Date of Award

Fall 2024

Degree Name

Other

Bachelor of Political Science

Department

Historical & Political Studies; College of Arts & Sciences

First Advisor

Joanna Simos

Abstract

Ever since the turn of the 21st century, the amount of American students studying abroad has increased tremendously. Western Europe in particular had been the hub of American study abroad programs, with high-quality teaching, rich culture, a remarkable ease of travel, various sights to see, and more. Despite this, students began flocking to destinations all across the globe, from Asia to South America to Africa in unprecedented numbers. Student preferences on where they wanted to learn and experience the world had changed forever.

The American study abroad community have begun to desire unique curriculums not found in North America & Western Europe, internships in places that had never been offered there before, less full academic commitment, and a global education offered nowhere else in the world. The community also became more diverse over time, with many of these students desiring to go to areas never significantly studied in before by American students. In response to this, these schools outside of North America & Western Europe had also begun to offer more courses and instruction in English, making the transition from America to these countries that often did not speak English much easier.

Despite this, stark challenges arose from this transition to countries outside Western Europe & North America such as new cultural norms such as a lack of a consumer-based society, less readily available transport, and immense political tension not seen to the same degree in Western Europe and North America. These challenges were elaborated on by multiple people I contacted, one of which studied in the USSR during the late 1980’s amidst mass turmoil and revolution.

Comments

Sponsoring Faculty: Joanna Simos

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What factors limit American study abroad student’s ability to adapt to host countries outside North America & Western Europe, and how can institutions help students adjust?

Ever since the turn of the 21st century, the amount of American students studying abroad has increased tremendously. Western Europe in particular had been the hub of American study abroad programs, with high-quality teaching, rich culture, a remarkable ease of travel, various sights to see, and more. Despite this, students began flocking to destinations all across the globe, from Asia to South America to Africa in unprecedented numbers. Student preferences on where they wanted to learn and experience the world had changed forever.

The American study abroad community have begun to desire unique curriculums not found in North America & Western Europe, internships in places that had never been offered there before, less full academic commitment, and a global education offered nowhere else in the world. The community also became more diverse over time, with many of these students desiring to go to areas never significantly studied in before by American students. In response to this, these schools outside of North America & Western Europe had also begun to offer more courses and instruction in English, making the transition from America to these countries that often did not speak English much easier.

Despite this, stark challenges arose from this transition to countries outside Western Europe & North America such as new cultural norms such as a lack of a consumer-based society, less readily available transport, and immense political tension not seen to the same degree in Western Europe and North America. These challenges were elaborated on by multiple people I contacted, one of which studied in the USSR during the late 1980’s amidst mass turmoil and revolution.