dc.contributor.author	Smith, Melanie
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2022-01-18T20:14:21Z
dc.date.available	2022-01-18T20:14:21Z
dc.date.issued	2021-10
dc.identifier.other	69036A28-6614-3D8C-44D0-B27BE7062766	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5194
dc.description.abstract	Students leaving institutions of higher education prior to graduation leads to millions of dollars in lost revenue (Sutter & Paulsen, 2016; Undergraduate Retention and Graduation Rates, 2018). Retention theorists Tinto (1975) and Kuh (2008) recommend practices such as academic interaction, social interaction, faculty engagement with students, learning communities, and service-learning all of which can be integrated into study abroad courses. Studying abroad may also encompass learning outcomes such as international interactions, global awareness, and student engagement (Haupt et al., 2018; Malmgren & Galvin, 2008; Metzger, 2006). Through the unique paring of retention and experiential learning theories, this research model examined study abroad and its effects on graduation (Hedin, 2010). Quantitative research methods utilized data gathering methodology, redefining the target audience, and stratified sample identification to counter numerical differentiation between students who studied abroad and graduate and those who do not study abroad and graduate (Ary et al., 2014; Malmgren & Galvin, 2008). Study Abroad increases the likelihood of graduating at a higher ratio than any other variable affects graduation. The supporting qualitative research utilized a questionnaire and focus group discussions to discover how participants defined their experiences. Study abroad participants related their experiences to retention outcomes and graduation learning objectives as identified in the literature. Keywords: study abroad, at-risk, retention, HBCU, graduation, quantitative	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 13 -- Statement of problem 14 -- Significance of problem 16 -- Research design 18 -- Conceptual framework 19 -- Limitations 21 -- Delimitations 22 -- Definition of terms 23 -- Organization of study 24 -- Chapter II: REVIEW OF THE LITERATURE 25 -- Retention theory 26 -- Study abroad history 27 -- Global outreach for universities 28 -- Redefining study abroad: Learning objectives 30 -- International interactions 30 -- Global awareness 32 -- Student engagement 34 -- Redefining study abroad: High-impact practices 35 -- Redefining study abroad: Retention outcomes 37 -- Learning communities 38 -- Student self-efficacy 40 -- Experiential learning 41 -- Defining at-risk factors. 42 -- Conclusion 44 -- Chapter III: METHODOLOGY 47 -- Research design 49 -- Setting 50 -- Quantitative research technique 51 -- Sampling techniques 52 -- Data collection procedures 53 -- Data analysis procedures 54 -- Qualitative research technique 55 -- Sampling techniques 61 -- Data collection procedures 62 -- Data analysis procedures 63 -- Chapter IV: RESULTS 65 -- Data collection: Quantitative 65 -- Data collection: Qualitative 80 -- Questionnaire responses 81 -- Focus group responses 87 -- Summary of Findings. 98 -- Chapter V: CONCLUSION 99 -- Conclusions of study 100 -- Recommendations for stakeholders 107 -- Study limitations 110 -- Recommendations for future research 112 -- Significance of study 116 -- References 118 -- APPENDIX A: 2011 Regression results 130 -- APPENDIX B: 2012 Regression results 140 -- APPENDIX C: 2013 Regression results 150 -- APPENDIX D: 2014 Regression results 160 -- APPENDIX E: 2015 Regression results 170 -- APPENDIX F: 2016 Regression results 180 -- APPENDIX G: Sum of square assumption 190 -- APPENDIX H: 2011-2013 Regression results 197 -- APPENDIX I: 2014-2016 Regression results 203 -- APPENDIX J: 2011-2016 Regression results 212 -- APPENDIX K: Study abroad and college survey results 224 -- APPENDIX L: Study abroad to graduation survey results 230 -- APPENDIX M: Study abroad to career survey results 237 -- APPENDIX N: Transcript, students not enrolled 246 -- APPENDIX O: Transcript, students currently enrolled 259 -- APPENDIX P: Transcript, students who graduated 273 -- APPENDIX Q: Transcript, students who graduated 287 -- APPENDIX R: Transcript coding 307 -- APPENDIX S: IRB approvals 312	en_US
dc.format.extent	1 electronic document and derivatives, 313 pages. 6697756 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	College dropouts--Prevention	en_US
dc.subject	College graduates	en_US
dc.subject	Foreign study	en_US
dc.subject	Quantitative research	en_US
dc.title	An Analysis of Study Abroad and its Impact on Graduation	en_US
dc.type	Thesis	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Archibald, James
dc.description.committee	Toney, Susanne L.
dc.description.committee	Russell, Victoria
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US