Research, Assessment, Standards and

Evaluation
of International Education
An Annotated Bibliography

David J. Comp
INTERNATIONAL HIGHER EDUCATION CONSULTING
international.ed.consulting@gmail.com
http://international.ed.consulting.googlepages.com/internationalhighereducationconsulting

All web links and e-mail addresses specified in this document are active as of the revision date. links not currently verified.

© 2002-2008 David J. Comp

Abrams, I., & Heller, F. H. (1978). Evaluating academic programs abroad: The Council on International
Educational Exchange Project. Occasional Papers on International Educational Exchange, 21. New York: CIEE. [On-
Line]. Available: http://ciee.org/images/uploaded/pdf/occasional21.pdf
This paper was prepared by the authors following their participation in a CIEE evaluation project in Germany
and Austria during May 1975. It summarizes the history of CIEE's activity in the area of evaluation of overseas
educational programs for U.S. students and identifies some of the issues related to study abroad observed by those
who, since 1972, have been involved in the CIEE evaluation team projects.[JCK – Weaver Bibliography]

Altbach, P.G., & Wang, J. (1989). Foreign students and international study. 1984-1988: Bibliography and
analysis. Washington, D.C.: NAFSA & University Press of America.

American Council on Education, Council for Higher Education Accreditation, International Association of
Universities, and the Association of Universities and Colleges of Canada (2006). Sharing Quality Higher Education
Across Borders: A Checklist for Good Practice. [On-Line]. Available:
http://www.unesco.org/iau/internationalization/i_checklist.html

Australia Education International. (No date). Database of research on international education. Cunningham
Library, Australian council for Educational Research (ACER). [On-Line]. Available:
http://cunningham.acer.edu.au/dbtw-wpd/textbase/ndrie/ndrie.html
This searchable web database contains details of over 5,000 books, articles, conference papers and reports on
various aspects of international education from publishers in Australia and overseas. The database covers
material published from 1990 onwards, a period of major change in education systems around the world and in the
trade in educational services. Material in the database is drawn from the Australian Education Index, produced
by Cunningham Library, with additional material sourced from a variety of international organizations and
publishers. We welcome submissions of suitable material for inclusion in the database. By submitting your
material you are bringing it to the attention of an international audience with an interest in international
education. As well as indexing material we will also include links to the website of relevant publishers and
organizations. [AEI].

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 Bachner, D. J. (1992). Developing program standards for international educational exchange, NAFSA Working
Paper #25. Evans City, PA: NAFSA Publications.
The growing volume of international exchanges involving teenagers has prompted government agencies,
professional associations, and individual exchange organizations to focus attention on the quality and competency
with which such programs are being conducted. This article describes the efforts of one youth exchange
organization to articulate quality standards and implement those standards throughout its worldwide operations.
From this experience, three areas of consideration are identified as pivotal in the standards development effort: 1)
contextual considerations, which refer to those factors that influence the standards effort both within the field of
international educational exchange and within the particular exchange organization; 2) procedural considerations,
which refer to the strategic and tactical steps that might be devised in order to respond to the major contextual
factors; and 3) substantive considerations, which refer to the actual contents of the standards effort, including
definitions, categories of activities, and formulations. Finally, the article recommends strategic emphases which
could help to accelerate the pace of standards development for the exchange field generally. [Author].

Bolen, M. (2003). Basic student data and outcomes assessment in international education. Position paper of the
Outcomes Assessment Goal Committee, The Forum on Education Abroad. [On-Line]. Available:
http://www.forumea.org/papers.html.
This paper proposes that by changing the ways that international educators collect program information, we can
begin to create basic data sets that could feed into more sophisticated outcomes assessment processes. Currently
many institutions and study abroad offices gather student data in many forms but not necessarily in cross-
institution comparable and consistent ways. This demographic and self-assessment data from students need not
add time consuming new processes for international offices as much of it can be done by simply editing our
application forms to allow the data to be used for assessment. We can also join data collection efforts that many
institutions already have in place, such as senior surveys or alumni surveys. This requires intelligent discussion
with experts in outcomes assessment and planning in implementing new collection instruments but time spent this
way would provide benefits in improving program quality and effectiveness and in justifying international
education project funding. [Author].

Bonilla, F., & Wilson, E.C. (1955, Spring). Evaluating exchange of persons programs. Public Opinion
Quarterly, 20-30.

Bowman, J.E. (1968). Research in educational exchange problems: Step one-Defining our problem. Occasional
Papers on International Educational Exchange, 14. New York: CIEE. Available:
http://www.ciee.org/images/uploaded/pdf/occasional14.pdf.

Brislin, R.W. (1980, November). Outcomes, human relations, and contributions to task effectiveness as key
variables in educational exchange. Paper presented at the U.S.-German Conference on Research on Exchanges, Bonn,
West Germany.
An agenda for research on study abroad is set forth. This includes research on effects on individuals, negative
outcomes and how to cope with them, human relations in cross-cultural studies, and relating educational exchange
to task-oriented goals. [BBB – Weaver Bibliography]

Burn, B. (1997, Summer). No pain, no gain – International education research: Obstacles and imperatives.
International Educator, 6 (4), 16.
In this half-page article, Burn lists some deterrents to conducting research that international educators encounter
and provides a simple explanation that these excuses are not really valid. Burn provides information on where
international educators and students can publish and suggests that NAFSA convene a research council. [DJC].

Burn, B.B. (1980). Research on international interchanges. Recommendations from the President's Commission
experience. Unpublished manuscript, University of Massachusetts, Amherst, MA.
The White House Executive Order of April 1978 which authorized the establishment of the President's
Commission on Foreign Language and International Studies made no mention of international interchanges. The
focus of its mandate was educational programs in the schools, colleges, and universities in this country and the job
market for those who concentrate on foreign language and international studies in higher education.

2
The President's Commission wanted not only to mine available knowledge and experience, but also to add
to it in order to make the most persuasive case possible in the public and political arenas for whatever
action and support the field requires. To this end the Commission joined forces with the then one-year old
Fulbright Alumni Association to undertake a survey of the contribution of the Fulbright experience to the
professional and personal lives of former American Fulbright grantees.

The President's Commission did not present any concrete recommendations for research on international
interchange. But its examination of this field affirmed the need for more research, especially on research
and study abroad. Excerpts from the Commission's report reflect its emphasis on international exchanges
as a means to strengthen foreign language study, train researchers and scholars, and advance our
knowledge of other nations. But overseas opportunities for college and high school teachers and students
and positive experience for foreign students and scholars in the U.S. were also regarded as important by
the Commission. This paper has mostly not discussed foreign language study in relation to research on
international interchange. However, among the major implications for research of the work of the
Commission is the urgent need for research on the contribution of study abroad on the motivation for
foreign language study, to the achievement of foreign language proficiency, to strengthen the teaching
ability of American foreign language teachers, and to developing more effective methodologies in foreign
language teaching. [JCK – Weaver Bibliography]

Burn, B.B. (1994). The Council’s role in research. In The power of educational exchange: Essays in honor of
Jack Egle, (pp.57-64). New York: Council on International Educational Exchange.

Burn, B., & Smuckler, R.H. (1995). A research agenda for the internationalization of higher education in the
United States: Recommendations and report based on August 10-11, 1995 meeting. Washington, D.C.: Association of
International Education Administrators. ERIC Document Reproduction Service, No. ED 392 331. [On-Line]. Available:
http://wings.buffalo.edu/intled/aiea/.

Buschman, J. (1999, November 11). Reflections on data collection with an eye toward the future. Comments
made at the CIEE conference in Chicago, IL. [On-Line]. Available: http://www.secussa.nafsa.org/reflections.html.

