Institutional environment, student motivation, and study abroad participation

Abstract

Using national longitudinal data gathered through the National Survey of Student Engagement, this study explored the impact of student's intention and institutional environment on study abroad participation. Under Input-Environment-Output model and push-pull factors framework, the study systematically examined how student background characteristics, study abroad intention and institutional environment interactively affected study abroad behavior. The results showed that students who had study abroad plan in the first year were more likely to go abroad than those who didn't state a plan. Sophisticated institutional environment measures had varied effects. Among them, enriching educational experience displayed as a strong push factor, while active and collaborative learning acted as a pull factor. Practical suggestions were made to higher education institutions to promote study abroad participation.