Running head: STUDY ABROAD RETURNEE SERVICES
Study Abroad Returnee Services:
Research and Assessment on Study Abroad Programs
at the OSU Peer Institutions
for Education Abroad Returnees and Alumni
Tomomi Kurosaki
Oregon State University
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Abstract
The intention of conducting this research is to find out how study abroad offices could
better serve our education abroad returnees/alumni and write a proposal for practice that Oregon
State University could adopt. This research document describes current study abroad trends,
advantages of study abroad, potential barriers to successful education abroad with a focus on one
question: “what are the best practices that OSU peer institutions have been conducting for
education abroad returnees/alumni?” All of the information was collected from OSU and OSU
peer institutions, and data were focused on education abroad returnees/alumni population
regarding programming, interaction with student groups, social events, etc.
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Introduction and Purpose
Numerous colleges and universities including my school, Oregon State University,
emphasize global education and send out students to foreign countries, so that they can gain
unique experiences that they would not be able to have in the United States. Studying abroad
allows students not only to develop their foreign language skills but also impacts on various
aspects: facilitate students’ personal growth, accelerate their intellectual growth, enhances their
intercultural awareness and understanding of their own culture, and contributes to their
professional development. I believe that those experiences are priceless and must be understood
in effective ways after students return to the U.S., so that students would be able to maximize
their opportunities even away from their host countries and stay involved in global education.
As I closely work with study abroad services professionals, I came to understand that it is a
student affair professionals’ responsibility to provide products and services for those education
abroad returnees/alumni populations and assist them to remain active in intercultural
relationships.
In order to gain knowledge in education abroad programs in the U.S., I am conducting
research on OSU's peer institutions to investigate the programming and services they offer their
education abroad returnees/alumni populations. Each peer institution has their own support
programs for those returning students/alumni. In my opinion, it is valuable to know what other
schools provide in terms of activities and educational programs for returnees/alumni, so that
student affair professionals would be able to create or adopt support services for them if
necessary. Therefore, my research question is “what are the best practices that OSU peer
institutions have been conducting for education abroad returnees/alumni?” Answers of this
question would be able to guide OSU to create better support programs for the student
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population and optimize their study abroad experience when interacting with students from
diverse backgrounds, applying for a job and/or graduate school.
I have three (3) reasons for the significance of the research question stated above. First:
it is important to learn about the OSU International Degree & Education Abroad (IDEA) returnee
services program regarding programming, interaction with student groups, and social events. It
is essential to assess our own program and know what kinds of activities and/or organizations
OSU education abroad returnees/alumni have been involved in. In my opinion, having a great
understanding of my own school programs is critical in order to compare and contrast support
services with other universities and colleges. Also, knowing this student population’s demands
would help to develop the IDEA and provide better services.
Second: this research and assessment paper would benefit student affairs professionals
who work in study abroad programs, since it would reveal what programs and services other peer
institutions offer and how those are accessible, acceptable, and useful for education abroad
returnees/alumni. It is important to gain knowledge in the field and learn other university
structures, since they vary in numerous ways. Each university is unique, and their students’
background could be different. Knowing various types of service delivery models would be
advantageous to student affair professionals
Third: by comparing all of OSU peer institution services, it is possible to find out best
practices to make a proposal for practices that OSU could adopt. Currently, there are no staff at
OSU who are dedicated to working just for education abroad returnees/alumni populations. By
giving my proposal to OSU, many student affair professionals may realize how important it is to
provide more services to support education abroad returnees/alumni and consider creating a new
position for the returnee programs. Having the new student affair worker who is dedicated to
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support returnees/alumni would make the IDEA program more accessible for those returnee
populations, encourage those students to stay involved in global education, and create an
opportunity for IDEA to get more funding to operate returnee service programs.
With these significant reasons, I see the importance of conducting research on OSU
peer institutions and investigate their support programs for education abroad returnees/alumni.
Adopting best practices I find throughout this research would benefit both the OSU IDEA and
education abroad returnees/alumni and increase global citizens in Oregon.
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Literature Review
Studying abroad significantly impacts student life and sometimes changes a whole
perception of the world and oneself. Throughout education abroad, students may make life-long
friends in foreign countries, become aware of importance of globalization or internationalization,
and mature as a person. I collected important information of study abroad programs in higher
education in order to provide a full picture of current situation of study abroad programs in the
U.S. This chapter explains current study abroad trends, advantages of study abroad programs,
potential barriers to successful education in foreign countries, and importance of assessments for
study abroad returnees/alumni.
Current Study Abroad Trends
There are many who believe that the primary purpose of study abroad is acquisition of
foreign language proficiency; however, I found out that study abroad is now tightly connected
with academic programs, and it’s directly supportive of students’ major (Heitmann, 2008).
Study abroad is not just for foreign language major students but also for all students in any
majors, and it provides opportunities for them to gain richer understanding of their major.
According to Open doors (2011), 270,604 U.S. students studied abroad in 2009/2010
academic year for academic credits with an increase of 3.9% over the previous year. The
number of American study abroad program participation has been rapidly increasing, and it
tripled over the past two decades (“Open doors,” 2011). Historically, study abroad program
participants mainly focused on the art and humanities and gain education in Europe; however,
the trend had been changed. In the recent years, students have been studying abroad in more
destinations (Goodman, 2012). The chart below shows where and how many U.S. students are
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studying abroad. According to the research by Institution of International Education, the number
of study abroad students in the following areas had a double-digit increase: Peru, South Korea,
Chile, Denmark, Argentina, South America, and Netherlands (Goodman, 2012).
Figure 1. US study abroad students' destinations. Reprinted from “International education as an institutional priority,” by A.E.
Goodman, 2010.
Also, education abroad students’ interests of study broadened, and the top three fields of
study for American study abroad students in 2009/2010 was social science (22.3%), business
management (20.8%), and humanities (12.1%) (“Open doors,” 2011). As for duration of study
abroad, short term programs (summer or eight weeks or less) is the most popular among
students, and in 2009/2010 academic year, 56.6% of study abroad participants chose to study
abroad for a short period of time. The percentage of mid-length (one or two quarters or one
semester) program participants was 39.4%, and long term (academic or calendar year)
participants was 3.9% (“Open doors,” 2011). Each year, U.S. universities and colleges are
sending more and more students abroad, and the study abroad programs in higher education are
an essential asset for students to gain unique experiences out of classrooms and universities.
According to these facts, it’s obvious that the number of study abroad students has dramatically
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increased. Its number is proportional to the number of returnees/alumni; therefore, I see the
rapid increase of demand for returnees/alumni support programs.
Advantages of Study Abroad
Study abroad programs assist students to achieve optimal results in the acquisition of
foreign language. As a result of education abroad experience, students’ ability to write and
speak a foreign language has dramatically improved (Ingraham & Peterson, 2004). To develop
foreign language proficiency, it is a great help to be learning a language in a country where it’s
spoken, spend time with local students, and live with a host family. Students who study abroad
often mention how excited they are that they are able to communicate in a foreign language
(Ingraham & Peterson, 2004). This fact of being able to talk in another language assists students
to be confident and get around in a new setting. Also, studying abroad contributes to desires to
learn a foreign language. Students’ motivations tend to get stimulated in a foreign country, they
learn new vocabularies much quicker (Ingraham & Peterson, 2004). The inspiration usually
continues even after students return, and they keep studying in the language they learned while
studying abroad.
Another benefit of studying abroad is a large impact on personal growth. According to
the research by Ingraham and Peterson (2004), I found out that some of this effect has nothing to
do with ‘abroad’ part of study abroad, but meeting new friends, taking intensive courses, and
living in an unfamiliar setting would affect students’ personal growth. Some specific effects are
“increased punctuality (to avoid being left behind), a desire to learn another language, an
appreciation of art” (Ingraham & Peterson, 2004). Many students study abroad to gain
knowledge and improve their language skills, but instead most come away realizing more about
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themselves than anything else. Study abroad programs can provide opportunities to reflect a
student’s own self and become a more sophisticated person.
Another significant outcome from studying abroad is increased intercultural awareness.
Students in the U.S. have many chances to meet people in different cultural backgrounds or
participate in various cultural activities, and study abroad students receive opportunities to gain
an ability to understand and adapt to cultures other than their own. Also, as a result of
comparing their own culture to the host culture and from looking at it from outside, they
understand their own culture better (Ingraham & Peterson, 2004). Another important area of
intercultural awareness comes from the experience of being a minority or being identifiable as
different from most people (Ingraham & Peterson, 2004). Especially European Americans tend
to experience this, and most of them get cultural shocks because they rarely have opportunities to
go to areas where White is not a dominant race. When studying abroad, the country where
students visit could be dominated by Asian, Hispanic, or Black, and it may be a first experience
for European Americans to feel isolated since it’s hard to find people with the same race and/or
ethnicity. This experience helps them to understand what it is like to be the minority in the U.S.
and understand the importance of diversity development. Also, I found out that education abroad
participants show more awareness of global issues than that of non-participants (Hendershot &
Sperandio, 2009). They have many opportunities for constructive encounters or engagement with
those who are very different such as experience of critical incidents, challenging or defining
moments referred to as ‘ah-ha moments’ (Hendershot & Sperandio, 2009). Those experiences
affect students’ perspectives toward globalization, and they are able to develop global citizen
identities during study abroad.
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In addition, education abroad has the potential impact to change career decisions and
develop professionalism. Not only gaining education experience is good to add on a resume but
also students are able to gain important skills to work in a global setting after graduation. Those
students who studied abroad tend to have a better understanding of foreign career options, an
increased confidence in asking questions in a setting where English is not a primary language,
the knowhow to handle oneself in a professional setting, and an increased exposure and applied
knowledge that might increase the students’ marketability (Ingraham & Peterson, 2004). Also,
students who visited developing countries are able to see and experience a different lifestyle and
gain a new perspective on the global economy. For example, one student had a study abroad trip
to Ecuador and her topic of interest was microfinance. She found a contradiction of using
microfinance in developing countries after seeing how people would secure a microfinance loan
to buy a television when they didn’t have any electricity. She said,
“I [originally] thought microfinance was the most incredible thing that would bring
people out of poverty, but really it could bring more people into poverty …that just kind
of changed my whole perception of what development is and does it really work”
(Hendershot & Sperandio, 2009, p. 49).
