Reinventing the Study Abroad Office – Managing International Education in a Time of Change

Reinventing the Education Abroad Office

Managing International Education in a Time of Change

Lynn El l iott , Br igham Young University Anthony C. Ogden, University of Kentucky

Kr isten Mallory, Claremont McKenna Col lege Victor Bettancourt , Marymount Univers ity

Presenter

Presentation Notes

Betsy and Tony

Session Overview

Welcome & Introductions

Education abroad as a causal high impact experience affecting retention and graduation rates

Whose role is it to manage International Internships?

Building campus support for international education

And then open time for any issue you face directing a study abroad office . . .

Presenter

Presentation Notes

Betsy

Education Abroad & Graduation Rates

Increase attention has been placed on postsecondary 4-year graduation rates.

High impact practices have been linked to student retention, persistence and academic performance (Kuh, 2008).

Education abroad as Diversity/Global Learning Education abroad as a retention strategy (Metzger,

2006).

Presenter

Presentation Notes

1. Since President Obama's statement calling for the US to have "the highest proportion of college graduates in the world" by 2020, Increased attention has been placed on postsecondary graduation rates. 2. Educators have endorsed high impact practices, which have shown to increase student retention, persistence and academic performance (Kuh, 2008). 3. Education abroad falls under Diversity/Global Learning as it engages students in deep learning in which they explore other cultures and interact with people with world views different from their own 4. Research has begun to ask the question if universities should be using education abroad as a retention strategy with students.


STUDIES INVESTIGATION RESULTS

Hamir, 2011; Malmgren & Galvin, 2008; O’Rear et al., 2012; University Planning , 2009; Xu et al., 2013

How do grad. rates compare between EA participants and non-participants?

Percentages of EA participants 4, 5, and 6 year graduation rates are higher than non participants

Hamir, 2011; Malmgren & Galvin, 2008; O’Rear et al., 2012

Are the differences significant between EA participants and non participants?

4,5, and 6 year grad. rates have been shown to be significantly higher for participants in EA

Malmgren & Galvin, 2008; University Planning, 2009

How does EA participation impact minority student graduation rates?

EA has been shown to have a positive impact on minority student population’s graduation rates

Hamir, 2011; O’Rear et al., 2012; Xu et al., 2013

Does EA participation increase the odds of graduation in 4, 5, and 6 years?

EA has been shown to increase the odds of graduation in 4 years at 10% and in 5 years at 25%

Presenter

Presentation Notes

First column: this introduces the number of studies that have done investigations on graduation rates. Row 1 has: 6; Row 2 has: 3; Row 3 has: 2; Row 4 has 3 Second column: This explains what the studies have sought to investigate, or the research question with important results Third Column: This discusses the results of the studies and positive aspects for EA.


Presenter

Presentation Notes

Common Methodologies All studies have sought to measure the impact that EA has on 4, 5, and 6 year graduation rates How has data been analyzed? Descriptive statistics (Frequency, percentages, and averages) (This does not give us significance but they do show a difference between the groups) Significance testing: (these tests have been used to give you the p-value; the significance that we need. However, this does not control for other factors. It just is telling us that there is a relationship between the two. Chi Square Test Fisher’s Exact Test Effect Size (this has been an attempt to explain how much of the relationship between participation and graduation rates can be attributed to education abroad. Effects have been minimal.) Phi Coefficient Cramer’s V Logistic Regression (has been used to try to control for other variables that impact graduation rate) Dependent Variable: Graduation Rates Independent Variable: Participation or Non Participation Covariates: HSGPA, GPA Prior to EA, SAT, # of hours enrolled prior to EA, Race, Gender, 1st year GPA, Area of study, socioeconomic status (financial aid)


Presenter

Presentation Notes

Although evidence exists in support of EA and its impact on graduation rates, results have mostly been institutional specific. There is a need to be able to meta-analyze the data in order to generalize across institutions. Common Model Comparing 4, 5, and 6 year graduation rates between EA participants and non participants Statistical Measures Descriptive Statistics (Frequency, Percentages, and Averages) Chi Square Test Effect Size (necessary for meta analysis) Logistic Regression Dependent Variable: Graduation Rates Independent Variable: Participation or Non Participation Covariates: Race, Gender, Pell Grant Eligibility (SES), First Generation, End of First Year GPA

Should International INTERNSHIP Programs be managed by Career Service Offices (DOS)? or Should INTERNATIONAL Internship Programs managed by the Study Abroad/Global Education Office (DOF)?


Presenter

Presentation Notes

Victor

For many reasons, internship programs are newer and

sexier than traditional study abroad programs. Should the focus be on the internship or on the

International? Is it a student development opportunity or an academic

program?


Presenter

Presentation Notes

Victor

• Full-time internship with two seminars and an

Independent Study Project (ISP)? • Faculty approved the seminars and oversee the ISP.

• Full-time internship with an ISP? • Faculty member oversees the ISP.

• Part-time internship with no credit?

• Which office should have oversight of: • Program Application • Determines student’s eligibility • Pre-Departure Orientation • Emergency Management

Does it matter if it is a. . .

Presenter

Presentation Notes

Victor

• Provide travel grants for faculty to participate in International Development Seminars (i.e., CIEE and others)

• Travel grants to conduct site visits to possible or existing partners.

• Have staff form the Admission office, Student Affairs or Development travel with faculty-led programs as support staff.

• Assist the Admission office with recruitment activities. • Host Alumni events during faculty-led programs. • Education Abroad presentations during new staff and

faculty orientations • Appreciation luncheon for campus wide support staff

(financial aid, registrar's office, business office, etc.)

Building campus support for international education

Rules for the open discussion

• Only topics of general interest to managers of study abroad office.

• No sales pitches or fishing for advice on how to market products to the EA community.

Thank you

Reinventing the Education Abroad Office

Managing International Education in a Time of Change

Lynn El l iott , lynn_ell [email protected] Anthony C. Ogden, [email protected]

Kr isten Mallory, kr [email protected] Victor Bettancourt , v [email protected]

Presenter

Presentation Notes

Betsy and Tony