could lead to a bigger piece of research. The
research could involve interviewing senior people involved in UK university degree
programmes, to find out whether education systems run better in certain countries.
During the participant’s and researcher’s time spent abroad, considerable
differences were found in higher education systems and the way degree
programmes were constructed. Therefore it would be interesting to find out how
senior people feel about degree programmes in the UK and abroad. Another
27
recommendation for future research would be to interview international students who
have studied on an exchange to the UK. What did they feel about the UK education
system? Were any differences found in opportunities offered and challenges faced
compared to those studying on an exchange to other countries?
Final Conclusion.
In conclusion, the present study found some opportunities offered to students and
some challenges faced by students during a study abroad experience. It also
discussed how student’s lives can be transformed in many ways, including
academically, socially, culturally and emotionally. This supported literature which has
been discussed which also focussed on some of these areas. The present study
focused on students own opinions and thoughts on exchange programmes, which
were not always considered in the literature found. Therefore this was a worthwhile
study in order to find out more about what students feel about their own experiences
studying abroad. Recommendations for future research have also been discussed
during this research study.
28
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Appendices.
LIVERPOOL HOPE UNIVERSITY
RESEARCH CONSENT FORM
Title of research project: Education Studies students on exchange programmes:
Opportunities and Challenges.
Name of researcher: Helen Dawson
1. I confirm that I have read and understand the information sheet for
the above research project and have had the opportunity to ask
questions
2.
Yes No
I understand that my participation is voluntary and that I am free Yes No
to withdraw at any time, without giving any reason.
3. I agree to take part in this research project.
Yes No
Yes
4. I am aware that research forms a part of the large scale funded HEA
research project and some of the data provided here might be
shared in conferences and used for publication. I agree to allow this
data being used for such purposes.
Name of participant:
Name of researcher:
Signature:
Signature:
Date:
Date:
32
No
LIVERPOOL HOPE UNIVERSITY
RESEARCH INFORMATION SHEET
Outline of the research
The present research study will explore what challenges and opportunities being on an
exchange programme offers to education studies students. It explores students’
perceptions on whether being on study abroad programmes influences the students
academically, socially, culturally and emotionally by virtue of being exposed to a
different education system. The present study is part of the large-scale funded HEA
project ‘International Experience for Engaged Global Citizens in Education’ and some of
the data provided might be used in the writing up of the research report for the project.
Some of this data will also be disseminated in public forums for example in conferences
and used for publication in journals.
Who is the researcher?
Name: Helen Dawson
Institution: Liverpool Hope University
Contact details: 09009536@hope.ac.uk
What will my participation in the research involve?
Your participation will involve answering a questionnaire which should not take longer
than fifteen minutes and possibly participation in a telephone or online interview using
Skype which should not take longer than fifteen minutes.
Will there be any benefits in taking part?
The research will give students the chance to share their experiences about the
opportunities and challenges offered by exchange programmes. The study might give
some insight to students who aspire to go on exchange programmes and about the
possible opportunities offered and challenges that they might face by going on such
programmes. It will give the researcher a further understanding of the research process
in general. The study being part of a large scale funded HEA project might offer valuable
information and database which might inform shaping of how such experiences can be
simulated for students who can’t go on such programmes due to various constraints such
as personal, academic and others.
33
Will there be any risks in taking part?
The participants might have to give up some of their time to do questionnaires and to
participate in an online interview but care will be taken that this is arranged at a time
convenient for the participants. Some of the participants might not feel comfortable with
the use of technology used for interviewing but appropriate arrangements will be made
to make reasonable adjustments to ensure that interviews are done via a media they are
comfortable with.
What happens if I decide I don’t want to take part during the actual research
study, or decide I don’t want the information I’ve given to be used?
The participation in this study is voluntary and you have the right to withdraw from this
study at any point until the writing up of this research project and published outcome of
the HEA project. If you do wish to withdraw email me at 09009536@hope.ac.uk. Any
data provided by participants will be removed from the study and destroyed if the
participants do decide to withdraw.
How will you ensure that my contribution is anonymous?
No information will be requested which might reveal the identity of the participants in
any way. Any data provided will be kept in a locked cupboard and password protected
files on a secure computer. The researcher will only share the data with her supervisor
and other members of the HEA project. Even when writing up the report or writing up for
published outcomes for the HEA project care will be taken that nothing is written which
might reveal the identity of the participants.
Please note that your confidentiality and anonymity cannot be assured if,
during the research, it comes to light you are involved in illegal or harmful
behaviors which I may disclose to the appropriate authorities.
34
Study Abroad Exchange Programme Questionnaire.
1) Are you currently studying education studies? Please circle the correct answer.
Yes
No, I have graduated
2) What academic year did you take part in a study abroad exchange?
First year
Second year
Third year
3) For how long did you take part in a study abroad exchange?
One semester
(Was this semester: From September or From January )
or
A full year
4) Which country did you go on an exchange to?
5) How well did you adjust to studying abroad in this country? Please mark with an X
on a scale from 1 to 10, 10 being very well adjusted, 1 being very difficult to adjust.
1
2
3
4
5
6
7
8
9
10
6) How did the education systems in this country compare to the UK? Please circle
the correct answer.
a)
b)
c)
d)
e)
The same
Similar
Different
Completely different
Not sure
Please explain your answer.
35
7) What opportunities do you think the study abroad programme offered to you?
8) What challenges did you face as an education studies student studying
abroad on an exchange programme?
9) Would you recommend this experience to other students?
Yes
No
Why? Please give reasons for your answer.
36
10) Do you feel that your life was transformed in the following ways from
experiencing a study abroad exchange? Please explain in as much detail as you feel
is necessary.
a) Academically
b) Socially
c) Culturally
d) Emotionally
11) Do you think that this experience has influenced your career decisions?
Yes
No
Why and how? Please give reasons for your answer.
37
12) Do you believe that going on an exchange has given you extra skills and
experiences which would be helpful for future job opportunities?
Yes
No
If yes, please specify the skills you might have developed.
Thank you for taking the time to fill in this questionnaire, if you have any questions or
queries please don’t hesitate to ask.
38
Interview Questions.
1) What were your reasons for taking part in a study abroad exchange?
2) After going on an exchange, would you recommend this experience to other
students? Why?
3) Do you feel that this experience gave more opportunities or more challenges?
4) Is there anything about exchange programmes that you feel needs to be
changed in order for students to get the best out of this experience?
39