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Examining the choice of business majors to participate in a short-term study abroad program using the gap analysis model

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Content Running head: EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE 1

EXAMINING THE CHOICE OF BUSINESS MAJORS TO PARTICIPATE IN A SHORT-
TERM STUDY ABROAD PROGRAM USING THE GAP ANALYSIS MODEL

by

Janet Vera Lopez

______________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2013

Copyright 2013 Janet Vera Lopez
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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DEDICATION
My journey through this doctoral program taught me about my own capacity as a human
being, both personally and professionally. I could not have accomplished the work required for
the program without the support, love and patience of my loved ones.
First, this dissertation would not have been possible without the love and patience of my
husband, Marcos Lopez and my daughter, London Lopez. While I was busy with my research
and scholarship, they occupied their time with multiple activities including the creation of a
beautiful organic garden. London, thank you for also being my number one cheerleader
throughout this process. The fact that you embraced USC and the idea of college as a five year
old is a true testament of your love and support. I love you both.
I also want to acknowledge my mother, Amelia Sanchez for her guidance and
unconditional love. We immigrated to the United States almost thirty years ago and she worked
diligently to provide our family with every possible opportunity. She is the motivation for all of
my life accomplishments and inspired my love for education.
Finally, I want to acknowledge my brother, Dr. Claudio Vera for his love, support and for
always pushing me to be a better person. He is a brilliant educator and is my role model for
educational leadership.
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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ACKNOWLEDGEMENTS
There are a number of people who contributed to helping me successfully complete my
dissertation and to whom I am greatly indebted:
My genuine gratitude goes to my chair, Dr. Kenneth Yates, for his patience and guidance
throughout the dissertation process. I could not have asked for a more supportive chair. Special
thanks also go to my committee, Dr. Robert Rueda and Dr. Kim West for their mentorship and
advice. I also want to thank my students for inspiring me through this process and motivating me
to finish.
Another group that played an equally important role in the dissertation process was the
advising staff in my office. I want to acknowledge my supervisor, Dr. Maureen McHale for her
support during this journey—she is an incredible leader and I could not have accomplished this
without her mentorship.
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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TABLE OF CONTENTS
Dedication…………………………………………………………………………………….. ...2
Acknowledgements…………………………………………………………………………… ...3
List of Tables……………………………………………………………………………….…....5
Abstract………………………………………………………………………………..………....6
Chapter One: Introduction………………………………………….………………………....7
Chapter Two: Literature Review……………………………………….………………….....17
Chapter Three: Methodology……………………………………………..….………………...47
Figure 1. Gap Analysis Process Model……………………………..…………………...49
Chapter Four: Results……………………………………………………………………........65
Chapter Five: Solutions and Implementation…………………………………………….......92
Chapter Six: Discussion…………………………………………………………….……...123
References………………………………………………………………………………..….....134
Appendices
Appendix A: Student Survey………………………………………………..……......142
Appendix B: Interview Questions…………………………………………….……...149
Appendix C: Recruitment Flyer……………………………………….…………......150
Appendix D: Recruitment Emails………………………………………..…………...151
Appendix E: Demographic Data of Survey Participants………………..…………....153
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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LIST OF TABLES
Table 1: Summary of Assumed Causes for Knowledge, Motivation, and………………... ...58
Organizational Issues
Table 2: Knowledge Statements, Means and Standard Deviation…………………………...68
Table 3: Motivation Statements, Means and Standard Deviation………………………… ...78
Table 4: Organization Statements, Means and Standard Deviation………………………. ...85
Table 5: Qualitative Results from Online Survey………………………………………… ...87
Table 6: Summary of Validated Knowledge Causes…………………………………….....117
Table 7: Summary of Validated Motivation Causes…………………………………….. ...118
Table 8: Summary of Validated Organization Causes…………………………………... ...119
Table 9: Summary of Student Performance Goals, Timeline and Measurement………... ...120
of Performance Goals
Table 10: Summary of Organization’s Main Goal, Short Term Goals, Cascading……….....121
Goals, and Performance Goals
Table 11: Summary of Organization Performance Goals, Timeline and Measurement….. ...122
of Performance Goals
Table 12: Student Demographics………………………………………………………….....153

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ABSTRACT
The Clark and Estes (2008) Gap Analysis Process Model (Gap Analysis) was used to examine
the reasons 33% of freshmen students do not participate in the Burke School of Business,
Business Abroad Experience (BAE) program at New Wave University (NWU). The purpose of
this study was to understand the considerations students make in their decision-making process
about participation in BAE. Assumed causes were investigated through an examination of the
literature, scanning interviews and through a review of learning, motivation and organizational
theories. Data for the study was collected in the form of surveys and semi structured interviews
to identify performance gaps and root causes in knowledge, motivation and organization. Gaps
were found in the areas of knowledge, motivation, and organization that influenced student
participation in BAE. Based on the data analysis of the validated root causes, research-based
solutions were recommended to the Burke School of Business. This study helps bridge the
understanding of undergraduate short-term study abroad programs and student decisions to
participate.
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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CHAPTER ONE
INTRODUCTION
Background of the Problem
Colleges and universities are expected to devise ways to internationalize their universities
and prepare students for an increasingly globalized world (Fugate & Jefferson, 2001). McCabe
(2001) defines internationalization as a process that involves “knowledge of specific countries,
which leads to the development of business, educational, social, and cultural relationships”
(p. 141). The internationalization of the curriculum on college campuses has taken various forms
such as diversification of the student body, international course offerings and opportunities for
international exposure through an array of overseas programs. Study abroad can create globally
engaged citizens, and the perceived benefits of study abroad have lead colleges and universities
to increase their overseas program offerings (Fisher, 2009). This increase has led to more
students studying abroad.
Study abroad is defined as an academic experience, whether short-term or long-term,
where “students physically leave the United States to engage in college study, cultural
interaction, and more in the host country” (McKeown, 2009, p. 11). The American Council on
International Intercultural Education (1996) identified four developmental stages for helping
build global competence that include: (1) recognition of global systems and their
interconnectedness (including openness to other cultures, values, and attitudes), (2) intercultural
skills and experiences, (3) general knowledge of history and world events, and (4) detailed areas
studies specialization (i.e., language) (as cited in Deardorff, 2006). Case (1993) defines a global
perspective as having two dimensions that consist of having an understanding of different
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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populations and countries and developing an understanding of the ways our world is
interconnected.
While the number of students studying abroad has grown, the number of students
studying in full year programs has declined (Dwyer, 2004). Since colleges and universities are
paying attention to rising tuition costs, they are also concerned with the impact college costs may
have on participation in study abroad. In response to this fiscal concern, they have begun to offer
short-term study abroad programs to increase such opportunities. From a marketing standpoint,
the cost effectiveness of short-term study abroad may appeal more compared to long-term
programs.
Short-term study abroad programs are designed to combine global academic content with
an experiential component (Guerrero, 2005). According to the Chronicle of Higher Education,
short-term study abroad programs can be a way for students who do not have abundant financial
resources to gain the benefits of international exposure as part of their academic tenure
(Desruisseaux, 1999). According to the Open Doors report produced by the Institute of
international education (IEE), approximately 55% of American students studying abroad
participate in short-term study abroad programs. The Open Doors report is a an annual report
funded by U.S. Department of State's Bureau of Educational and Cultural Affairs and produced
by IEE. Furthermore short-term programs allow students that are in majors with a rigid
curriculum to study abroad while still completing their degree on time (Isabelli-García, 2011).
There are different outcomes for short-term study abroad programs when compared to semester
and year-long programs; we should keep in mind that long-term programs have been identified
as having greater learning outcomes (Kehl & Morris, 2008; Engel & Engel, 2003; Dwyer, 2004).
Some of the learning outcomes of long-term programs include gains in language proficiency and
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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gains in cultural competencies (Kehl & Morris, 2008). However, short-term study abroad
programs also offer benefits to students including the exposure necessary to encourage future
international experiences that can help students further develop deep intercultural competencies
(Vance, 2011).
Statement of the Problem
In 2011, the Burke School of Business embarked on a strategic plan to define the school’s
purpose and develop goals for the school’s growth. The 2011 Burke School of Business Seven-
Year Strategic Plan developed task forces and the International Programs Committee was tasked
to examine international opportunities for Burke undergraduate students to ensure the school was
competitive with other schools in its internationalization efforts. The International Programs
Committee identified Burke International Programs as fitting into two major categories:
immersion and exposure programs. Immersion programs were defined as long-term programs
(usually more than a couple of weeks in length) that offer developmental opportunities from the
interaction students have with other cultures while abroad. Short-term programs (10 days or less)
were defined as programs that allow students a quick experience within an international setting.
The nature of a short-term program is expected to encourage participation in future international
opportunities. Additionally, one of the 2011 Burke School of Business Seven-Year Strategic Plan
initiatives that grew out of the formation of the International Programs Committee was to “create
opportunities so that every undergraduate student had a meaningful international experience
before graduating” (Burke School of Business Strategic Plan, 2011, p. 4).
As part of the Burke Strategic Plan initiative to offer students a meaningful international
experience, the School seeks to “expand the availability of Burke’s Business Abroad Experience
(BAE) or similar programs to all business majors” (Burke School of Business Strategic Plan,
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