Study abroad experiences have been eye-opening for many students, and students are able to
gain precious lessons from the trips. Another amazing fact of study abroad programs that I
found is that a great number of education abroad participants hold higher Grade-Point Average
(GPA) than that of non-participants at graduation (Ingraham & Peterson, 2004). It appears that
many study abroad students would have unlimited opportunities to be successful after they
graduate, and they may be able to gain a job outside of this country.
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Study abroad experiences could provide opportunities to meet new people from different
backgrounds and students who have the same interest in topics such as internationalization.
Some students form a group with the same destination and share information and prepare to live
abroad.
Hendershot and Sperandio (2009) reported that students in the same study abroad
group tend to develop into a cohesive unit, grow to love, and respect each other. As a result of
the study abroad program, students formed a learning community. It’s a closely knit group of
students and faculty members who share with and learned from each other. They engage in
many international programs and activities and stay involved in international education
throughout their whole lives. The trips provide opportunities to get out of classrooms and
connect with different cultures from theirs in ways beyond those experienced by tourists.
Universities offer various types of education programs abroad, and students consult with
study abroad advisors and decide which program suits them the best. Program lengths vary, and
most students are able to pick the length of study abroad on their own. The length of program
affects many students’ development. Ingraham & Peterson (2004) state that it is evident that the
longer the program the stronger the post-program response especially regarding personal growth,
intercultural awareness, and academic performance. Also, they found that regardless of program
length, all of participants in study abroad programs show relatively strong sense of
interculturalism and personal/intellectual growth (Ingraham & Peterson, 2004). Therefore, a
long-term program is preferable, but short-term would also benefit students to broaden their
horizons.
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Potential barriers to successful education abroad
Even though education abroad programs offer tremendous opportunities for students, I
predict some risks and frustrations that can occur during their stay in foreign countries. Study
abroad students may have conflicts between the social opportunities and the academic
obligations presented on a study abroad program (Ingraham & Peterson, 2004). In addition,
there are alcohol and soft drugs available in some foreign countries, and there would be some
compelling peer pressure from one’s traveling companions and/or local students. The pressure
could weaken students’ academic commitment (Ingraham & Peterson, 2004). Education abroad
students must have strong will to conquer those temptations and make their experience in foreign
countries successful.
Some students may be concerned for their mental health abroad, because sometimes it is
very stressful for some to live in a different setting and meet new people. Withdrawal from
others, feeling down, and generally not enjoying life can be signs of initial culture shock, but it
can be a symptom of depression (Lucas, 2009). Another case of mental health problems abroad
occurs when students do not report their mental concerns before departure (Lucas, 2009).
Students are afraid that they will reduce their chances of being accepted to study abroad if they
report a mental illness on a medical screening form. It is essential to support students abroad
regarding mental disorders, so there are some resident directors of study abroad programs
providing basic counseling themselves. Also, some education abroad programs provide
telephone access services for emergencies (Lucas, 2009). It is good to promote the potential
benefits of study abroad, but students must be aware that a life-changing experience abroad
could be also challenging and a lot of work and stress.
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Another reason why students hesitate to study abroad is cost. At some universities and
colleges, students who participate in education abroad programs must maintain their full-time
student status and pay regular tuition fees (Heitmann, 2008). Other schools require students to
submit official leave of absence while they study abroad and pay host institution fees and a
processing fee to their home institution (Heitmann, 2008). At other institutions, students remain
enrolled at their home institutions, but are charged host institution fees as well as a processing
fee for their home school (Heitmann, 2008). In addition to those fees, living cost may be higher
in some regions, and studying abroad can be expensive. However, financial aid can help those
students to reduce their financial burdens (Heitmann, 2008). It is highly recommended for
students to contact financial aid offices while consulting with study abroad coordinators.
As the number of students who go to university and college grow, so will the demand to
provide services for variety of students. The education abroad office must meet the demand and
provide appropriate accommodations. The number of students in post-secondary that selfreported a disability rose from 2.3% in 1978 to 9.8% in 1998, and the number keeps increasing
(Williams, 2009). Students with disabilities require more detailed information abroad before
deciding if studying abroad on that program can be suitable for them. Moreover, there are many
underrepresented students, such as students of color, students with disabilities, and LGBTQ
students, and over traditional age students. They are interested in studying abroad, and they tend
to face difficulties to find out which programs meet their accommodations and provide supports
they need abroad (Williams, 2009). In order to meet this increased demand to provide for a
variety of students, study abroad offices must expand oversea opportunities and offer special
accommodations.
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Importance of Returnee Programming
Despite several potential difficulties abroad, the number of students who gain education
in foreign countries has been increasing. Those students are ambitious to learn a new language
and gain unique experiences, which would benefit them to grow academically and personally.
To respond to the increased interests in study abroad programs and offer suitable
accommodations for all, education abroad offices must assess students’ outcomes, measure how
well students are reaching their outcomes and keep modifying their programs to offer better
support each year. Also, it is essential for study abroad offices to maximize education abroad
returnees/alumni’s experiences in foreign countries and keep their interests in
internationalization. The study abroad office must be proactive on these aspects and provide
numerous support and events/activities for those student populations.
Oregon State University has many peer institutions, and each of them may offer different
services to education abroad returnees/alumni population. It is important to know what other
institutions offer for the student populations, so that potentially the OSU International Degree &
Education Abroad (IDEA) would be able to adopt some of the outstanding services that other
schools offer and meet the increasing OSU students’ demands.
