Graduate research project

1. Campus Study Abroad Climate
for Transfer Students
Katrina Anaya, M.A.
Seattle University
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2. Background
• Native students have an 89% greater chance of
studying abroad than transfer students (McCormick,
Sarraf, BrckaLorenz, Haywood, 2009)
• Large body of research about developmental,
retention and engagement, and post-graduation
benefits (Drexler & Campbell, 2011; Kuh, 2007; Raby 2008)
• Transfer students, especially those from community
college, represent a diverse population (McCormick, et.
al, 2009; Ishitani & McKitrick, 2010; Kodama, 2009)
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3. Research Question
• What is the campus study abroad climate for
community college transfer students?
▫ How do awareness, financial concern,
faculty and staff support, program options,
and matriculation timing influence community
college transfer students’ attitudes about study
abroad?
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4. Site Description
• Pacific Northwest university
• Private, religiously affiliated
• Midsized, predominately white
• Approximately 29% of the undergraduate
population enters the university as a transfer
student
• Approximately 500 students study abroad each
academic year
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5. Methodology
• Quantitative survey
▫ Sent via email to about 1,200 students
▫ $5 coffee gift card incentive
▫ 109 respondents
• Response percentages calculated & cross-
tabulated
▫ Demographic analysis
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6. Sample Description: 40 Students
Race / Ethnicity Number of
Responses
White (non-Hispanic) 33
Asian American 4
Pacific Islander/Native
Hawaiian
2
African American/Black 3
Latino(a)/Hispanic 0
American Indian/Alaskan
Native
2
Multiracial 2
Other 3
• Domestic transfers from
18 different community
colleges
• Have not studied abroad,
but are interested
• Majority aged 21-25
• 67.5% Female
• Majority transferred with
90 credits or more
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7. Findings
• Knowledge of Study Abroad
▫ 100% aware of programs, but 25% did not know
transfers could participate
• Financial Concerns
▫ 77.5% of respondents indicated they could not
afford to study abroad, although 47.5% of
respondents have not looked into the cost
▫ 40% of respondents believe there is no financial
aid for transfer students to study abroad
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8. Findings Continued
• Planning Expectations
▫ 55% agreed they did not have enough time to plan
to study abroad before graduating
▫ 45% believed it would take longer to graduate, but
have not looked into study abroad programs
 8 students who took the survey did study abroad,
and only 1 indicated it taking longer
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9. Implications
• Lack of Knowledge
▫ Assumptions and misinformation
• Finances Matter
▫ Majority of transfers pay with loans/grants
• Interest in Study Abroad
▫ All Latino(a) and a majority of Asian American
students were not interested in study abroad
▫ Academic advisor influence
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10. Action Plan
• Three Goals, One Campus
1. Make sure every transfer student knows they can
study abroad
2. Increase dissemination of accurate knowledge
3. Increase interest in study abroad among
community college transfer students
• Collaboration between study abroad office and
transfer student office, admissions, and
academic advising
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11. References
Drexler, D. S., & Campbell, D. F. (2011). Student development among community college participants in study abroad
programs. Community College Journal of Research and Practice, 35, 608-619.
Ishitani, T. T., & McKitrick, S. A. (2010). After transfer: The engagement of community college students at a four-year
collegiate institution. Community College Journal of Research and Practice, 34, 376-594.
Kodama, M. C. (2002). Marginality of transfer commuter students. NASPA Journal, 39(3), 233-250.
Kuh, G. D. (2007). What student engagement data tells us about college readiness. Peer Review, Winter.
McCormick, A. C., Sarraf, S. A., BrckaLorenz, A., & Haywood, A. M. (2008, November). Examining the transfer
student experience: Interactions with faculty, campus relationships, and overall satisfaction. Paper
presented at the annual meeting of the Association for Study of Higher Education, Vancouver, Canada.
Raby, R. L. (2008). Expanding education abroad at U.S. community colleges (IIE Study Abroad White Paper Series,
Issue No. 3). New York, NY: Institute of International Education.
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