Center for International Higher Education (CIHE). International higher education clearinghouse. Boston, MA:
Boston College Center for International Higher Education (CIHE). [On-Line]. Available:
http://www.bc.edu/bc_org/avp/soe/cihe/ihec/.
This website has been created and designed to provide scholars and practitioners in the field of international
higher education with sources of current on-line information as well as resources compiled by the Center for
International Higher Education (CIHE) at Boston College. The information here covers a broad range of relevant
topics. At this site you will find extensive information about international higher education, bibliographies, on-line
newsletters and links to other sources of information. This project was initiated by the Center for International
Higher Education, the American Council on Education (ACE), NAFSA: Association of International Educators,
and the Institute of International Education (IIE). Funding from the Ford Foundation has made the development
of this website and other initiatives possible. [CIHE]

Chao, M. (Ed.) (2001). Research on U.S. students abroad, volume II, A bibliography with abstracts 1988 – 2000.
[On-Line]. Available: http://www.usc.edu/dept/education/globaled/ro/index.html.
In 1989, Henry Weaver edited the first version of Research on U.S. Students Abroad: An Annotated Bibliography,
which brought a range of research on study abroad together in one comprehensive document available both in
print and later online. The abstracts covered research through 1987. Philip Altbach published Foreign Students
and International Study: Bibliography and Analysis in 1989, which is also available online. In 2000, SECUSSA put
out a call for these important works to be updated. The recently completed Research on U.S. Students Abroad,
Volume II covers research from 1988-2000.

There are many ways practitioners can benefit from accessing the bibliography and examining the valuable
research that has been conducted in the field of study abroad. Research results can be used to provide support for
campus advocacy efforts and budget struggles. Ideas can be garnered for new program planning and development.
Administrators can find assessment and evaluation tools that have been tested in the field. Advisors can find useful
3
information on marketing programs to non-traditional students. Many of the documents also include addendums
such as sample forms, course syllabi, survey instruments and bibliographies.

Together the three bibliographies provide hundreds of references for articles, dissertations, papers, guides and
other documents related to study abroad, most documenting research studies. The majority of references also
include an annotation that provides a summary of the study or document. Both the original and updated
bibliographies are hosted by the Center for Global Education at the University of Southern California (USC) and
are located at http://www.usc.edu/dept/education/globaled. Search functions allow you to quickly find relevant
documents. For convenience annotations are classified into the following categories: Cross Cultural Issues,
Evaluations, Guides, Impact Studies, Language Acquisition, Miscellaneous, General Overviews, Program
Descriptions, Research and Theoretical Presentations. [SECUSSA].

Chichester, M., & Akomolafe, S. (2003, January). Minorities and underrepresented groups in international
affairs and the foreign policy establishment. Paper presented at the Global Challenges & U.S. Higher
Education Conference, Duke University. [On-Line]. Available:
http://www.duke.edu/web/cis/globalchallenges/research_papers.html.
This paper articulates a research agenda to address the issue of minority underrepresentation in international
affairs. It presents a synopsis of the problems posed by minority underrepresenation in international education at
U.S. colleges and universities, and it points up as well as the ramifications for the formulation and implementation
of foreign policy. It then examines, through a review of select and prominent literature, the types of research
necessary to inform efforts to improve minority enrollment in international education programs, most importantly
the development of data banks on emerging trends. If and when available, such information can be used to assess
the nature of the relationship between minority enrollment in certain programs in higher education and minority
underrepresentation in international affairs, to see if a correlation can be established as is presumed. However,
given the inconsistency and scanty availability of data, formulating authoritative conclusions about the status of
minorities in international affairs is at best difficult. Even though existing literature seems to suggest an apparent
growing movement toward internationalization on many of the nation’s campuses, including a small set of
minority institutions, current research has yet to focus on the role of higher education in integrating minorities into
the foreign policy environment. [Authors].

College Entrance Examination Board (1971). The foreign graduate student: priorities for research and action.
New York: College Entrance Examination Borad.

Comp, D.J. (Ed.). (2005). Various bibliographies relating to education abroad. Hosted on The Forum on
Education Abroad website at <http://www.forumea.org/related_links.html>
The following bibliographies were compiled by David Comp Assistant Director, Office of International Affairs The
University of Chicago.
Education Abroad and its Value in the Job Market - a bibliography
Faculty Members Abroad Bibliography
Female Students Abroad Bibliography
GLBT Students Abroad an Annotated Bibliography
Heritage Seeking in Study Abroad Bibliography
Research on Underrepresentation in Education Abroad - An Annotated Bibliography
The Case for Research on International Education

Comp, D.J. (Ed.). (2006/2003). Research on U.S. Students Abroad, Volume III, 2001 to 2005 with updates to the
1989 and Volume II Editions. [On-Line]. Available: http://globaled.us/ro/index.html
Continuing the very valuable works of Henry D. Weaver with colleagues and Maureen Chao, this annotated
bibliography covers education abroad research as well as noteworthy articles and presentations from 2001 to
present. This document also contains a significant number of additional resources and annotations of education
abroad research studies that are not currently included in the valuable Henry D. Weaver “Research on U.S.
Students Abroad: An Annotated Bibliography” and Maureen Chao “Research on U.S. Students Abroad, Volume
II, A Bibliography with Abstracts 1988 – 2000.” Comments and revisions as well as copies of papers are invited
and encouraged. Comments and submissions may be sent to David Comp at dcomp@uchicago.edu. [Editor].

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 Comp, D.J., (Ed.). (2006/2002). Research on underrepresented students and education abroad: An annotated
bibliography. Hosted on the SECUSSA Committee on Underrepresentation in Education Abroad webpage at
<http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/education_abroad_2/practice_resources_
12/advising/underrepresentation_in> Updated editions of this bibliography may be obtained by e-mailing:
dcomp@uchicago.edu.
The purpose of this annotated bibliography is to provide education abroad advisers, administrators, researchers
and students with a broad listing of research studies, conference presentations and related articles on
underrepresentation in education abroad. The bibliography is organized under the following headings:

Minority Students
Students with Disabilities
GLBT Students
Adult Learner/Professional Students
Community College Students
Education Students
Engineering , Science & Technology Students
Human/Social Service Students
Medical & Nursing Students
Misc. Underrepresentation Articles
Related Journals
Research on U.S. Students Abroad: Bibliographies with Abstracts

Comments and revisions as well as copies of papers are invited and encouraged. Comments and submissions may
be sent to David Comp at dcomp@uchicago.edu. A special thank you and recognition is due to the NAFSA:
Association of International Educators Education Abroad Subcommittee on Underrepresentation, the Forum on
Education Abroad and the Council on International Educational Exchange (CIEE) for making this bibliography
available on their websites. [Editor].

Council on Student Travel. (1965). A guide to institutional self-study and evaluation of educational programs
abroad. New York: Council on Student Travel, Inc.
This guide is intended as an aid in the process of self-study, to systemize and facilitate the planning or evaluation
process. Its primary function is to facilitate the evaluation of an overseas educational program by the sponsoring
organization or institution itself. It is not intended as an instrument for the use of an accrediting agency in
determining whether or not an educational program meets some previously established rules or criteria. Although
the greatest interest in this guide has come from academic institutions, it has also been designed to be useful in the
evaluation of nonacademic programs. Each section of the guide is divided into four parts: materials to be
examined, statement of guiding principles, program information questions, and evaluative questions. [JCK –
Weaver Bibliography]

Cormack, M. L. (1962). An evaluation of research on educational exchange. Washington, DC: U.S. Department
of State, Bureau of Education and Cultural Affairs.

