Mapping the knowledge base in study abroad from the United States: A scoping review from 2001 to 2021 |
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| Affiliation: | 1. Center for Research on Abroad and International Student Engagement, Wake Forest University, Winston-Salem, NC, USA;2. Agricultural Education and Communication, University of Florida, Gainsville, FL, USA;3. Nicholas School of the Environment, Duke University, Durham, NC, USA;4. Lynch School of Education and Human Development, Boston College, Boston, MA, USA;5. Center for Research of Undergraduate Education, University of Iowa, Des Moines, IA, USA |
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| Abstract: | Prior literature reviews of study abroad outcomes (Miller & Perrin-Thompson, 2014; Twombly et al., 2012; Varela, 2017) have provided important direction for the field, yet they either were conducted without clear inclusion criteria or excluded qualitative research. In the current scoping review, we extend their work through conducting a systematic literature search inclusive of qualitative research and map the knowledge base of study abroad for students enrolled at universities in the United States who received academic credit for study abroad from fall 2001 (post-9/11) to spring 2020 (COVID-19 pandemic onset). We identified 373 articles meeting inclusion criteria and created a database of filterable information (e.g., participant characteristics, program duration) for the included articles. In the current study, we organize and visually display findings, identify gaps in the knowledge base, and recommend future directions for research and research reporting. |
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| Keywords: | Academic outcomes Intercultural competence Language learning Literature review Study abroad |
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