10
2011, p. 4). BAE is one of the signature short-term programs offered in the Burke School of
Business. BAE is a voluntary, 10-day faculty-led program intended to expose a large portion of
the freshman population to international business. Business and accounting majors apply to BAE
during the fall semester of their freshman year. As part of the program, students travel
internationally with a group of 30 to 60 of their peers to participate in company and cultural
visits. The primary purpose of the international component of BAE is to introduce students to
business practices in a specific country. The brief international trip is supplemented with an on-
campus seminar to provide the academic content necessary to create a meaningful international
learning experience for students. The two-unit elective course is taken prior to departure to
inform students about expectations while abroad, and is designed to teach students about the
historical, political and social climate of their travel destination.
According to the Burke Dean, the 2010 Burke Business major curriculum revisions and
the expansion of the 10-day study tours for freshmen were an effort to encourage students to
work effortlessly across boundaries. In a press release, the Dean announced “our new curriculum
nurtures the global mindset by providing business students with meaningful cross-cultural
experiences, whether across campus or around the world” (Newswire, 2010). Currently 67% of
Burke Freshmen are participating in the BAE program, however, the Burke School of Business
aims to eventually achieve 100% freshman student participation.
The purpose of this research study is to examine the reasons for the participation gap,
where 33% of Burke freshmen elected to not participate in the BAE program in 2012. The study
abroad literature has identified numerous benefits of such an experience including career and
developmental gains. Study abroad is particularly beneficial to undergraduate business students
because employers seek students who have studied abroad for international assignments and for
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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domestic assignments that require international competency (Orahood, Kruze, & Pearson, 2004).
Study abroad has been identified as a willingness to be independent, as demonstrated by a
student’s decision to leave their comfort zone to travel to a foreign place (Adeola & Perry, 1997).
Employers may view students that study abroad as more adaptable to others, resourceful in their
ability to navigate the workplace, and able to face challenges as they arise (Adeola & Perry,
1997). Specifically, faculty-led study tours, such as the BAE program, can have a positive impact
on first-year student retention because they provide an opportunity for freshmen to network with
faculty. Students that experience social and academic integration through formal and social
contact with faculty are more likely to persist (Nora, 2002). Despite these positive outcomes, not
all students in the Burke School of Business are taking advantage of study abroad opportunities.
The literature review will provide a context for the expansion of study abroad in higher
education and examine how it matches the internationalization goals of New Wave University
and the Burke School of Business. Next, an explanation will be offered on the reasons business
students select to participate in international opportunities, barriers to study abroad participation
and the gains associated with short-term study abroad programs. This will be followed with an
exploration of the business student’s decision-making process in terms of electing to study
abroad.
Purpose of the Study
Due to the continued globalization of U.S. businesses, companies are demanding that
universities prepare students with international skills and competencies. Given the globalized
nature of the economy, business schools, in particular, must prepare students to recognize cross-
cultural differences and gain a global perspective (Kedia & Daniel, 2003). The purpose of this
study is to investigate the reasons that 33% of Burke freshmen are not participating in the BAE
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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program using the Clark and Estes (2008) model. The Clark and Estes (2008) Gap Analysis
Process Model (Gap Analysis) is a problem solving model that identifies root causes to help
organizations close gaps between desired and actual performance. The Gap Analysis model
provides a framework for understanding the current performance goals of the Burke School of
Business and the challenges preventing the school from achieving its desired outcomes.
The following questions will be used to guide the study:
• What are the gaps Burke freshman students experience in the areas of knowledge and
skills, motivation, and organizational factors that affect the successful achievement of
an organizational goal of 100% participation of Burke freshmen in the BAE program?
• What are the potential solutions to address the gaps Burke freshman students
experience in the areas of knowledge and skills, motivation, and organization to
achieve the organization’s goal of 100% participation in the BAE program?
Overview of the Methodology
The Clark and Estes (2008) framework was used to conduct this study. A mixed methods
design was used to examine reasons for non-participation in BAE, a short-term study abroad
program offered at New Wave University’s Burke School of Business (Burke). New Wave
University (NWU) is a large, private, four-year research university located in Los Angeles,
California. The total undergraduate population at New Wave University exceeds 17,000 students.
In 2012, the undergraduate population in Burke was 3,035 and the freshman population
including spring 2012 and fall 2011 admits was 651 students. The variables that were examined
to understand reasons for freshman non-participation in the BAE program fall into the three
major categories outlined by the Clark and Estes (2008) model and include knowledge,
motivation, and organization variables. Other background variables that were investigated
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included entry term, gender and race. The population for this study consists of non-BAE
participants and focused on freshmen students admitted in fall 2011 and spring 2012. Student
surveys and interviews were conducted for the purposes of triangulation.
Importance of the Study
With the pressure of remaining competitive among globalized universities and helping
students develop a global mindset, New Wave University administrators have started to invest in
a range of short-term travel abroad programs. The goal of short-term study abroad programs is to
expose students to different cultures and help them develop as a result of those interactions
without causing financial pressures accompanied with full semester study abroad programs.
However, there are students that are not taking advantage of international opportunities. This
study investigates the reasons students are not participating in study abroad opportunities and
their decision making process. Demographic factors such as prior international travel, foreign
language proficiency and educational goals have been previously identified as having a positive
impact on student decisions to study abroad (Naffziger, Bott, & Mueller, 2008). Business majors
have pragmatic motivations for study abroad (Toncar, Reid & Anderson, 2005) and short-term
programs may not appear to offer outcomes viewed as increasing student’s marketability in the
workplace. This study makes a contribution to the existing literature on international programs
by offering an institution-specific study on short-term program participation and contributes to
the on-going discussion on the impact of short-term programs. The study also offers a discussion
about ways to tailor short-term programs to meet the needs and expectations of business students
while offering the rigor expected from academic short-term study abroad programs. Specifically,
this study discusses the decision-making process of students who do not participate in short-term
study abroad opportunities and the elements that impact their decision to not participate.
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Limitations and Delimitations
A delimitation of this study is that it is context specific by focusing on barriers to
participation in a short-term program within the Burke School of Business. Additionally, data
from the 2009-11 GGA and BAE Evaluation Report reveals Burke students that participated in
BAE are well-traveled in that those students have traveled internationally at least once before
attending college and therefore these findings may not be generalizable to students at public
four-year or two-year colleges. Information from stakeholders such as faculty who lead BAE
trips can also provide insight on barriers to international participation but examining these key
players is beyond the scope of the study.
Education Abroad Definitions
A common set of definitions must be established to understand study abroad program
roles, types and expectations. Short-term program outcomes may depend on academic content,
some programs require students to complete culminating projects and others require daily
journals. The terms outlined below are used for the purposes of this study.
Cross-Cultural Awareness — Cross-cultural awareness is defined as “participation in
other cultures that enables the ability to feel with others” and in her research on teachers she
found that these cultural encounters led to a global perspective (Wilson, 1982, p. 189).
Cultural Learning — Cultural learning is defined as having a skill deficit that develops
through interaction in the new culture and follows the following steps: “low initial salience based
on lack of culture specific skills followed by a steady increase in salience as skills lead to greater
exposure” (Savicki, 2008, p. 158).
Experiential Education — Experiential learning is learning by doing (Kolb, 2001).
Experiential Education consists of a set of learning approaches inside and outside the classroom
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such as research, field trips or seminars, laboratory work, fieldwork or observation, as well as
immersion in workplace settings used to enhance traditional teaching (Peterson, Engle, Kenney,
Kreutzer, Nolting & Ogden, 2007). Experiential learning is seen as happening through the
experience of observing and reflecting on those experiences. David Kolb’s theory of experiential
learning identifies a four-stage cycle that includes the following stages: concrete experience
where the student involves themselves in the learning without bias; reflective observation which
includes observing and reflecting on the experiences; abstract conceptualization that includes
formulating ideas and integration; and active experimentation which includes students
incorporating ideas and making decisions based on those ideas (Evans, Forney, Guido, & Patton,
2010).
Faculty-Led Program (or Faculty-Directed Program) — A faculty-led program is a study
abroad program directed by a faculty member(s) where one or more faculty accompany a group
of students abroad. Faculty-led trips are usually short-term study abroad trips (Peterson, et al.,
2007).
Immersion Program — An immersion program is an informal term for a program that
integrates students into the host culture to a substantial degree. University study programs and
some field study programs are usually considered immersion programs (Peterson, et al., 2007).
Internationalizing the Curriculum — Internationalizing the curriculum is a movement
among many universities to incorporate international content in the curriculum to prepare
students to become part of a global workplace (Peterson, et al., 2007).
Learning Outcomes — Learning outcomes are statements about the competencies an
individual student gains and can demonstrate after completion of a learning experience.
(Peterson, et al., 2007).
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Study Abroad — Study abroad is as an academic experience, whether short-term or long
term where “students physically leave the United States to engage in college study, cultural
interaction, and more in the host country” (McKeown, 2009, p. 11).
Study Abroad Program — A study abroad program is an enrollment option abroad
designed to give students academic credit (Peterson, et al., 2007).
Study Tour (Travel Seminar or Study Travel Program) — A Study Tour is a short-term
study abroad program that allows students to receive instruction internationally by traveling to
different cities or countries. This program type usually includes academic and cultural
components (Peterson, et al., 2007).
World Mindedness — World mindedness is defined as an individual’s value orientation
toward international relations (Sampson & Smith, 1957). A world minded person “recognizes
and appreciates cultural differences” (Douglas & Jones-Rikkers, 2001, p. 58).
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CHAPTER TWO
LITERATURE REVIEW
Globalization has created a need for U.S. colleges to prepare a workforce that can easily
work with and adapt to people from around the world. College students must gain knowledge
and skills to interact with diverse people so they can be prepared to work in companies with a
diverse population or with companies that have relationships across the globe. Universities are
increasingly investing in short-term study abroad programs as a way to expose students to
different cultures and experiences outside of the U.S. Until recently, the majority of studies
available on study abroad focused on the impact of long-term study abroad programs, however,
the demand for short-term study abroad program offerings from students and educators has
created a need to further explore the benefits of short-term programs.
Organization of the Literature Review
Chapter Two begins with a background of study abroad and the ways in which the
departmental globalization efforts of the Burke School of Business are aligned with the
university’s globalization mission. The next section will consist of information on the
classification of various program types and a discussion on learning outcomes associated with
short-term study abroad programs. The subsequent section will provide a narrative on business
students’ motivations to study abroad and demonstrate how these motivations are different from
other college students. This will be followed by an examination of the integration of
globalization in the curriculum and will conclude with a review of the study abroad decision-
making process and how it may impact short-term study abroad participation.
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Background on Study Abroad
Societal demands to educate a globally competent workforce are putting pressure on
educational systems to increase their global efforts. Encouraging study abroad on college
campuses dates back to the 1950’s when NAFSA: The Association of International Educators
made policy recommendations and supported the notion that American students needed to have
the opportunity to study abroad (“Educating Students for Success in the Global Economy,”
2011). Given our culture study, it is even more evident that students must be educated to perform
in an increasingly global economy. NAFSA commissioned a survey that looked at the value
Americans place on international education. Survey findings indicated Americans identified
international education as an essential part of the educational experience and they believe it
should include learning a foreign language, study abroad and learning about other cultures
(“Educating Students for Success in the Global Economy,” 2011). Additionally, a large
percentage of Americans felt students will not be prepared to compete in the global economy
unless institutions of higher education do a better job in teaching students about world affairs.
There are also Public Policy benefits in the areas of foreign policy; national security and
economic security associated with having American students participate in study abroad ("Public
Policy Benefits of Study Abroad," 2012). Some of the foreign policy benefits to study abroad are
that graduates will have knowledge and sensitivity of other cultures that is essential for the U.S.
to gain support from other countries. Furthermore, international exchanges are viewed as
potentially strong diplomacy tools that can create a positive perception of Americans in other
parts of the world. Study abroad also offers the opportunity to gain cultural and communication
skills viewed as necessary to our national security. According to NAFSA, there are State
Department Officers that do not meet the language requirements for language designated
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positions and this impacts their ability to successfully fulfill their job responsibilities.
International skills are also necessary for U.S. economic security given that many jobs are linked
to international companies and international trade.
In their book Looking Back and Moving Forward- A History of US Study Abroad: 1965—
Present, Hoffa, DePaul, and Forum on Education Abroad (2010) discuss the progress made in
the growth of study abroad programs and the ways in which study abroad has “moved away from
the margins of education to the center” (p. 17). International exchange started as a way to
decrease misunderstanding and misperceptions in the 1950’s and this was consistent with
President Eisenhower’s People to People movement in 1956 where his slogan was “peace
through understanding” (Hoffa, DePaul, & Forum on Education Abroad, 2010, p. 20). This
paved the way for future national security and private sector expectations to create international
programs. The authors (2010) identify 1965-2005 as having a significant impact on study abroad
where students identified themselves as having a greater global awareness and expressed a desire
to study abroad. Although the percentage of study abroad is not where it should be, the authors
acknowledge the strategic approach taken by many universities to visit countries and regions as
contributing significantly to the social, economic and political world. External pressures faced by
educators to prepare a culturally aware and sensitive workforce coupled with increased demand
from students that want opportunities that set them apart from their peers in future employment
requires that institutions reexamine their existing study abroad opportunities. Educational
institutions face challenges in creating opportunities for study abroad due to broadening
demographics of students studying abroad and expectations that programs are tailored to meet
changes in student demographics.
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According to the Open Doors report produced by the Institute of International Education
(IEE), there has been an increase in the number of students studying internationally from
260,327 in 2008-09 to 270,604 U.S. students during the 2009-10 academic year. Although the
number of college students that study abroad continues to increase, only 14 percent of
undergraduates study abroad during their undergraduate career (Gardner & Witherell, 2009).
From 2009-2010, NAFSA found students in the humanities took the lead when it came to study
abroad, social science students come in second and business students came in third ("Public
Policy Benefits of Study Abroad," 2012). In terms of the race/ethnicity of students studying
abroad, the majority of students tend to be Caucasian followed by Asian/Pacific Islander students
and then Latino/Hispanic students ("Public Policy Benefits of Study Abroad," 2012). Although
some students understand the importance of study abroad, there are many students that still
choose not to study abroad as undergraduates.
Engel and Engel (2003) developed a study abroad classification system to distinguish
between programs. The classification system was developed taking into account that study
abroad in the 20
th
century comes in many forms and to better predict the outcomes for each
program type (Hoffa, DePaul, & Forum on Education Abroad, 2010). According to the
classification system, each level has a different degree of immersion into the culture. Programs
that require a higher degree of immersion lead to greater levels of cultural competence because
they allow “focused and reflective interaction with the host culture” (Engel & Engel, 2003, p4).
The study abroad classification system includes five levels: Level One: Study Tour, Level Two:
Short-Term Study, Level Three: Cross-Cultural Contact Program, Level Four: Cross-Cultural
Encounter Program and Level Five: Cross-Cultural Immersion Program. The level-based
classification system is designed to identify the interconnection of program components and can
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include: program length, housing requirements, language requirement for entry and during stay,
context of academic work, conditions for interaction with the host culture, and a guided
reflection of the cultural experience (Engel & Engel, 2003). Based on the classification system,
programs are not expected to mimic others that fall within the same classification. The
classification system helps administrators distinguish between program types and can be useful
in the development of study abroad programs. The classification system can also help students
identify programs that meet their needs (Engel & Engel, 2003). It can function as a way to
market programs where students can expect different academic outcomes and experiences
according to the classification of the program.
The Burke School of Business BAE program falls under the Level One: Study Tour
classification. The purpose of a study tour is to provide students with a first exposure (Engel &
Engel, 2003). The BAE program is a study tour where participants visit companies and
participate in cultural excursions for 10 days. The 2011 Burke School of Business Seven-Year
Strategic Plan has identified BAE as a tool to expose students to study abroad to encourage
future participation in long-term study abroad opportunities.
Organization’s Internationalization Efforts
Study abroad program offerings have evolved in college campuses from primarily being
offered through offices designated for study abroad programs. Recently departments have started
to offer international opportunities as a part of internationalizing their curriculums. The
internationalization efforts of individual departments are often aligned with the university
mission to become global. New Wave University’s mission to become increasingly global has
led to on-campus and off-campus internationalization efforts. New Wave University upholds its
designation as a global university by connecting with its alumni abroad, having NWU offices
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overseas, admitting international students and encouraging an international curriculum (“A
Global Community with a Global Mission,” 2011). In the president’s State of the University
Address in October 2011 in Hong Kong, he emphasized New Wave University’s global
presence. The president talked about the 300,000 members of the NWU Family around the world
where 25,000 of them are living and working in the Pacific Rim and India. The Burke School of
Business strategic plan was aligned with the university’s global mission and one of its paths of
distinction was to ensure that all graduates of the Burke School of Business had an international
experience during their time at New Wave University. Schein’s model of organizational culture
includes the ways in which artifacts are visible elements in culture. New Wave University’s
stories and videos of being global are examples of artifacts that encourage a global culture at
NWU (“New Wave,” 2012).
Brustein (2007) found that a small percentage of U.S. college students in 4-year programs
participate in education abroad each year, and those that participate tend to disproportionately be
White, female, middle-class, humanities or social science majors, and they commonly select
European or English-language destinations. Students are expected to develop the global
competencies which include “the ability to work effectively in international settings; awareness
of and adaptability to diverse cultures, perceptions and approaches; familiarity with the major
currents of global change and the issues they raise; and the capacity for effective communication
of across cultural and linguistic boundaries” (p. 383). However, some of the major challenges
preventing universities from being global have to do with financing study abroad programs,
language preparation and the failure by many universities to integrate their international student
population (Brustein, 2007).
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The Association to Advance Collegiate Schools of Business (AACSB) is a discipline-
based accreditor that aimed to inspire college business degree programs to redesign their
curriculum so that students would be prepared to interact globally. Many higher education
institutions have attempted to integrate AACSB standards by incorporating stand-alone courses
or programs rather than taking a comprehensive look at the curriculum. . Furthermore,
internationalization efforts at various universities often do not include language requirements and
few international programs assess global competency as a learning outcome (Brustein, 2007). In
the book The World is Flat, Thomas L Friedman proposes companies will seek to hire employees
with disciplinary expertise such as engineering, science and business. Disciplinary experts will
require a global understanding including an understanding of regional and local cultures to better
understand consumers (Friedman, 2005). Friedman’s (2005) book calls for an
internationalization of the curriculum regardless of the discipline and encourages faculty to be
part of this by providing incentives for international research and teaching through tenure and
other incentives. It is essential to create a campus-wide initiative to encourage global
competencies. Universities must reward internationalization efforts and gain support from
multiple stakeholders including faculty.
Student Motivations for Study Abroad
Study abroad programs can set institutions apart in a competitive environment
(Desruisseaux, 1999). Student motivations for study abroad often include gaining international
knowledge and experience that will offer a career advantage (Brustein, 2007). An examination of
the literature shows that business students may have different motivations for studying abroad
when compared to students in other disciplines (Holland & Kedia, 2003). Students in other
disciplines show higher rates of study abroad than business students (Gardner & Witherell,
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2009). Differences in study abroad rates may be due to business student expectations for study
abroad.
The cost of study abroad has been identified as the biggest concern for students even for
study tours that are less expensive than traditional study abroad programs (Evans, Finch, Toncar
& Reid, 2008; Holland & Kedia, 200; De Jong, Schnusenberg & Goel, 2009; Quraeshi, Luqmani
& Veeck, 2012). De Jong, Schnusenberg and Goel (2009) examined factors business students
consider in selecting short-term study abroad courses (15 days) and their value for the academic
and cultural components of study abroad. Cost was a strong consideration in the decision to
participate in short-term study abroad programs where 63.2% of students were willing to pay
between $2000 and $2499 (de Jong, Schnusenberg & Goel, 2009). Similar studies report a lower
price tag where students identify the expense range of 1500 to 2000 dollars as a reasonable
amount for participation in study abroad (Evans, Finch, Toncar & Reid, 2008). Business students
also identify that financial aid should be offered for study abroad (Toncar, Reid & Anderson,
2005). In developing study abroad programs, administrators need to be cognizant that the cost of
study abroad programs does not exceed the prices students are willing to pay.
Relyea, Cocchiara, and Studdard (2008) conducted a study to understand student’s
decision-making process to study abroad. The study included 471 students that were enrolled in a
summer undergraduate business course to determine if risk propensity and perceived career value
had an impact on student decisions to study abroad. Risk propensity is defined as an individual's
decision to take on a risk where the outcome is uncertain (Relyea, Cocchiara, & Studdard, 2008).
Students with a higher risk propensity were found to have a greater desire to study abroad, while
students with low risk propensity were more likely to fear exploring on their own, and therefore
less likely to study abroad. Furthermore, the authors (2008) propose perceived value of study
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abroad plays an equally important role in influencing behavior. Students with a low value for
study abroad were also less likely to participate in international experiences even when they were
considered high-risk takers. Students that did not see career value aligned with the study abroad
experience were less likely to participate regardless of whether they were considered to have a
high or low risk propensity. Relyea, Cocchiara, and Studdard (2008) propose administrators can
prepare students by discussing the risks associated with study abroad. Students may need to hear
an explanation of the risks and need reassurance that study abroad is manageable, even when the
risk is related to the financial cost (Relyea, Cocchiara, & Studdard, 2008).
Some of the barriers preventing business students from studying abroad include that
students may have limited information on study abroad or have misconceptions related to study
abroad (Holland & Kedia, 2003; Quraeshi, Luqmani & Veeck, 2012). In their study, Quraeshi,
Luqmani and Veeck (2012) found business students that listed information as a barrier to
participation in study abroad felt they did not know enough to participate in study abroad
programs. Some commonly used sources to inform students on the availability of study abroad
programs include a study abroad advisor, a faculty and peers (de Jong, Schnusenberg & Goel,
2009). Students want to know detailed information before participation in short-term programs
such as itineraries and information about the faculty (Evans, Finch, Toncar & Reid, 2008).
Family can have a strong influence on student decisions to study abroad. De Jong,
Schnusenberg and Goel (2009) conducted a study and found more than half of the students
identified family as an important consideration in studying abroad and two thirds stated their
parents would support their participation in study abroad. According to Pimpa’s (2003) study,
international students make choices to study in the U.S., which include the decision to study
abroad rather than studying at home, the choice of country, city, academic courses, and the
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university. International students identify family influence exists in the following five categories:
finance, information, expectations, competition and persuasion. Based on these studies, families
influence student choices about study abroad and should be considered in tailoring marketing
efforts to students and parents.
Academic considerations such as receiving course credit are important in business
student’s decisions to study abroad (Evans, Finch, Toncar & Reid, 2008; Toncar, Reid &
Anderson, 2005). Business students are also more concerned than non-business students about
the potential that study abroad can delay their graduation (Toncar, Reid & Anderson, 2005).
Students in business programs are purposeful in their involvement and are often only willing to
participate in a study abroad program within their discipline (de Jong, Schnusenberg & Goel,
2009). Finally, business students have been found to be more concerned with time or schedule
conflicts and are often worried about finding the time to participate in their schedule of
conflicting commitments (Quraeshi, Luqmani & Veeck, 2012).
Study abroad programs must be designed to accommodate student’s different learning
objectives. Quraeshi, Luqmani and Veeck (2012) distributed a survey to 1,388 business students
to examine perceived barriers to participation in short-term and long-term study abroad programs
and found within group differences. Business students’ motivations for study abroad were found
to vary by class standing where freshmen students might look for different types of programs
than seniors and that programs must be designed for students’ different learning objectives.
According to the study seniors and juniors self reported that they were more knowledgeable
about study abroad than freshmen (Quraeshi, Luqmani & Veeck, 2012).
Students also have relationship motivations for study abroad. One of the top reasons
students identify for study abroad is the opportunity to develop new relationships with other
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students (The Center for Global Education, 2013). According to LaFranchi (2003), a strong
consideration for college students in their decision to study abroad is to have fun, get away from
the routine of school and home and to see the world (as cited in Evans, Finch, Toncar & Reid,
2008). Recreation or fun should not be an important driver for study abroad because recreational
motivations can lead students to make poor choices while abroad (Quraeshi, Luqmani & Veeck,
2012). Another important consideration business students gave in selecting to study abroad are
the locations where students often preferred to visit developed countries (Evans, Finch, Toncar &
Reid, 2008). This limits student exposure and learning opportunities and creates challenges for
educators seeking to expose students to emerging markets. Administrators must consider the
following items when marketing study abroad programs to business students: the attractiveness
of the location, the quality of the program, career benefits and the professors leading the trips (de
Jong, Schnusenberg & Goel, 2009).
There are differences and similarities in business and non-business student perceptions
toward study abroad. Business and non-business majors value study abroad in semester-long and
short-term study abroad programs and believe they offer a valuable experience (Toncar, Reid &
Anderson, 2005). Other similarities include the desire to pay more for a better program and the
opportunity to develop relationships with peers. However, business students have been found to
have more pragmatic reasons for study abroad than non-business majors (Toncar, Reid &
Anderson, 2005). Business students believe study abroad can enhance their job prospects.
Students that identify study abroad as offering career value are more likely to participate in the
opportunity (Relyea, Cocchiara, & Studdard, 2008). Furthermore, business students are
concerned with program information and quality, cost of the program, location, academic credit
and with the career benefits associated with study abroad. Toncar, Reid and Anderson (2005)
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suggest that marketing study abroad should be approached according to students’ academic
discipline.
Internationalization of Undergraduate Business Curriculum
Business schools must prepare students to understand the cultural, political and economic
impact of living in an increasingly global society (Nehrt, 1987). Students enrolled in business
programs are expected to understand ways to interact in a global context. In 1974, the
Association to Advance Collegiate Schools of Business (AACSB) added an international
dimension to accreditation requirements for business schools requiring them to expose their
students to international issues in more than one area of the curriculum. According to AACSB
(2003) guidelines, business schools are accountable for measuring international student
outcomes and schools are required to have mission statements that include the importance of
student global awareness (Pineda, 2009). Although international business is seen as a priority in
many US and international companies, the support for international efforts varies from school to
school (Contractor, 1997 as cited in Pineda, 2009). There is wide acknowledgment on the
importance of internationalizing business school curriculums and study abroad has been
identified as an effective form to internationalize business school curricula (Arpan, 1993;
Holland & Kedia, 2003; Praetzel, Curcio & DiLorenzo, 1996). Holland and Kedia (2003)
surveyed 304 higher education institutions accredited by the Association to Advance Collegiate
Schools of Business (AACSB) and found that seventy four percent of the institutions did not
require students to learn a foreign language and this in turn prevented students for studying
abroad in English speaking countries. Integration of internationalization in professional school
programs is necessary because students must be aware of the ways to engage in diverse work
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environments and must demonstrate international awareness (Praetzel, Curcio & DiLorenzo,
1996).
There are four major methods to internationalizing business school curricula including
infusion, international courses, concentrations and specialized degree programs (Arpan, 1993).
The method of “infusion” is the most cost and resource effective because it consists of adding an
international aspect to current course offerings, where, for instance you can take an existing
course and add international content or an international assignment. However, there are some
challenges with infusion because it is done at the surface level. The method of “adding an
international course” is another effective way to internationalize the curriculum and allows for a