Summary
In summary, the number of education abroad students in higher education has been
dramatically increasing. Even though students may encounter a few potential barriers to
successful study abroad such as costs and health risks, there are tremendous advantages of going
abroad and gaining education. Education abroad returnees would improve foreign language
proficiency, personal/academic growth, and professionalism. More and more those students seek
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for opportunities to go back abroad for internships and/or jobs, and it is essential for study
abroad offices to provide support services and recourses.
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Research Method
This study utilized a qualitative survey method to inform the research question: What are
the best practices in study abroad programs? Again, the purpose of this research was to identify
trends in international education and study abroad programs in order to inform study abroad
office workers about OSU’s practices related to study abroad programs. There are five sections:
(1) Sample, (2) Data Collection, (3) Interview Question, (4) Institutional Review Board, and (5)
Summary. The results of the survey will be compared and contrasted to OSU’s practices. As
mentioned above, it is useful to compare and contrast program performances and support
systems with other institutions with similar characteristics.
Sample
The office of the provost maintains a list of peer institutions that are considered to have
comparable services and programs. This provided a convenient list of universities to sample.
Below is a list of the institutions that were selected for this study:
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Table 1: List of the surveyed institutions and their locations
1
Arizona State University
Phoenix, Arizona.
2
Auburn University
Auburn, Alabama
3
Clemson University
Clemson, South Carolina
4
Colorado State University
Fort Collins, Colorado
5
Iowa State University
Ames, Iowa
6
Kansas State University
Manhattan, Kansas
7
Michigan State University
East Lansing, Michigan
8
North Carolina State University
Raleigh, North Carolina
9
Oregon State University
Corvallis, Oregon
10
Purdue University
Richmond, Indiana
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University of Oregon
Eugene, Oregon
12
Washington State University
Pullman, Washington
All of the universities I researched are 4-year public schools. They are relatively big
universities, and they all have study abroad offices. Internationalization is a strong focus at the
institutions, and students are able to choose their education abroad destinations and programs
among numerous choices. Each study abroad office has a director, advisors, administrative
assistants, and student workers. They have quite similar mission statements, and all of them
emphasize creating and translating knowledge to meet global and societal needs and providing
experiential learning opportunities that engage students and citizens for the world.
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Data Collection
To conduct qualitative surveys, I visited each university’s website, obtained study abroad
directors’ e-mail address and phone numbers, and contacted them to collect data. A first step
that I took was to browse OSU peer institutions’ websites to gain a basic knowledge about their
returnee programs. After understanding a fundamental program structure and their services, I
contacted all of the study abroad directors via e-mail to gain more details of their programs. If I
didn’t hear back from them in a couple of weeks, I followed up via phone.
Interview Questions
The directors were asked to describe their services and programs they are offering for
education abroad returnees/alumni regarding programming, interaction with student groups, and
social events, and explain how beneficial those are for the student population. Some directors
were able to come to the Northwest Returnee Conference held in Portland on February 11, 2012,
and I interviewed them in person.
I asked open-ended questions within the survey. This qualitative survey method allows
respondents to voice their opinions and ask what they feel is important in their study abroad
programs. These questions included:

Are there any full-time staff who are dedicated to work for returnee services? If
not, is there anyone whose partial FTE is devoted to returnee services? What is
the percentage?

Could you share information on services that the program has been providing to
the students who studied abroad?

How have your services been benefiting returnees/alumni?
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
Please describe problems or issues with support services if they have any.

Could you provide me with any suggestions to create better study abroad
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programs?
The first question reveals if any OSU peer institutions have any staff who are dedicated
to work with returnee/alumni population. The second question is asked to collect data regarding
returnee programs that OSU peer institutions currently hold. It was purely for the information
collection purpose, whereas, the third question was asked to hear study abroad directors’ and/or
advisors’ opinions on their programs that they have been offering. By being asked the third
question, directors and/or advisors gained an opportunity to evaluate their own program and
assess its effectiveness. After directors and advisors assessed their program, they were asked to
describe any problems or issues within their program by the fourth question. If they do not have
any problems at this moment, they could skip the fourth question. The last question was asked to
reveal any potential improvement within study abroad programs.
Ten out of twelve study abroad directors were not able to respond back to my call and/or
e-mail, but they forwarded my inquiries to other faculty members who primarily work with
education abroad returnees, and they were able to answer my questions. Also, each university
has website information available for their study abroad program, and the website sufficiently
provides information on their services/activities, which was used to collect data as well. All of
those websites were user friendly, and it was easy to find the information that I needed.
Institutional Review Board
Use of the Institutional Review Board (IRB) was taken into consideration for this
research to protect human rights and welfare of research subjects. The IRB has a partnership
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with sponsors, CROs, institutions, and researchers to promote scientifically and ethically sound
research, and they have been providing ethical reviews of research and related services since
1993 (IRB, 2012). The IRB approval is essential to obtain prior to research; however, my
qualitative survey was exempt. I contacted the OSU IRB office, and they provided me with a
research and engagement determination form. The document is intended to assist researchers
and the IRB in determining whether or not a project involves research with human subjects. I
submitted the form to the IRB, since I thought my project did not require the IRB review. After
the IRB’s careful consideration, it turned out that my research did not require the IRB review.
