Domestic Study Away in Higher Education: A Systematic Literature Review
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| Title: | Domestic Study Away in Higher Education: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Natalie I. Cruz (ORCID |
| Source: | Review of Educational Research. 2025 95(5):1099-1130. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Literature Reviews, Higher Education, Student Experience, Intercultural Programs, COVID-19, Pandemics, Outcomes of Education, Student Exchange Programs |
| DOI: | 10.3102/00346543241279296 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | The recent COVID-19 pandemic and an emphasis on improving access to international education experiences have spurred researchers and practitioners to consider global experiences without international travel. Domestic study away programs can broaden access to intercultural learning for postsecondary students. This systematic literature review, the first known attempt to review the literature on study away, explores how researchers and professionals have previously discussed these opportunities. We draw from 59 publications to understand how study away is defined; conceptual, theoretical, and methodological approaches to investigating study away; common programmatic features; and learning outcomes. We find that study away is often ill-defined, and many empirical publications do not utilize theoretical or conceptual frameworks in their exploration. Learning outcomes attributed to study away were most commonly either psychosocial or related to attitudes and values. Based on our findings, we provide recommendations for researchers and practitioners and highlight directions for future work. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483631 |
| Database: | ERIC |
| Abstract: | The recent COVID-19 pandemic and an emphasis on improving access to international education experiences have spurred researchers and practitioners to consider global experiences without international travel. Domestic study away programs can broaden access to intercultural learning for postsecondary students. This systematic literature review, the first known attempt to review the literature on study away, explores how researchers and professionals have previously discussed these opportunities. We draw from 59 publications to understand how study away is defined; conceptual, theoretical, and methodological approaches to investigating study away; common programmatic features; and learning outcomes. We find that study away is often ill-defined, and many empirical publications do not utilize theoretical or conceptual frameworks in their exploration. Learning outcomes attributed to study away were most commonly either psychosocial or related to attitudes and values. Based on our findings, we provide recommendations for researchers and practitioners and highlight directions for future work. |
|---|---|
| ISSN: | 0034-6543 1935-1046 |
| DOI: | 10.3102/00346543241279296 |