deep understanding of international topics. This approach is also accompanied with challenges
including that it requires for new courses to be added to the curriculum and faculty often do not
have the expertise to teach entire courses with an international emphasis. With this approach,
students can also be encouraged to take international courses outside of the business school.
Offering concentrations and degree programs to demonstrate a student’s interest in international
business is another approach to internationalize the curriculum. Concentrations and degree
programs require more effort than infusion or than adding individual courses but offer a wider
range of benefits (Arpan, 1993).
Study abroad has been identified as a successful approach to internationalize departments
(Praetzel, Curcio & DiLorenzo, 1996; Sideli, Dollinger & Doyle, 2003). The Kelly School of
Business (KSB) internationalized their curriculum by offering multiple opportunities for students
to develop international skills including study abroad. KSB increased the number of business
students participating in study abroad programs and attribute their success to their international
dimension requirement (IDR). Students have various options to satisfy the IDR requirement
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including study abroad, studying a foreign language, taking courses in the international and
economics departments, taking a set of courses through other departments, adding an
international field specialization as part of their University general education requirement and
completing an international studies concentration (Sideli, Dollinger & Doyle, 2003). The IDR
requirement lead to 30% of KSB students graduating with a foreign language; 30% of KSB
students participating in study abroad before they graduated; and 10% of students graduated with
an international studies concentration (Sideli, Dollinger & Doyle, 2003).
Business schools must help students gain international competencies to succeed in today's
globalized economy (Arpan, 1993). Business students must have an awareness of the ways they
are “connected to other countries and this awareness should include an understanding of the
influences that connect us on a global level” (Arpan, 1993, p. 6). Study abroad is the opportunity
to develop international competencies through experiential learning (Arpan, 1993). Study abroad
programs can also broaden a student’s perspective on their respective majors (Praetzel, Curcio &
DiLorenzo, 1996). However, taking a number of students abroad at once can create many
challenges for business schools. Departmental semester long study abroad programs allow
students to complete their major coursework overseas but make it difficult to integrate faculty.
Semester-long study abroad programs are also expensive and not financially feasible for many
students.
Faculty participation is critical to the successful internationalization of business schools.
However, faculty members are not considered supporters of study abroad for students and there
are few incentives for faculty to participate on many campuses. Praetzel, Curcio and DiLorenzo
(1996) offered a case of two universities, Niagara University and Schiller International
University that used a department-based model to integrate faculty into the study abroad process
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31
consistent with AACSB guidelines to encourage professional development of business faculty
through international opportunities. Faculty study tours can be used to integrate the faculty into
study abroad programs and offer opportunities for faculty professional development (Praetzel,
Curcio & DiLorenzo, 1996). Allowing faculty to participate in faculty led study abroad programs
helps them gain awareness about international topics that can enhance their teaching practice on
campus and lead to international collaborations in research. Whenever a department is seeking to
internationalize their curriculum, business schools must ensure faculty receive training in
international studies to effectively integrate them in study abroad (Arpan, 1993). Furthermore,
Arpan (1993) proposes faculty training is necessary in helping faculty feel confident about
teaching international courses.
Another effective method to internationalization of the business school curricula is
through the integration of international business courses. Pineda (2009) used Azjen’s (1991)
theory of planned behavior to understand student beliefs about whether participation in
international business (IB) courses produced valuable outcomes. The study surveyed 141 senior-
level U.S. Business students in a strategy capstone course during the last semester of their
program and found students had a positive attitude toward IB courses. Students who took IB
courses had a more positive attitude than those students that took traditional business courses and
had limited exposure to the international dimensions of business. Students that took one or more
IB courses also had a more positive attitude toward IB courses than did those who did not taken
any IB courses. Pineda (2009) identifies some challenges with IB courses including that business
schools often do not emphasize taking IB courses and faculty are often not trained to teach IB
courses. To address this problem, the author (2009) proposes having stronger academic
advisement to discuss the benefits of IB courses with students. Furthermore, encouraging
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students to participate in at least one international course early in their academic career can lead
students to take additional international courses in the future (Pineda, 2009). Similarly, one could
propose that participation in study abroad during freshman year through faculty led study tours
can encourage future participation in IB courses and other international opportunities.
There are many ways to approach internationalization of the business curriculum.
Business schools must have a strategy for the implementation of their internationalization efforts
and consider how to administer the changes (Arpan, 1993). Keating and Byles (1991) suggest
common mistakes to internationalization of the curricula include adding an international
dimension to existing classes, selecting textbooks with an international dimension, and adding an
international business class to the curriculum because they attempt to incorporate
internationalization on the surface. Business schools must make a deliberate effort to
internationalize their curriculum through forming committees, encouraging business faculty to
participate in international research, encouraging study abroad opportunities or by creating an
international business department (Keating & Byles, 1991). In developing and
internationalization plan, business schools must determine the amount of internationalization
they want to incorporate and then track and evaluate their internationalization efforts.
Short-term Study Abroad Programs and Outcomes
The majority of the literature available on study abroad programs support that outcomes
are more likely to be achieved when students participate in semester long or full year study
abroad programs (Engel & Engel, 2003; Dwyer, 2004; Kehl & Morris, 2008). Short-term
programs offer contention and their perceived value is sometimes unknown to students and
administrators. Business students have identified short-term study abroad programs as
educational, exciting, safe and worthwhile (Evans, Finch, Toncar & Reid, 2008). Some studies
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33
suggest that short-term programs can provide educational benefits as long as they have a strong
academic foundation (Fisher, 2009). When conducting a search for this study, most of the
information available was on planning faculty led short-term study tours. There is limited
information and understanding on the outcomes of short-term study abroad programs because
they are a relatively new phenomenon (Donnelly-Smith, 2009) and this may deter student
participation.
Even when there is limited research on developmental gains associated with short-term
stays abroad, educators must be prepared to articulate gains to effectively market short-term
programs to undergraduates. Practitioners must develop strong content for their programs and
communicate program outcomes to encourage student participation (Donnelly-Smith, 2009).
Short-term program outcomes vary depending on the academic content of the program where
some require students to complete culminating projects, and others require daily journals.
Learning outcomes associated to short-term programs include the development of a global
mindset (Norris & Gillespie, 2009), world mindedness (Boatler, 2008; Douglas & Jones-Rikkers,
2001), an increase in cross-cultural awareness (Kitsantas, 2004; Wang, Peyvandi, &
Moghaddam, 2009) and career gains (Norris & Gillespie, 2009). The studies covered below offer
insight to some of the gains associated with short-term programs as well as challenges study
abroad administrators face in the instructional design of short-term study abroad programs.
World Mindedness
One of the outcomes associated with participation in short-term study abroad programs is
an increase in student world mindedness. Boatler (2008) looked at the development of a world-
minded attitude through a summer study abroad program. World mindedness is defined as “the
extent to which individuals value the global perspective on various issues” and a world minded
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person “recognizes and appreciates cultural differences” (Douglas & Jones-Rikkers, 2001, p. 58).
Students were enrolled in four classes, where the topics covered included finance, history and
communications. The communication professors had more experience teaching internationally
than the finance and history professors. Although professors were not asked directly to teach
about cultural issues, students in the communications courses were found to have greater attitude
changes than students in the finance and history classes. Boatler (2008) concluded the cultural
awareness issues included by the communication professors needed to be part of the curriculum
for students to experience a “world-minded” attitude change.
Douglas and Jones-Rikkers (2001) compared two groups of students to examine their
levels of world mindedness using a scale developed by Sampson and Smith (1957) to measure
student’s world mindedness. Sampson and Smith (1957) defined world-mindedness as the value
a person places on international relations. The first group consisted of students from various
disciplines including psychology, liberal arts and business who had studied abroad, and a control
group was composed of students that did not have study abroad experience. The authors (2001)
found participation in study abroad increased student world mindedness. Students that studied
abroad were found to have a stronger sense of world mindedness than students that did not travel
abroad. Students that had a wider cultural difference between their location and their country of
origin where found to have greater gains in world mindedness, possibly because they
experienced a greater level of culture shock if their host country was significantly different from
their country of origin. One of the limitations of this study is there was no mention of the length
of this short-term study abroad trip making it difficult to compare this study with other study
abroad programs.
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Cultural Competence, Awareness and Sensitivity
Cultural awareness has also been identified as an outcome of participation in short-term
study abroad programs. Experiential learning theory can be applied to short-term study abroad
programs where learning takes place as a result of the interaction and adaptation to an
environment abroad (Wang, Peyvandi, & Moghaddam, 2009). Kitsantas (2004) examined the
impact of short-term study abroad programs and found that students who expected to develop
their cross-cultural skills experienced higher levels of cross cultural skills and global
understanding (Kitsantas, 2004). Participants reported “higher levels of emotional resilience,
openness and flexibility; perceptual acuity and personal autonomy” (Kitsantas, 2004, p. 447).
The (2004) study suggests the importance of teaching students to develop goals for their study
abroad program. Students that have goals for what they want to achieve from study abroad are
more likely to self-monitor to achieve their desired outcomes and goal-setting may motivate
them to make adjustments if they are not achieving those outcomes (Kitsantas, 2004).
Developing cultural awareness was also associated with a short-term study abroad program. In
their study, Wang, Peyvandi, and Moghaddam (2009) found students had an increased
appreciation for having discussions with students with different perspectives and identified a
short-term experience as beneficial to their education.
Chieffo and Griffiths (2004) conducted a study to examine the impact of participation in
a month long study abroad program abroad. Students self-reported gains that included an
appreciation and understanding of another country, culture and related topics. Students felt a
greater awareness and sensitivity to multiple national and cultural perspectives after participation
in study abroad (Chieffo & Griffiths, 2004). Participants also acknowledged their position of
privilege within the US and had a greater awareness of global issues (Chieffo & Griffiths, 2004).
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Finally, participants were more likely to communicate in a foreign language and to be patient
with individuals who did not speak English when compared to their peers.
Black and Duhon (2006) conducted a study with business students using the Cross
Cultural Adaptability Inventory (CCAI) to determine whether they were meeting their program
learning objectives. The CCAI measured students on four dimensions including flexibility,
cultural empathy, emotional resilience, and personal autonomy. The authors (2006) found gains
in cross cultural awareness and personal development. Cultural awareness gains included
becoming more culturally empathetic and tolerant. Although students studied abroad in an
English speaking country and where surrounded by other American students, that did not hinder
expected learning gains. Personal development gains included an increase in students’ autonomy
and self-confidence even when students may not have experienced a culture clash.
Students who have a false sense of their existing cultural knowledge limit their ability to
develop cross-cultural skills. Jackson (2008) conducted a mixed methods study on a short-term
study abroad program for English majors at a Chinese University to explore students’
intercultural sensitivity before going on the study abroad program; during the study abroad
program; and at the end of the study abroad program. Participants experienced different stages in
developing intercultural sensitivity including denial, defense, minimization, acceptance, and
adaptation. The author (2008) concluded many participants started with inflated self-perceptions
about their intercultural sensitivity. Students’ false sense of intercultural sensitivity often
hindered the amount of intercultural development they experienced.
Career Gains
Career outcomes for study abroad are of particular interest to business students (Holland
& Kedia, 2003). The American Institute for Foreign Study generates a student guide to study
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abroad and career development that emphasizes the value of study abroad on students’ career
development regardless of the duration of the program. The student guide is designed to
encourage intentional decisions regarding study abroad and encourages students to consider
integrating their international experience into their major; finding networks in the host country
that could assist with exploring career interests; and also encourages students to be strategic
about marketing their study abroad experience to employers by emphasizing the intercultural
competencies they gained while abroad. The student guide uses the RAND Corporation report
(2003) to support the benefits of study abroad and identifies international skills that are important
to employers including communication, relational and cross-cultural competencies.
Assistant Dean of Student Affairs for Career Services, Scholarships and Fellowships at
Rice University, Cheryl Matherly wrote an article called “Effective Marketing of International
Experiences to Employers” which suggests study abroad alone is not attractive to employers.
Instead, transferable skills students gain while abroad such as cross-cultural competencies,
interpersonal and relationship skills and tolerance for ambiguity and adaptability are viewed by
managers as being among the top 15 qualifications they look for (Martin Tillman, 2011
American Institute For Foreign Study).
Study tours are not only attractive to employers; they are also an effective way to teach
students about conducting international business. Peppas (2005) examined the benefits of
participation in study tours for undergraduate and graduate students where eighty-nine percent of
students reported gains in the areas of work performance and some participants indicated they
were given preference for international activities over their counterparts after participating in the
study tour. Additionally, respondents reported gains in cultural awareness, which included
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categories in globalization awareness, self-confidence, and access to management, acceptance to
diversity, and intercultural skills.
Study tours can be an effective way to teach students about the subtleties and challenges
that might arise from conducting international business. Schuster, Zimmerman, Schertzer and
Beamish (1998) compared various executive MBA program cohorts that traveled internationally
for approximately 16 days to determine whether international travel courses led to gains in three
learning domains for participants: cognitive, attitudinal and behavioral. Students tended to
oversimplify the differences with international business changes prior to their trip abroad.
Students indicated a greater willingness and confidence in working overseas after participating in
the course. Students experienced cognitive gains by learning country specific knowledge. In the
areas of attitudinal and behavioral gains, students understood the difficulty of conducting
business internationally; understood the need for different practices to conduct business
internationally and were aware of their own skill set both strengths and limitations for engaging
with others in international business. One limitations of the Schuster, et al. (1998) study was that
it was unclear whether cognitive, attitudinal and behavioral gains were related to overall
participation in the program or to individual activities such as interviews or preparing formal
reports during the study tour.
Study abroad can have a significant impact on students’ future career development
(Norris & Gillespie, 2009; Orahood, Kruze & Pearson, 2004). In a study by the Institute for the
International Education of Students (IES), students identified their study abroad experience
helped them develop an interest in their career direction, allowed them to gain skills that
impacted their career path, and helped them enhance their foreign language competencies. Study
abroad participants were also more likely to attribute their decision to attend graduate school on
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39
their study abroad experience. Students that participated in an IES study abroad experience were
also found to be more than twice as likely to study abroad again (Norris & Gillespie, 2009).
Orahood, Kruze and Pearson (2004) conducted a similar study and found that
participation in study abroad influenced students’ career plans to work abroad, where 35% stated
that study abroad made a notable difference in their career plans and 20% said it made a
significant difference. Students who studied abroad were more likely to look for positions
internationally where 50% of students indicated they were proactive about looking for positions
abroad. Study abroad participants also expressed an interest in working for domestic companies
with an international focus and for working with multinational companies with offices located
abroad. Students that participated in study abroad stated they indicated those experiences on their
resume and spoke about their experiences during interviews.
Study abroad programs must set clear learning objectives to achieve intended learning
gains. Carley, Stuart, and Dailey (2011) examined the long-term impact of a two-week business
study tour. Students were assessed to determine the attitudinal, behavioral, and career outcomes
of participation in the study tour. Study findings revealed students felt an increase in global
awareness and felt they learned more from the study tour than from their on-campus courses.
However, contrary to the Peppas study (2005), students did not identify an increased
understanding of the international business environment nor an increased interest or preparation
for global related careers. All study abroad outcomes were diminished as time passed, whereas
students that had participated in the programs more recently had more interest in foreign travel
and international affairs which suggest the impact of the study tour was short lived (Carley,
Stuart, & Dailey, 2011).
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Short-term study abroad program administrators face many challenges in ensuring that
programs meet student expectations for going abroad. In their study, Kehl and Morris (2008)
attempted to compare the differences between short-term and long-term study abroad programs
at three institutions by using Hett’s (1993) global-mindedness scale. Students that participated in
semester long study abroad programs had higher levels of global mindedness than students who
completed a short-term program (less than eight weeks). Furthemore, Cory and Martinez (2008)
examined student expectations of desired outcomes through a study abroad program in London.
Students stayed with other American students in the dorms and did not interact much with local
residents. The (2008) study found students did not feel the trip met their expectations for
interacting with locals. Students were required to stay with the group when visiting different
areas in London and this limited their ability to interact with locals. The immediate support
offered by faculty and staff on the trip was seen as limiting the challenges often associated with
study abroad and interfered with students ability to immerse themselves in the culture of the
country they visit. The authors (2008) found student experiences with local residents can be used
as learning opportunities and short-term trips must encourage exchanges with locals. Cory and
Martinez (2008) recommend asking students to write regular reflections and breaking students
into small groups to discuss their experiences.
Student Choice to Study Abroad
In the face of rising college tuition, students may feel it is a luxury to participate in
educational experiences that require an additional cost to tuition. Understanding student choice is
important in figuring out how to improve study abroad program participation. Based on student
choice construct, students are faced with making various educational decisions including college
choice, course selection, major selection and about whether to participate in other educational
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opportunities (Hossler & Gallagher, 1987). The student choice construct helps explain the
choices students make about study abroad and the influence of social and environmental factors
in making those decisions. Particularly, it is important to understand the ways in which social,
cultural and human capital impact students’ decision to participate in freshman international
trips. Cultural capital is defined as having a “system of attributes, such as language skills,
cultural knowledge, and mannerisms, that is derived, in part, from one’s parents and that defines
an individual’s class status” (Bourdieu, 1986 as cited in Perna, 2006, p. 13). Social capital is
identified as focusing on “social networks and the ways in which social networks and
connections are sustained (Morrow, 1999 as cited in Perna, 2006, p. 13). Social capital is viewed
as having social networks and can been seen as a channel to gain various forms of capital
including cultural and human capital. Social and cultural capital have an influence on college
student choice where “cultural and social capital [are] resources that may be invested to enhance
productivity” (Coleman, 1988, as cited in Perna, 2006, p. 12). Students are influenced in their
college choices by their predisposition, which is handed down in the form of social and cultural
capital. Additionally, a student’s community and peer network are associated with the decision to
study abroad (Salisbury, Umbach, Paulsen & Pascarella, 2008).
The student choice construct is a three-stage model traditionally used to understand
college student intent to apply to colleges. According to the model, students go through a
predisposition phase, a search phase and a choice phase (Hossler & Gallagher, 1987). During the
predisposition stage, students develop educational and occupational aspirations by becoming
interested in attending college. In the search stage, students and parents begin to collect
information about various colleges and consider which colleges offer the greatest benefits in
making application decisions. In the choice stage, students select the university/college they will
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42
attend. The three stage student choice model has not only been used to explain which colleges
students will attend but can also be applied to various educational decisions students make while
in college.
Perna’s (2006) model looks at economic and sociological influences and incorporates
human capital theory to examine the costs and benefits of student choice to participate in co-
curricular activities. The model takes into account the “influence on decisions of various levels
of context, including aspects of schools and communities, higher education institutions, and the
social, economic, and policy context” (p. 7). The model incorporates human capital theory to
examine the costs and benefits of student choice to participate in particular activities. According
to human capital theory students make investments in their personal development such as an
increase in the number of years of education or the quality of their educational experiences, and
these investments are rewarded in different forms such as higher earnings (Becker, 1994).
Students make educational decisions as a type of investment where the perceived
outcome is more valuable than the cost (Perna, 2006). For example, the investment in study
abroad can be seen as an opportunity to develop global skills that can lead to future employment
benefits. Additionally, individuals look at the investment in terms of short and long-term benefits
as well as monetary and non-monetary awards. Nonmonetary rewards can include work
environment, lifestyle, and applied knowledge. Examples of short-term rewards for students
might include the enjoyment of participation in the activity at the moment, sense of belonging
and increased social status. The student choice model also considers sociological approaches to
understanding choice such as the impact of socioeconomic background.
Student choice theory is a foundation in Salisbury, Umbach, Paulsen and Pascarella’s
(2008) work on understanding student decisions to study abroad. Salisbury et al (2008) used an
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43
integrated model of college choice to examine the impact of financial, human, social and cultural
capital on students’ intent to study abroad. In the first stage of the three stage decision-making
model, students develop the predisposition and aspiration to study abroad. In the second stage,
students search for a suitable study abroad program and evaluate the various program options. In
the final stage students make the decision on which program they will select and participate in.
Salisbury et al (2008) found social and cultural capital were important in making the decision to
study abroad because of the information it provided individuals regarding study abroad
programs. Minority students were found to be less likely to participate in study abroad programs
(Holland & Kedia, 2003; Salisbury, Umbach, Paulsen & Pascarella, 2008). The socioeconomic
status of a students’ family also influenced student intent to study abroad were lower income
students were less likely to study abroad than higher income students (Salisbury, Umbach,
Paulsen & Pascarella, 2008). Students that received financial aid were also less likely to express
intent to study abroad than students that did not receive financial aid. Students that attended
liberal arts colleges and students in social science majors were also more likely to study abroad.
Azjen’s (1991) theory of planned behavior (TPB) is a social psychology model that
focuses on student intent to perform a behavior. The theory postulates a student’s intention to
perform a specific behavior motivates them to work toward that behavior and increases their
chances of performing the behavior. The behavioral intention is determined by three factors
including 1) attitude toward the behavior 2) subjective norm which refers to the social pressure
on behavior and 3) perceived behavioral control that includes how easy or difficult it is to
perform the behavior. Attitude toward the behavior has to do with the students’ perception of the
advantages of performing that behavior, subjective norm is the social influence students receive
to participate in the behavior and the degree of perceived behavioral control is the perception of
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44
the perceived ease or barriers students perceive in participating in the behavior “italics in
original.”
Azjen’s (1991) theory suggests students are successful in performing a specific behavior
as long as students have “the opportunities and resources” along with the intention to engage in
that behavior (p. 182). There are also non-motivational factors that impact a students’ decision to
participate in a behavior including finances and skills (Azjen, 1991). According to Bandura
(1977), students make choices about certain behaviors based on their self-efficacy or belief in
their ability to succeed in that behavior. Based on Bandura’s theory, students may decide not to
apply to a study abroad program if they feel they will not succeed at figuring out how to cover
the cost or how to accomplish the behavior. Based on the theory of planned behavior, students
must have the intent to pursue a behavior and perceived behavioral control.
Presley, Damron-Martinez and Zhang (2010) examined student attitudes toward study
abroad programs using Ajzen’s (1991) theory of planned behavior. Students in the study
identified benefits of study abroad including exposure to an interesting experience; the
opportunity to experience a new culture; the opportunity to develop as a person; improvement of
language skills; and the opportunity for new career opportunities. However, even when students
were able to identify many benefits to study abroad, these benefits did not necessarily translate
into participation. Students identified cost and the availability of financial aid as a major concern
when considering study abroad. Significant others in the students’ lives were also found to have
a strong influence on study abroad (Presley, Damron-Martinez & Zhang, 2010; Pimpa, 2003 and
Perna, 2006) as well as future employers. Finally, the study identified gender differences among
respondents where women valued their friends’ opinions while male students valued their
parents’ opinions in making the decision to study abroad. The study also found differences in
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45
terms of class ranking among respondents, where juniors and seniors were more likely to think
study abroad would help them experience a new culture; allow them to develop as a person; and
expose them to an interesting and fun experience. The study recommends that practitioners need
to highlight the benefits of study abroad when marketing study abroad programs to students. This
includes selling students on the ways in which study abroad can create career opportunities and
also the importance employers place on study abroad.
Conclusion
Colleges and universities are expected to prepare a globally competent workforce that is
prepared to seize international opportunities that will benefit the US economy, and will have
positive policy implications. Study abroad is commonly identified as one way for students to
gain international competencies through experiential learning (Arpan, 1993; Murray & Tuma,
2005). In order for today's graduates to be competitive in the job market; they need to have
international competencies such as a global perspective and an understanding of cross-cultural
differences (Kedia & Daniel, 2003). Furthermore, although entry-level staff are not always
expected to have global competencies, companies have been found to promote employees to
management positions based on having global competencies (Kedia & Daniel, 2003). The
benefits of short-term study abroad programs vary according to the length of the program and the
academic content of the program. Some of the many benefits associated with short-term
programs include world mindedness (Douglas & Jones-Rikkers, 2001); increase in self
confidence, acceptance to diversity, and intercultural skills (Peppas, 2005) and cultural
awareness (Carley, Stuart, & Dailey, 2011).
This study examines the knowledge, motivation and organizational barriers that business
students face in participating in study abroad by focusing on the BAE program through the
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46
Burke School of Business. Despite demand for international competencies, business students
face various challenges to participation in study abroad. Although short-term programs are less
expensive than longer study abroad programs, the cost still presents a financial burden for
students (de Jong, Schnusenberg & Goel, 2009). Holland and Kedia (2003) found that having a
study abroad recruitment budget was positively associated with participation in study abroad.
Marketing efforts require that international programs for business students be staffed
appropriately with more than one or two staff who are dedicated to helping students identify
study abroad opportunities and prepare for study abroad (de Jong, Schnusenberg & Goel, 2009).
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CHAPTER THREE
METHODOLOGY
The purpose of this study is to explore the reasons that prevent Burke undergraduates
from traveling on the Business Abroad Experience (BAE) program during their freshmen year.
The Clark and Estes (2008) Gap Analysis Model was used to understand the reasons students do
not participate in the BAE program. Scanning interviews with Burke students, a faculty member
and a staff member were used to inform this study. According to Rueda (2011) scanning
interviews offer the opportunity to learn about assumed causes directly from members of the
organization. The assumed causes collected from scanning interviews were used to identify
causes for the performance gaps as revealed by the Gap Analysis Process Model. Learning,
motivation and organizational theories were also considered in identifying possible root causes
of non-participation in BAE. Three sources were used to develop the survey including: (1)
assumed causes identified by organization members; (2) learning, motivation and organizational
theories; and (3) literature on international programs.
Framework for the Study
The Gap Analysis Process Model developed by Clark and Estes (2008) is a problem-
solving model that can be used by organizations to identify performance problems, close
performance gaps, and achieve organizational goals. The Gap Analysis Process Model can help
organizations identify goals and standards for the organization, set performance indicators,
identify gaps that get in the way of the intended goals, and ensure that tasks performed by
members within an organization are aligned with the global goals of the organization. The Clark
and Estes (2008) model allows organizations to perform an analysis of the root causes of
performance gaps to determine whether the cause is knowledge and/or skills, motivation or
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48
organizational barriers. Collecting information about the beliefs and perceptions of individuals in
the organization is a critical component of the Gap Analysis Process and requires open
communication with the organization’s members. Once the root causes for the performance gap
are identified, the Gap Analysis Process Model offers the opportunity to identify potential
solutions to address knowledge, motivation and organizational barriers. The solutions are then
implemented and an evaluation of the solutions must follow to ensure that progress is being
made toward closing performance gaps (Clark & Estes, 2008).
The Gap Analysis Process Model (See Figure 1) offers the following seven steps to assist
organizations in achieving performance goals:
• Step 1: Identify and understand organizational goals (global, intermediate and
performance goals).
• Step 2: Identify current achievement at each level.
• Step 3: Measure the gap between actual performance and desired performance and
perform a cost-benefit analysis of closing the gap.
• Step 4: Analyze gaps to diagnose knowledge, motivation and organizational causes
for performance barriers (assumed and validated causes).