Therefore, this research was not conducted under the IRB policy, but the rights of all the OSU
peer institution directors and OSU study abroad returnees whom I contacted were still protected.
Summary
To sum up, this research entails a qualitative survey method to reveal best practices in
study abroad programs for education abroad returnees/alumni. I asked open-ended questions to
OSU and OSU peer institutions to gain detailed information on their support programs. The IRB
was not used for this research, since it was exempt.
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Data Analysis and Findings/Interpretations
Throughout research, I discovered recent popular activities/events and evaluation process
for education abroad returnees/alumni. There are four trends within study abroad programs, and
those are (1) conducting pre- and post- surveys, (2) hosting a photo contest, (3) offering an
opportunity for returnees to become peer advisors, and (4) organizing an international student
club.
Pre- and Post- Surveys
Most universities conduct a post survey for the student population. The survey includes
questions regarding student information, overall experiences, academic evaluation, preparations
for going abroad, on-site support, culture learning, outcomes, and advise for future students.
Some universities require pre- and post- evaluations to see how students’ academic level and
cultural awareness have changed during study abroad. Conducting both pre- and post- surveys
provides a great comparison in personal growth.
Photo Contest
Another trend is a photo contest. Annually study abroad offices hold the contest, and it
provides opportunities for study/intern abroad returnees and alumni to share their pictures they
took in foreign countries. Those pictures are usually hung up in a public room, and prizes will be
awarded. It works as a recruitment tool to invite more students into study abroad programs, and
the majority of institutions that I researched hold this contest every year.
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Peer Advisors
Education abroad returnees/alumni have opportunities to become “peer advisors” (some
other universities call them “study abroad ambassadors”). Those advisors are responsible for
internationalizing their institutions, aiding and providing valuable information to students who
wish to study abroad, and creating a community to share their international values and
experiences. Most universities offer study abroad introductory sessions, and most of them are
run by those peer advisors. The session is usually required before making an appointment with a
study abroad advisor, and peer advisors would provide the information for students to get started
with the study abroad process, learn about program options, financial aid information, and how
to transfer credits from foreign universities. Also, they share their education abroad experiences
with students to give a big picture of what it will be like. They also work in the study abroad
office as receptionists and assist students who are planning on studying abroad.
International Student Club
Last but not least, many universities have a student club to provide an environment for
education abroad returnees/alumni to connect and share their experiences they gained in foreign
countries. Students in the club have interest in their global education and future work, and it
would benefit them to build international networks through activities and events. Oregon State
University education abroad returnees/alumni formed the Study Abroad and Global Learning
(SAGL) Club recently, and their goals are:

Provide networking among students who have done or are interested in study abroad
experience(s) and global learning

Learn about applying international experiences to education and career opportunities
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
Promote awareness of global issues and cultural diversity on and off campus

Provide increased support and connection between students interested in study abroad
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and the International Degree and Education Abroad department at OSU ("Organization
dashboard," 2012)
Student clubs for those student populations at other universities have similar mission statements,
and they offer a space to network and socialize with students with similar interests and goals.
Summary
Currently, OSU and OSU peer institutions offer various services for study abroad
returnees/alumni. There were four similar programs within the institutions that I found
throughout the research. A first trend that I introduced was pre- and post- surveys. The survey
was conducted to assess how returnees’ academic level and cultural awareness have changed
during study abroad. Another trend was a photo contest. Study abroad office use this contest as
a recruitment tool as well as a showcase returnees’ experiences. The third finding was offering
student worker positions to returnees as peer advisors. Students within the position are
responsible for study abroad introductory sessions and also work as receptionists occasionally.
The last trend was organizing international student clubs. This is a great gathering place to share
experiences abroad and gain resources regarding future opportunities to work/study in foreign
countries.
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Discussion
In this chapter, I give critiques on current study abroad services for returnees/alumni and
offer possible programs that OSU can adapt. There are three sections discussing existing
problems within study abroad programs: (1) Passive vs. Active Programs, (2) Lack of interaction
with international students, (3) Retention issues, and a summary.
Passive vs. Active Programs
Programs mentioned above are quite common all over at the U.S. universities, and
Oregon State University offers all of them. All of those services are very helpful for education
abroad returnees/alumni; however, they lack interactions with faculty members, international
students, and students who studied abroad.
First, pre- and post- evaluations are passive, and there are no opportunities for students to
see their improvement or growth by themselves. Surveys are important for study abroad
advisors and faculty members to see how well students did overseas and what services need to be
modified in the future, but students whom I interviewed found it difficult to debrief their
experiences by themselves.
As for a photo contest, it is a good way to promote the study abroad program to all
students, but it is very passive as well. Gaining feedback is essential to reflect their experiences;
therefore, faculty members must create more active activities and events for the students.
Despite many universities debriefing students’ experiences abroad passively, the study
abroad office at Michigan State University is highly involved in reflecting the experiences and
offering sessions to assist students to pursue global careers. They collaborate with the career
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service center and offer sessions called “Unpacking your study abroad experience” ("Returning
from abroad," 2012). During the sessions, students learn:

How to best place your study abroad experience on your résumé and curriculum vitae

How to describe the knowledge, attitudes, and skills you have acquired through study
abroad in application cover letters

How to link these skills to the requirements of prospective employers and admissions
criteria of graduate schools

How to highlight your study abroad experience and skills during job interviews

How to go about finding a job with a multinational employer ("Returning from abroad,"
2012).
