The Impact of Study Abroad on Academic Success: An Analysis of First-Time Students Entering Old Dominion University, Virginia, 2000-2004

There is a widespread assumption that study abroad develops skills that are marketable in an increasingly global market. A recent study suggested that nearly 85% of 1008 students who participated in study abroad programs between 2006 and 2011 felt that this experience helped them to build job skills (Preston, 2012). However, one of the top concerns about or perceived obstacles to studying abroad is whether “studying abroad will delay graduation,” especially if such programs are undertaken early in a student’s college life. Research studies reveal that up to 46% of all students (more male than female) feared that participation in study abroad might delay their graduation (Kasravi, 2009; Shirley, 2006; Toncar, Reid, & Anderson, 2005). Students at many institutions, including Old Dominion University (ODU), have undertaken study abroad mostly after their sophomore year, well after they have chosen a major. The profile of U.S. students studying abroad compiled by the Institute of International Education indicates that between 2000 and 2011, junior and senior students accounted for 54~61% of all students who studied abroad (including graduate students) (IIE, 2012). An investigation of the benefits of study abroad in terms of time to graduation is important also because participation in study abroad has opportunity costs. For students on financial aid through federal dollars (Pell Grants), time to degree is an important factor because there is a six-year eligibility limit on Pell Grants. Students from low and middle income households have to forego part or all of their summer earnings if they go abroad in the summer and also obtain extra funding