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Figure 1. Gap Analysis Process Model. Adapted from Clark, R. E. & Estes, F. (2008). Turning
research into results. Charlotte, NC: Information Age Publishing, Inc.

Chapters Five and Six discuss the remaining steps of the Clark and Estes (2008) Gap
Analysis Process Model:
• Step 5: Identify research based-solutions for closing the performance gap.
• Step 6: Implementation of solutions.
• Step 7: Evaluate and tune systems to ensure successful implementation.
In the first step, the organization must identify key business goals, including global,
intermediate and performance goals for the organization. Goal setting does not have to include
participatory goal setting where each member contributes to the vision; however, a trusted
manager must be in charge of sharing the vision for the organization to ensure commitment from
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50
affected team members. Additionally, the organization must identify individual performance
goals and ensure that they are aligned with key business goals. Once the organization has
identified its goals, it must examine its current achievement at each level. The third step of the
Gap Analysis Process Model is to measure the gap between actual performance and desired
performance and perform a cost-benefit analysis of closing the gap (Clark & Estes, 2008). By
subtracting the actual performance from the desired performance the organization can understand
the extent of the gap and work toward meeting their desired goal. In the fourth step, the
organization must analyze gaps to diagnose causes for performance barriers. The three major
causes of performance gaps according to the Gap Analysis Process Model are knowledge and
skills, motivation, and organizational barriers. Solutions are identified in the fifth step of the Gap
Analysis Model and the sixth step offers opportunities to implement programs to close
performance gaps addressing the causes through research-based solutions. In the final step, the
organization must evaluate results, tune systems and revise goals to ensure that strategies that
were implemented are effective (Clark & Estes, 2008).
The Clark and Estes (2008) Gap Analysis Process Model was used as a framework for
understanding the problem which is the object of this project. The purpose of this study is to
explore the potential root causes deterring freshmen in the Burke School of Business from
participation in the BAE program. By using the model, this project attempts to identify the three
potential barriers to participation, such as knowledge and skills, motivation, and organizational
barriers. After identifying the performance barriers to achieving the desired goal of 100%
participation, the model is used to offer knowledge, motivation and organizational solutions.
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Step 1: Identify and Understand Global Goal
The global goal of this project is for the business school to achieve 100 percent student
participation in the BAE program. BAE is a short-term voluntary study abroad program designed
to expose freshmen business and accounting students to international business practices. The
BAE program consists of a 2-unit course that teaches students about history, culture and about
the nuances of doing business in another country. The purpose of the BAE Program is to expose
undergraduates to the effects of globalization on business to prepare them to enter an
increasingly global workforce. The BAE course objectives according to the BAE common
syllabus (2011) include:
• To understand the impact of globalization on business.
• To appreciate the challenges and opportunities of doing business internationally.
• To learn to assess the business environment in other countries, including business
practices, economic and financial structures, institutions and institutional voids,
political and regulatory systems, and cultural and social conditions.
• To develop an international business perspective by understanding the similarities and
differences in the business environment across countries and how heterogeneity in the
business environment across countries affects international business practices and
strategies.
• To appreciate how to develop business strategies and make business decisions in the
international/global context.
As part of the BAE course, students participate in lectures that discuss the social,
economic and political climate and culture of the country they visit. Students write reflective
reviews for each lecture to consider the impact of the country’s sociocultural climate on business
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52
practices. Additionally, students participate in a group project during the semester to research a
company they plan to visit during their trip. For the final project, students are asked to create a
presentation about their cultural and business experience in the country they visited. Part of the
final project is to incorporate the impact of the experience on their future as business leaders.
The BAE course is accompanied by a 10-day faculty-led study tour to a single destination where
students meet business executives and leaders. The study tour incorporates cultural visits and
free time for the students to navigate the country on their own.
The Burke School of Business offers a range of destination options for the BAE program
to encourage maximum participation. During spring 2012, freshmen students had the opportunity
to apply for a BAE trip to one of the following destinations: Hong Kong, China; Taipei, Taiwan;
Santiago, Chile; Tokyo, Japan; Jakarta, Indonesia; Sydney, Australia; Mumbai, India; Buenos
Aires, Argentina and Singapore. In order to ensure a high participation rate, BAE is offered twice
in the spring semester of freshman year including March (Spring Break) and May, immediately
after the spring semester. Students who participate in March trips have one debrief meeting when
they return from their trips and students who participate in May trips generally end the course on
the last day of their trip.
Step 2: Identify Current Achievement
Currently 67% of Burke Freshmen are participating in the BAE program, however, the
Burke School of Business aims to have 100% freshman student participation. The information
about the BAE program is shared during the admission process via the admission letter, during
an academic expectations presentation at new student orientation, via email during the first few
weeks of students first semester at New Wave and during academic advisement during the fall
and spring terms of freshman year.
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Step 3: Measure the Gap
The purpose of the present study is to examine the reasons for the participation gap,
which is that 33% of freshmen Burke Students do not plan to participate in the BAE program.
The Burke Strategic Plan aims to encourage every Burke undergraduate to travel abroad. In order
to align with the mission of the strategic plan, the Burke School of Business aims to have 100%
participation in BAE. The Burke School of Business is invested in its global mission and not
closing the BAE participation gap may cause prospective Burke School of Business students to
search and select other business schools for their globalization efforts.
Step 4: Analyze Gaps to Diagnose Knowledge, Motivation and Organizational Causes
The purpose of Step 4 in the Gap Analysis Process Model is to analyze and validate the
assumed knowledge, motivation and organizational causes of the performance gap. The
discussion begins with assumed causes followed by the validation of causes. According to Clark
and Estes (2008), organizations sometimes make assumptions about root causes but the purpose
here is to validate causes through the triangulation of data.
Scanning Interviews
Using scanning interviews, a number of issues were identified and investigated in this
study. The investigation of assumed causes helped identify gaps in knowledge and skills,
motivation and organization and culture as outlined by the Gap Analysis Model. Information
gathered on the views and opinions about perceived barriers can help the researcher understand
the reasons goals are not being achieved (Clark & Estes, 2008). A challenge for gathering and
identifying information about the causes is overconfidence that results from performance
specialists believing they can predict the situation (Clark & Estes, 2008). Interviews were
conducted with caution due to the researcher’s knowledge and experience with the organization.
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54
Scanning for assumed causes consisted of brief informal interviews where members of
the organization were asked: What do you believe are barriers to participation in the BAE
program? A list of assumed causes was created from interviews with the four informants. In the
first scanning interview, a Burke advisor talked about obstacles to participation such as work,
planned vacations, athletics, and cost. The Burke advisor’s source of information was one-on-
one advisement appointments with students. The advisor addressed cost as being a major barrier
and said, “if Burke offered enough financial support more students would be willing to
participate” (personal communication, 2011). Additional perceived barriers to participation in the
BAE program emerged during scanning interviews with two students. The students both
participated in BAE and offered comments on their perceptions of the trip. The first student
talked about the cost and socialization activities as barriers to participation in the BAE program.
The student elaborated that some of her peers felt BAE was “an expensive way to party” and
preferred not to go. The second student confirmed cost was a concern; stated some of her friends
did not participate because of lack of interest and felt that many students did not understand the
benefits of participation. The interview with a Burke faculty confirmed lack of student interest in
the BAE program as a major reason for non-participation. The Burke faculty added it was “too
early in a student’s academic career to understand the importance of participation” and identified
sophomore years as a “better time” to offer the BAE program.
Learning, Motivation and Organizational Theories
Knowledge and skills. According to Anderson and Krathwohl (2001) there are four
different types of knowledge: factual, procedural, conceptual, and metacognitive. Factual
knowledge is defined as the basic knowledge that students need to understand, organize and
solve problems in a discipline (Anderson & Krathwohl, 2001). One possibility for non-
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55
participation in BAE for students is they may not have received the factual information necessary
to apply to the BAE program. Financial concerns were identified as a persistent reason for non-
participation during scanning interviews, so there may be lack of awareness that scholarships
exist or students may not have the procedural knowledge to apply for scholarships. Conceptual
knowledge consists of schemas and includes the ways in which students categorize and classify
information (Anderson & Krathwohl, 2001). Burke students that have traveled internationally
before going to college may categorize BAE as similar to their own travel experiences and may
see participation as unnecessary. Metacognition is defined as individual’s awareness of his or her
own knowledge and thoughts (Anderson & Krathwohl, 2001). During two of the informal
scanning interviews, student’s lack of awareness of the benefits of participation in the program
was identified as a major barrier to participation. Scanning interviews also revealed that students
viewed BAE participation as not fulfilling any particular area of knowledge they need to gain in
college.
Motivation. According to the scanning interviews, participants expressed their
nonparticipant peers perceived the trip as “not worth it” and consequently they did not
participate. According to expectancy theory, people’s choice, persistence and performance are a
tied to how much an individual values the outcome (Wigfield & Eccles, 1992). Based on
expectancy theory, students select to participate in activities based on their expectation for
certain outcomes from participation and whether they value those outcomes. The scanning
interviews revealed that students did not believe BAE offered sufficient benefits to encourage
participation and the expected outcome was not enough to encourage participation. The value of
outcomes is different from person to person but the anticipation of that outcome, whether
accurate or not, leads people to make decisions based on the expected outcome (Wigfield &
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56
Eccles, 1992). The Burke advisor talked about the value students placed on BAE during the
scanning interview. The advisor felt some students placed a higher value on family vacations and
athletic obligations than on participation in the BAE program.
Organization and culture. Bess and Dee (2008) define culture as a shared philosophy or
ideology that “guides behavior in a social system” and that is “usually implicit in daily life and
not regularly or systematically examined by organizational members” (p. 363). According to
Schein, culture exists at three levels, through artifacts, values and assumptions (Bess & Dee,
1995). Artifacts are identified as the physical/social spaces, language, overt behaviors, and
symbols, all of which are observable. There are also values that consist of “deeply held feelings
of a person toward particular things, people or actions” and assumptions, which are “unconscious
forces that collectively guide behavior” (Bess & Dee, 1995, p. 369-70). Artifacts, values and
assumptions can affect student decisions to participate in BAE. Based on one of the scanning
interviews, artifacts such as stories about the non-educational or leisure activities in the trips may
have an impact on student choice to participate. Some of the information shared on the BAE
program is coming directly from peers and this may be sending a message about the purpose of
the program that may work against the Business School’s efforts to encourage
internationalization.
Although Burke staff members value BAE as a developmental opportunity for students,
students may not be aware of the importance of BAE. Furthermore, information on the changes
made by the business school to increase participation in BAE such as the 2010 Burke Curriculum
change and the Burke Seven-Year Strategic Plan may trickle down to students. A communication
gap may exist where students do not feel informed about the benefits of participation. Lack of
financial resources appears to also have an impact on participation. During the scanning
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57
interviews, some of the respondents revealed that some students could not afford the trip without
significant financial support from the Burke School of Business.
Background Literature
Assumed causes were further informed by the literature in Chapter Two. The information
Burke students receive about the benefits of an international undergraduate experience led to an
examination of the current globalization efforts of New Wave University and Burke. The lack of
awareness on the benefits of BAE led to an exploration of the learning outcomes associated with
short-term sojourns. Furthermore, information from NAFSA that indicates that Humanities
students had a higher rate of participation in study abroad and this pointed to some of the
differences between Business students and students in other majors. Business students were
identified in the literature as having different motivations for study abroad such as career values
and this lead to the examination of business schools and the curricular integration of
globalization efforts. Furthermore, according to student choice construct, decisions to participate
in educational activities such as study abroad were the result of the interplay between human,
social and cultural capital where the environment and social networks have an effect on
participation.
Table 1 includes a list of all the causes that were included in the survey to students that
did not participate in BAE.
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Table 1
Summary of Assumed Causes for Knowledge, Motivation, and Organizational Issues
Causes and sources Knowledge and skills Motivation Organizational culture
Theory Factual knowledge on
how to apply for BAE;
information about
learning outcomes; lack
of awareness of Burke
scholarships. (Anderson
& Krathwohl, 2001).
Procedural knowledge to
apply for BAE
scholarships. (Anderson
& Krathwohl, 2001).
Conceptual knowledge
on how BAE is
connected to the Burke
Curriculum (Anderson
& Krathwohl, 2001).
Metacognitive
knowledge of how BAE
will help students
become global citizens
(Anderson & Krathwohl,
2001).
Based on expectancy
value theory, students
need to value outcomes
of participation.
(Wigfield & Eccles,
2000).
Students need to see
utility value. (Wigfield
& Eccles, 2000).
Stories about the non-
educational and leisure
activities during BAE
trips (Schein, 1985).
Scanning Interviews Students do not know
the benefits of
participation.
Students are not
interested in
participation.
Lack of motivation to
participate in a largely
social experience.
Other activities such as
traveling with friends
or family take priority.
Some students cannot
afford the cost of
participation.
Limited financial
support from the
Business School.
Students are focused on
getting acclimated
during their first year in
college.
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59
Table 1, continued
Causes and sources Knowledge and skills Motivation Organizational culture
Literature Review Business students want
detailed information to
participate in short term
study abroad programs
(Evans, Finch, Toncar &
Reid, 2008).
Getting information on
study abroad from
advisor, faculty and
fellow students is critical
to participation (de Jong,
Schnusenberg and Goel,
2009)
Business students are
pragmatic and need to
see the utility value (de
Jong, Schnusenberg &
Goel, 2009).
Business students are
interested in the career
benefits of
participation. They to
know that travel abroad
will have direct career
benefits (Toncar, Reid
and Anderson, 2006;
Relyea, Cocchiara &
Studdard, 2008;
Orahood, Kruze &
Pearson, 2004; Sideli,
Dollinger & Doyle).
Business students and
non-business students
want study abroad to
provide them a greater
understanding of the
world (Toncar, Reid &
Anderson, 2006;
Desruisseaux,1999).
Cost of international
programs (Holland &
Kedia, 2003; de Jong,
Schnusenberg & Goel,
2009; Praetzel, Curcio,
& DiLorenzo, 1996;
Quraeshi, Luqmani &
Veeck, 2012).
Must have a good
marketing strategy for
business students (de
Jong, Schnusenberg &
Goel, 2009).
Business students want
to ensure study abroad
will not affect their time
to degree completion.
Students want
degree/academic
relevance. They want
course credit for study
abroad courses and want
to take courses that are
relevant to their major
(Holland, 2003; Toncar,
Reid & Anderson,
2006).
Supporting Facilities are
critical for students to
learn about study abroad
opportunities, this
includes study abroad
advisor, faculty and
fellow students (de Jong,
Schnusenberg and Goel,
2009).
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60
A survey was created using the assumed causes in Table 1 in an effort to validate root
causes in the areas of knowledge, motivation and organization, and was distributed to students
that did not participate in BAE. In addition, semi-structured interviews were used to triangulate
the data. Rueda (2011) identifies problems with acting on assumed causes without validating
causes first. According to Clark and Estes (2008) it is important to collect information on
people’s perceptions of the barriers they experience. Assumed causes, which were informed by
scanning interviews, learning and motivation theories and the literature on participation in
international programs were investigated using mixed methodology. This study helped to
generate a prioritization of causes and rule out causes that are not significant. The researcher
must ensure the setting is captured with accuracy in validating causes (Rueda, 2011). An
organization must then select to address causes aligned with organizational goals and the causes
that yield the greatest likelihood of achieving organizational goals. The causes that are identified
as significant by the organization and that are supported by research can be used to guide
research-based solutions.
Study Questions
The following questions guided this study:
• What are the gaps Burke freshman students experience in the areas of knowledge and
skills, motivation, and organizational factors that affect the successful achievement of
an organizational goal of 100% participation of Burke freshmen in the BAE program?
• What are the potential solutions to address the gaps Burke freshman students
experience in the areas of knowledge and skills, motivation, and organization to
achieve the organization’s goal of 100% participation in the BAE program?
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Sample and Population
The sample for this study was taken from New Wave University’s Burke School of
Business undergraduate student population. The sample included domestic and international
students who did not participate in BAE for spring 2012 trips. Data from March 2012 revealed
that of the 651 freshmen admitted in fall 2011 and spring 2012 terms, 428 students were signed
up to participate in the BAE and Gaining Global Awareness Program (GGA) spring 2012 trips.
Three hundred and fifty nine students were enrolled in the BAE class (BUIS 104) and 69 were
enrolled in the GGA class (BUIS 102). Two hundred and twenty three freshmen students
admitted in fall 2011 and spring 2012 did not sign up for BAE based on BUIS 104 or BUIS 102
enrollment. Students admitted to the GGA program but who decided to drop GGA were included
in the sample because the decision to not participate in GGA made them eligible for BAE. Of the
223 freshmen that were not enrolled in BAE, the Burke Admissions office classified 10 students
as “migrants into the major” because of their late admission to the business school. Those 10
students did not have the opportunity to apply for BAE and were excluded from the study. The
remaining 213 students were invited to participate in the study. One of the challenges with the
sample was the difficulty of getting students to respond to the survey. Students that did not
identify BAE as important may not have valued participation in this project.
Instrumentation
Mixed methodology was used to collect information on the three major causes to
performance barriers identified by Clark and Estes (2008). Creswell (2006) defines mixed
methods as a research design in which the researcher “collects, analyzes and mixes quantitative
and qualitative data into a single study” to gain a deeper understanding of the research questions
(p. 5). The combination of quantitative and qualitative methodologies offers close-ended and
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open-ended information to better understand the barriers Burke Students experience to
participation (Creswell, 2006). The Clark and Estes (2008) Gap Analysis process model was
used to diagnose the motivation, knowledge and organizational barriers freshmen students
experience to participation in BAE and was used to identify potential solutions.
Quantitative data was collected through the distribution of online surveys. The survey
measured the three potential root causes for non-program participation using the Clark and Estes
(2008) model. The questions were adapted from a survey created by de Jong, Schnusenberg and
Goel (2010) for a study designed to understand how to effectively market study abroad programs
to business students. The survey included demographic questions such as gender and household
income and included questions divided into causes for human performance problems identified
by the Clark and Estes (2008) model. The survey questions were weighted on a six point Likert
scale where 1= extremely important or strongly agree and 6= not at all important or strongly
disagree. The purpose of the six-point scale was to eliminate neutral responses. An example of a
knowledge question was regarding program awareness; an example of a motivation question was
about whether students felt study abroad would benefit their future careers; and questions about
culture and organization were related to finances and their impact on the decision to participate
(The full survey is included in Appendix A).
Qualitative data was collected to allow for greater depth and breadth to the data by
describing, clarifying and interpreting the results of the surveys and were used to inform possible
solutions to the participation gap. The collection of qualitative data consisted of open-ended
interviews to understand the barriers students experienced in participation. Examples included
questions to students on the ways that Burke staff, faculty and administrators can encourage
participation in study abroad the information students are currently receiving about the program.
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The combination of surveys and interviews were used to identify potential knowledge,
motivation and organizational barriers that impact participation and to inform potential solutions
to those barriers (The full interview protocol is found in Appendix B).
Data Collection and Analysis
Convergent mixed methods were used to triangulate the data and compare the statistical
and qualitative findings (Creswell & Clark, 2002). Convergent design was selected because the
researcher had limited time to collect the data during the spring semester before students left
campus for summer break. Quantitative data in the form of surveys and qualitative data via the
use of semi-structured interviews were collected simultaneously. The data were analyzed
separately and merged after obtaining the independent results of each data set to gain a better
understanding on the reasons students did not participate in the BAE program. Although
convergent methods were used, the study was more heavily qualitative when it came to
interpreting the results. The surveys and interviews addressed the knowledge, motivation and
organizational reasons that impact BAE participation and were used to guide solutions.
In the administration of data collection, a request to obtain emails for students that did not
participate in BAE was sent to the Assessment and Evaluation Analyst in the Burke School of
Business. The 223 freshmen that were admitted in fall 2011 and spring 2012 and did not plan to
participate in BAE received an invitation to participate in the study. The email invitation
included a link to take the online survey and contained information about the opportunity to
participate in interviews. Students received follow up emails reminding them to participate after
one week and then again after two weeks. The incentive to encourage participation in the surveys
was an opportunity to enter a drawing for gift cards. The goal was to recruit 5-7 students for
interviews. The researcher prepared an interview guide to have focused interactions with the
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interviewees, explained the protocol for the interviews to the participants and recorded the
interviews via audiotape to perform an analysis at a later date. Semi-structured interviews were
used to hear the perspectives and experiences of non-BAE participants and three open-ended
questions offered the flexibility to ask follow-up questions (Patton, 2002). Students were offered
a gift card as an incentive for participation in the interviews.
A content analysis of the interview responses included “identifying, coding, categorizing,
classifying and labeling the primary patterns of data” (Patton, 2002, p. 463). The Gap Analysis
Model process model helped to establish knowledge, motivation and organization themes for the
interviews. The qualitative data were coded according to knowledge and skills, motivation, and
organizational causes identified by Clark and Estes (2008). Interviews were used to confirm the
quantitative findings in an effort to understand the root causes of non-participation. The
combination of surveys and interviews offered numerical and explanatory information on the
reasons students decided not to participate in BAE and the interviews offered the opportunity to
ask about possible solutions to encourage participation.
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CHAPTER FOUR
RESULTS
Internationalization is at the forefront of the U.S. higher education agenda particularly for
undergraduate business schools due to standards set by the Association to Advance Collegiate
Schools of Business (AACSB). College graduates must have international knowledge and skills
to ensure the security and growth of the United States (“Global Competence & National Needs,”
2005). The Seven-Year Burke School of Business Strategic Plan aims to ensure that all Burke
undergraduates experience a meaningful international experience. Lack of participation in BAE
has caused concern about whether some Burke students gain global competencies required of
undergraduates. The purpose of this study is to examine the barriers that students experience to
participation in the BAE program. A combination of surveys and interview data were designed to
validate the assumed causes identified in Chapter 3.
Quantitative research methods were used to analyze data collected from the online survey
that included items intended to explore knowledge, motivation, and organization barriers to
participation in BAE. A representative sample of 55 students was obtained for the survey and
yielded a 26% response rate. Survey questions were asked on a six point Likert scale and the
knowledge, motivation, and organization values were organized on a range from “Strongly
Agree” or extremely important to “Strongly Disagree” or not at all important (see Survey in
Appendix A). The purpose of the six point scale was to eliminate neutral responses. The
questions were sorted by rank order to determine the knowledge, motivation and organization
gaps. Items were listed in descending order by mean ranking where the lowest mean indicates the
lowest ranked item and the highest mean indicates the highest ranked item. The gaps identified
were relative to Burke students’ self-perceptions and did not represent absolutes.
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Five semi-structured interviews were conducted with students that did not participate in
the BAE program. The purpose of the interviews was to allow for greater depth and breadth by
describing, clarifying and interpreting the results of the surveys. Interviews reached a point of
saturation where participants started to repeat similar challenges and this made it unnecessary to
find additional participants. The interview guide consisted of 14 questions organized according
to knowledge, motivation, and organization causes. The questions were designed to understand
the barriers to participation in BAE to inform possible solutions. Three interview questions were
open-ended in an effort to collect additional information on the assumed causes for the
participation gap (see Interview questions in Appendix B).
Demographics
Demographics from the on-line Survey (see Table 12 in Appendix E) revealed 24 of the
55 respondents were Male and 31 were Female. Forty-three of the respondents entered in Fall
2011 and 9 entered in Spring 2012. Twenty-one of the students had household incomes in the
range of Less than 20,000 to 79,000; 21 of the students had household incomes in the range
80,000 to 199,999 and 16 of the students had household incomes above 200,000 (see Table 12 in
Appendix E).
Four of the study participants were female and one was male. All of the participants were
18 years old. Four of the students attended high school in the US and one student attended high
school in Canada and held an F-1 visa. Four of the participants were female and one was male.
All five students indicated they had traveled internationally with family or friends prior to
entering college. Two of the students had attended international schools prior to attending NWU.
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Study Question One: What are the gaps Burke freshman students experience in the areas
of knowledge and skills, motivation, and organizational factors that affect the successful
achievement of an organizational goal of 100% participation of Burke freshmen in the
BAE program?
Report of the Findings
Survey results of knowledge and skills gaps. Table 2 shows the means and standard
deviations of the knowledge survey items. The survey items are listed in descending order where
the highest mean represents the highest ranked item and the lowest mean indicates the lowest
ranked item. Based on the survey data collected on the knowledge dimension, students agreed
most with the statement that they were aware that students learn about culture as part of
participation in BAE (M=2.53). Students reported they were aware participants learn about
business practices in another country during the BAE course (M=2.31). Students reported being
less aware of the Burke Scholarship opportunities available to participate in BAE (M=1.95).
Students were least aware of the benefits associated with interacting with faculty while a BAE
trip (M=1.89).
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Table 2
Knowledge Statements, Means and Standard Deviation (descending order by mean)
Knowledge Statement M SD
I was aware that students learn about another culture during the BAE
course.
2.53 1.303
I was aware that students learn about business practices in another
country during the BAE course.
2.45 1.372
I was aware of how to complete the application process to participate in
BAE.
2.31 0.998
I was aware of the International Component Activities. 2.09 1.005
I was aware of the Burke scholarship opportunities available to
participate in BAE.
1.95 0.911
I was aware of the benefits associated with interacting with faculty
during BAE such as opportunities for future letters of recommendation.
1.89 0.854