This benefits students to make connections between their study abroad experiences and
their future academic and professional goals. More and more employers and graduate schools
focus on internationalization and globalization, so the experiences that students gain abroad
could be a very strong asset. When hiring employees, international and global companies value
the following: “interacting with people who hold different interests, values, perspectives,
understanding cultural differences in the workplace, adapting to situations of change, gaining
new knowledge from experiences” (Gardner, Gross, & Steglitz, 2008). The unpacking
experience sessions benefit students to stimulate critical thinking, advance integration of student
learning, and build toward discovery and advancing knowledge essential for the emerging
economic paradigm (Gardner, Gross, & Steglitz, 2008). Staff from the study abroad office and
the career service center act as facilitators, and they assist students to reflect on their experience
and think how to apply those to future careers. In this way, students would be able to debrief
their study abroad experiences effectively, and they can stay involved in internationalization and
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globalization even after they graduate, since they have opportunities to work in other countries
and/or interact with coworkers with diverse cultural backgrounds.
OSU International Degree & Education Abroad (IDEA) department should adopt the
services that Michigan State University has been providing to education abroad returnees/alumni.
OSU Career Services has various services including mock interviews, resume reviews, career
counseling/advising, career fairs, and employer info sessions.
Since the Career Services have strong ties to many recruiters, it may be possible to
collaborate with the IDEA, the Career Services, and international business recruiters. They can
offer post-study abroad advising sessions to promote international skills and list global
companies which are interested in hiring graduates with study abroad experiences. Sessions
should be offered at the beginning of every term, so that education abroad returnees/alumni can
unpack their experiences right after they return to their home country.
In addition to the collaboration, I highly recommend the IDEA to add the OSU Career
Services resources link to the IDEA website. The Career Services have a link to provide many
suggestions and resources for finding a job, and they also give information on opportunities of
working abroad. The site offers tremendous information from short term work abroad to
teaching English opportunities to international professional careers.
Lack of Interaction with International Students
Another critical issue in this current trend is lack of interactions with education abroad
returnees and international students. Education abroad returnees/alumni have opportunities to
become peer advisors to educate other students who wish to study abroad, however, interactions
with education abroad returnees and international students are currently limited at OSU. The
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OSU SAGL club, for example, struggles to reach out to education abroad returnees, and club
members are collected by word of mouth. Therefore, members do not come from diverse
backgrounds, and their areas of interests are quite similar. In order to make the club diverse and
support all of the students’ needs of learning various cultures and countries, it is essential to
increase the number of club members who studied abroad and international students from
different counties. Retentions are really important, and the OSU SAGL organizers need to start
partnering up with other student associations and advertise their club, since many students are
not aware of the club existence. Going to study abroad orientations/first year student
orientations, setting up a booth at events, and distributing flyers are recommended.
It is essential to build relationships and network among students who studied abroad;
however, interacting with international students benefits education abroad returnees/alumni to
keep practicing foreign languages and continue learning various cultures. Currently there are
only few study abroad offices which emphasize the importance of socializing with international
students, but Clemson University and North Carolina State University have outstanding
programs which connect with domestic and international students. Clemson University offers
the “Cultural Partner Program” ("Returning students," 2012). In this program, the U.S. students,
faculty and staff have opportunities to pair up with international students and learn more about
each other’s cultures and exchange different perspectives, and learn other languages. All
students who are planning on studying abroad and study abroad returnees at Clemson University
are highly encouraged to participate in this program. Students are required to meet each other
once or more a week and complete a survey at the end of the semester/term.
Also, North Carolina State University (NCSU) offers numerous services which enable
domestic students to connect with international students. One of them is called “Breaking
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Bread” ("General info," 2012). It is a unique meal hosting program, where American students
and international students are paired up and share a meal at a time and date convenient for them.
This program offers opportunities for them to make new friends and learn other cultures while
enjoying meals. Another one is “Culture to Culture Ambassador Program” ("General info,"
2012). This program also pairs up domestic and international students. It is designed to help
ease adjustments into life on campus for international students and to provide opportunities for
American students to develop and enhance their cross-cultural communication and leadership
skills.
In addition, NCSU offers a program just to build friendships between American and
international students, and it is called “International Friendship Program” ("General info," 2012).
. The purpose of this program is to develop cross-cultural relationships. Paired students get
together once or more in a month throughout a school year, and they can watch a movie, go
shopping, have coffee, etc. There are more programs that NCSU offers to both American and
international students, faculty, and staff, and some of them take place off campus. “International
Students & Scholars Engaged in Reaching Out & Volunteering” (ISSEROV) is designed for all
community members around the NCSU campus including international students and their family
members to build international relationships while conducting community service and volunteer
work ("General info," 2012). .
Furthermore, NCSU study abroad office will help education abroad participants by
putting them in contact with former participants or international students from the country which
they are interested in. This would enable students who wish to study abroad to ease their
preparation, since they would be able to gain a lot of information on different cultures, rituals,
holidays, and life styles in the country which they will be studying. Going somewhere they have
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never been alone could be very stressful; however, this program can be an opportunity to build
networks and potentially obtain connections with residents in foreign countries, who may be able
to help them to navigate around the city where they are going.
