Susan Breland Dissertation Proposal Defense, Thursday, March 26, 2026 @ 9:00 am Central Time

COMMITTEE CHAIR: Dr. Stella Smith

TITLE: BEYOND BORDERS: THE IMPACT OF STUDY ABROAD ON BELONGING, MOTIVATION, AND DEGREE PROGRESSION

ABSTRACT: Study abroad experiences have been associated with improved student retention, academic engagement, and graduation outcomes, particularly for students from historically underrepresented groups in higher education. International learning opportunities expose students to diverse perspectives, enhance intercultural competence, and may strengthen students’ connection to their academic institutions. Guided by Vincent Tinto’s Student Integration Theory and Alexander Astin’s Input–Environment–Outcome (I–E–O) Model, this proposed qualitative phenomenological study will examine how participation in study abroad programs shapes students’ sense of belonging, academic motivation, and persistence toward degree completion. These theoretical frameworks provide a lens for understanding how students’ pre-college characteristics, institutional environments, and academic and social integration interact to influence educational outcomes. The purpose of this study is to explore the lived experiences of students who have participated in study abroad programs and to examine how these experiences influence their academic engagement, retention, and progression toward graduation. Particular attention will be given to identifying structural and social factors that support or hinder participation and success among underrepresented student populations. By centering student narratives, the study aims to better understand how international academic experiences contribute to students’ personal, academic, and professional development. A phenomenological research design will be used to capture and interpret students lived experiences. Data will be collected through semi-structured interviews with students who have completed study abroad programs. Interview data will be analyzed using descriptive coding to identify emergent themes related to academic engagement, social integration, institutional support, and persistence. Themes will be interpreted through the theoretical constructs of Tinto’s academic and social integration model and Astin’s I–E–O framework. The study is expected to provide insights into how study abroad participation may enhance students’ academic confidence, cultural awareness, and institutional engagement. Findings may also highlight the importance of financial support, mentoring, and culturally responsive advising in facilitating equitable access to international learning opportunities. Implications from this research may inform institutional strategies designed to expand access to study abroad and strengthen retention and student success initiatives for diverse student populations.

Keywords: Study abroad, student retention, underrepresented students, student engagement, higher education persistence.

Zoom Link:

https://pvpanther.zoom.us/j/97057780473?pwd=g2PWbLyCMiDXI4qk8VaT9M5KAZLiEf.1

Meeting ID: 970 5778 0473

Passcode: 670640