Interview results of knowledge and skills gaps. Interviews with the five students that
did not participate in BAE revealed there was limited information on learning outcomes and an
overall lack of understanding on the benefits of participation in the program. Interviews
supported the survey data on the gaps in knowledge and skills that impact participation in the
BAE program.
During the interviews, students were asked a total of five questions related knowledge
and skills.
Can you tell me what you know about the BAE program? Respondents talked about
BAE as a business tour for freshmen where students visited companies and learned about the
culture of the country. A number of the students interviewed made comments that indicated an
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uncertainty about the program and its aims,such as “I guess it’s about…” and subsequently
indicated that they had limited material information about the program. Students talked about the
program consisting of “business practices” but were unable to go into detail about the nature of
those business practices. One student mentioned that one aspect of the class component invited
guest speakers. She also stated that it was a week-long program during spring or summer that
took students to different businesses to talk to leaders. As they were interviewed for this specific
question, two students began to express concerns over the cost of the trip. The limited
information students had about the program and their uncertainty about the purpose of the trip
was captured in the following student responses:
• “All I know about BAE is that it’s a week long program.”
• BAE is “an international program that allowed NWU students to go abroad to gain
experience with the culture and learn real life business practices.”
• You “observe the nation’s economy, and probably certain business procedures they
have.”
• BAE is “about corporate type of learning versus learning about the culture.”
Have you found a good source of information to discuss your study abroad options,
concerns and needs? Students identified various sources for collecting information about
international opportunities. Four of the five students identified their academic advisors as a
source of information. When talking about their advisor, students indicated they could reach out
to their advisor to discuss study abroad opportunities in the future. The Burke website and peers
were identified as the second most accessed source of information. Student experiences with the
Burke School of Business website varied. One student mentioned she felt Burke was doing a
good job of providing information on study abroad and she further spoke about her experience of
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going through the website and learning about the different programs available to Burke students.
Another student talked about the website not offering useful information and the basic images of
buildings used to represent the different BAE locations. Another student said she wanted more
information on scholarships and described her attempt to search for information on the amount of
aid students received if they chose to participate and not being able to find such information on
the website. Four of the five students talked about receiving information about the program from
peers who had participated in the program. NWU’s New Student Orientation for freshmen
entering the university and email were also mentioned as sources of information to learn about
BAE.
Did you receive information from others such as faculty, friends or family about
whether to participate in BAE? If so, did this information impact your decisions about BAE?
The majority of the students interviewed indicated that they obtained information on whether to
participate in BAE from peers and their parents. Four of the five students consulted with their
parents about whether to participate in BAE. Students described the conversations they had with
others regarding participation.
• One of the students described the conversation with his parents and said the program
did not appeal to his parents. He stated they did not think it was worth participating
given that he was an international student at NWU. The student proceeded to explain,
“I don’t think they knew anything about it besides what I told them” and said he
offered information on “the cost, where students travel and the activities of the
program.”
• Another student stated that the cost of the program was a major concern for her
family and she further stated she applied but did not receive a significant scholarship.
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She explained: “I definitely did consult with my parents a lot because one of the
reasons, was just, you know, they are supporting me through education so financial
reasons is a big part of it.” She recalled a conversation with the study abroad program
coordinator where she learned that many students applied for the scholarships, and
consequently the amount given to each student was not adequate. As she put it, “so
they [the program] couldn’t give students the amount they wanted.” She proceeded to
say she did not feel scholarship decisions were need based because the scholarship
application was brief and did not request tax returns.
• Another student consulted with her parents about participating in BAE, but the length
and cost of the program were major concerns. She described waiting for financial aid
and then learning the aid given was onlya partial subsidy. Although her parents
offered to support her participation, she decided not to travel.
• After speaking to her parents, another student concluded that she preferred to
participate in study abroad later in her academic career.
Four of the five students stated they also consulted with their friends about whether to
participate in BAE.
• One of the students expressed that if he chose to go on BAE he preferred “more focus
on the business like learning side of it than like the vacation side.”
• Another student said she approached past participants to inquire whether it was
“worth it.”
• Another student said she used the information Burke provided but preferred to ask
past participants because she felt “personal experience [was] a better source of
information.”
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• The final student received information from one of her peers that recommended BAE
as “a great opportunity socially to get involved.”
To what extent do you feel that you were aware of the learning outcomes of
participating in BAE? Students identified hearing about learning outcomes of BAE from various
sources.
• One student talked about the learning outcomes being “exposure to global business.”
She identified the presentation she heard students gave during the trip as the most
important learning outcome and talked about the value associated with the skills
students gain from presenting.
• Another student explained that although Burke placed a strong emphasis on
participation, it was more valuable to hear about the experience from people not
affiliated with Burke. She proceeded to say “since the information about the program
was coming from the department itself, it felt like forced information.”
• Another student stated: “to be honest, I actually don’t know what the learning
outcomes are, like, I wasn’t aware there was a list of learning outcomes” and
identified the types of outcomes he expected. He suggested international networking
would be more valuable than the current activities. He expressed the opinion that
students should be more involved in BAE through different activities because he felt
companies were not significantly different abroad from those in the United States.
• Another student described the learning outcomes of BAE in the following quote:
“[The purpose of BAE is] to get a more international experience [that] gives you
breadth to your studies and a lot of it is applying what you learn in classrooms to the
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international context and learning about globalization and the culture of other
countries.”
• The final student stated she did not hear about the learning outcomes but heard it was
“fun.” She explained that she had not heard that participation in BAE “transformed
perspectives about business.” She described the trip in the following way, as indicated
by this excerpt “[BAE coordinators] set up meetings with companies overseas so then
[students] would just visit like the warehouse or the office, and then [students] pretty
much had the rest of the day to themselves. If [BAE] was maybe more business-
focused and intense then maybe it would be more beneficial for the price that it’s
offered at.” “Sorry like I’m completely being candid. It’s just my opinion but, yeah, I
just hear from people that like, oh they tour the company, and then they go out like all
night so then like I don’t know that’s the experience I would price at $3,000 when I
could like take the $3,000 and buy like two plane tickets with my family to go
overseas.”
Do you feel that internationalization is incorporated into the curriculum, if so, in what
way? Four of the five students indicated they had not taken enough courses during their first year
in the Burke School of Business to answer this question. Many of the students said they had
taken foundational courses such as statistics and economics but didn’t feel it was possible to
internationalize those courses. The majority of the students made an effort to explain the ways in
which some of their classes might incorporate internationalization.
• One student talked about a course that incorporated internationalization by including
information on leading organizations in different cultures. The same student felt
culture was primarily learned outside of the classroom. She proceeded to say NWU
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having international students on campus was a great way to expose domestic students
to other cultures and proceeded to say, “I think it’s pretty nice because I think NWU
has the largest international student body out of all universities which is pretty crazy.”
• Another student stated the internationalization of the curriculum was contingent on
whether faculty might incorporate global examples. She gave an example of the Nike
company as a global company talked about in one of her courses and said “other than
that there isn’t from my understanding, there isn’t like a core class that lot of students
have to take that really emphasize on global culture.” However, she felt students
might have different interests beyond globalization, which would justify not requiring
an international course as part of the Burke curriculum.
• Another student stated that after taking only one business class she felt the Burke
School of Business placed adequate emphasis on taking advantage of international
opportunities and felt most students in Burke went abroad. She felt the Burke School
of Business did a good job of incorporating the opportunity to study abroad into the
curriculum where students could take their electives while abroad.
• The final student expressed frustration that internationalization at NWU was
“overblown” because many college campuses were international.
Students started to discuss their plans to participate in semester long study abroad trips
during the knowledge questions in the interview session and later questions revealed two of the
five students had plans to participate in some form of study abroad program in the future. This is
slightly lower than the survey findings where 56% of the students had plans to participate in
study abroad through a Burke or Non-Burke program. Concerns over the cost of the trip also
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came up in the knowledge questions during the interviews and will be discussed in more detail in
the organization section.
Are there any ideas you would like to share to encourage participation in BAE in the
future? Students wanted Burke to be transparent on the agenda for the trips. Students talked
about the importance of offering details regarding the trips such as information on what students
learn from the visits. Students also wanted their advisor to explain the details of the program.
During the open-ended questions, students also suggested giving more information of the
scholarship amounts given to students. Students proposed the school needed to reevaluate the
scholarship application, evaluation, and selection process. One student indicated the application
did not offer enough information to make a good assessment of need.
Synthesis of knowledge and skills gaps. The knowledge and skills assumed causes
identified in Chapter Three for students not participating in BAE were validated during the
surveys and interviews and new causes emerged.
BAE marketing materials did not offer the information students needed to make a
decision about participation in BAE. Although the Burke School of Business website was
identified as a source of information on the study abroad opportunities for students, interviews
revealed the information did not resonate with students and did not contribute to student
decisions to participate. Students felt the information offered on the website was too “surface” to
contribute to their decision about participation. One of the students felt the pictures of BAE
destinations posted on the Burke website seemed “too generic” and did not offer information
about the student experience.
Students had limited information on the benefits of participating in BAE. Students did not
identify BAE as part of the curriculum and stated they had not taken enough Burke courses to
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make a judgment about whether internationalization was embedded in the curriculum. During
interviews, students did not share an awareness of the learning outcomes of BAE and offered a
surface explanation of the company visits and leisure activities. Consequently, students were not
a good source of information in talking to their parents. Peers and parents were identified as a
source of information when making the decision about participation in BAE. However, peers
often shared messages about BAE that led students to form misconceptions about the program.
Another new cause that emerged was students’ lack of awareness of Burke Scholarship
opportunities to participate in BAE. Students felt information on BAE scholarships was not clear
or was missing from the Burke website. Students wanted information on the average amount of
scholarships awarded before applying. Students often learned award amounts after they applied
where some had to turn down the opportunity because the subsidy was not enough for them to
participate. Concerns emerged over the criteria used in selecting students for funding where the
application was criticized for not adequately assessing student need. Furthermore, some students
did not learn about scholarship opportunities until their friends returned from BAE and
mentioned receiving a scholarship.
Survey results of motivation gaps. Table 3 shows the means and standard deviations of
the motivation survey items. The survey items were listed in rank order from highest mean to
lowest mean. Students ranked having the ability to communicate with people from cultures and
countries different from their own as the most important to their future career success (M=4.09).
Having an understanding of globalization (M=3.69); having an understanding of cultures,
languages and history of countries outside of the United States (M=3.20); and having an
understanding of international business and global strategy (M=3.13) were also ranked as
important to students future career success. Survey questions related to potential outcomes of
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BAE were ranked low including: BAE would have changed how I view the world (M=2.05);
BAE would have helped me increase my independence (M=2.02); and BAE could help me
achieve my academic goals quicker (M=1.89). Additionally, all items related to BAE interfering
with students academic program were ranked low including: BAE would have interfered with
my major (M=1.75); BAE would have interfered with my courses M=1.89); and BAE would
have required me to balance too many academic activities during the first semester at NWU
(M=2.02). Furthermore, students did not believe BAE was a critical part of their undergraduate
education as this was ranked as the second lowest statement in the survey (M=1.87).
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Table 3
Motivation Statements, Means and Standard Deviation (descending order by mean)
Motivation Statements M SD
The ability to communicate with people from cultures and countries different from my own. 4.09 1.494
An understanding of globalization is important to my future career success. 3.69 1.502
Having an understanding of cultures, languages and history of countries outside of the
United States
3.2 1.508
Having an understanding of international business and global strategy. 3.13 1.32
Possessing knowledge of international issues. 3.07 1.687
Having the ability to work with people who have different beliefs or values than me. 2.93 1.438
BAE could expose me to academic aspects not available in a classroom in the U.S. 2.87 1.454
BAE offers the opportunity to connect with faculty. 2.85 1.297
Having the ability to tolerate uncertainty. 2.85 1.268
Having an understanding of the political and regulatory environments outside of the United
States.
2.84 1.102
BAE offers valuable networking opportunities. 2.75 1.322
Having an international experience. 2.58 1.272
Understanding cultures different from my own. 2.45 1.152
BAE would have helped me learn about another culture. 2.42 1.15
BAE could add value to my college degree 2.25 1.158
BAE could help me pursue a career with a firm in another country. 2.25 1.092
BAE would have helped me develop a global mindset. 2.24 1.232
BAE would have helped me become more sensitive to community issues. 2.22 1.013
BAE offers coursework that is interesting to me. 2.18 1.038
BAE is valuable to employers. 2.15 1.224
BAE offers me a competitive advantage in the job market. 2.15 0.989
BAE would have changed how I view the world. 2.05 1.044
Participation in BAE during my first semester would have required me to balance too many
academic activities.
2.02 1.13
BAE would have helped me increase my independence. 2.02 1.209
Participation in BAE would have interfered with my courses. 1.89 0.975
BAE could help me in achieving my academic goals quicker. 1.89 0.994
BAE is a necessary part of my undergraduate education. 1.87 0.982
Participation in BAE would have interfered with my major. 1.75 0.907
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Interview results of motivation gaps. During interviews, students expressed concerns
over the value and cost of the BAE trip. When students were asked questions in the knowledge
dimension, students often discussed their value for BAE and their motivations for not
participating in the program. They explained the cost of participation in BAE did not
outweighing the outcome. Students expressed concerns over the worth of the BAE trip
throughout the interviews even when they expressed value for the cultural and academic
components of an international experience such as BAE.
Do you feel the academic and cultural components of BAE are useful or important?
Students had different interpretations when defining the academic components of BAE. Two of
the five students talked about the importance of getting out of the American framework to learn
about different interactions. All the students agreed the cultural components of BAE were
valuable.
• One student indicated he was not aware of the academic components, but felt the
visits to businesses outside the US were a valuable component. He explained BAE
provided access to companies, which might not be easily accessible otherwise.
Culturally, he felt BAE offered various destination options.
• Another student indicated the cultural experiences offered by BAE were useful and
also referred to the various destination options for BAE. She identified academic
components as useful according to the amount of exposure students had prior to
participation. She explained she had enough background on corporate culture and it
was unnecessary to learn about it through international travel.
• A final student agreed cultural experiences were useful; however, she thought BAE
students should receive an explanation of ways to conduct business overseas instead
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of the current practice of touring companies. This student also identified BAE as a
“fun trip” and not as an opportunity to learn about business practices.
Do you feel that study abroad will add value to your career? All five respondents
identified that study abroad would add career value; however, only two of the five indicated they
were interested in studying abroad in the future.
• One student did not feel study abroad was important to him as an international student
and he was more interested in internships. However, he acknowledged employers
want students to have experience with multiple cultures and to speak more than one
language. He explained his personal experience with internationalization where he
had attended various international schools; he also had previous international travel
experience and felt most people coming from Hong Kong were multilingual.
• Another student indicated that study abroad was valuable because it exposes students
to different mindsets and helps understand consumer marketing. She explained study
abroad was not her priority because she was not interested in pursuing international
business and wanted to focus on finding recruiters from American companies. She
explained that even if she decided to pursue international business, not participating
in study abroad would not be a detriment. She talked about her previous international
experiences and had family living abroad.
• One student struggled with the question, “add value to my career, specifically” and
then proceeded to say it would add career value because it helped with understanding
how people think.
• Another student explained study abroad was an opportunity to live away from
parents, which was different from living on a college campus and agreed that it
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offered career value. She explained, “it forces you to tackle challenges and just face
things on your own while try to adapt to a foreign culture.”
• The final student felt study abroad was very important to becoming a global citizen
and had plans to study abroad in the future. She talked about the benefits of study
abroad including learning a new language and identified study abroad as an
opportunity to learn something new, discover new interests, and take risks.
What do you feel are some of the benefits and challenges to participation in short-term
study abroad programs such as BAE? Four of the five students indicated the length of the BAE
trip was a concern. The length of the trip was often associated with the cost. Two of the five
students interviewed stated a preference for a longer study abroad trip over on a short-term study
abroad program. Students also highlighted the benefits of short-term programs including that
they were a good way to fit study abroad into a packed academic schedule. Students felt short-
term programs were useful in pushing students to “go abroad for the first time,” however, they
felt the “ultimate goal of the BAE program [was] not as clear.” Student responses are reflected in
the following:
• One of the students identified short-term study abroad programs as a nice break from
school. She explained the BAE program had strengths and wished she could have
participated but acknowledged it was primarily a monetary issue. She also described
the leisure activities as frivolous and explained: “It’s more like a trip you take in eight
grade with your friends in a sense.” She also described the program as having
unnecessary luxuries and felt scaling back might help cut the cost of the trip.
• Another student indicated the length of BAE was not “worth it” and articulated a
preference for a semester long trip.
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• Another student began by describing her friends concerns over the length of BAE,
where these friends had expressed an interest in returning to their BAE destination
because the trip was not long enough. She concluded it was “better” to study abroad
for a semester rather than “just getting a taste [where the length] left students
unsatisfied.” She explained BAE was fulfilling its purpose, to help students to get “a
taste of it [going abroad]” but also identified the program as “too packed for just 10
days” and said her goal was to “get the full cultural experience in addition to learning
about business.” Despite her reservations, she explained the benefits of BAE and
recalled one of her friend’s improved her Spanish by traveling to a Spanish speaking
country for BAE. She also identified the BAE program as a great way to incorporate
study abroad for students that do not have a whole semester to study abroad.
• Another student indicated a short-term program could be useful depending on
students’ expectations of the program and that short-term programs did not lend
themselves to exploring multiple parts of the country creating a “touristy kind of
feel.” She explained longer study abroad programs offered opportunities to
incorporate oneself into the culture and a friend from Tokyo advised her that 10 days
abroad was not enough to adequately experience a country.
• The final student stated that the time pressure of a short-term trip helped students
make the most of the trip and traveling to a new country provided an opportunity to
explore and do things that could not be done back at NWU. He identified challenges
such as wanting to have fun while “balancing the academic parts of the program.”
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Are there any factors that would prevent you from studying abroad in the future?
Three of the five students listed their academic requirements as perceived barriers to
participation in future study abroad opportunities.
• One of the students wanted to pursue a double major with accounting, which might
interfere with study abroad.
• Another student planned to graduate in three years and said she would participate
depending on whether the school was able to offer her credit for certain courses while
abroad.
• A “stable” internship was identified as a better alternative to study abroad.
Students discussed the value of BAE in the open-ended questions of the survey. The
benefits of BAE were identified as marginal compared to the cost. When students weighed their
academic options, the price of the trip did not outweigh the benefits. Students talked about
“jumping from company to company” to listen to speakers but wanting something more
meaningful. One student stated Burke should make BAE “worthwhile” where students do more
than visiting companies abroad since that can be done without traveling.
Synthesis of motivation gaps. Many of the assumed causes identified in Chapter Three
were validated during the interviews and survey and new motivation causes emerged.
Interviews reveal students were not clear on the goals and learning outcomes of BAE.
Students expressed a low value for the program and when performing a cost-benefit analysis,
students did not feel the BAE trip was worth the cost. Students identified the brief nature of the
BAE trip as not being able to provide the benefits associated with study abroad. Students
expected to take away something meaningful from the BAE experience. They also expressed a
preference for other academic options other than BAE including graduating early, double
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majoring, internships and other academic programs. The leisure activities during the BAE
program were viewed as a demotivator to participation.
A new cause that emerged for non-participation was associated with the length of the
BAE trip. The length of the BAE program was a major demotivator because of the perceived
difficulty of trying to immerse oneself in the culture on such a short-term study abroad trip.
Students felt short-term trips did not allow students enough time to explore the country they were
visiting.. Students expressed a preference for longer study abroad trips and this was a topic
students discussed with their parents and peers. Students identified longer study abroad programs
as being more valuable and worth the cost when compared to BAE.
Survey results of organization gaps. Table 4 shows the means and standard deviations
of the organization survey items. The Burke School of Business encourages students to
participate in BAE was ranked as the highest item (M=3.20). The third highest ranked item was
that the Burke School of Business has a commitment to expose students to international
opportunities (M=2.82). The second and fifth most agreed upon statements in the organization
measure were related to financing the program. Students felt they would have participated in
BAE if the Burke School of Business offered additional financial support (M=3.05) and students
agreed they would have participated in BAE if they could cover the cost of the program
(M=2.75). Students also felt they would have participated in the BAE program if it had been
offered after freshman year (M=2.78).
The lowest ranked items where that students disagreed (M=1.82) that they would have
been more inclined to participate in the BAE program if their peers did not identify it as largely a
“social” excursion. Students also did not feel the financial burden associated with covering the
cost of BAE should be left to their parents (M=1.82). Furthermore, students did not feel family
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influence had an impact on their decision-making, which refutes previous research that identifies
family as having an influence on study abroad.

Table 4
Organization Statements, Means and Standard Deviation (descending order by mean)
Organization Statement M SD
The Burke School encourages students to participate in BAE. 3.2 1.638
Would have participated in BAE if the Burke School of Business offered
additional financial support.
3.05 1.533
The Burke School is committed to exposing students to international opportunities. 2.82 1.307
Would have participated if the BAE program was offered after freshman year. 2.78 1.301
The Burke study-abroad office offers support to understand the importance of
BAE.
2.75 1.22
The Burke School incorporates internationalization into the curriculum. 2.75 1.28
Would have participated in BAE if I could cover the cost of the BAE program. 2.75 1.236
Would have participated if the BAE program offered locations I wanted to visit. 2.69 1.245
Burke Staff were available to discuss whether to participate in BAE. 2.64 1.128
Would have participated in BAE if my friends encouraged me to participate in
BAE.
2.58 1.357
Burke faculty were available to discuss whether to participate in BAE. 2.49 1.052
Would have participated in BAE if my family identified BAE as valuable for my
professional development.
2.36 1.025
Would have participated in BAE if my friends identified BAE as a valuable part of
my undergraduate experience.
2.33 1.415
Would have participated in BAE if my family identified BAE as valuable for my
personal development.
2.22 1.462
Would have participated in BAE if my friends identified BAE as an essential part
of being in Burke.
2.16 1.05
Would have participated in BAE if the program was not identified as being largely
social by my peers.
1.93 1.26
Would have participated in BAE if my family offered financial support. 1.82 0.905
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At the end of the survey, students were asked one open-ended question. The majority of
responses were organizational barriers to participation, and, as a result, are included in the
organization section of this chapter. The open-ended question offered an opportunity for students
to explain any perceived barriers to participation in BAE.
Qualitative results from the BAE online survey. All of the students interviewed talked
about Burke’s emphasis and promotion of BAE, and this was validated by the quantitative
results.
Do you have anything you want to add about your experience when determining
whether to participate in the BAE program? Twenty-nine of the 55 students that completed the
on-line survey responded to the open-ended question. The major theme pulled from the
comments was the cost of the trip. Of the 29 respondents, 13 made comments about the cost or
expense of the trip. Along the same lines, students shared their concerns over the financial
burden of BAE on their families and the scholarship opportunities. Students also expressed
concerns over the length of the program. According to the surveys, the fourth highest ranked
statement was students felt they would have participated in BAE if it had been offered after their
freshman year. During the open-ended section of the surveys, students elaborated on their
responses. Some of the comments from students in the open-ended section are included in Table
5.
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Table 5
Qualitative Results from Online Survey
Cost It was too expensive,
seemed out of reach for
me.
The deal breaker for me
was the cost. I am already
paying full tuition and I
don't think I'd get value for
money in participating in
BAE.

Family
financial
expense
My parents pay for full
tuition but they are having
trouble with it. I really
wanted to go on BAE, but
I didn't want to add to my
parents' financial burden.
I wanted to show them
[parents] that I am willing
to make sacrifices too.
I couldn't put that extra
strain on my parents when
they're already struggling
to pay 800 a month for my
education in addition to
all their other expenses.
Program
Length
BAE was too expensive
for only 10 days.
I don't buy into the idea
that a weeklong stay in a
specific country (even with
the accompanying class)
truly provides a significant
amount of usable
information/knowledge/val
ue for future career
endeavors.
If you are in a country for
only 1-2 weeks, you do
not get the chance to
really understand the
values behind the culture
and go through the period
of culture shock.
Scholarships I think the scholarship
application needs to be
revised.
I simply couldn't afford it.
I was not aware that Burke
offered scholarships for the
program.
I couldn't afford it with
even half a scholarship.
Leisure
Activities
It seems like it is more of
a social trip then one that
is really worth going on.
I couldn't justify paying
thousands of dollars to
have a largely social
experience.
I viewed it mainly as a
social trip, which made it
not worthwhile.
Academic
barriers
Freshman year is when
you try to get accustomed
to college life. Going
abroad seemed too soon
for my first year. This
comment revealed that
some students placed
focus on adjustment to
college and as a result
may not have seen the trip
as being offered at a time
when they were ready to
participate.
I also don't like that it is
scheduled over spring
break/directly after finals. I
need some time to rest -
barely sleeping for a week
and traveling across the
world doesn't provide that.

