2013/08/21 by Michael A. Tarrant, Donald L. Rubin, Lee Stoner · 1 voice
Environmental Science · Social Sciences · #Environmental Education and Sustainability #Global Education and Multiculturalism #Service-Learning and Community Engagement
paper · doi:10.1177/1028315313497589
openalex publication_date 2013/08/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/05
Few studies have employed experimental designs adequate for documenting the value added of studying abroad; that is, learning outcomes above and beyond that which may be achieved in domestic or traditional campus-based courses. Using a pre-/posttest, two-by-two factor design of course location (study abroad vs. home campus) by course subject matter (sustainability vs. nonsustainability), we found significant highest order interactions for three dependent measures of global citizenry. Results suggest that it is the combination of location (abroad) and academic focus that yields the greatest increases in specified learning outcomes for study abroad. Implications for political agendas, academic initiatives, and research directions are discussed.