Cussler, M. (1962). Review of selected studies affecting international educational and cultural affairs. College
Park, MD: University of Maryland.

De Wit, H. (1997). Studies in international education: A research perspective. Journal of Studies in International
Education, 1 (1), 1-8.
This article seeks to place “studies in international education” within the broader context of educational science,
and to contribute to the improvement of the theoretical basis of analysis and research methods of international
education. Recognition of “international education” as a special research area is, given its growing importance in
practice and in research, inevitable and necessary. The Journal of Studies in International Education can play a
role in establishing it as a means off communication and dissemination between researchers and practitioners. The
start of the Journal is a marketing point, not only because of its scholarly and global perspective, but also because
of its ability to position the study of international education in a specific place and platform within the broad field
of educational research. [Author].

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 Deardorff, D.K. (2005, May/June). A matter of logic: Using a programs logic model, institutions of higher
education can determine outcomes of internationalization efforts in a meaningful way. International Educator, 26-31.

Doherty, K., & Goff, L. (2002, October). London calling: Exploring and discovering what students really learn
overseas. Presentation at the National Society for Experiential Education national conference, Las Vegas, NV. [session
materials – On-Line]. Available: http://www.assnmgrs.com/nsee/Cross_cultural/Cross_Cultural_LIBRARY.htm.
An overview of the study abroad learning outcomes research questions were: Why is it important and relevant to
conduct research and assessment studies on the impact of education abroad upon students studying/interning
overseas? How does this research data tie in with the current emphasis upon assessment efforts/initiatives in US
higher education? In what way does this avenue of research relate to broader efforts to the challenges of
internationalizing US undergraduate education? How does this research connect education abroad and
experiential education? How can we measure what students really learn and measure how their perspectives
change as a result of study abroad? To what extent does participation in study abroad contribute to personal and
professional goals outcome? What is the impact of the study abroad experience compared to the on-campus
experience for study abroad alumni? What are the measurable short-term vs. long-term impact of a study abroad
experience? [Authors].

Eaton, J.S. (2005, September/October). Quality and an international higher education space. International
Educator, 14 (5), 57-59.

Ellingboe, B.J. (2003, Summer). Finding your path: Working effectively with an internationalization consultant.
International Educator, 12 (3), 22-29

Engle, L. (2003). Study abroad program elements. Position paper of the Outcomes Assessment Goal
Committee, The Forum on Education Abroad. [On-Line]. Available: http://www.forumea.org/papers.html.

Engle, J., & Engle, L. (1999, May). Study abroad levels: Notes towards a classification of program types.
Working paper presented at the NAFSA: Association of International Educators Annual Conference, Denver, CO.

Engle, L., & Engle, J. (2003, Fall). Study abroad levels: Toward a classification of program types. Frontiers:
The Interdisciplinary Journal of Study Abroad, 1-20.

English, S.L. (1995). Assessing student outcomes on internationalization. Conference paper for NAFSA:
Association of International Educators. Ann Arbor: Center for the Study of Higher and Post-secondary Education,
University of Michigan.

Federation of Regional Accrediting Commissions of Higher Education. (1967). Policy statement on

undergraduate study abroad programs.

Flack, M.J. (1980, November). Comment on issues and the state of U.S. research on international exchanges.
Paper presented at the U.S.-German Conference on Research on Exchanges, Bonn, West Germany.
A brief report on research developments since 1974-75, indicating that, basically, the initial characterization
offered at the beginning of this paper does not, as of 1980, require major recasting. As before, the period has
produced a considerable number of publications<197>chapters, articles, reports, theses and dissertations,
monographs, books. As before, many of them are either responses to perceived operational or membership
servicing needs of existing agencies, the often delayed publication of results of studies begun years before, the result
of idiosyncratic choices by senior or junior academics to explore some research topic of mostly ad hoc or passing
concern to the researcher, or compendia gathering within one cover, or within a special journal issue, papers
presented at professional conference. Many of these are thoughtful and competent. To what extent they exert an
intellectual and research impact, given the lack of cumulative approaches we do not know. To what extent some of
the findings or recommendations lead to changes in policy or institutional conduct has not been ascertained.
A small number of queries, identifications of need, or proposals is offered at the end of the report. They are
presented in four categories: a) Practical-operational, b) substantive-informational, c) macro-conceptual, and d)

6
methodological-conceptual. Their purpose is to stimulate and provoke discussion on at least some of the evident
problem areas in research on international educational exchanges. [JCK – Weaver Bibliography]

Forum on Education Abroad. (2004, June). Standards of good practice for education abroad. Northampton, MA:
The Forum on Education Abroad.
This first publication from the Forum on Education Abroad provides a comprehensive set of standards for the
field of education abroad. These standards can be viewed as both a set of guidelines for ethical practice in the field
but also can be used and adapted for the assessment of educational programs abroad. [DJC].

Forum on Education Abroad. (2005, November). Standards of good practice for education abroad. (2nd Ed.).
Northampton, MA: The Forum on Education Abroad.
This is the second edition of the standards of good practice for education from the Forum on Education Abroad.
These revised standards can also be viewed as both a set of guidelines for ethical practice in the field but also can
be used and adapted for the assessment of educational programs abroad. [DJC].

Freed, B.F., (1998, Fall). An overview of issues and research in language learning in a study abroad setting.
Frontiers: The Interdisciplinary Journal of Study Abroad, 4. [On-Line]. Available:
http://www.frontiersjournal.com/back/four/volfour.htm.
It has long been assumed that the combination of immersion in the native speech community, combined with
formal classroom learning, creates the best environment for learning a second language. The power of this
assumption is so great that there has evolved a popular belief, one shared by students and teachers, parents and
administrators, that students who spend a period abroad are those who will ultimately become the most proficient
in the use of their language of specialization. Consequently, hundreds of thousands of students depart annually for
education abroad experiences with the expectation that they too will “pick up” if not become “fluent” in the target
languages they have chosen to study, returning home with greatly enhanced language skills.

Unfortunately, these popular perceptions aside, relatively little scholarly attention has been devoted to
documenting changes in the communicative language proficiency of students who have studied abroad. Similarly,
little research has focused on examining the actual experiences that students have in the context of their sojourn
abroad. The purpose of this chapter therefore, is to review what is currently known about second language
acquisition (SLA) in a study abroad context and to identify some of the issues that confront those who wish to
explore this topic in greater depth. [Author].

Frey, J.S. (1977, February) The development of a criterion instrument for evaluating agency-sponsored study
abroad programs. (Doctoral dissertation, Indiana University, 1976). Dissertation Abstracts International, 37 (08), 4893A.

Frey, J.S. (date unknown). A criterion instrument for evaluating agency-sponsored study abroad programs.
Reprinted document from the copyrighted dissertation entitled Development of a criterion instrument for evaluating
agency-sponsored study abroad programs.

Frey, J. (Chair). (1979, May). Study abroad programs: An evaluation guide. Washington, D.C.:
AACRAO/NAFSA Task Force on Study Abroad (ANTFOSA).
The AACRAO/NAFSA Task Force on Study Abroad (ANTFOSA) was established in 1977 to address the problem
of evaluating study abroad programs. ANTFOSA is composed of three representatives from the Committee on
Study Abroad by U.S. Students (SAUSS) of the American Association of Collegiate Registrars and Admissions
Officers (AACRAO), three representatives from the Section on U.S. Students Abroad (SECUSSA) of the National
Association for Foreign Student Affairs (NAFSA), and a chairman. This evaluation guide was originally developed
by James S. Frey, executive director of World Education Services, Inc. and was refined and tested by ANTFOSA,
with assistance from the Associate Directorate for Educational and Cultural Affairs of the International
Communication Agency via the NAFSA Field Service Program.