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Interview results of organization gaps. The Burke School of Business seems to create
an environment where internationalization is encouraged. However, students indicated they
wanted more involvement from students, staff and faculty on explaining the importance and
benefits of participation in BAE. For instance, faculty members were not found to be a source of
information for BAE; however, students placed a strong value on obtaining information from
Burke faculty regarding participation. One student stated that encouragement from faculty would
have helped in her decision to participate in BAE. Students also wanted to hear from past
participants that it was a worthwhile program. Students also expressed concerns over financial
support from Burke and the scholarship application process. The amount of scholarship students
were awarded to participate was only a partial subsidy and was not identified as reducing the
financial burden for students to participate.
What do you think are some things that Burke staff, faculty and administrators can do
to encourage participation in study abroad? Students had various suggestions for the Burke
School of Business to encourage participation. Students identified the importance of receiving
detailed information on the program by having access to past program itineraries. They wanted
to know details on what students learn in the class component. They wanted to hear it was a
useful program from past participants and a justification for why they should be willing to pay
the price of BAE. Furthermore, the quantitative surveys revealed that students would have
participated in the program if it had been offered after the freshman year, however, the
interviews did not validate this finding.
• One student recommended testimonials, where students could recount their
experiences. He stated “students always have like that feeling that they are trying to
trick us” and that it would be good to have students reaffirm that it’s a useful
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program. He felt that it would make a difference to hear from other students about
their willingness to pay the price of BAE in addition to the price of tuition. He said it
would be convincing to hear other students say “I pay 60,000 a year but I also paid
3750 [to participate in BAE]. He said that stressing the international aspects of BAE
were not as valuable as helping students understand the ways BAE could help
students in their future.
• Another student indicated the importance of offering detailed itineraries and an
explanation of what students do at each company visit. She wanted more information
the goals of the program and information about what students learn in the course.
• The third student reaffirmed the need to hear detailed information about the program
and expressed that receiving detailed information from her advisor could help her
identify the worth in the program. She felt she needed to be persuaded on the
usefulness of the program and that would have led let her to consider participating
despite the cost.
• Another student was a spring admit and felt that incorporating study abroad in the fall
semester would be a way to get spring admits to study abroad.
What do you feel are some of the benefits and challenges to participation in short-term
study abroad programs such as BAE? The majority of the students interviewed had traveled
internationally and may not feel they are the target audience for the trip. The BAE trip is often
promoted as an exposure trip designed to give students a glimpse of international travel.
According to the surveys, 92% of students had traveled outside of the country two or more times
and the interview data revealed that an exposure trip may not appeal to students who are already
well travelled. Consistent with these findings, one student indicated the program felt restrictive
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“compared to the independence [of] going abroad to rural India for 2 months by myself.”
Another student stated, “It seemed like a glorified tour most helpful for people who had not been
out of the country before.” Based on these findings there appears to be cultural dissonance
between the approach used by Burke to market the program and the characteristics of the Burke
student body.
Interviews also revealed students that did not participate in BAE felt disconnected
because of not participating, which suggests the BAE program is part of the culture in the Burke
School of Business. Students identified lack of awareness on the number of students that
participated and expressed regret for not being able to participate. One student talked about his
three roommates and how much they enjoyed it, and stated “I feel like I was sort of like the odd
one out.” Similarly, another student said, “I didn’t know that you know the majority of the
freshmen class actually went on BAE, so, I guess if I had known that it might change my
decision maybe a little bit.”
During the interviews, students also expressed concerns over the social aspects of the trip
and this theme carried through the knowledge, motivation, and organization questions. One
student talked about the majority of the conversations with being peers focused on the social
aspects of the trip. She recalled, “they just said that it was very social, I mean, I guess after the
days activities they would go out and stuff, and actually I did hear like it did interfere with their
participation like during the days activities because they would go out all night, and get really
tired, and then be really sleepy during like the important parts of the day, the more academic
parts.” One student recalled conversations with friends that said, “I heard, oh I went out
everyday, we got trashed, I mean I wouldn’t pay that much money just to go to some other city,
and do those sort of things.”
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Synthesis of organization gaps. Surveys and interviews with students validated many of
the assumed organizational causes identified in Chapter Three and new causes emerged.
Surveys and interviews revealed students wanted Burke to offer additional financial
support to participate in BAE and expressed concerns over the scholarship opportunities.
Students did not view it as their parents’ responsibility to pay the cost of the BAE program.
Students empathized with their partents, by recognizing their parents faced a large financial
burdern by allowing them to attend a private institution. Although family was not identified as
having an influence in participation during the surveys, student reactions to their parents
financial obligations suggests family income served as an influence in participation.
Students felt the Burke School could have done a better job in encouraging them to
participate. BAE was labeled by students as an exposure trip and commonly identified as a
program for students without international travel experience. Non-BAE participants felt isolated
when their peers returned from abroad. Burke’s culture of support for BAE may unintentionally
alienate students that do not participate. Although some of the leisure activities appear to
discourage students from participation, the program presents an opportunity for students to
network with their peers. The networking that takes place during BAE trips may offer social
integration to college by allowing students to feel a sense of belonging in NWU and Burke.
The knowledge, motivation, and culture gaps identified will be used to inform research
based solutions in Chapter Five. This will be followed by an evaluation of the solutions in
Chapter Six.
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CHAPTER FIVE
SOLUTIONS AND IMPLEMENTATION
The structure of Chapter Five is based on the second study question that asks “What are
the potential solutions to address the gaps Burke freshman students experience in the areas of
knowledge and skills, motivation, and organization to achieve the organization’s goal of 100%
participation in the BAE program?” The aim of this question is to address the knowledge,
motivation, and organization gaps preventing students from participating in the BAE program in
order to achieve 100% participation. The recommendation of research-based solutions will focus
on the primary validated knowledge and skills, motivation, and organization causes identified in
Chapter Four. Solutions will be matched to specific knowledge, motivation, and organizational
causes to ensure effective solutions (Rueda, 2011). Recommendations for the implementation of
research-based solutions will be followed by an evaluation plan of those solutions.
Knowledge and Skills Gap Solutions
Anderson and Krathwol’s (2001) four knowledge dimensions can be used to address the
gaps in knowledge and skills and include factual, conceptual, procedural, and metacognitive
knowledge. Based on the surveys and interviews, students do not have the factual and conceptual
knowledge to participate in BAE. Mayer (2011) defines learning as consisting of three parts: (1)
a change in the learner; (2) a change in the learner’s knowledge; (3) a change in the learner
caused by their experience with their environment. Knowledge consists of facts, procedures,
concepts, strategies and beliefs (Mayer, 2011, p. 14). Factual and conceptual knowledge gaps
were validated and will be discussed.
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Factual Knowledge Gaps
Factual knowledge consists of the basic details “students must know if they are to be
acquainted with a discipline or solve any problems within it” (Anderson & Krathwohl, 2001, p.
45). Clark and Estes (2008) define education as “current research based knowledge about why
things happen and what causes things to happen.”
• The first factual knowledge gap was students had limited information on the benefit
of BAE and the purpose of the international activities.
• The marketing materials did not contribute to student decisions to participate in the
BAE program.
• There was limited scholarship information available on the website for students that
wanted help with financing the BAE trip.
• Students were not a good source of information in sharing information about BAE
with their parents because they themselves had limited knowledge on the program.
• Parents and peers offered advice and information on BAE from an angle that
primarily focused on the leisure activities and cost of the program.
• A new cause for non-participation that emerged was that students received messages
about BAE from various information sources and this often led them to form
misconceptions about the program.
Conceptual Knowledge Gaps
Conceptual knowledge is defined as knowledge of categories, classifications, principles,
generalizations, theories, models, or structures that are related to a topic or area (Rueda, 2011).
Conceptual knowledge can be seen as a more complex form of knowledge than factual
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knowledge where individuals must understand the relationship between classifications
(Anderson & Krathwohl, 2001).
• One conceptual knowledge gap was that most students did not make the connection
that the BAE course was part of the schools internationalization efforts and the ways
BAE specifically connects to the curriculum.
• Another new conceptual knowledge gap was the limited understanding students had
about on the ways BAE is beneficial to them academically and professionally.
Burke students do not appear to have the relevant information they need to make a
decision about participation in BAE. Furthermore, students do not understand the benefits of
participation in the BAE program and the ways in which it is connected to the Burke curriculum.
According to information processing theory, knowledge construction consists of the learner
“making sense of the presented material” (Mayer 2011, p. 22). Information processing theory
focuses on “internal cognitive events and processes during learning such as perception, attention,
storage and recall” (Rueda, 2011, p. 34). A learning strategy to assist students in gaining factual
knowledge is to offer various opportunities for reinforcement of the information via a
presentation, online and in printed form. By chunking information into visual aids such as
graphic organizers, students will be able to recall the information because visually organized
information that is broken up into manageable parts can help with retrieval. A graphic organizer
can include the learning outcomes for all trip activities, a sample schedule, and the connection
between each activity and the Burke curriculum.
A conceptual knowledge gap revealed by this study was that the majority of students did
not see the connection between BAE and the schools internationalization efforts and did not
connect it to the curriculum. The information provided on BAE should be connected to the
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curriculum by engaging faculty to discuss the ways in which the experience is relevant to the
information students are learning in the classroom. The use of models is an effective way to
encourage student learning (Bandura, 1977). Faculty can talk about the relevance of BAE,
discussing the ways in which the program fulfills the larger Burke learning objectives. One of the
learning objectives is to help students develop a global mindset where students must
“demonstrate and understand the interplay of local, regional, and international markets, and
economic, social and cultural issues” (NWU Burke Undergraduate Program Learning Goals and
Objectives, 2012, p. 2).
Currently students primarily receive information from their peers on the leisure activities
that are part of BAE. According to behaviorism, the more students hear positive information
about the BAE program the more likely they are to participate. Individuals change behavior
according to positive or negative reinforcers (Skinner, 1948; Thorndike, 1913). The
reinforcement principle assumes that students need constant reinforcement of information in
intervals (Skinner, 1948). The social context also serves as a social reinforcer for behavior
(Thorndike, 1913). Although the BAE program offers many opportunities for students to interact
with business professionals abroad and to learn about business practices in the country they visit,
the BAE program activities were often overshadowed by misleading information provided by
peers. The Burke School must offer regularly scheduled reinforcers by marketing the benefits of
the BAE program during various times before the application is due in October. Students should
also receive reinforcers on the availability of scholarships and the details of BAE program
activities.
Burke students did not understand the benefits of participation in BAE and expressed a
desire to gain something meaningful. Meaningful learning requires active processing where
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learners must “engage in appropriate cognitive processes during learning” (Mayer, 2011, p. 30).
Taking into account that peers have a strong influence, Burke should incorporate activities to the
international component of BAE that encourage students to engage in meaningful learning
during the trip. For instance, reflective activities during the trip can help students consider the
things they learned during company visits. By having students engage in meaningful learning
during the trip, they will be prepared to discuss the benefits and learning outcomes of
participation in the program and that will allow them to discuss the program with their peers
differently when they return from participation. According to Rueda 2011, the original work by
Bloom focused on three categories of knowledge including a cognitive domain, an affective
domain and a psychomotor domain. Using teaching and learning tools effectively requires more
than a mastery of the factual or conceptual; the “why and when” are needed to “adapt to
changing learner needs” (Rueda, 2011, p. 36). Meaningful learning exercises can include taking
notes in the day activities and then using previous experience to write a reflection at the end of
each day. Cognitive learning in combination with affective learning can help students develop
the language they need to talk about the BAE program with their peers.
Knowledge and Skills Recommendations for Implementation
An effort was made to narrow the number of gaps to offer a set of achievable
recommendations to be addressed by the Burke School of Business. To close knowledge and
skills gaps, the Burke School of Business must devise a plan for sharing information with
students on the BAE program. The recommendations to close knowledge and skill gaps are
discussed here. Rueda’s (2011) toolkit for improving instruction based on learning theory will be
used to guide the recommended solutions for implementation
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BAE Learning Outcomes
One way to close the factual knowledge gap is to offer students and parents information
on the learning outcomes of BAE. The academic content in the BAE course alongside the
international trip make it an overall meaningful experience for students. BAE needs to be
presented in a way that encourages student participation such as selling the learning outcomes of
participation in BAE. The Kelly School of Business (KSB) found that by selling the outcomes of
participation in study abroad, they were able to encourage participation (Sideli, Dollinger &
Doyle, 2003). Some of the learning outcomes they sold were associated with career benefits
(Sideli, Dollinger & Doyle, 2003). Similarly, The Burke School of Business can use the post-
BAE survey to market the learning outcomes of the BAE program. The Burke School of
Business needs to ensure the survey goes out to students within two weeks of participation so the
information remains current.
The post-BAE survey information on the learning outcomes of BAE can be used to
market the program during new student orientation. Orientation provides a platform for Burke to
share the purpose of BAE with students and their families. In past orientations, students and their
families watched a student-created video that included surface information on company visits
and leisure activities that are part of BAE. Consequently, students and their families may have
left orientation without understanding the purpose of participation. Although these components
are valuable, parents and students seek information on learning outcomes of participation.
Offering this information during new student orientation will help students and their families
make an informed decision about participation.
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Marketing Materials
Another way to close the knowledge and skills gap to encourage participation in BAE is
to offer detailed information that students need to make a decision about participation. The
marketing materials for BAE should be revisited to provide detailed information to students. One
way to offer details on BAE is to provide a list of previously visited companies on the website
along with information on the outcome of those interactions. Although students felt Burke
strongly encouraged participation in the BAE program, students also expressed skepticism
regarding the information they received from the school. Students wanted information directly
from students because they felt that source offered more insight and transparency. Students also
wanted to see more information on scholarships. Students felt basic information on scholarships,
including criteria and average scholarship amounts was limited but necessary in making the
decision about participation.
Some of the marketing efforts that have proven successful at the Kelley School of
Business (KSB) include explaining international programs on their website and also making the
navigation of the international program pages user-friendly (Sideli, Dollinger & Doyle, 2003).
Furthermore, Sideli, Dollinger and Doyle (2003) found that it was useful to display the
information about their study programs in various forms (online and in print) and to ensure study
abroad was discussed with advisors. Holland and Kedia (2003) identified effective ways to
market the importance of study abroad through direct and indirect communication. Examples of
effective direct communication included getting faculty to encourage participation and holding
information fairs or workshops. The most effective forms of indirect communication included
flyers, brochures, the Internet and presentations by students and/or the study abroad advisor.
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Reflective Exercises
A solution to closing the conceptual knowledge gap is to help current participants
understand the benefits of BAE by creating opportunities for reflection during the trip. Reflective
exercises will help students describe BAE to other students in way that highlights the benefits of
participation. To transform participant perceptions of BAE, the program must offer opportunities
for students to think critically about “why” they are participating and “when” the experience can
be used (Rueda, 2011). The majority of the current in-country activities include company visits
and presentations by guest speakers. The use of case-based learning is an effective tool for
learning and allows students to use "active processing" (Rueda, 2011, p. 34). Study abroad offers
opportunities for affective learning and this can be incorporated in BAE using reflective
exercises. Affective reactions are essential to the learning process in experiential learning
(Spencer, Murray & Tuma, 2005, as cited in Isabelli-García, 2011). Reflection can allow
students to "reconsider previously unexamined attitudes, values and behavior patterns" (Savicki,
2008, p. 88). Reflection can also lead to transformative learning and critical reflection can help
students increase their self-awareness (Savicki, 2008, p. 98).
Spencer, Murray and Tuma (2005) have proposed that the best short-term programs
balance the international experience “with processing the experience” and suggest most students
do not have the opportunity to reflect on their learning while abroad (as cited in Isabelli-García,
2011, p. 376). Cory and Martinez (2008) identified the importance of regular reflections where
students can be divided into small groups to have a dialogue about their experiences interacting
with local culture. It is essential that faculty “foster intercultural reflections through
assignments” so that students can process their observations from abroad (Isabelli-García, 2011,
p. 368). Opportunities for reflection can be scheduled in between meetings with companies or at
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the end of each day. Reflective activities provide the opportunity for students to explore their
feelings about culture, community and business and can equip BAE alumni with the language to
discuss the program in a meaningful way with prospective students.
Motivation Gap Solutions
Motivation is defined as “the process whereby goal directed activity is instigated and
sustained” (p. 4). The goals individuals are working toward may be to “attain or avoid”
something (p. 5). Clark and Estes (2008) identify the importance of eliminating “demotivators”
and replacing them with “positive motivational support” (p. 79). Motivation is also described as
something that “gets us going, keeps us working and helps us complete tasks” (Schunk, Pintrich
& Meece, 2008, p. 4).
Motivation Gaps
The interviews and surveys revealed motivation gaps that prevent Burke students from
participating in the BAE program. The Burke School of Business must help Burke students
develop value for BAE to encourage participation. During interviews, students highlighted the
importance of gaining a meaningful experience through BAE and expressed an interest in
receiving explanations of the scheduled company visits instead of primarily touring the
companies.
• Students were not clear about the goals of BAE and consequently students expressed
a low value for the program.
• Students expressed a low value for the leisure activities that were part BAE.
• Students wanted something meaningful to take away from their participation in the
BAE program and a lack of such identifiable ‘meaning’ also impacted their value for
the program.
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• Students expressed concerns that the learning outcomes of BAE were not clear and
did not feel the trip was worth the cost.
• Students expressed a lack of interest in participation and a preference for other
academic opportunities.
• Students described BAE as a first exposure program and this served as a demotivator
to participation because many students had previously travelled internationally.
• The length of BAE served as a demotivator because of the perceived difficulty of
trying to immerse in the culture on a short-term trip.
Students were not motivated to participate in BAE because they did not understand the
benefits of participation. Individuals decide to engage in something based on desired outcomes
(Vroom, 1964). One solution is to give students many opportunities to develop value for the
BAE program by sharing information on the expected outcomes of participation. According to
expectancy value theory, a person's choice, persistence, and performance can be explained by
how much value they attach to an activity or task (Wigfield & Eccles, 2000). Task (achievement)
value consists of four dimensions including: attainment or importance value, intrinsic value,
utility value, or cost value (Rueda, 2011). Values are “one of the ways people express their views
about what they expect will make them effective and people value what they believe helps them”
(Clark & Estes, 2008, p. 95). Utility value is defined as the extent to which an individual believes
a task or activity will be useful in achieving a future goal. According to Wigfield and Eccles
(2000), individuals that pursue a task for its utility value generally have extrinsic reasons for
pursuing the task. In the case of Burke students, they might want to know that BAE will make
them marketable to employers or allow them to fulfilling a degree requirement. Burke can
implement motivation related interventions to encourage participation in the BAE program. A
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visual document or cognitive map can be used to provide students with information on the
benefits of participation. Cognitive maps are used in expectancy learning where students can
expect a particular outcome by following specific actions. If they are provided with a visual
document that lays out each activity that is part of BAE and the benefits associated with those
activities, they may be more inclined to participate.
Burke students currently also examine the cost value when considering whether to
participate in BAE. The interviews revealed students were not willing to “pay to socialize” and
this discouraged them from participation in BAE. Additionally, students identified studying
abroad for a full semester as a better opportunity than participating in the BAE program when
comparing the cost and taking into account the outcomes of participation. Paulsen and St. John
(2002) have stated that finances provide a frame for how students approach decisions and
students act based on finances. Consequently students may interpret the value of an educational
opportunity such as study abroad through that lens. Cost value is defined as an individual's
decision to participate in an activity while limiting access to something else. Cost value is the
perceived cost of the task or activity considering time, effort or other resources (Wigfield &
Eccles, 2000).
Burke can also motivate students to participate in BAE by helping them develop an
interest in the program. Business students are pragmatic in their decisions to participate in study
abroad (Orahood, Kruze & Pearson, 2004) and not knowing the outcomes associated with the
BAE program may inhibit them from participating. Increased “levels of interest are connected
with increased levels of learning and achievement” (Pintrich, 2003, as cited in Mayer, 2011)
where interest has been identified as having an influence on motivation (Shunk, Pintrich &
Meece, 2008). Burke can help students develop situation interest by informing students of the
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outcomes of participation. Situational interest in BAE can be developed by offering students
information that has personal relevance or value such as aligning participation in BAE with
student’s academic or career objectives (Mayer, 2011). One way to align participation in BAE
with students’ academic objectives is to offer the course for a letter grade. Performance oriented
students will be motivated by completing a two unit class for a letter grade.
Another possible solution for motivating students to participate in BAE is by using peer
models. Students often identified other students as a good source of information and this would
allow the Burke School of Business to monitor some of the information disseminated by peers.
Social cognitive interventions can be used to influence “active choice” and encourage
participation in BAE. According to Rueda (2011), social cognitive approaches focus on the
relationship between individuals, behavior and their environment and their influence on each
other. According to social cognitive theory, one strategy for learning is to use models that are
credible and similar to the learner (Bandura, 1977). Peer models can be invited to events and
used as a marketing tool to tell Burke students about the program.
Motivation Recommendations for Implementation
Recommendations to close motivation gaps are made below. The focus of the
recommendations was narrowed to ensure the number of recommendations are achievable and
cost efficient based on the researchers understanding of the organization.
Collect and Offer Information On Learning Outcomes of BAE
A solution to develop interest in BAE is to offer students information on the learning
outcomes of the program. The Kelly School of Business (KSB) uses their understanding of
business students to market their programs and explain the value on internationalization for
student careers. KSB leaders recognize students in professional schools like to see their skill sets
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increase their opportunities and offer students information on the direct benefits of participation
(Sideli, Dollinger & Doyle, 2003). Students are told of their marketability to employers if they
have studied abroad because of their cross-cultural competencies and/or because they have been
exposed to an opportunity to navigate situations outside of their comfort zone. KSB encourages
students to put participation in study abroad programs on their resumes and prepares students to
use their study abroad experience as a talking point during interviews.
According to human capital theory, students make monetary investments on activities
where they can identify a direct outcome (Becker, 1994). The Burke School of Business
currently sends out pre and post surveys to BAE participants as a way to measure self-reported
gains. The surveys collect valuable information that can be used in future marketing materials.
The American Institute for foreign study generates a student guide to study abroad and career
development that emphasizes the value of study abroad on student career development (Martin
Tillman, 2011, American Institute For Foreign Study). The information provided in this guide
can be used to inform students of the benefits of participation. Information from the American
Institute For Foreign Study can be incorporated into various forms of communication with
students including recruitment materials, information sessions and one-on-one appointments
(Sideli, Dollinger & Doyle, 2003).
Encourage Networking Abroad
Students who did not participate in BAE expressed a preference for a more “more
business-focused” trip rather than a primarily social trip. Students also indicated that they valued
activities such as international networking and stated they would be interested in participating in
BAE if that was an outcome of participation. Relyea, Cocchiara, and Studdard (2008) found
administrators need to directly identify career benefits to participation in study abroad for
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business students. Study abroad in the Kelly School of Business (KSB) is marketed as a way for
students to connect with Indiana University alumni living abroad (Sideli, Dollinger & Doyle,
2003). KSB students are told that the networking opportunities available through study abroad
may lead to future job prospects. Sideli, Dollinger and Doyle (2003) have stated that by
connecting alumni with current students, alumni are more willing to give back to the University.
The BAE program can be used to engage Burke alumni and connect alumni with Burke
educational programs. This would be aligned with one of the 2011 Burke School of Business
strategic plan initiatives to “engage and strengthen the NWU family and its ties to NWU and
Burke” (2011, p. 6). By connecting Burke alumni to the school and students, Burke development
can encourage them to make monetary donations for future BAE scholarships. To ensure that
international networking takes place, the Burke School of Business can schedule an event in each
BAE destination where students can network with alumni. Students can also connect with alumni
through the use of technology. Skype meetings can be coordinated during the pre-trip course to
give students an opportunity to network with alumni living in the host country. Another option
for international networking is to connect Burke students participating in BAE with university
students in the visiting country. As part of the International Exchange Program (IEP), the Burke
School of Business has partnerships with various universities. Burke can work with international
university partners to assign pen pals to students so they can begin to network with their peers
across the globe through email, Facebook and Twitter.
Develop Student Interest in BAE with Faculty Engagement
One solution to encourage participation in BAE is by creating student interest in faculty
leading the BAE trips. Burke can help students develop situational interest by marketing BAE as
an opportunity to network with faculty in their area of interest and to get advice on Burke Upper
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Division elective options. Faculty-student interactions inside and outside the classroom increase
student learning (Astin, 1993). Burke students are required to complete 12 units of upper division
elective credit in one or multiple interest areas. Current efforts to advise students on Burke upper
division electives include elective information sheets, career videos, and Burke Department
videos. Students also have opportunities to seek elective advice from faculty elective advisors
and from their assigned academic advisors. Marketing faculty expertise and guidance may help
students view BAE as a valuable academic opportunity. Students can select a trip according to
the faculty leading that trip where a student interested in marketing may be motivated to
participate in a trip led by a marketing faculty. Faculty can also tailor the course content or
international visits according to interest areas. Highlighting faculty according to areas of
expertise can also motivate students to consult with faculty about whether to study abroad and
about study abroad program outcomes (Norris & Gillespie, 2009).
Peer Models
During the interviews, students revealed they valued information offered by peers and the
information shaped their decisions about participation in the program. A solution for motivating
students to participate in BAE is through the use of peer models. KSB uses students as marketing
agents by asking them to participate in study abroad information sessions and presentations
(Sideli, Dollinger & Doyle, 2003). Another effective form of recruitment is to ask students that
participate in study abroad to share information through word-of-mouth. Similarly, the Burke
School of Business can ask past BAE participants to create video clips to share during
orientation. The clips can feature past participants that speak to the academic and career
outcomes of BAE. Past BAE participants can also advise students on effective ways to
incorporate BAE during interviews and on their resumes.
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Organization Solutions
Geertz (1973) defines culture as a “system of inherited conceptions expressed in
symbolic forms” and used by campus members to “communicate, perpetuate and develop their
knowledge about and attitudes toward life” (p. 89). Tierney and Minor (2004) identify colleges
and universities as “places where symbolic and abstract cultural meanings are created” (Tierney
& Minor, 2004, p. 85).
Organization Gaps
The interviews and surveys revealed organization gaps that prevent Burke students from
participating in the BAE program. Some of the motivation barriers highlighted above, also
served as organizational barriers to students in participating in the BAE program. For instance,
student concerns over the leisure activities and the length of the program were also identified as
organizational barriers to participation and are included below.
• Students wanted an increase in financial support from the Burke and expressed
concerns over the scholarship opportunities.
• The leisure activities associated with BAE may have impacted participation in the
program.
• BAE was identified as an exposure program for students without previous
international experience and this did not resonate with students.
• The limited length of the program came up once again during the organization
questions.
• Students that did not participate in BAE reported feeling alienated when their friends
returned home from the program.
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The Burke School of Business has created a culture that encourages and supports
internationalization by offering a number of international opportunities to students. This was
supported in that the highest ranked statement among the organization questions in the survey
was The Burke School of Business encourages students to participate in BAE. At the same time,
students wanted more information from Burke in making a decision about BAE. Students that
did not participate in BAE reported feeling isolated from the Burke community. This isolation
stems from not participating in a shared culture that is created when a large portion of Burke
students participate in BAE. According to Schein (1992), culture is defined as “a pattern of
shared basic assumptions that a group learned as it solved its problems of external adaptation and
integration” and that is validated as by the groups members as “the correct way to perceive,
think, and feel in relation to those problems” (p. 12). Social constructionists believe that each
culture has its own complexities that can only be studied by examining that culture as a unique
entity (Bess & Dee, 2008; Neumann, 1995). The Burke School of Business must ensure that its
practices enable all students to receive international education whether or not they can afford the
cost of travel. Making sure all students have the opportunity to participate in BAE sends a
message to students and their families that they are valuable to the organization.
The survey findings revealed that peers were a primary source of information when
discussing participation in BAE. Students expressed concern about the cost of participating
BAE, especially when describing it as a largely social experience. The stories or artifacts shared
among students about BAE had a strong impact on student decisions to participate in the
program. Artifacts are part of the observable culture in an organization and can include
physical/social spaces, language, and overt behaviors (Bess & Dee, 1995). Students developed
assumptions about the purpose of the BAE trip based on artifacts and other observable culture.
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Assumptions are “unconscious driving forces that collectively guide behavior” and are different
from values “in that most people are unaware of them” (p. 371). BAE alumni must be able to
speak about the program in a positive way to encourage participation. According to socio-
cultural theory, students learn from an adult or ideal form (Vigotsky, 1987). A solution to help
BAE alumni describe BAE as a positive experience is to ensure all students feel they are
participating in a meaningful educational experience. The Burke School of Business will need to
review the instructional design of the international component to ensure the program is meeting
the intended learning objectives.
Students felt Burke could have done a better job of marketing the BAE program and
selling them on the importance of the program. Faculty, staff and past BAE participants can be
used as models to encourage participation in BAE. Social cognitive theory looks at the
importance of the interaction between a person, behavior and their environment and
acknowledges the role of a “more knowledgeable other” (Bandura, 1977). According to Rueda
(2011), models can be used in learning, however, they must be credible, similar and hold a
higher status in order to be effective (p. 34). Burke advisors were identified as a good source for
study abroad and should effectively talk about the BAE program with students. Currently the
BAE program is discussed briefly during mandatory group advising sessions. One possible
improvement is to share information with students on the ways in which BAE is tied to the
Burke curriculum and to Burke learning objectives.
Organization Recommendations for Implementation
The scope of recommendations to close organization gaps was limited to the most
critical gaps to ensure the Burke School of Business gets the most out of the implementation
plan.
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Align BAE Program with Burke Learning Objectives
Students that do not receive the information about international programs tend to be
critical of those programs (Carley, Stuart, & Dailey, 2011). Carley, Stuart, and Dailey (2011)
