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What shapes the intention to study abroad? An experimental approach

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A Publisher's Erratum to this article was published on 06 May 2017

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Abstract

In contrast to previous studies, this investigation aims to get deeper insights into the causes of the intention to study abroad by using an experimental approach. Although international experience is often considered as important, many students at German universities do not even consider abroad. Referring to the Theory of Rational Choice (RCT) and the Theory of Planned Behavior (TPB), the intention to study abroad is shaped by student’s evaluation of expected benefits from studying abroad, resources and restrictions regarding its realization, and normative aspects. In a factorial survey experiment, hypothetical study abroad descriptions with varying attributes were presented to students of economics and engineering of a German university. The experimental design allows for more nuanced operationalizations and for diminished endogeneity biases through systematic variation and randomization. Thus, a more direct test of the assumptions about educational decision-making is possible. A comparison of the unbiased predictor weights clearly indicates that students prioritize conditions when considering study abroad. They seem to not ponder about beneficial outcomes of studying abroad, such as own personality development and being in a desired host country, as long as the realization of the stay is not substantially guaranteed by related foreign language skills, sufficient financing, and a supportive host university. Further facilitations through an exchange program and exchange in a group, as well as expectations of family and friends are of secondary importance.

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Change history

  • 06 May 2017

    An erratum to this article has been published.

Notes

  1. In literature, it is usually distinguished between summer exchanges, short-term study abroad for the purpose of credit earnings, and long-term stays pursuing a graduation abroad (e.g., Goel et al. 2010; Zimmermann and Neyer 2013). In accordance with previous studies (e.g., Salisbury et al. 2010; Luo and Jamieson-Drake 2015; Netz 2015; Kratz and Netz 2016; Lörz et al. 2016), our theoretical considerations and our analyses are related to studying abroad for a period of one semester in order to achieve credits. We instructed the respondents in our experiment to make their decisions on studying abroad correspondingly.

  2. Orthogonality and level balance of the full experimental design may be biased by sample selection when these characteristics are not considered. Therefore, our vignette sample was drawn using the modified Federov search algorithm, which found the optimally efficient solution between perfect orthogonality and balance (cf. Kuhfeld et al. 1994). D-efficiency is a standardized measure for the sampling-bias, ranging from 0 (bias) to 100 (no bias) (cf. Dülmer 2007). Our sample shows the following efficiencies, representing high orthogonality and balance: D-efficiency = 97.05, A-efficiency = 94.29, and G-efficiency = 90.92.

  3. In order to ensure the robustness of the random effects estimation results have been compared with results of a fixed effects estimation. No substantial differences were obtained applying the Hausman test (χ 2 = 10,11; p = 0,521), which was developed to test for those effect differences. Since fixed effects models control for unobserved heterogeneity, lacking effect differences serve as further indication that randomization was successful.

  4. Attitudes and norms at the individuals’ level have been included as seven point scales (see Table 3) into the models, while the vignette dimensions are binary variables. Thus, the non-standardized coefficients are generally lower at the individuals’ level compared to dummy predictors at vignettes’ level. In order to simplify the comparison, standardized Beta-coefficients were calculated.

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Acknowledgements

The authors wish to thank the editors and three anonymous referees for their helpful comments and constructive remarks. This research was supported by the Federal Ministry of Education and Research, Germany [Grant Number 01PW11013].

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Authors and Affiliations

  1. Department of Sociology, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 26, 85072, Eichstätt, Germany

    Knut Petzold

  2. School of Economic Disciplines, University of Siegen, Siegen, Germany

    Petra Moog

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  1. Knut Petzold
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Correspondence to Knut Petzold.

Additional information

The original version of this article was revised: Table 5 was incorrect. Coefficients in Table 5 were not aligned to their appropriate labels in the first column. The corrected Table 5 is now shown here.

An erratum to this article is available at https://doi.org/10.1007/s10734-017-0134-0.

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Petzold, K., Moog, P. What shapes the intention to study abroad? An experimental approach. High Educ 75, 35–54 (2018). https://doi.org/10.1007/s10734-017-0119-z

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