The purpose of this guide is to help identify strengths and weaknesses of individual study abroad programs. It is
designed to 1) identify programs that accomplish certain objectives most satisfactorily so that students’ interests
and goals can be more effectively matched with specific programs, 2) identify improvements that should be made
in a given program to make it more effective and viable, and 3) provide information for colleges and universities to
7
review when determining whether or not to grant credit for academic work completed in a give program. The
guide is based upon a systematic analysis of the major components of study abroad programs by use of carefully
phrased questions about each component. [ANTFOSA].

Gillespie, J., Braskamp, L.A., & Braskamp, D.C. (1999, Fall). Evaluation and study abroad: Developing
assessment criteria and practices to promote excellence. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 101-
127. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm and
http://www.iesabroad.org/menus/ies_MAP.htm.
This paper describes how the authors worked with a Task Force to develop the IES Model Assessment Practice
(MAP), a set of detailed criteria to use in evaluating IES study abroad programs, and how IES is beginning to
implement MAP. Two sets of theories provided the framework for the project: current thinking about educational
program evaluation and assessment in the U.S., including current definitions of academic quality; and
organizational learning, whereby the processes of planning and decision-making involve members of the
organization in gathering, sharing, and interpreting information. The 18-month project was sponsored by IES, The
Institute for the International Education of Students (formerly the Institute of European Studies). With this
publication, we propose that study abroad practitioners join a dialogue about program evaluation and share
models of good practice for the benefit of our students. [Authors].

Giordano, P. (1988). Study abroad: Bibliography-in-brief. Washington, DC: Congressional Research Service,
Library of Congress.

Halstead, C. (1996/1997, Fall). How to use the open doors report for your own campus and media relations. IIE
Educational Associate, 17.
Very brief article providing practical advise on using IIE Open Doors on campuses. [DJC].

Hammer, M. (1992). Research, mission statements, and international student advising offices. International
Journal of Intercultural Relations, 16, 217-236.

Hayden, M.C. & Thompson, J.J. (1994). Towards the establishment of a research network for international
education. Skepsis (Journal of the International Schools Association, Geneva), 2, 31-32.

Hoffa, W. (1999, September). Study abroad data collection, 1949 to the present: A brief overview.
Washington, DC: SECUSSA: Section on US Students Abroad/NAFSA: Association of International Educators. [On-
Line]. Available: http://www.secussa.nafsa.org/briefdatacollection.html.

Huebner, T., (1998, Fall). Methodological considerations in data collection for language learning in a study
abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 1-30. [On-Line]. Available:
http://www.frontiersjournal.com/back/four/volfour.htm.
To the extent that study abroad (SA) programs are intended to enhance the language skills of their participants,
the design, implementation, and evaluation of them must address the issue of how best one acquires a second
language, which in turn entails other questions: What does it mean to acquire a second language? How is the
acquisition of another language measured and/or evaluated? How does the SA experience affect it? At least two
factors contribute to the fact that these rich data sources are not exploited for answers to these questions more
than they are. First, the range of experiences which fall under the rubric of “study abroad” is so varied and
complex that generalizations about optimal learning contexts need to be made with great caution. Second, often
those best positioned to study this aspect of the SA experience, namely program administrators and teachers, are
trained in disciplines which do not prepare them for this task. The purpose of this paper is to outline a series of
factors that together provide a framework for looking at SA and to outline some research approaches, methods
and techniques appropriate for examining the language acquisition aspects of this experience. [Author].

Hulstrand, J. (2006, January/February). Beyond anecdote: Education abroad comes of age. International
Educator, 15 (1), 52-55.
The author describes the current state of research on education abroad by interviewing leading administrators,
consultants and researchers in the field. [DJC].

8
 IIE/SECUSSA. (2000). Outcomes assessment and study abroad programs: Electronic sampling results: Survey
#2. Washington, DC: SECUSSA: Section on US Students Abroad/NAFSA: Association of International Educators.. [On-
Line]. Available: http://www.secussa.nafsa.org/samplingresults2.html.
SECUSSA/IIE recently conducted a second electronic sampling, this time on the subject of ‘Outcomes Assessment
and Study Abroad Programs’. 120 lead institutions in study abroad were contacted, accounting for almost 50% of
American students who studied abroad in 1998-99. The responses clearly indicate that 95% of the respondents
assess student satisfaction. While 40% are measuring gains language proficiency less than a third are assessing
academic achievement gains or gains in personal development. And fewer than 10% are measuring career-related
outcomes with a mere 15% assessing intercultural proficiency. From this sampling it is clear that the majority of
the profession is far from engaging in serious outcomes research, beyond the question of student satisfaction.
[Project].

Institute for the International Education of Students. (2003/2001/1999). The IES MAP (Model Assessment
Practice) for study abroad: Charting a course for quality. Chicago: Institute for the International Education of Students
(IES). [On-Line]. Available: http://www.iesabroad.org/iesMap.do.
The IES MAP© (Model Assessment Practice) for Study Abroad was created in response to the growing need for
more effective program development and assessment in international education. The IES MAP© is an educational
tool for designing and evaluating study abroad programs and is the first of its kind in the field. It was
developed by a task force of outstanding leaders in both international and U.S. higher education who drew on
extensive site visits and solid data analyses of a wide variety of program components.

Initially, the IES MAP© was created for use by IES to assess existing programs and develop new ones. However, it
also can be significant benefit to faculty and administrators at U.S. colleges and universities, to study abroad
professionals and accrediting organizations, as well as to students and their parents.

The IES MAP© focuses on four academic areas: the student learning environment; student learning and
the development of intercultural competence; resources for academic and student support; and program
administration and development. [IES].

Institute of Advanced Projects of the East-West Center. (1966). The international programs of American
universities: An inventory and analysis. East Lansing, M.I.: Michigan State University.

Institute of Research on Overseas Programs. (1958). The international programs of American universities. East
Lansing, M.I.: Michigan State University.

Jacobson, E. (1963). Sojourner research: A definition of the field. Journal of Social Issues, 19, 123-129.

Klineberg, O. (1965). Research on international exchanges in education, science and culture. Paris: International
Social Science Council.

Klineberg, O. (1966). International exchanges in education, science and culture: Suggestions for research. The
Hague: Mouton.
The present paper is based on (1) a number of documents prepared by the UNESCO secretariat, (2)an earlier
working paper prepared for UNESCO by Rector De Vries together with the comments on it by the members of
the ISCC, and (3) an extensive examination of published materials, largely of American origin. In the
introduction, the author points out several sources of difficulty, some of which are discussed in greater detail later
on in the paper. First, there is a large variety of possible exchanges; second, the differences in conditions (political,
economic, cultural) in which the exchanges take place; third, a lack of clarity as to the goals; fourth, variation in
the time-span of the programs; fifth, the limited nature of the research findings. The present memorandum is
therefore directed not to evaluation alone, but to the wider topic of what social scientists have been doing and what
they might still do, in the field of international exchanges. The author then points out that an educational program
aimed at developing an elite which can aid in the administration and the government of a "new" nation may
require a different structure from that designed to improve the educational level of a whole community. This
paper further assumes that the ultimate goal of international exchanges is to contribute to friendly and peaceful
relations among the peoples of the world, but that many more immediate goals relating to technical cooperation,
9
changes in institutions, success in academic training, increased knowledge about foreign cultures, preparation for a
useful career, readiness to cooperate in international undertakings, etc., may all require consideration. A
distinction is drawn between two forms of international exchange, the first involving contact between people, the
second consisting of transmission of materials or things. The paper insists that there can be no hard line between
those two varieties of exchanges, since a visiting professor may bring along his books, or a biologist his exhibits. In
concluding, the writer suggests that what is needed now is a theoretical framework, rather than the attempt to
contribute short answers to particular questions. This would involve a thorough stock-taking, a systematic
identification of the categories of problems involved, and of the manner in which they are interrelated. One of the
steps would be a balder and bolder statement of the hypotheses which appear to emerge with enough probability to
warrant future research and investigation. [JCK]

Littmann, U. (1980, November). Research in international exchange: Why? Paper presented at the U.S.-German
Conference on Research on Exchanges, Bonn, West Germany.
This paper identifies some major research areas which may lead to joint cross-national research projects. The five
potential research areas are purely scholarly interests, policy interests, accountability and self-study, interest in
planning, and a secondary area, but not to be forgotten, personal interest. In concluding, the author pleads for
tolerance: we cannot rely on any conventional wisdom, on common terminology, or on assuming that we know
what each one of us is after. Not only the subject of this research, but the research itself is a cross-cultural
experience. [JCK]

Lundstedt, S. (1963). An introduction to some evolving problems in cross-cultural research. Journal of Social
Issues, 19.

Marsh, H.L. (1994). NAFSA self-study guide: The assessment of programs and services for international
educational exchange at postsecondary institutions. Cranberry Twp, PA: NAFSA: Association of International
Educators.
NAFSA strongly encourages self-regulation or monitoring of programs and services for international educational
exchange. Thus, NAFSA’s reaffirmation, through this guide, of an assessment process. [Author]

McCombie, R.P., & Edwards, J.E. (1985). Using evaluation to clarify the goals of a foreign study center. Joint
meeting of the Evaluation Research Society, Evaluation Network, and Canadian Evaluation Society, Toronto, Canada.

Mestenhauser, J.A. (1961). Research in programs for foreign students: A report of the Waldenwoods seminar.
New York: NAFSA: National Association for Foreign Student Advisers.

Michigan Foreign Language Curriculum Committee. (date unknown ~pre-1973). Criteria for Evaluating Foreign
Study Programs for High School Students with the supplementary Guidelines for Evaluating Foreign Study Programs.
Lansing, MI: Michigan Department of Education.

National Association for Foreign Student Affairs. (1975, July). Guidelines: Responsibilities and Standards in
Work with Foreign Students. Washington, DC: National Association for Foreign Student Affairs Field Service Program.
Statements of responsibilities and standards on institutional obligations, individual obligations and responsibilities,
and specific obligations and responsibilities in specialized areas including foreign student advisers, foreign student
admissions officers, teacher of English as a second language, community program worker in international
education (paid or volunteer) and adviser to United States students who wish to study, work, or travel abroad.
Publication states “This statement, adopted by the NAFSA Board of Directors on October 21, 1970 is a revision of
the original Statement issued by the NAFSA Board of Directors on May 1964. This edition is the third printing
[DJC]

National Council of State Supervisors of Foreign Languages. (1966). Criteria for Evaluating Foreign Study
Programs for High School Students: Adopted Policy Statement of National Council of State Supervisors of Foreign
Languages. New York: MLA/ACTFL Materials Center.

10
 NAFSA: Association of International Educators (1948-1990). NAFSA archive. Manuscript Collection MC 715.
Special Collections Division, University of Arkansas Libraries. Fayetteville, AR.
http://libinfo.uark.edu/SpecialCollections/findingaids/nafsaaid/nafsa1aid.html
Official records including board minutes, publications, correspondence, reports, financial and legal documents
were donated on June 10, 1987, by an agreement from NAFSA officials designating Special Collections as the
archival repository for the organization's permanently valuable records. This initial group of materials represents
the first three installments of records shipped in 1987, 1991, and 1993. A preliminary arrangement of the
materials was done by long- time NAFSA Executive Director/Executive Vice President Hugh Jenkins. Based upon
his arrangement, the materials have been separated into eight broad groups(see below). The groups are not
exclusive; just as the activities of NAFSA have overlapped and intermeshed, so the records overlap from group to
group. There has been only minor rearrangement of material; folder titles and the original order of the collection
have been largely preserved. In general, within each group (or series) broad topics are identified. Within each
topic, folders are usually arranged in alphabetical or chronological order. Archives organized in the following
manner:

Information about NAFSA: Association of International Educators

Information about the Collection
Additional Sources of Information
Contents of Collection (196 containers)

 Group 1. Official Records, 1948-1979. Boxes 1-9.

o Series 1. Executive Board Minutes, 1948-1979. Boxes 1-2.
o Series 2. Ford Foundation Reports, 1954-1970. Box 3.
o Series 3. Regional Council Guidelines, 1964-1977. Boxes 3-4.
o Series 4. Supplementary Sectional Minutes and Bylaws. Boxes 4-5.
o Series 5. Name Change and Subsequent Reorganization, 1964-1973. Boxes 5-6.
o Series 6. Foreign Contacts and Membership Files. Boxes 7-9.
 Group 2. Annual Conference Files, 1942-1979. Boxes 10-20.
 Group 3. Associational Files, 1949-1980. Boxes 21-94.
 Group 4. Field Service Program (FSP) Files, 1963-1985. Boxes 95-146.
 Group 5. Education for International Development (EID) Files, 1960-1986. Boxes 147-161.
 Group 6. Community Section (COMSEC) Files, 1961-1976. Boxes 162-164b.
 Group 7. Government Regulations Advisory Committee (GRAC) Files, 1974-1988. Boxes 165-175.
 Group 8. Publications. Boxes 176-195.

Several documents in the archives directly relate to researching international education. Processed by Vera
Ekechukwu, Nan Lawler, and Kim Allen Scott, January 1994. Special Collections Division, University of Arkansas
Libraries, Fayetteville, Arkansas. [University of Arkansas Libraries].

NAFSA & IIE. (date unknown). Research in international education: Research in progress and research recently
completed. New York: NAFSA: National Association for Foreign Student Affairs and the Institute of International
Education.

National Council of State Supervisors of Foreign Languages. (1968, May). Criteria for evaluating foreign study
programs for high school students. Foreign Language Annals, 1, 288-290.

O’Reilly, M. (1997/Spring). Don’t forget the NAFSA archives. International Educator, 6 (4), 42.
O’Reilly provides a brief one-page description of the historical NAFSA documents housed in the NAFSA Archive in care
of the Special Collections Division of the University of Arkansas Library at Fayeteville since 1987. [DJC].

Paige, R.M. (1978, February). Students as sojourners: Research issues and topics. Paper presented at the regional
conference of the National Association for Foreign Student Affairs, Minneapolis, MN.
The purpose of this paper is to examine some of the dominant research issues and topics related to cross-cultural
research involving U.S. student sojourners as the focus. The assumption that the participants will learn something
from the sojourn experience has been subjected to surprisingly little empirical testing.
11
 It first defines some of the constraints and limitations which have discouraged the development of a research
tradition in this area. Based upon this experience, the author feels that the following represents the major reason
for the paucity of sophisticated research: (1) the lack of a dominant theoretical paradigm, (2) the lack of a
dominant and commonly-accepted methodological strategy, (3) logistical constraints, (4) the practitioner's lack of
research experience and the researcher's lack of applied, program experience, (5) resistance to evaluation research,
and (6) the multiplicity of explanatory and learning outcome variables.

The paper then proceeds to suggest some potentially interesting learning outcomes which might be assessed and
some alternative factors which might be associated with these outcomes in the context of sojourn programs for U.S.
students. Summarizing, the author remarks that the opportunity for research is always present although the
problems identified in the introductory pages commonly work against the development of effective research
enterprises. In the author's opinion, this is unfortunate because sojourn research can have both substantive
theoretical importance and practical significance. [JCK – Weaver bibliography]

Paige, R.M. (1984). State of the art research on campus international programming. ISECSI Bulletin of
International Interchanges, 21, 1-10.
This paper focuses on the programming dimension of the 1984 NAFSA conference session on Research,
Counseling, Programs, and Policy: A Rubik's Cube. It points to the difficulties most educators have in properly
integrating programming, counseling, and policy activities with research. It discusses three selected research
studies on the integration of research and programming. [JCK – Weaver Bibliography]

Pfnister, A.O. (1969). Evaluation of undergraduate programs. Occasional Papers on International Educational
Exchange, 15. New York: Council on International Educational Exchange.

Pfnister, A.O. (1971). Evaluation of overseas study programs: Two case studies. North Central Association
Quarterly, 46 (2), 307-313.
The assessment of the value of an overseas experience for U.S. undergraduates presents a challenge to college
administrators. Two different approaches to evaluation of such programs are described. The first case study
summarizes the impressions of a team that evaluated a unique study abroad experience: Goshen College's
study/service trimester. The second case study is a review of the efforts of several study directors who
developed evaluation procedures for American programs in Spain, particularly those associated with the
University of Madrid. Key issues for evaluating programs are identified, including: problem of integrating
academic and experiential components, and lack of quality control of curricula. Suggestions for dealing with
these issues are presented and discussed. [JM – Weaver Bibliography]

Pfnister, A.O. (1973). The evaluation of study abroad programs of American colleges and universities. North
Central Association Quarterly, 47 (4), 308-318.
In 1972, an evaluation team appointed by the Federation of Regional Accrediting Commissions of Higher
Education (FRACHE) undertook a joint examination of study abroad programs maintained in Madrid, Spain,
and Strasbourg, France, by American colleges and universities. The project was significant not only because it
involved regional accrediting agencies but also because it was a cooperative venture. [JCK – Weaver
Bibliography]. The evaluation team served as a representative of those agencies responsible for the accreditation
of higher educational institutions in all the states and territories of the United States. Furthermore, the project
called for the adaptation of general accrediting procedures to the special conditions that obtain in the conduct of
study programs in overseas locations. [Author].

Pirog, R., Laubscher, M., & Martin, P.C. (1997). Program evaluation. In W. Hoffa & J. Pearson (Eds.),
NAFSA’s Guide to Education Abroad for Advisers and Administrators (2nd ed., pp. 333-349). Washington, D.C.:
NAFSA: Association of International Educators.

Plagwitz, E. (2003, Winter). Taming the tiger of data collection: Post-program student evaluations. International
Educator, 12 (1), 49-51.

Potts, J.D. (1999, Fall/2000, Winter). Got data? International Educator, 8 (4), 38-40.

12
The author discusses the importance of data collection and research in advocating for international student
populations at U.S. institutions. [DJC].

Quade, P. (2002). “It changed my life”: Strategies for assessing student learning. In S.E. Spencer & K. Tuma
(Eds.), The guide to successful short-term programs abroad (pp. 149-170). Washington, DC: NAFSA: Association of
International Educators.

Rhodes, G. (2002, Fall). Study abroad – Now more than ever: Making the case for study abroad without research
confirming study-abroad outcomes. IIENetworker, 40-42.

Richardson, J. (1980, November). Research on exchanges and U.S. foreign policy. Paper presented at the U.S.-
German Conference on Research on Exchanges, Bonn, West Germany.
The author laments that, historically, U.S. government sponsorship of exchange programs has not been
accompanied by serious effort to conceptualize a policy framework, define objectives, specify criteria, and evaluate
results. His impressionistic sketch of possible elements of the U.S. policy framework suggests further, broad areas
for exploration in developing a research design. It must be useful, he points out, to attempt at least some
reasonable hypothesis or hypotheses as to particular processes of communication, learning, elite recruitment, etc.
which can be expected to contribute to the kinds of cultural, political, or economic change considered desirable and
attainable in particular bilateral or multilateral relationships or other international or transnational contexts.
[JCK – Weaver Bibliography]

Ricks, T., Collentine, J., Krebs, K., Lafford, B., Rhodes, G., Vande Berg, M., & Whalen, B. (2003, May 26).
Researching education abroad: Data collection and assessment on campus and overseas. Workshop at the Annual
NAFSA: Association of International Educators Conference, Salt Lake City, UT.
This workshop explored research on a range of international education issues and ways of assessing overseas
learning – that is, learning a language, culture, and a society outside of one’s own. The workshop will look at
innovative collaborations for data collection and assessment techniques to understand better ways that students
learn about themselves and others. Finally, the workshop allowed for discussion of the range of forums and venues
available to share data collected on campus and overseas. [SECUSSA]

Rogers, J., & Larsen, D. (2002). Implementing data collection and research on health issues in international
educational exchange. In M. O’Hara (Ed.), Optimizing health care in international educational exchange (pp. 119-123).
Washington, D.C.: NAFSA: Association of International Educators. {On-Line]. Available:
http://www.nafsa.org/optimizinghealthcare/intro.html.

Rubin, A.M. (1995, November 24). Educators call for research on study-abroad programs. Chronicle of Higher
Education, 42 (13), A34.

Rubin, D.L., & Sutton, R. (2001, Spring). Assessing student learning outcomes from study abroad. International
Educator, 10 (2), 30-31. [On-Line]. Available: http://www.secussa.nafsa.org/samplingresults2.html.

Rust, V. (2002, October). Research regarding outcomes of effects of foreign study on participating students.
Working document in the series: CIDE Study Abroad, CIDE Contributions No. 1. Center for International &
Development Education (CIDE) and UCLA Graduate School of Education & Information Studies (GSEIS). Available:
http://www.gseis.ucla.edu/cide/publications.php.
This project is intended to survey the research regarding outcomes of effects of foreign study on participating
students. The project has a number of components: survey of major study abroad centers about ongoing research
projects on the effects of study abroad; review of all existing English language research documents on study
abroad; establish a depository of research documents; establish of a website to publicize and coordinate the
dissemination of materials; make available all research documents; and create a series of review studies of
research on issues related to foreign study. This project represents the first in a series of efforts to understand
foreign study. Subsequent efforts include the incorporation of research on foreign study in the European Union,
East Asian countries, and the developing world. [Author].

13
 Sandor, J. (1996). Meeting campus challenges armed with data. In T.M. Davis (Ed.), Open Doors 1995/96:
Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available:
http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm.

Sawinski, C., & Whipple, S. (2003, March 14). Research in the field of international education. Presentation at
the NAFSA: Association of International Educators Wisconsin State Conference, University of Wisconsin-Eau Claire,
Eau Claire, WI.
Understanding the developmental process for acquiring intercultural competence is integral to providing effective
orientation and counseling to both international and study abroad students. Especially highlighted will be Milton
Bennett’s developmental model of intercultural sensitivity and its implications for our work. [Presenters].

Seese, R., Ayers, D., Brzezinski, M., & Potts, J. (1999, May 26). Invoking the “R” word: NAFSAns need to
expand their research frontiers. Presentation at the Annual NAFSA: Association of International Educators Conference,
Denver, CO.

Sideli, K. (1999, March/April). SECUSSA launches data collection initiative: In pursuit of the elusive actual
number. NAFSA Newsletter, 50 (3). [On-Line]. Available: http://www.secussa.nafsa.org/dataarticle2.html.

Sideli, K. (1999, Summer). Everyone counts! International Educator, 8 (3), 58-59. [On-Line]. Available:
http://www.secussa.nafsa.org/everyonecounts.html.

Sideli, K. (2000, Spring). It’s 2000: Do you know where your students are? International Educator, 9 (2), 38-43.

Sideli, K., (2000, Spring). It’s 2000: Do you know where your students are?; SECUSSA assesses data
collection. NAFSA Newsletter, 51 (3), 32-38. Washington, D.C.: NAFSA: Association of International Educators; &
International Educator, 10 (2), 38-43. [On-Line]. Available: http://www.secussa.nafsa.org/data00article.html.

Sideli, K. (2001, Spring). Outcomes assessment and study abroad programs: Commentary on the results of a
SECUSSA/IIE electronic sampling. International Educator, 10 (2), 30.
In this article Kathy Sideli briefly summarizes the SECUSSA/IIE electronic sampling results: Survey #2. [DJC].

Sideli, K. (2001, Fall). When it comes to U.S. education abroad: Everybody counts. IIENetworker, 43.

Sideli, K. (2002, Winter). Security issues and data collection in education abroad. International Educator, 41-42.
[On-Line]. Available: http://www.secussa.nafsa.org/datacollection.html.

Sideli, K., & Koh, H-K. (2002, Fall). Everyone has to count when it comes to security. IIENetworker, 44-46.

Sideli, K., & Kreutzer, K. (2005). Data collection, demographics, and the research agenda. In J. Brockington, W.
Hoffa & P. Martin (Eds.), NAFSA’s Guide to Education Abroad for Advisers and Administrators (3rd ed., pp. 45-60).
Washington, D.C.: NAFSA: Association of International Educators.

Smith, A., Teichler, U., & Van der Wende, M. (Eds.). (1994, April). The international dimension of higher
education: Setting the research agenda. Proceedings of an international research workshop jointly sponsored by the
Academic Cooperation Association and the International Research Center for Cultural Studies, April 29-30, l994 in
Vienna, Wien. DVR: Internationales Forschungszentrum Kulturwissenschaften.
The purpose of the conference was to review research that has taken place in various countries relating to
exchanges and institutional internationalization, to set a consensus agenda prioritizing future research and to
develop the institutional frame for coordination of that research. Participants were drawn from major
organizations in Europe, Canada, the United States and Australia that operate programmes and/or are engaged in
sustained research in this area. [R. Lambert, EAIE News Letter, No. 19, June 1995).

Smith, B.L. (1956, Spring). Trends in research on international communication and opinion. Public Opinion
Quarterly, 182-195.

14
 Smith, B.L. (1956). International communication and public opinion: A guide to the literature. Princeton, NJ:
Princeton University Press.

Smith, M.B. (1956). A perspective for further research on cross-cultural education as a research area. Journal of
Social Issues, 12 (1), 56-68.
This review of needed research in the light of recent and current work has been an attempt to locate the gaps in
cross-cultural education. In pointing to a number of territories that call for exploration, it has, however, not been
possible to summarize what is known about the regions that have been more carefully studied. Social scientists
who have participated in research on cross-cultural education have discovered in the area rich potentialities for
research on problems of theoretical interest. Administrators and practitioners engaged in exchange programs have
become alert to the social scientist's potential contribution, and the author hopes that more social scientists will
avail themselves of the opportunities in this area newly opened for research. [JCK – Weaver Bibliography]

Spaeth, C., & Clabby, W. (2002, May). Assessment needs for semester study abroad programs. Presentation
at the NAFSA: Association of International Educators Annual conference, San Antonio, TX.
This session presented and sought input for a new model that aims to develop a practical solution to the lack of
comprehensive assessment criteria for evaluating semester-length, U.S.-sponsired study abroad programs. The
University of St. Thomas is working on a grant proposal to develop minimum criteria and design an assessment
instrument intended to provide a methodical means for institutions to use in evaluating semester-length U.S.-
sponsored study abroad programs U.S. undergraduates. The presenters outlined the longstanding challenge in
study abroad of creating evaluation instruments and will discuss the significance of developing a systematic
approach h to evaluating hundreds of programs in an evenhanded, useful fashion. [Authors]

Spencer, C.S. Jr., & Stahl, V.R. (Compilers). (1983). Bibliography of research on international exchanges.
Washington, DC: U.S. Information Agency, Youth Exchange Staff.
This bibliography was conceived by the Youth Exchange staff of USIA as a reference both for exchange program
managers and for designers of new research on international exchanges. Omitting mostly descriptive and historical
statements, it focuses on works in English since 1945 that constitute serious efforts at research or evaluation on
some aspect of the international exchange of persons. A few selected foreign publications in English are also
included. [JCK – Weaver Bibliography]

Spencer, R.E., & Awe, R. (1968). International educational exchange: A bibliography. New York: Institute of
International Education.
A bibliography, undertaken in response to recommendations from the Seminar on Research in Programs for
Foreign Students, the Institute of International Education, and the National Association for Foreign Student
Affairs. The purpose of the authors was to facilitate research in the field of international educational exchange; to
indicate to researchers in the field the amount of data and information available from the fields of psychology,
sociology, and anthropology; to emphasize the need for more longitudinal and large-scale research effects; to
inform those interested in what has been accomplished in order to make the congruence between research and
practice closer; and to lead researchers into new areas of investigation by outlining what has already been done.
[JCK – Weaver Bibliography]

Stimpfl, J.R., & Engberg, D. (1997, Spring). What to know before you go: Creating a comparison for research
on study abroad programs. International Education Forum, 17 (1), 7-21.
This article presents a model which administrators or participants can use to effectively compare different study
abroad programs. The authors briefly discuss some of the problems with research studies that prompted them to
develop this model, and then present their own research study. The authors state the goals of the "comparison
matrix" to be two-fold. The first goal is to allow administrators to better understand how appropriate a particular
program is for its intended audience, and the second goal is to help determine whether or not a particular student
is well suited for a certain program. In order to develop this comparison matrix, the researchers interviewed 37
students who had studied abroad over an 18-month period. The sample was designed to include a wide variety of
students with a vast range of experiences. As a result of this study, the authors developed four categories, which
can be used to evaluate programs. These include the level of immersion, the level of synthesis built into the
program, the level of difference between the host culture and the culture of the participant, and the level of

15
personal development (where the student is at in their developmental process). These four levels or categories are
broken down into greater detail in the article. [MC – Chao Bibliography].

Stimpfl, J.R., & Engberg, D. (1997, Fall). Comparing Apples to Apples: An integrated approach to study abroad
program assessment. International Education Forum, 17 (2), 97-109.
This essay addresses the topic of study abroad research. The authors begin with a review of some of the literature
and research on study abroad that addresses impact or change. They then discuss some of the problems associated
with much of the research done in the field of study abroad, and make suggestions for future research possibilities.
Problems they note include the small sample sizes used in most studies and often low response rates that make the
validity of the data obtained questionable. They also note the problems in comparing different programs, since
these often have significant differences. One of the issues that is often not taken into consideration is the previous
experience and attitudes of program participants. Another problem is that the change students undergo could
occur at any time during or after the experience, as each individual develops differently. The authors conclude
with a recommendation that some commonalities be defined to make research and program comparisons more
legitimate. These include defining the level of cultural immersion, the level of synthesis within the program, and
the level of difference between the home culture and the host culture. [MC – Chao Bibliography].

Szekely, B.B, & Krane, (1997). The importance of data collection. Washington, D.C.: SECUSSA, NAFSA:
Association of International Educators. [On-Line]. Available: http://www.secussa.nafsa.org/edabroad9.html.
This web document is an excerpt from Chapter Nine, The Current Demographics of Education Abroad, of
NAFSA’s Guide to Education Abroad for Advisers and Administrators, 2nd Edition. [DJC]

Tamblyn, K. Annotated bibliography of research on international students in the U.S. [Online]. Available:
http://webpages.charter.net/ktamblyn/Bibliography.htm and on the International Higher Education Clearinghouse at
Boston College website http://www.bc.edu/bc_org/avp/soe/cihe/ihec/research/research_biblio.htm.
This annotated bibliography was compiled by Kristin Tamblyn, in cooperation with David Comp of the University
of Chicago, as a potential research resource for NAFSA: Association for International Educators. The 559
empirical articles and dissertations from as early as 1974 are organized alphabetically and most are accompanied
with abstracts. Some of the articles focus on specific ethnic groups while others generalize to international students
as a whole. [Tamblyn].

Taylor, J., Andress, E.M., Ekstran, K.D., & Brockington, J.L. (1999, May). Evaluating study abroad: Models for
effective program assessment. Presentation at the Annual NAFSA: Association of International Educators Conference,
Denver, CO. [Handouts – On-Line]. Available: http://www.kzoo.edu/cip/handouts/

Thomas, K.A. (1984). Key areas of research with implications for cross-cultural counseling. ISECSI Bulletin of
International Interchanges, 21, 28-36.
The purpose of this paper is to identify key questions in the field of foreign student advising and counseling, and to
review a few key empirical studies. Overcoming cultural differences between counselor and client becomes a key
question for foreign student advisers who must work with a number of different students from a large number of
countries. The paper concludes that there is a substantial need to address the significant research questions with
some empirical studies. The nature of the literature remains largely conceptual and theoretical. Second, current
studies have focused primarily on the special issues and problems of minority group populations in the United
States, presenting however a major challenge to the counselors and advisers from whom the international students
seek assistance. [JCK – Weaver Bibliography]

Van Der Meid, J.S. (2002, January 28). Study abroad: Why numbers can help you…A data advocacy sheet.
Washington, DC: SECUSSA: Section on US Students Abroad/NAFSA: Association of International Educators.. [On-
Line]. Available: http://www.secussa.nafsa.org/Advosheet.html.

Vande Berg, M. (1999, November 11). Data Collection and study abroad: Yesterday, today, and tomorrow.
Presentation at the CIEE Conference, Chicago, IL. [On-Line]. Available: http://www.secussa.nafsa.org/whycollect.html.

Vande Berg, M. (2001, Spring). The assessment of learning outcomes in study abroad. International Educator,
10 (2), 31. [On-Line]. Available: http://www.secussa.nafsa.org/samplingresults2.html.

16
 Vande Berg, M. (2003). A research-based approach to education abroad classification. Position paper of the
Outcomes Assessment Goal Committee, The Forum on Education Abroad. [On-Line]. Available:
http://www.forumea.org/papers.html.

Vaughn, H.A. (1981, July). International educational exchange: Study abroad-An agenda for research and
development. Draft prepared by the Council on International Educational Exchange, Committee on Academics Abroad.
This paper is addressed to the dearth of and need for data, evaluative studies and fundamental research related to
one aspect of educational exchange, the study abroad programs sponsored by U.S. institutions of higher education.
Because of the considerable differences in reporting by various publications as refers to the number of Americans
participating in a college-sponsored program abroad, the author sees the difficulty of obtaining reliable data to
serve as a basis for making intelligent judgments. No organization, he claims, has made a successful concerted
effort to collect such data. The author concludes that educational exchange, however, is important to the U.S. and
its academic institutions, and that much more needs to be known about the field, how it works, and how well it
works, suggesting at the same time that members of CIEE call upon each other and their academic colleagues,
state and national educational authorities, the professional associations, and funding agencies to respond to that
need. [JCK – Weaver Bibliography]

Vente, R.E. (1980, November). The technological mind and other issues of current exchange research. Paper
presented at the U.S.-German Conference on Research on Exchanges, Bonn, West Germany.
This paper gives some indications regarding what might be feasible research projects. In doing so, it emphasizes
those projects which require a close cooperation between U.S. and German researchers, and whenever possible, the
inclusion of researchers of other countries concerned. [JCK – Weaver Bibliography]

Walton, B.J. (1968). Foreign student exchange in perspective: What the research tells us. International
Educational and Cultural Exchange, 3 (4), 1-14.

Warmbrunn, W. (Ed.). (1960). Research studies in international education: Reviews and implications for
exchange of persons. NAFSA Studies and Papers, Research Series, Number 1. New York: NAFSA: National
Association of Foreign Student Advisers.

Weaver, H.D. (1981, November). Research on study abroad. Unpublished summary of an address presented at
the Council on International Educational Exchange annual meeting, Washington, DC.
A summary of research about study abroad. [JCK – Weaver bibliography]

Weaver, H.D. (Ed.). (1989). Research on U.S. students abroad: A bibliography with abstracts. Council on
International Educational Exchange; Education Abroad Program, University of California; Institute of International
Education; and National Association of Foreign Student Affairs. [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/ro/index.html.
Abstracts by Barbara B. Burn, Jerry S. Carlson, JÅrgen C. Kempff, Judith N. Martin, and John Useem. [DJC].
The literature on study abroad by students from the United States is published in widely dispersed sources.
Research on the effects of study abroad does not constitute a single coherent discipline. Rather it is an entity that
can be studied from a variety of viewpoints including anthropology, education, psychology and sociology.

The attempt of this bibliography is two-fold. First it is an attempt to bring together a comprehensive listing of
studies from all disciplines about United States students studying abroad. Second, it is an attempt to abstract that
literature and to set a framework for continued abstracting.

It is expected that the material will be updated about every two years. Corrections of this bibliography and
citations of additional work are invited. Copies of papers to be added to the collection are also invited. If possible
include an abstract of the work. Contact Henry D. Weaver, Systemwide Office, Education Abroad Program,
University of California, Santa Barbara, CA 93106.

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Thanks are given to the abstractors listed above with special thanks to Jurgen Kemp for recording many of the
articles and to Judith Martin for reviewing and correcting the final manuscript. Responsibility for all errors rests
with the editor. [Editor].

Weaver, H., Martin, J., Burn, B., Useem, J., & Carlson, J.S. (1987). A researcher’s guide to international
educational exchange. Santa Barbara, CA: University of California.

Whalen, B. (2003). Study abroad outcomes assessment: Longitudinal studies. Position paper of the Outcomes
Assessment Goal Committee, The Forum on Education Abroad. [On-Line]. Available:
http://www.forumea.org/papers.html.
Longitudinal studies that measure study abroad outcomes are critical to understanding the impact and the effects
of study abroad over time. Longitudinal studies examine the ongoing effects of study abroad and make it possible
to track historical changes thereby treating the “reentry” phase of study abroad as part of the study abroad
process. There are two general categories of longitudinal studies: institutional impact and student learning. Both
types of studies take a historical approach at considering various forms of data over time in order to study the
outcomes of study abroad. [Author].

Woolf, M. (2004, Spring). International education and the question of quality. International Educator, 13 (2),
26-32.

Woolf, M. (1996, Winter). The trouble with quality. International Educator, 5 (2), 44.

Zukroff, S., Ferst, S., Hirsch, J., Slawson, C., & Wiedenhoeft, M. (2005). Program assessment and evaluation.
In J. Brockington, W. Hoffa & P. Martin (Eds.), NAFSA’s Guide to Education Abroad for Advisers and Administrators
(3rd ed., pp. 445-478). Washington, D.C.: NAFSA: Association of International Educators.

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