As taking examples of services that NCSU study abroad office offers, OSU should also
start forming networks with international student departments such as INTO OSU, International
Students of OSU (ISOSU), and International Student and Faculty Services (ISFS). Recently
OSU has built a partnership with INTO OSU, and it may be beneficial for the IDEA to
collaborate with them and encourage education abroad returnees/alumni to socialize with
international students. INTO OSU offers supplemental English courses for international students
whose English proficiency has not met the requirements of OSU undergraduate and graduate
admissions (INTO, 2011). INTO OSU always has a big demand of native English speaking
volunteers to assist the increasing number of international students at INTO OSU and OSU.
OSU has the International Students of Oregon State University (ISOSU), which is a
student led organization for students from abroad.
ISOSU has been creating welcoming
community for foreign students that develops student experience and brings multicultural
awareness and issues to the community through involvements (Oregon State University, 2011).
They plan diverse cultural events to raise the awareness and educate students and community
members about international issues (Oregon State University, 2011).
Another department focusing on international students is International Student and
Faculty Services (ISFS), which is a unit within International Programs that promote the
internationalization of the university and communities (Oregon State University, 2011). Student
affair professionals in the program provide immigration advising regarding students’ visa status,
Student and Exchange Visitor Information System (SEVIS), and I-20s.
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Collaborating the IDEA and those three international student groups/departments would
benefit both domestic and international students, and it would be able to grow global citizens.
Students who are planning on studying abroad may be able to match up with international
students from the country they are interested in and gain information on its geography, culture,
and rituals prior to their departures. The IDEA and INTO OSU should offer a cultural friendship
program together, so that the number of participants would dramatically increase, and students
can form more cross-cultural friendships. Hosting a similar program to what North Carolina
State University (NCSU) offers is also highly encouraged. NCSU’s “Breaking Bread” program
can be adapted to OSU as a group event. IDEA can offer catering from OSU and hold a social
lunch event. Usually free food is a big factor of great turn-outs, and the event enables students to
have opportunities to get together and socialize with other returnees and international students.
Low Participation Rate
After researching all of the services that OSU peer institutions provide for education
abroad returnees/alumni, I realized that the number of study abroad returnee participants in photo
contests are high, and there are usually over 100 participants; however, only few returnees are
engaged in events and activities to gain further knowledge and understanding of globalization.
Due to the small number of participants, study abroad offices encounter difficulties running their
returnee programs, and in the worst case scenario, they have to eliminate some. University of
Oregon is one of them, and they gave up some programs. Shun Yanagishita, a study abroad
adviser at University of Oregon, showed disappointment in the number of current returnee
participants in events and activities. Due to the difficulties of running programs at many
universities, the Northwest Council on Study Abroad (NCSA) requested her to organize NW
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Returnee Conference to provide resources and information on opportunities abroad (Yanagishita,
2012 ). She strives to have more universities get involved in the conference, since she is aware
that numerous universities do not have sufficient returnee programs.
Despite the small number of returnee event participants, study abroad offices must reach
out to the student population and provide sufficient support. I highly suggest creating a returnee
listserv to give more information on resources on graduate programs related to
internationalization and/or internship opportunities abroad. At this moment, none of the OSU
peer institutions has such a system, but I think it would benefit returnees/alumni to gain more
upcoming opportunities to engage in international events and activities. Since many study
abroad returnees are interested in going abroad again as students, volunteers, or employees, study
abroad workers can provide returnees those opportunities via e-mail, if they have a listserv. It is
more economical and accessible, since all of the students on the listserv list would be able to
receive the information, and study abroad offices cut down a cost of holding an info fair or
making a flyer.
Summary
Currently, there are three big issues that study abroad programs have to face in order to
improve their services. First: some of their current services are passive, and students need
facilitators to debrief their experiences abroad. Michigan State University offers a program:
unpacking your study abroad experience. It provides students opportunities to write education
abroad experiences on resumes and describe the knowledge and skills that they acquired through
study abroad in cover letters. It is highly encouraged to offer post-arrival sessions for returnees
to share their unique experiences and apply skills that they gained overseas to future careers.
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Second: the large number of education abroad returnees/alumni lack interactions with
international students within current programs. Clemson University and North Carolina State
University have extensive programs with international departments and offer numerous crosscultural partnership programs. Collaboration with INTO OSU, ISOSU, and ISFS is
recommended, so that returnees would be able to stay engaged in globalization even after study
abroad. Third: many study abroad offices struggle with reaching out returnees/alumni and
offering support. A current participation rate is low, and study abroad advisors need to
encourage returnees to get engaged in events and programs more. Creating a listserv is
suggested, so that returnees can gain essential resources and stay in a loop.
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Conclusion
Study abroad programs have been growing fast, since more and more students show
interest in internationalization and seek for education and internship opportunities abroad. It
would be a life-long memory and experience for students to go somewhere they have never been
and interact with people from different cultural backgrounds. Students receive tremendous
support to prepare for their departure; however, engagements in post-arrival activities and events
are quite low. The OSU International Degree and Education Abroad office has been trying to
reach out to education abroad returnees/alumni, but they were interested in what kinds of support
other universities offer to the student population, so that they can improve their program.
Twelve universities were contacted for this research, and study abroad advisors and/or directors
explained their programs.
After the qualitative survey, some of similarities and differences among the OSU peer
institutions were found. Most peer institutions ask returnees to complete an evaluation, provide
opportunities to become a “peer advisor”, hold a photo contest, and invite them to join a returnee
student club. Those services have been successful, but some of them need program
modifications to reflect students’ experience abroad better and apply the skills they gained
abroad to the future careers or schools. As for the differences, Michigan State University and
North Carolina State University have strong ties with international student departments, and they
collaborate on many events. It is highly encouraged to work in partnership with INTO OSU and
keep students involved in international activities. Also, offering a session with a career center
and an international business recruiter is also recommended. Furthermore, throughout the
research it appears that education abroad returnees/alumni need more support from study abroad
offices in terms of resources. It is important for study abroad advisors to strengthen their
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retention and keep reaching out to the student population. A solution for the problem could be to
create a returnee listserv. Keeping the student group in a loop and providing resources related
international internships and/or graduate programs would benefit them to move up to a next level
in internationalization.
It is highly suggested for the IDEA to adopt any practices that are mentioned above in
order to improve their returnee programs. Offering more opportunities for education abroad
returnees/alumni to engage in international events, internships, and graduate programs would be
essential for them to keep motivated in getting involved with internationalization and encourage
them to move forward with their international skills.
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Reference
Gardner, Gross, & Steglitz (2008) Unpacking Your Study Abroad Experience: Critical
Reflection for Workplace Competencies. CERI Research Brief 1-2008. Collegiate
Employment Research Institute. East Lansing, MI: Michigan State University
General info. (2012). Retrieved from
http://studyabroad.ncsu.edu/index.cfm?FuseAction=Abroad.ViewLink&Parent_ID=0C07
61A7-110A-9DE8-73506142ABD10807&Link_ID=0C0642EB-110A-9DE873320AB0D0C141CF&pID=10&lID=50
Goodman, A. E. (2010). International education as an institutional priority. Institution of
International Education, 11, 1-8.
Heitmann, G. (2008). The Opportunity Cost of Study Abroad Programs: An Economics-Based
Analysis. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 57-66.
Hendershot, K., & Sperandio, J. (2009). Study Abroad and Development of Global Citizen
Identity and Cosmopolitan Ideals in Undergraduates. Current Issues in Comparative
Education, 12(1), 45-55.
Ingraham, E. C., & Peterson, D. L. (2004). Assessing the Impact of Study Abroad on Student
Learning at Michigan State University. Frontiers: The Interdisciplinary Journal of Study
Abroad, 10, 83-100.
INTO. (2011). “Oregon State University.” INTO Oregon State University. Retrieved from
http://www.intohigher.com/us/en-us/our-centers/into-oregon-state-university.aspx
IRB. (2012). Institutional review board services. Retrieved from
http://www.irbservices.com/irbservices/Home.html
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Lucas, J. (2009). Over-Stressed, Overwhelmed, and over Here: Resident Directors and the
Challenges of Student Mental Health Abroad. Frontiers: The Interdisciplinary Journal of
Study Abroad, 18, 187-215.
Open doors. (2011, January). Retrieved from http://www.iie.org/en/Researchand-Publications/~/media/Files/Corporate/Open-Doors/FastFacts/Fast%20Facts%202011.ashx
Oregon State University. (2011). “Immigration Advising.” International Programs. Retrieved
from http://oregonstate.edu/international/atosu/aboutISFS
Oregon State University. (2011). “International Students of OSU.” Memorial Union. Retrieved
from http://mu.oregonstate.edu/aggregator/sources/1
Organization dashboard. (2012). Retrieved from
https://studentorgs.oregonstate.edu/sli2/Organization.aspx?ID=b129f62a2368487a97cee7
c38d517a1e
Returning from abroad. (2012). Retrieved from
http://studyabroad.isp.msu.edu/studenthandbk/returning/sell_your_experience.html
Returning students. (2012). Retrieved from http://www.clemson.edu/academics/programs/studyabroad/returning/index.html
Williams, T. R. (2009). The Reflective Model of Intercultural Competency: A Multidimensional,
Qualitative Approach to Study Abroad Assessment. Frontiers: The Interdisciplinary
Journal of Study Abroad, 18, 289-306.
Yanagishita, S. (2012 , February 11). Interview by T Kurosaki [Personal Interview]. Inquiring
information on services for education abroad returnees/alumni., Portland, OR
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Appendix A
Greetings,
My name is Tomomi Kurosaki, and I am currently a graduate student conducting research at the
Oregon State University International Degree & Education Abroad (IDEA) program. I'm
researching what other institutions are offering for education abroad returnees/alumni regarding
programming, interaction with student groups, social events, etc. It'd be helpful if you could
answer the following questions:





Are there any staff who are dedicated to work for returnee services? If not, is
there anyone whose partial FTE is devoted to returnee services? What is the
percentage?
Could you share information on services that the program has been providing to
the students who studied abroad?
How have your services been benefiting returnees/alumni?
Please describe problems or issues with support services if you have any.
Could you provide me with any suggestions to create better study abroad
programs?
Thank you for your time, and I appreciate your contribution to my research. It will help give
valuable experience to my internship and provide insight into the OSU returnee programs.
If you have any questions or comments, please feel free to contact me anytime.
Best regards,
Tomomi Kurosaki
tomomi.kurosaki@oregonstate.edu