GS-412 Paige, Stallman, Josić University of Minnesota, Minneapolis, MN, USA Study Abroad for Global Engagement: A Preliminary Report on the SAGE Research Project NAFSA: Association of International Educators Washington, DC: May 27, 2008 R. Michael Paige, Elizabeth M. Stallman, Jasmina Josić http://cehd.umn.edu/projects/sage/ sage@umn.edu Project background: Beyond Immediate Impact: Study Abroad for Global Engagement (SAGE) is funded by a threeyear grant from the U.S. Department of Education, Title VI: International Research and Studies Program. Our purpose is to conduct a retrospective tracer study of over 6,000 former study abroad participants from 22 U.S. colleges, universities, and education abroad providers nationwide. The emphasis of this study is on the ways in which these individuals have become globally engaged during their lives since studying abroad and the degree to which their contributions can be attributed to their having studied abroad. Global engagement, as conceptualized by SAGE, is expressed by civic commitments in domestic and international arenas; knowledge production of print, artistic, online, and digital media; philanthropy in terms of volunteer time and monetary donations; social entrepreneurship, or organizations whose purpose and/or profits are to benefit the community, and the practice of voluntary simplicity in one s lifestyle. The research team is based at the University of Minnesota. The co-principal investigators are R. Michael Paige and Gerald W. Fry; Research Associates are Elizabeth Stallman, Jasmina Josić, Jae-Eun Jon, and Aaron Horn. The external research consultant, based at the University of the Pacific, is Bruce LaBrack, Ph.D. Current status: As of May 2008 we have concluded our quantitative data collection. Preliminary results based on the SAGE survey are presented in this handout and session. As we enter our third and final year of the project we will conduct interviews, further analyze both data sets, and compile our final report. We are indebted to many people and institutions for their assistance on the SAGE project thus far. First we thank Brian Whalen, Board members of The Forum on Education Abroad, and Dickinson College for their help with critiquing and piloting our survey. We also give deep thanks to all of our partner institutions for the hard work in gathering their study abroad alumni information and sending the survey email messages. See page 3 for a list of all SAGE partner institutions.
2 A Path Model for Assessing the Impact of Study Abroad on Global Engagement Background Demographic Variables Age Gender Socio-economic status Ethnicity Explanatory Variables Program genre Program site Program duration Institution classification Prior international/ intercultural experience Outcome Variables Civic engagement Knowledge production Social entrepreneurship Philanthropy Voluntary simplicity Career Education
3 Type SAGE Partner Institutions (N = 22) Institution Doctorate-granting colleges and universities Carnegie Mellon University (9) Dartmouth College Indiana University Tulane University University of California, Davis University of California, San Diego University of Colorado, Boulder University of Minnesota, Twin Cities Worcester Polytechnic Institute Masters colleges and universities (4) Arcadia University James Madison University Santa Clara University University of Wisconsin, Eau Claire Baccalaureate colleges (7) Austin College Beloit College Carleton College Kalamazoo College Middlebury College Saint Norbert College Saint Olaf College Education Abroad Provider (2) Institute for Shipboard Education (Semester-at-Sea) School for International Training/World Learning Gender SAGE Survey Participants (N = 6391) Mean Age Female 68.9% 33 years Male 33.9 Ethnicity African American 1.1% n = 69 Asian American 3.3% n = 210 Caucasian 88.2% n = 5592 Hispanic 1.7% n = 109 Native American or Native Alaskan 0.1% n = 8 Native Hawaiian or Pacific Islander 0.1% n = 7 Other 1.4% n = 87 Multiple Selection 4.0% n = 255
4 SAGE Participant Destination and Program Top 10 Destination Countries 1. United Kingdom 6. China 2. France 7. Australia 3. Spain 8. Japan 4. Italy 9. Mexico 5. Germany 10. Greece Program Type Regular courses alongside host country students 17.8% Classes designed for study abroad students 37.1 Field study: research and/or internship 6.7 Campus of US institution in another country 2.9 Travel seminar or shipboard education program 15.8 Significant mixture of two or more of the above types 19.7 Program Description 60.0 50.0 40.0 30.0 20.0 10.0 0.0
5 Preliminary Findings Impact of College Experiences on SAGE Participants' Lives (N = 6391) Categories Strong or Some Impact Little or No Impact Not Applicable Athletics/intramural sports 38.6% 38.3% 22.0% Community service/volunteer work 59.5% 29.8% 9.6% Coursework 95.9% 5.1% 4.0% Fraternity/Sorority 16.6% 17.0% 65.2% Friendships/student-peer interactions 95.1% 8.8% 1.0% Interaction with faculty 81.2% 18.2% 2.0% Internship (in the U.S.) 41.4% 14.6% 43.1% Religious organization 20.4% 37.2% 41.6% Student clubs 41.7% 41.3% 16.1% Student government 8.9% 45.3% 44.4% Study abroad 98.1% 2.4% 1.0% Work/employment during college 64.1% 24.7% 10.2% My level of involvement in the following categories was influenced by my study abroad experience To a large or some degree Very little or not at all Civic Engagement - Domestic 54.9% 44.7% N=6391 Civic Engagement - International 60.4% 39.1% N=6391 Voluntary Simplicity 68.3% 28.9% N=6391 Knowledge Production - Traditional 48.4% 51.6% N=2494 Knowledge Production - Other 43.8% 56.2% N=2465 Philanthropy - Volunteer Work 45.2% 54.3% N=6391 Philanthropy - Monetary Donations 37.8% 62.1% N=6391 Social Entrepreneurship 61.8% 38.3% N=1599 Educational Decision (advanced degree) 59.7% 40.2% N=3861 Occupation/Career Choice 55.8% 43.5% N=6391
6 Notes: