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As research on the effectiveness of study abroad programs continues to evolve, we are beginning to see a gradual shift in focus from “Is study abroad effective?” to “What can we do to improve the quality of the study abroad experience?” (e.g., Pederson, 2010; Shaheen, 2004). We believe that this broadened perspective is a natural consequence of the maturing of assurance of learning programs at institutions of higher education (e.g., AACSB: Eligibility Procedures and Accreditation Standards for Business Accreditation, 2012; Higher Learning Commission (HLC), Criteria for Accreditation, 2012; de Witt, 2010). Refinements in methodology and baseline effectiveness will of course continue to be an important and ongoing body of work (e.g., Anderson and Lawton, 2011; Braskamp et al. 2009; Rexeisen & Al-Khatib, 2009; Vande Berg et al., 2009). The current study adds to the current literature by addressing a gap in the existing study abroad outcomes assessment literature by focusing on the question of whether the developmental benefits of study abroad endure over time.

Study Abroad and the Boomerang Effect: The End is Only the Beginning