found that administrators of short-term study abroad programs must be intentional about setting
learning objectives and identifying outcomes to encourage participation. Students were
discouraged by the leisure activities associated with the international component of the BAE
program. Organizational culture must match the behaviors of the organization (Clark & Estes,
2008). Incongruity between organizational goals and behaviors lead people to question the
communication they receive from the organization. A solution to encourage participation in BAE
is to ensure that program activities for the trips match the intended learning objectives of the
program. The BAE program goals must also be aligned with the Burke Undergraduate Program
Learning Goals and Objectives such as preparing graduates to have a global mindset and prepare
students to apply critical thinking skills. A critical learning objective in Burke is that students
should “demonstrate critical thinking skills, decision-making, and problem-solving abilities to
strategically navigate complex demands of business environments” (NWU Burke Undergraduate
Program Learning Goals and Objectives, 2012, p. 2). Ensuring the BAE program activities are
aligned with Burke learning objectives will allow BAE alumni to engage in meaningful
conversations with peers about participation in the program. As part of aligning BAE with
learning objectives, the Burke School of Business can explore integration of additional program
components such as offering language instruction during the trip.
Opportunities Beyond International Exposure
Non-BAE students talked about BAE as an exposure program that was useful for students
who had not traveled abroad. A well-thought out instructional design for business study abroad
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programs can ensure students gain knowledge in cultural business practices and cross-cultural
skills. Tuleja (2008) found that taking a study tour from awareness to immersion offered a more
enriching experience for students by allowing them to gain a better understanding of how to do
business in another country. This was particularly important for the students that had previous
international experience. As part of the program, students were required to write a10-page
assignment where they reflected on the study abroad experience. Students had an opportunity to
identify important themes when they registered for the study tour and the tour was designed
around those themes. In order to move from awareness to cultural understanding, the curriculum
must be designed to explicitly link business to culture (Tuleja, 2008).
A solution to encourage participation in BAE is to offer students experiences that will
allow them to see BAE beyond just an exposure program. Students can participate in a project
where they work in teams to develop an asset mapping or entrepreneurial opportunity
identification project. As part of the project, students can conduct an environmental scan of the
country they visit and engage in an exercise of examining the social, political and economic
context (Saks & Gaglio, 2002). An asset mapping or entrepreneurial opportunity identification
project can also allow students to engage in a critical thinking exercise by going through the
process of looking at gaps in a business, community or products and examining the resources,
opportunities, and challenges. By participating in this project, students will have an
understanding of the opportunities and challenges of a business, community or product. Students
will also have a better understanding of the reasons Americans might want to travel to a specific
country to conduct business. The Burke School of Business can create a summer symposium to
allow students to present their findings. A final project will also offer students something they
can include in their resumes or portfolios and the project skills students develop are aligned with
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one of the Burke School of Business paths of distinction to “infuse students, faculty, staff, and
other members of the NWU Burke community with an entrepreneurial mindset” (NWU Burke
School of Business Strategic Plan, 2011, p. 3).
Offer Alternatives to International Trip Component
A solution to increase participation in the BAE program is to offer alternatives to the
travel component of the program. BAE provides an opportunity for students to develop a strong
network of peers and to develop relationships with faculty. The BAE trip is part of the culture in
Burke. Students often share stories and develop long lasting friendships with one another after
they return from BAE. Students that do not participate miss the opportunity to develop a sense of
belonging within the Burke community. Social and academic integration have been found to
increase retention during the first year of college (Tinto, 1993). Nonparticipants expressed
feeling isolated from the Burke community and feeling disconnected from peers that participated
in BAE. Students expressed concern over not being able to afford the trip and regretted not being
able to participate. This experience can create isolation for those students and can lead students
to transfer or withdraw from the University.
The integrated field trip abroad (IFTA) is a study tour that includes an international class
and offers several options to complete the international component (Brustein, 2007). The IFTA
model allows students to choose different program lengths. The IFTA program includes an array
of activities including company visits, cultural visits and academics that can vary depending on
program length. The integrated field trip abroad (IFTA) model can also be used to offer an
international experience to students that cannot afford the cost of going abroad. This can provide
an opportunity for all Burke freshmen to develop a network with their freshman cohort and not
feel isolated from the experience. Having a program that serves the needs of multiple populations
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is a cost efficient approach for administrators. With IFTA, students enroll in a course and can
choose whether they want to satisfy the international component domestically or by traveling
internationally (Brustein, 2007).
Similarly, the Burke School of Business can offer a range of program options to complete
the international component of the BAE trip. Currently students enroll in a two unit course and
participate in a 10-day BAE trip during spring break or at the end of the semester. The course
meets an average of six times in the semester. Students learn about business practices and culture
of a specific country. To meet diverse student needs, the Burke School of Business can modify
the existing country specific BAE course. Instead of focusing on business practices in a specific
country, the course can focus on general international business practices including cross-cultural
business interactions, global strategy, and the global economy. To complete the international
component, students can participate in an international trip or complete an alternate course
assignment to determine the final grade for the course. Burke can offer various options for the
international component where the length of the program can vary by trip and can range from 8
days to 14 days. This program change will allow all Burke freshmen to develop networks and
relationships with peers, which is an important part of the first year student experience. The BAE
course will be covered by flat rate tuition up to 18 units. This would relieve any financial
concerns related to participation.
The Burke School of Business can also offer the opportunity for students to apply for a
research grant as another option to encourage participation in BAE. The research grant can serve
as an additional incentive for students that need financial support and want to extend their stay
abroad. Students that receive the grant can later apply to the NWU Global Scholar designations
at NWU. The Global Scholars designation recognizes students that graduate from NWU with a
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3.5 GPA and demonstrate global citizenship through spending a minimum of ten weeks abroad
(NWU Undergraduate Programs, 2012).
Explore Options to Reduce the Cost of BAE
A solution to reduce the cost of BAE is to explore a study abroad student fee option.
Universities face a multitude of challenges in financing their study abroad programs. The theory
of educational demand states students make educational decisions if the benefits outweigh the
cost of education (Campbell & Siegel, 1967). One assumption of the theory of college
enrollment is that all students have access to loan capital to make an educational investment
(Campbell & Siegel, 1967). Educational lending for BAE is not available through financial aid
for short-term study abroad programs such as BAE. Government financial aid also has
restrictions and international trips cannot be included as part of the cost of attendance.
Furthermore, many national scholarships target students that plan to study abroad on longer-term
trips.
A number of institutions have started to collect a student fee in order to create revenue for
study abroad programs (Hoffa, DePaul, & Forum on Education Abroad, 2010). Universities that
have implemented a student fee used it to offer scholarships, institutions that do this include the
University of Texas and Georgia State University (Brustein, 2007). The study abroad fee does
not need to be excessive. The University of Texas Austin was one of the first universities to
implement a study abroad fee in 1992 and asked for one dollar per semester for undergraduate
study abroad scholarships (Hoffa, DePaul, & Forum on Education Abroad, 2010). A benefit of
having a student fee is students can apply for a scholarship and the burden of offering financial
support for BAE will not be completely on the Burke School of Business. When reviewing
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applications, the student fee committee can consider financial need in their criteria among other
criteria.
NWU can implement a student fee where students pay into study abroad every semester
whether they participate in study abroad or not. The Burke School of Business is the second
largest school at NWU and is considered a leader in innovation, particularly for undergraduate
education and as a result other schools are likely to support this initiative. The study abroad fee
would also aid the internationalization efforts in all departments and schools on campus. The
Burke School of Business can begin to explore the possibility of a student fee to determine if this
is something students are willing to pay into. Students that receive a Burke scholarship alongside
a scholarship from a student fee are more likely to participate in the BAE program.
Students also expressed concerns about the scholarship selection process. They felt the
scholarship selection criteria was unclear, and they did not feel awards were based on financial
need. Students talked about not needing to submit financial information when applying for a
scholarship. The Burke School of Business needs to reexamine the current scholarship selection
process to encourage participation from students with financial need. One method for collecting
information on need is to ask students for a financial statement of need and financial aid award
letters.
Summary
Chapter Five provided potential solutions to the knowledge motivation and organizational
gaps and causes that result in non-participation in BAE to encourage freshman participation in
the Burke Business Abroad Experience program BAE. Solutions for the knowledge, motivation
and organizations gaps were based on learning, motivation and organizational theory and
recommendations were supported by the research literature on short-term study abroad programs.
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Some of the solutions were interrelated and offer the opportunity to address more than one gap
simultaneously if the solutions are implemented. The next chapter provides an assessment and
evaluation plan for the proposed solutions followed by a discussion of the strengths and
weaknesses of the gap analysis approach recommendations for future research and the limitations
of this study.
The following tables include validated causes and identify goals the Burke School of
Business should accomplish to achieve 100% participation in BAE.
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Table 6
Summary of Validated Knowledge Causes
Knowledge Gap Solution Implementation
Limited information on the
benefits of BAE and the
purpose of the international
activities
Information Processing
Theory — take information
beyond working memory by
chunking information into
manageable parts (Mayer,
2011)
Being explicit on goals
(Rueda, 2011)
Visual aids such as graphic
organizers to match activities
with outcomes
Offer information on goals
for the program
Marketing materials offered
limited information on BAE
Limited scholarship
information available
Reinforcement (Skinner,
1948)
Offer multiple versions of the
information and at various
times (i.e., new student
orientation, new student
welcome, etc.)
Update information offered
via presentation, online and in
printed form
Misconceptions of the BAE
program
Individuals change behavior
according to positive or
negative reinforcers (Skinner,
1948; Thorndike, 1913)
Regularly scheduled
reinforcers on the BAE
program
Connection between BAE and
the Burke Curriculum
Limited understanding about
the academic and professional
benefits of BAE
The use of models to
encourage student learning
(Bandura, 1977)
Use faculty as models to
represent the program
Explain connections and
explain the ways BAE is tied
to Burke Learning Objectives
Did not understand the goals
of BAE and had desire to gain
something meaningful
Active processing for
meaningful learning (Mayer,
2011)
Reflective Exercises
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Table 7
Summary of Validated Motivation Causes
Motivation Gap Solution Implementation
Concerns over the worth of
the program
Increase task value (Wigfield
& Eccles)
Cognitive maps with
information on learning
outcomes
Low value for the leisure
activities that were part BAE
Increase interest through
personal relevance (Mayer,
2011)
Goal orientation (Pintrich,
2003)
Offer academic relevance
such as offer course for a
letter grade
Lack of interest in a short-
term program
Lack of interest in an
exposure program
Use of models to develop
student interest (Bandura,
1977)
Use students as models to
encourage participation
Market faculty areas of
expertise
Faculty can help students
connect career interests
Preference for other academic
opportunities
Offer interesting tasks or
activities (Rueda, 2011)
Connect students with college
students abroad
Assign pen pals to encourage
networking
Connect students with
Alumni living abroad
Students wanted meaningful
outcome from participation in
BAE
Discourse that focuses on
importance of activities
(Rueda, 2011)
Goal orientation (Pintrich,
2003)
Talk about career and
personal benefits
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Table 8
Summary of Validated Organization Causes
Organization Gap Solution Implementation
Concerns over the amount of
financial support offered by
the Burke School of Business
Supporting facilities (de Jong,
Schnusenberg and Goel,
2009)
Look into other sources to
help fund study abroad
opportunities such as BAE
Leisure activities and purpose
of the program
Peer models (Bandura, 1977)
to develop student interest
Goal orientation (Pintrich,
2003)
Burke advisors, staff, faculty
must discuss ways BAE is
aligned with Burke Learning
Objectives
Messaging BAE as an
exposure program did not
resonate with students
Artifacts (Bess & Dee, 1995)
Short-term programs must
move students beyond
awareness (Tuleja, 2008)
Change the language
currently used to talk about
BAE as an exposure program
Projects that take students
beyond exposure
Non-participants felt
alienated from their peers
Offer opportunities so that all
students can have an
international experience
(Brustein, 2007)
Offer alternatives to the
international component of
BAE
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Table 9
Summary of Student Performance Goals, Timeline and Measurement of Performance Goals
Stakeholder Performance Goal Goal Measure
All students will complete a learning module that
discusses the career and academic benefits of
participation in BAE; the connection between the
Burke Curriculum and BAE and BAE learning
outcomes.
Implement by: Spring 2013 Semester
Evaluate Progress by: Summer 2013
This will be measured by having all incoming
Freshmen complete the online learning module
one week prior to attending their on-campus
orientation.
All students will be able to describe the benefits of
BAE and the ways in which the program is connected
to the Burke curriculum.
Implement by: Fall 2013 Semester
Evaluate Progress by: End of Fall Semester
Progress will be measured by asking all
students to participate in an activity that
requires them to describe this information
while attending their on-campus orientation.
Students will demonstrate that they use the Burke
website as a source for information on the BAE
program and for BAE scholarships.
Implement by: Fall 2013 Semester
Evaluate Progress by: End of Fall Semester
This will be measured by an increase in web
traffic. The number of visits will be saved
every time students view the information.
BAE participants will complete a reflective exercise
every day during the international component of the
trip.
Implement by: Fall 2013 Semester
Evaluate Progress by: End of Fall Semester
This will be measured by having 100% of
students submit their reflective statements to
faculty on a daily basis during the trip.
Students will be able to develop international
networks with alumni while abroad.
Implement by: Fall 2013 Semester
Evaluate Progress by: End of Fall Semester
This will be measured by 100% of the students
developing a network before returning to the
U.S. and sending them a follow up email
thanking them for their time.
Students that participate in BAE will be able to
reflect on at least one academic, cultural, or business
experience each day they are abroad.
Implement by: Fall 2013 Semester
Evaluate Progress by: End of Fall Semester
This will be measured by asking students to
submit their reflection at the end of each day
during BAE.
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121
Table 10
Summary of Organization’s Main Goal, Short Term Goals, Cascading Goals, and Performance
Goals
Organizational Goal: The Burke School of Business will achieve 100% participation in the BAE
program
Goal 1: All students
will be able to
describe the career,
academic and
personal benefits of
participation in BAE.
Goal 2: The Burke School of Business will ensure
that the BAE program is marketed as having
career, academic and personal value to students.
Goal 3: The Burke
School of Business will
ensure the culture
continues to support
students in participating
in study abroad.
Cascading Goal 1:
All students will
complete a learning
module that discusses
the career, personal
and academic benefits
of participation in
BAE.
Cascading Goal 2:
The Burke School of
Business will ensure
that the BAE program
is marketed as having
career, academic and
personal relevance to
students.
Cascading Goal 2:
The Burke School of
Business will engage
models to assist students
in understanding the
benefits of BAE.
The Burke School of
Business will secure
supporting facilities for
BAE.
Performance Goal:
All students will be
able make a
connection between
the Burke Curriculum
and BAE learning
outcomes in class
discussions.
Performance Goal:
Send out the post-
BAE survey to 100%
of the participants to
collect information on
learning outcomes.
Performance Goal:
Secure volunteer peer
models to highlight the
benefits of BAE.
Performance Goal:
Complete a survey
students to determine if
they would be willing to
pay a study abroad fee.
Performance Goal:
Develop learning
module to send to all
Freshmen that covers
information on the
career, academic and
personal benefits of
participation in BAE.
Performance Goal:
Create video clips of
recent BAE alumni
discussing the benefits of
participation to market the
program at new student
orientation.
Performance Goal:
Complete a survey
students about the
possibility of offering
different options for
completing international
component of BAE.
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122
Table 11
Summary of Organization Performance Goals, Timeline and Measurement of Performance
Goals
Stakeholder performance goal Goal Measure
Send out the post-BAE survey to100% of the students to collect information on learning
outcomes. Student will receive the survey within two days of participation.
Implemented by: Spring 2013
Evaluate progress by: Summer 2013
All students will have completed
the survey within one week from
when they return from the BAE
trip.
Update BAE handouts, website content, scholarship information, orientation presentation
to include benefits of participation by the first week of May.
Implemented by: Spring 2013 for incoming freshman class to access information (May)
Evaluate progress by: Summer 2013
This will be measure by having
all the marketing materials
available to incoming students
the first week of May.
Create and send learning module to all Freshmen that covers information on the career,
academic and personal benefits of participation in BAE prior to attending orientation.
Implemented by: Spring 2013
Evaluate progress by: End of Summer 2013
This will be measured by having
all freshmen students complete
the online learning module one
week prior to attending their on-
campus orientation.
Create video clips of recent BAE alumni discussing the benefits of participation to market
the program at new student orientation.
Implemented by: Summer 2013
Evaluate progress by: Fall 2013
Students and parents will be able
to see video clips on the benefits
of BAE during new student
orientation in June.
Ask faculty to make announcements about BAE to their first-year students during the first
week of classes.
Implemented by: Fall 2013
Evaluate progress by: End of Fall 2013
All Burke students will receive
an announcement from faculty
the first week of classes
encouraging them to participate
in BAE.
Reach out to recent Alumni (spring 2012 and spring 2011) who are living internationally
by email to build a network for students to reach out to while they are abroad.
Implemented by: Spring 2013
Evaluate progress by: End of Fall 2013
Recent Alumni (spring 2012 and
spring 2011) will receive an
email before the end of the
spring semester.
Send a survey to current Burke students asking whether they would be willing to pay a
student fee for study abroad similar to the fee for student activities.
Implemented by: Fall 2013
Evaluate progress by: End of Fall 2013
All Burke students will receive
the survey via email by the first
week of fall semester classes.
Send a survey to current Burke students asking whether they would like a course option
where all students can take the BAE course but have multiple options to complete the
international component.
Implemented by: Fall 2013
Evaluate progress by: End of Fall 2013
All Burke students will receive
the survey via email by the first
week of fall semester classes.
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CHAPTER SIX
DISCUSSION
The purpose of the study was to explore the influences on students’ decisions to
participate in short-term international programs. The Clark and Estes (2008) gap analysis process
model was utilized to determine knowledge, motivation and organizational gaps that prevent
freshmen from participating and guided this study. Research-based solutions were offered to
close the gaps. There are several causes that lead an organization to not achieve its goals and the
prioritization of causes will lead to the greatest prospect of achieving organizational goals
(Rueda, 2011). With this in mind, the focus will be on evaluation of three knowledge, motivation
and organizational gaps identified in Chapter Five. Evaluation offers “an objective view of our
progress toward closing performance gaps” (Clark & Estes, 2008, p. 125). Kirkpatrick's 2006
four levels of evaluation framework will be used to guide the Burke School of Business in the
evaluation of proposed solutions.
The questions guiding this study are:
• What are the gaps Burke freshman students experience in the areas of knowledge and
skills, motivation, and organizational factors that affect the successful achievement of
an organizational goal of 100% participation of Burke freshmen in the BAE program?
• What are the potential solutions to address the gaps Burke freshman students
experience in the areas of knowledge and skills, motivation, and organization to
achieve the organization’s goal of 100% participation in the BAE program?
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Synthesis of the Results
The following are the interview and survey results of the study. Gaps were found in the
areas of knowledge, motivation and organization that are barriers to participation in BAE for
Burke freshmen.
Knowledge and Skills
Survey and interview results found that students had limited information on the learning
outcomes associated with the BAE program and this impacted their decision to participate.
Students were eager for the information and used the website, peers and parents to discuss the
benefits. Conversations with peers commonly resulted in misconceptions about the program.
Burke was identified as supportive of student’s participation in BAE, however, the information
that came from the school including the website did not offer sufficient information regarding the
details of the program or the availability of scholarships. Business students require detailed
information when making the decision about whether to invest in educational activities (Evans,
Finch, Toncar & Reid, 2008). The Burke School of Business must incorporate practices to ensure
students receive information to make a decision about participation. By offering detailed
information to students regarding the BAE program, they are more likely to make informed
decisions. The school must also offer information on the ways in which the BAE program is
aligned with the Burke curriculum. In order to address the conceptual knowledge gap, the BAE
program must offer opportunities for participants to reflect on their experiences during BAE.
Opportunities for reflection will allow students to see the gains of participation after they return
and will allow them to have meaningful conversations with their peers when discussing the
program.
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Motivation
Burke students that did not participate in BAE were unable to identify the cost and utility
value of participating in the program. Although they valued the skills associated with study
abroad they did not feel that BAE could offer those skills due to the length of the program.
Students felt that BAE had limited benefits due to the length of the program. Currently students
perceive BAE as an opportunity for students to get “a taste of going abroad” or to “get their feet
wet” in terms of international travel. Ninety-two percent of the population that completed the
survey had previously traveled out of the country. Keeping in mind that many students in Burke
have traveled internationally, the idea of participating in an exposure program may not appeal to
students. Students indicated a preference in exchanging BAE for other academic options
including internships, academic programs and longer study abroad programs. Students expressed
an interest in a meaningful take away from the program. Helping students understand the
benefits of participation is important to increase participation. Peer models can be used to
explain the benefits of participation through testimonials. Faculty core specialties can be used as
a marketing tool to encourage participation.
Organization
Study results revealed the information collected on BAE was primarily by word-of-
mouth. The BAE program must offer students a meaningful experience to ensure the benefits of
participation are not overshadowed by stories of recreational activities. The Burke School of
Business is viewed by students as supportive of their participation in the BAE program.
However, the social aspects of the trip and the lack of financial support led many students to
make the decision to not participate. Students that did not participate in BAE felt alienated within
Burke when their friends returned home from the program. Although the quantitative results
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126
revealed that students were not impacted by socialization activities in their decision to
participate, the qualitative results revealed students were not willing to make a large financial
expense to socialize and this discouraged them from participating.
Analysis of Framework and Strengths and Weaknesses of the Approach
The gap analysis process model was used as a framework to help the Burke School of
Business in achieving 100% participation in BAE. The strength of the gap analysis process
model is that unlike other problem solving approaches that focus primarily on organizational
factors, the gap analysis model draws on learning, motivation and organizational theories to
solve educational issues (Rueda, 2011). The next step in the gap analysis process model is to
evaluate the outcomes of solutions to ensure they are effective in addressing the gaps.
Kirkpatrick's four levels framework will be used to evaluate the impact of the solutions proposed
in Chapter Four.
Clark and Estes (2008) propose that organizations must be willing to “constantly identify,
analyze, and close performance gaps that are preventing business goals” (p. 178). One of the
challenges of the gap analysis process model is it requires a large time investment to identify key
business goals; analyze performance gaps; identify and implement solutions and evaluate the
results of the solutions in order to revise goals. Organizations interested in using the gap analysis
process model to improve performance goals must be actively engaged in setting goals toward
achieving their desired performance.
Recommendations and Implications
It is critical to determine the timing of implementing solutions to improve performance
within an organization. Recommended solutions should be implemented in preparation for the
next academic year. The Burke School of Business will need to prepare for implementation of
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127
any proposed solutions before new student orientations, which begin in May. This will require
that marketing materials such as the website and brochures be revised to include information
about learning outcomes.
Over the next few months, the Burke School of Business should also engage faculty to
encourage study abroad and speak to lead faculty for the trips about the use of reflection
exercises during the experiential component of the BAE program. The Burke School of Business
should also work on recruiting former BAE participants that are strong ambassadors for the BAE
program. Staff will also need to consider some of the long-term changes in the BAE program to
achieve the organizational goal of 100% participation including the proposal to offer different
options of BAE to cater to different student populations.
Evaluation
The Burke School of Business will use Kirkpatrick’s (1998, 2007) four levels of
evaluation to determine the effectiveness of the solutions. During level I, the goal is to measure
participant "perceptions or reactions to learning experiences" and will measure relevancy to
“ensure continuous improvement” (p. 32). Understanding the reactions of Burke students will
help with gauging their satisfaction with the outcome. Level II will measure learning during the
program. Level III will focus on continual and positive improvement in the program. Level IV
will help determine whether the action plan made a significant difference and helped achieve
organizational goals.
Level I Reactions
Level I measures the reactions individuals have toward a program including whether they
are motivated by the program and their value for the program. Reaction forms will be used to
determine the effectiveness of the new marketing information at the end of orientation and will
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128
measure motivational attributes including values, emotional reactions, self-confidence,
persistence, and mental effort (Kirkpatrick, 1998, 2007). In level I, students will be for asked
their reactions to learning experiences including: “Do you value the information you received
during orientation on the BAE program?” “Do you value the goals of the BAE program?” “Did
you find the information you received to be effective?” and “Will you be able to make decisions
about participation in the BAE program based on the information you received?” The benefit of
getting individual reactions on the program is to inform the organization about participant
motivation (Kirkpatrick, 2007). Reactions to the recommended solutions can be positive even
when the results of the program are negative (Kirkpatrick, 2008). This level helps “initiate
continuous improvement” and calls for the use of additional levels of evaluation to determine
effectiveness of the action plan (Kirkpatrick, 2007). Reaction sheets will be used as measures of
student satisfaction with the proposed solutions and will yield a positive reaction from students if
they are effective.
Level II Learning
In level II, the impact of the performance improvement program is evaluated. This level
offers the opportunity to determine the progress of an organizational change. Goals must be clear
to ensure the effectiveness of organizational changes. This allows for adjustments to be made if
the program or solution is off track. Level II will be used to determine effectiveness of reflective
exercises used during the international component of the BAE program. Students will answer
survey questions immediately when they return from traveling to evaluate specific learning
outcomes of these exercises. Kirkpatrick (2007) suggests the use of an experimental group is the
best way to prove learning took place. The spring 2013 BAE participants can serve as an
experimental group by asking students to complete a survey that assesses learning gains before
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129
implementation of reflective exercises. The same survey can be used to assess learning gains in
spring 2014 BAE participants that complete reflective exercises. Questions in level II should be
related to gains students associate with reflection. If the solutions are implemented and prove to
be effective, students will be able to answer questions about achieved gains from the reflective
exercises. Students should be able to talk about BAE in terms of learning outcomes rather than
focusing on a discussion of recreational activities.
Level III Transfer
Level III measures whether performance improvements continue to have results after the
program is completed. We should expect to see ongoing results and a long-term impact of the
proposed solutions. For example, to ensure performance improvements have a long-term impact,
administrators can perform periodic checks of recruitment materials to ensure they are updated
and so they reflect the information students need to make a decision about participation.
Additionally, it is important to regularly review the curriculum components such as reflective
exercises to ensure they continue to be effective. Level III evaluation serves to “reinforce new
behaviors” (Kirkpatrick, 2007, p. 82). Updates should occur regularly taking into account
university settings experience constant change due to shifting student demographics.
Administrators would need to check with faculty leading BAE trips to ensure students continue to
benefit from the reflective exercises and to update the questions or prompts. This level also offers
the opportunity to investigate whether participation in the reflective exercises and other
proposed BAE projects has helped students talk about BAE differently, as an academic rather
than a social experience.
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Level IV Impact
The purpose of Level IV is to determine whether the performance improvement assisted
with closing the performance gap and helped achieve organization goals. Level IV is only
necessary when an organization implements the proposed performance improvements. It is also
identified as the most important level to stakeholders because it offers a “return on stakeholder
expectations” (Kirkpatrick, 2007, p. 108). However, it is unnecessary to determine impact of the
action plan if there is no evidence the action plan made changes at Levels II and III. If the
solutions are effective, this level offers the opportunity to see the exact contribution of the
performance improvement. In the case of the Burke School of Business, it would help in closing
the knowledge, motivation and organizational gaps, and help increase participation in the BAE
program to 100%.
Limitations of Study
This study focused on a single school and the barriers preventing students from
participating in a faculty-led short-term study abroad program are specific to the school's student
population. Therefore, the results of the study and the recommendations cannot be generalized to
other programs or campuses. Additionally, the author of this study works in the school and
potentially comes with biases from her role.
Future Research
Short-term international programs continue to emerge on college campuses throughout
the country. The availability of research literature on short-term programs was scarce and most
of the information was centered implementation strategies for departmental short-term study
abroad programs. Business students were commonly identified as placing a career value on
participation and the literature often ignored other influences on participation. Most of the
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131
current research supports the notion that students are influenced by family when negotiating
study abroad (de Jong, Schnusenberg & Goel, 2009). Student’s reactions to the financial burden
BAE would place on their families during the qualitative questions revealed an influence even
when family was not identified as having a direct influence on participation. Future research in
the areas of indirect parental influence, peer influence, the influence of school culture and
motivators to participation in short-term international programs can offer further insight on this
topic. Furthermore, the diversity that exists at NWU and within Burke requires an examination of
among-group differences taking into account students from diverse backgrounds may have
different reasons for wanting to study abroad. Sanchez, Fornerino, and Zhang (2006) found that
U.S. students did not feel it was necessary to travel abroad to achieve career benefits because
they felt their home countries offered enough career opportunities. The authors (2006) also found
American students identified study abroad programs primarily as an opportunity to have fun
while Chinese students perceived study abroad opportunities as a way to achieve their career
goals. Furthermore, American students may feel it is unnecessary to travel abroad because they
have enough opportunities to “achieve their professional goals without leaving the country”
(Sanchez, Fornerino, & Zhang, 2006, p. 48).
Conclusion
Employers believe business school curriculums need to have a greater international
emphasis and graduates “need to have an appreciation for cross-cultural differences and a global
perspective” (Kedia & Daniel, 2003, p. 30). In the next decade, over 80% of firms are expected
to place a higher emphasis on international competencies when hiring new employees and
managers. Study abroad is valued by employers and is viewed as a way for college graduates to
develop international competencies (Arpan, 1993; Holland & Kedia, 2003; Praetzel, Curcio &
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132
DiLorenzo, 1996). The Burke School of Business offers an opportunity to expose students to
international business practices through the BAE program. However, the school must implement
the solutions offered in this study to address some of the causes preventing students from
participation.
This study offered an opportunity to address those challenges in an effort to increase
participation in BAE. Surveys and interview data validated assumed knowledge, motivation, and
organization causes preventing students from participating in the BAE Program. The causes of
the participation gaps were confirmed in this study’s findings. Business students are pragmatic in
their motivations for participating in educational activities; want detailed information on short-
term programs (Evans, Finch, Toncar & Reid, 2008); are concerned about the cost of
international programs (Holland & Kedia, 2003; de Jong, Schnusenberg & Goel, 2009; Quraeshi,
Luqmani & Veeck, 2012) and require tailored marketing to participate in study abroad (de Jong,
Schnusenberg & Goel, 2009). Assumed causes identified during scanning interviews regarding
the cost of BAE, Burke students having other academic interests and the leisure activities during
BAE were validated as barriers to participation. Knowledge gaps revealed students were not
aware of the benefits of participation in the BAE program and did not value the program.
Individuals may pursue a task based on the benefits that derive from completing the task (Clark
& Estes, 2008). The Burke School of Business needs to create opportunities for students to value
the outcomes of the BAE program by applying the solutions proposed in Chapter Five. This
study revealed additional causes for nonparticipation such as students wanting a meaningful
experience and the cultural dissonance caused from marketing BAE as an exposure program.
Furthermore, there is evidence that BAE is part of the culture in the Burke School of Business
because many students participate. However, the same culture that engages and integrates first-
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

