As we begin to gather assessment data about study abroad outcomes, how can we analyze it intelligently when we have no precise language to differentiate or categorize the types of study abroad experiences associated with that data? How can we contribute to the clear articulation of educational goals in study abroad, goals that can serve as a counterweight to more and more prevalent “student client” expectations? How—drawing students out of their “comfort zones” instead of creating such zones abroad—can we bring renewed value and prestige to the rewarding difficulty and essential challenge inherent in the process of adaptation to cultural difference?
As the statistics of Open Doors each year reveal, overall numbers of U.S. overseas study participants have increased steadily and, at times, impressively during the last two decades. And, with study abroad becoming each year a more attractive “recruiting tool” in the “market” for prospective students, such increases in numbers will likely continue. Unfortunately, the road toward rising student participation is insufficiently mapped and signposted as it traverses an international education landscape made ever more complex by choices in program focus, destination, duration, participant preparation and ideal outcome. To articulate and refine our understanding of the differences that characterize this terrain, we will need guides of greater precision.
Clearly, it is time to draw distinctions of a qualitative sort—time for international education professionals to consider seriously the elaboration and adoption of one such guide, a hierarchical classification of program types.
Study Abroad Levels: Toward a Classification of Program Types