Study Abroad as a Passport to Student Learning: Does the Duration of the Study Abroad Program Matter?

Abstract

This study examined the effect of the length of a study abroad program on the achievement of four learning outcomes: cognitive complexity, liberal learning, personal philosophy, and interpersonal self-confidence. Data was collected through a web-based survey instrument that was administered to a sample population of University of Maryland study abroad participants. The following study abroad programs were represented: Fall 2003, Winter 2004, Spring 2004, Summer 2004, Academic Year 2003-2004, Fall 2004, and Winter 2005. Analysis of covariance (ANCOVA) was employed in the research design with gender and academic class standing as covariates.

The results found each of the research hypotheses to be statistically significant. The amount of growth in cognitive complexity, liberal learning, personal philosophy and interpersonal self-confidence was found to be significantly higher in the self-reported scores of those respondents who studied abroad on long-term programs in comparison to those individuals who studied abroad on short-term programs.