133
year students may also cause students that do not participate to feel alienated from their peers.
Some of the proposed solutions attempt to address the gaps by offering specific goals to increase
participation.
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134
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APPENDIX A
STUDENT SURVEY
The Business Abroad Experience (BAE) program is a short-term faculty-led study tour offered by
the Burke School of Business that travels to different countries for a period of 10 days and is
combined with a seminar course. The study tour is offered during Spring Break (March) or at the
end of the semester (May). The abroad component consists of both cultural and business visits.
You are invited to participate in this inquiry because you did not participate in the BAE program
this year.

Screening question: Are you currently participating in a BAE trip? If yes, thank you for your
time. If no, continue with the survey.

University of Southern California, Rossier School of Education 3470 Trousdale Parkway, Los
Angeles, CA 90089

INFORMATION/FACTS SHEET FOR NON-MEDICAL RESEARCH
EXAMINING STUDENT CHOICE TO STUDY ABROAD

You are invited to participate in a research study conducted by Janet Vera, a doctoral candidate
and Kenneth Yates, Ed.D., Associate Clinical Professor, in the Rossier School of Education at
the University of Southern California, because you are an undergraduate student in the Burke
School of Business .Your participation is voluntary. You should read the information below, and
ask questions about anything you do not understand, before deciding whether to participate.

PURPOSE OF THE STUDY

This study is designed to investigate the reasons that some Burke freshmen decide not to
participate in the Business Abroad Experience Program (BAE). You are being asked to
participate in this study because you did not participate in the BAE program. Your participation
in the study will inform future planning.

PARTICIPANT INVOLVEMENT

There are two ways to participate in this study, by taking a survey and through participating in an
interview. The survey will be administered using an online survey system. After you take the
survey can also elect to participate in a focus group by emailing the Principal Investigator at
jvera@usc.edu. Completing the survey is not a requirement for participation in the focus group.
The interviews will be audio taped. If you do not consent to be audio taped you cannot
participate in this study. Your participation is voluntary. Your refusal to participate will involve
no penalty or loss of benefits to which you are otherwise entitled. You may withdraw your
consent at any time and discontinue participation without penalty. Your identity as a participant
will remain confidential at all times during and after the study. You must be 18 years or older to
participate.
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PAYMENT/COMPENSATION FOR PARTICIPATION

If you participate in the survey, you will be entered in a drawing for an opportunity to win one of
five $20 Amazon gift cards. Drawing winners will be notified by the researcher via email to pick
up the gift card. If you participate in the focus group, you will receive a $10 Amazon gift card
for your time. The researcher will give you the gift card at the end of the focus group session.

CONFIDENTIALITY

Any identifiable information obtained in connection with this study will remain confidential. The
study data will be stored in a password-protected file on the principal investigator’s computer.
The members of the research team, the funding agency and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION

If you have questions or concerns about the study, please feel free to contact the principal
investigator, Janet Vera at 213-7400690 or by email at jvera@usc.edu or Kenneth Yates, Ed.D.
at kennetay@usc.edu.

IRB CONTACT INFORMATION

If you have questions, concerns, or complaints about your rights as a research participant you
may contact the IRB directly at the information provided below. If you have questions about the
research and are unable to contact the research team, or if you want to talk to someone
independent of the research team contact the University Park IRB, Office of the Vice Provost for
Research Advancement, Stonier Hall, Room 224a, Los Angeles, CA 90089-1146, (213) 821-
5272 or upirb@usc.edu

Demographics

• Please provide your email address:

• Sex:
• Male
• Female

• Are you an international student?
• Yes
• No

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• Race:
• African American
• Asian/Asian American
• Latino/Hispanic American
• Middle Eastern
• Multiracial
• Native American
• White
• Other_______

• Entry Term:
• Spring 2012
• Fall 2011

• Parents’ gross annual household income:
• Less than $20,000
• $20,000 to $49,999
• $50,000 to $79,999
• $80,000 to $99,999
• $100,000 to $129,999
• $130,000 to $159,999
• $160,000 to $189,999
• $190,000 to $219,999
• $220,000 to $249,999
• $250,000 to $279,999
• $280,000 or more

• Highest level of degree in household:
• Less than high school
• High school/GED
• Some college
• 2-year college degree (Associates)
• 4-year college degree (BS, BA)
• Master’s Degree
• Doctoral Degree
• Professional Degree (JD, MD)

• Do you intend to study abroad during your time in Burke?
• Planning to study abroad through one of Burke’s programs
• Planning to study abroad through a non-Burke program
• Do not plan to study abroad
• Don’t know

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• How many times have you traveled to another country?
• 0
• 1 time
• 2 times
• 3 times
• 4 times
• 5 or more times

• How did you first hear about BAE? Please check all answers that apply.
• Had not heard about BAE
• Email
• Flyer
• Orientation
• NWU Recruitment Event
• Burke study abroad website
• Classroom Presentation
• Friend(s)
• Former Participant
• Family member(s)
• Academic Advisor
• Study Abroad Advisor
• Professor
• Study Abroad fair
• Admissions Office
• Other:___________

• What types of extracurricular activities are you involved in at NWU? (please check all
answers that apply)
• Academic Advising Office Programs and Events
• Burke Programs and Events
• Student Government
• Academic clubs and organizations
• Service or volunteer clubs
• Fraternity or Sorority
• Varsity Athletics
• Church
• Work
• Other_____________

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• Participation in BAE would have interfered with the following obligations: (please check
all answers that apply)
• Extracurricular Activities
• Work
• Internship
• Visiting Family
• Vacation
• Athletics
• Other_____________
• None of the above

6-Point Likert Scale (interval)

Strongly Agree; Agree; Somewhat Agree; Somewhat Disagree; Disagree; Strongly Disagree
Questions 38-47 are the same questions asked in the BAE participant pre and post surveys

Please bubble in the statement that corresponds with the extent to which you agree with the
following statements:
• I was aware that students learn about business practices in another country during the
BAE course
• I was aware that students learn about another culture during the BAE course
• I was aware of how to complete the application process to participate in BAE
• I was aware of the scholarship opportunities available (e.g., Burke Scholarship) to
participate in BAE
• I was aware of the activities (e.g., meeting CEO’s of companies) that are part of the
international component of BAE
• I was aware of the benefits (e.g., networking opportunities with companies and my peers)
associated with participating in BAE
• I was aware of the benefits associated with interacting with faculty during BAE (e.g.,
possible letters of recommendation for the future)
• I felt participation in BAE during my first semester would have required me to balance
too many academic activities

Reflecting on determining whether to participate in BAE, please bubble in the statement that
corresponds with the extent to which you agree with the following statements:
• BAE would have delayed my graduation
• BAE would have interfered with my courses
• BAE would have interfered with my major
• BAE would have helped me develop a global mindset
• BAE would have helped me learn about another culture
• BAE would have helped me increase my independence
• BAE would have helped me become more sensitive to community issues
• BAE would have helped me learn to appreciate cultural differences
• BAE would have changed how I view the world
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Please bubble in the statement that corresponds with the extent to which you agree with the
following statements regarding the BAE program:
• Could help me in achieving my academic goals quicker
• Could add value to my college degree
• Could expose me to academic aspects not available in a classroom in the U.S.
• Is a necessary part of my undergraduate education
• Offers coursework that was interesting to me
• Offers valuable networking opportunities
• Offers the opportunity to connect with faculty
• Offers me a competitive advantage in the job market
• Could help me pursue a career with a firm in another country
• Is valuable to employers

Please bubble in the statement that corresponds with how important the following are to
you:
• Understanding cultures different from my own
• Possessing knowledge of international issues
• Having the ability to work with people who have different beliefs and/or values than me
• Having the ability to tolerate uncertainty

Please bubble in the statement that corresponds with how important you view the following
experiences to your future career success:
• Having an international experience
• Having an understanding of globalization
• Having an understanding of political and regulatory environments outside of the United
States
• Having the ability to communicate with people from cultures and countries different from
my own
• Having an understanding of cultures, languages and history of countries outside of the
United States
• Having an understanding of international business and global business strategy

Please bubble in the statement that corresponds with the extent to which you agree you
would have participated in BAE under the following conditions:
• If my family identified BAE as valuable for my personal development
• If my family identified BAE as valuable for my professional development
• If the Burke School of Business offered additional financial support
• If my friends encouraged me to participate in BAE
• If I could cover the cost of the BAE program
• If my family offered financial support
• If the BAE program offered locations I wanted to visit
• If the BAE program was offered after freshman year
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Please bubble in the statement that corresponds with the extent to which you agree with the
following statements regarding the Burke School of Business:
• The school does a good job of encouraging students to participate in BAE
• The school does a good job of incorporating internationalization into the curriculum
• Faculty were a good source of information when discussing whether to participate in
BAE
• Staff were a good source of information when discussing my options, concerns and needs
in making the decision whether to participate in BAE
• The Burke study-abroad office offers support to understand the importance of BAE
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APPENDIX B
INTERVIEW QUESTIONS
The following interview questions will be used as a guideline to guide discussion on the reasons
students decide not to participate in BAE. Some questions may be modified depending on
student’s responses in the setting.

1. Can you tell me what you know about the BAE program?
2. Have you found a good source of information to discuss your study abroad options,
concerns and needs? If so, what is it?
3. Did you receive information from others such as faculty, friends or family about whether
to participate in BAE?
• If so, did this information impact your decisions about BAE?
4. To what extent do you feel that you were aware of the learning outcomes of participating
in BAE?
• Can you tell me what those outcomes could be?
5. Do you feel that the academic and cultural components of a BAE are useful/important?
Can you provide an example?
6. Do you feel that internationalization is incorporated into the curriculum? If so, in what
way?
7. Do you feel that study abroad will add value to your career? If so, in what way?
8. What do you feel are some of the benefits and challenges to participation in short-term
study abroad programs such as BAE?
9. Are there any ideas you would like to share to encourage participation in BAE in the
future?
10. What do you think are some things that Burke staff, faculty and administrators can do to
encourage participation in study abroad? (only if not covered)
11. What were the top three factors that impacted your decision to not to study abroad?

Additional Questions:
12. Are there any factors would prevent you from studying abroad in the future?
13. Do you have anything to add about your decision making process when evaluating
whether to participate in an international opportunity?
14. Do you have any thoughts or suggestions that you want to share that were not covered
during this session?
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APPENDIX C
RECRUITMENT FLYER
Invitation
You are invited to participate in a research study conducted by Janet Vera, a doctoral candidate
in the Rossier School of Education at the University of Southern California if you are currently a
freshman in the Burke School of Business and you chose not participate in the Business Abroad
Experience Program (BAE). Before you participate in this study, please obtain and read the
informed consent provided by the researcher and ask questions about anything you do not
understand.

There are two ways to participate in this study, by taking a survey and through participating in a
focus group. The survey will be administered using an online survey system. After you take the
survey can also elect to participate in an interview by emailing the Principal Investigator at
jvera@usc.edu. Completing the survey is not a requirement for participation in the interview.
The interview will be audio taped. If you do not consent to be audio taped you cannot to
participate in the focus group. Your participation is entirely voluntary. Your refusal to participate
will involve no penalty or loss of benefits to which you are otherwise entitled. You must be 18
years or older to participate.

If you participate in the survey, you will be entered in a drawing for an opportunity to win one of
five $20 Amazon gift cards. If you participate in an interview, you will receive a $10 Amazon
gift card for your time.

To enroll in the study please email Janet Vera at jvera@usc.edu.
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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APPENDIX D
RECRUITMENT EMAILS
Survey and Interview Email

Dear «FNAME»,

My name is Janet Vera, and I am a doctoral candidate in the Rossier School of Education at the
University of Southern California. I am conducting a study as part of my doctoral dissertation
that focuses on student decisions to participate in the Business Abroad Experience (BAE)
Program offered by the Burke School of Business. You are invited to participate in this study
because you chose not participate in BAE as a first year student. Your participation in the study
will provide valuable information that will assist Burke in future decision making about the BAE
Program.

If you would like to participate, please click on the following link:
https://NWU.qualtrics.com/SE/?SIDSV_71IAZTvZHtLncgc

If you participate in the survey, you will be entered in a drawing for an opportunity to win one of
five $20 Amazon gift cards. Drawing winners will be notified by the researcher via email to
pick up the gift card. Participation in this study is voluntary. Your identity as a participant will
remain confidential at all times during and after the study. Once you participate in the survey,
you can also elect to participate in an interview by emailing jvera@usc.edu. All students that
participate in an interview will receive a $10 Amazon gift card for their time. The researcher
will give you the Amazon gift card at the end of the interview session.

If you have questions, please contact me at jvera@usc.edu

Thank you for your participation,

Janet Vera Lopez
University of Southern California
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Interview Email
Dear «FNAME»,

My name is Janet Vera, and I am a doctoral candidate in the Rossier School of Education at the
University of Southern California. I am conducting a study as part of my doctoral dissertation
that focuses on student decisions to participate in the Business Abroad Experience (BAE)
Program offered by the Burke School of Business. You are invited to participate in this study
because you chose not participate in BAE as a first year student. Your participation in the study
will provide valuable information that will assist Burke in future decision making about the BAE
Program.

You are invited to participate in an interview to examine student decisions to participate in BAE.
All students that participate in an interview will receive a $10 Amazon gift card for their time.
The researcher will give you the Amazon gift card at the end of the interview session. Please
read the attached consent form and feel free to ask any questions prior to participation in this
inquiry project.

If you have questions, please contact me at jvera@usc.edu

Thank you for your participation,

Janet Vera Lopez
University of Southern California
EXAMINING CHOICE OF BUSINESS MAJORS TO PARTICIPATE

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APPENDIX E
DEMOGRAPHIC DATA OF SURVEY PARTICIPANTS

Table 12
Student Demographics
Sex Frequency Percent Valid Percent
Male 24 43.6 43.6
Female 31 56.4 56.4
Total 55 100.0 100.0

Race

9% were African-American, 38% were
Asian or Asian-American, 18% were
Latino/Hispanic American Frequency Percent Valid Percent
African American 5 9.1 9.1
Asian/Asian American 21 38.2 38.2
Latino/Hispanic American 10 18.2 18.2
Middle Eastern 1 1.8 1.8
Multiracial 2 3.6 3.6
White 14 25.5 25.5
Other 2 3.6 3.6
Total 55 100.0 100.0
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Table 12, continued

Entry Term Frequency Percent Valid Percent
Fall 2011 43 78.2 82.7
Spring 2012 9 16.4 17.3
Total 52 94.5 100.0
Missing 3 5.5
55 100.0

Parents’ gross annual household income Frequency Percent Valid Percent
Less than 20,000 1 1.8 1.9
20,000 to 49,999 6 10.9 11.3
50,000 to 79,999 9 16.4 17.0
80,000 to 109,999 5 9.1 9.4
110,000 to 139,999 11 20.0 20.8
140,000 to 169,999 3 5.5 5.7
170,000 to 199,999 2 3.6 3.8
200,000 to 229,999 2 3.6 3.8
230,000 to 259,999 1 1.8 1.9
260,000 to 289,999 2 3.6 3.8
290,000 or more 11 20.0 20.8
Total 53 96.4 100.0
Missing 2 3.6
55 100.0
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Table 12, continued

Highest level of degree in household Frequency Percent Valid Percent
Less than high school 1 1.8 1.8
High school/GED 5 9.1 9.1
Some college 4 7.3 7.3
2-year college degree (Associates) 2 3.6 3.6
4-year college degree (BS, BA) 14 25.5 25.5
Master’s Degree 20 36.4 36.4
Doctoral Degree 4 7.3 7.3
Professional Degree (JD, MD) 5 9.1 9.1
Total 55 100.0 100.0

Are you an international student? Frequency Percent Valid Percent
Yes 10 18.2 18.2
No 45 81.8 81.8
Total 55 100.0 100.0

Have you ever traveled out of the
country? Frequency Percent Valid Percent
Yes 50 90.9 92.6
No 4 7.3 7.4
Total 54 98.2 100.0
Missing 1 1.8
55 100.0
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156
Table 12, continued

How many times have you traveled out of
the country? Frequency Percent Valid Percent
1 time 4 7.3 8.0
2-4 times 14 25.5 28.0
5-6 times 13 23.6 26.0
7-9 times 3 5.5 6.0
10 or more times 16 29.1 32.0
Total 50 90.9 100.0
Missing 5 9.1
55 100.0

Do you intend to study abroad during
your time at NWU? Frequency Percent Valid Percent
Don’t know 16 29.1 29.1
Do not plan to study abroad 8 14.5 14.5
Planning to study abroad through a non-
Burke program
5 9.1 9.1
Planning to study abroad through one of
Burke’s programs
26 47.3 47.3
Total 55 100.0 100.0

Abstract (if available)

Abstract The Clark and Estes (2008) Gap Analysis Process Model (Gap Analysis) was used to examine the reasons 33% of freshmen students do not participate in the Burke School of Business, Business Abroad Experience (BAE) program at New Wave University (NWU). The purpose of this study was to understand the considerations students make in their decision-making process about participation in BAE. Assumed causes were investigated through an examination of the literature, scanning interviews and through a review of learning, motivation and organizational theories. Data for the study was collected in the form of surveys and semi structured interviews -to identify performance gaps and root causes in knowledge, motivation and organization. Gaps were found in the areas of knowledge, motivation, and organization that influenced student participation in BAE. Based on the data analysis of the validated root causes, research-based solutions were recommended to the Burke School of Business. This study helps bridge the understanding of undergraduate short-term study abroad programs and student decisions to participate.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Vera Lopez, Janet (author)

Core Title Examining the choice of business majors to participate in a short-term study abroad program using the gap analysis model

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 08/16/2013

Defense Date 03/14/2013

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag business study abroad,global programs,international programs,OAI-PMH Harvest,short-term study abroad,student choice to study abroad,study abroad,study tour,undergraduate study abroad

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth A. (committee chair), Rueda, Robert (committee member), West, Kim (committee member)

Creator Email jvera@usc.edu,verajk@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-326256

Unique identifier UC11295189

Identifier etd-VeraLopezJ-2002.pdf (filename),usctheses-c3-326256 (legacy record id)

Legacy Identifier etd-VeraLopezJ-2002.pdf

Dmrecord 326256

Document Type Dissertation

Format application/pdf (imt)

Rights Vera Lopez, Janet

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA