The Impact of Study Abroad Experiences on Vocational Identity

Frontiers: The Interdisciplinary Journal of Study Abroad, vol. XXVII, (April 2016): pp. 70-84.

The Impact of Study Abroad Experiences on

Vocational Identity among College Students

Julia F. Kronholz, Debra S. Osborn

Florida State University

Deciding upon a career choice is a fundamental task of early adulthood (Super, 1981). For some

college students, this task may be uncomplicated and rather effortless, while other students may find

that deciding upon a career path is a more challenging experience. The National Center for

Education Statistics (2004) reported that 21.6% of U.S. undergraduate students are undecided about

their college major. This percentage of undecided students is the largest among students, surpassing

the percentage of students who have declared other academic majors (e.g. education, business).

Supporting this finding, Gordon (2007) found that 75% of college students change their

undergraduate major at least once, indicating that some college students experience difficulty

declaring an academic major. Academic indecision is an important consideration in higher education

because there are many negative outcomes of academic indecision. For example, Astin (1975) noted

that indecision about major and college retention rates are significantly correlated, with those

students who are more undecided dropping out of college at higher rates. More recently, Coll and

Stewart (2008) found that higher levels of academic or career decidedness are positively related to

retention for college students, while others (Lounsbury, Saudargas, & Gibson, 2004) found a

negative relationship between career decidedness and intention to withdraw from college in an

investigation involving 232 college freshmen.

Several studies (Borg, 1996; Brown et al., 2003; Reardon, Folsom, Lee, & Clark, 2011; Williams

& Winston, 1985) examined the variety of activities that increase career decision-making abilities

among college students. For example, job shadowing experiences (Borg, 1996), use of computer-

assisted career guidance systems (Brown et al., 2003), and enrollment in career courses (Reardon,

Folsom, Lee, & Clark, 2011) are experiences that increase career decision-making abilities in college

students. Study abroad is another factor that has shown some preliminary promise in the

development of career decision-making and vocational identity (Orahood, Kruze, & Pearson, 2004;

Norris & Gillespie, 2009). The study abroad experience has been shown to provide personal,

academic, and professional benefits for participants (Chapman, 2011; Dwyer, 2004; Dwyer & Peters,

2004; Gardner, Gross, & Steglitz, 2009; Gillespie & Slawson, 2002; Hadis, 2005; Niser, 2010;

Orahood, Kruze, & Pearson, 2004; Preston, 2012).

Study Abroad

According to the International Institute of Education (Chow, 2010), study abroad is defined as

“U.S. citizens and permanent residents who received academic credit at their U.S. home institution

for study in another country” (p.11). In a report from the Institute of International Education (IIE;

2011), of the 21 million students attending degree-granting institutions in 2010/2011, 273,996

students participated in a study abroad experience. Over a 20-year span, this indicates a 232% rise in

Frontiers: The Interdisciplinary Journal of Study Abroad Volume XXVII, Spring 2016

study abroad participation. Furthermore, in a pilot survey of over 153 institutions of higher

education, Niser (2010) surmised that “the number of U.S. students participating in study abroad

programs is expected to continue to grow and it seems these programs will become part of

mainstream offerings in most institutions” (p. 48).

The majority of current research on the study abroad experience explores the impact of that

experience on the personal or psychosocial development of college students. Benefits of study

abroad have included increased self-confidence (Black & Duhon, 2006; Chapman, 2011; Dwyer &

Peters, 2004), independence (Black & Duhon, 2006), global competency (Dwyer & Chapman, 2004),

open-mindedness and independence (Hadis, 2005), as well as general personal development and

well-being (Kuh & Kauffmann, 1984). Study abroad is also associated with gains in intellectual

development, particularly among students with limited or no international experience prior to

studying abroad (McKeown, 2009). Many studies have also investigated the connection between

study abroad and career variables, such as the development of job skills, employment, and salary

(Preston, 2012), likelihood of international employment (Norris & Gillespie, 2009; Orahood, Kruze

& Pearson, 2004), and belief that study abroad will contribute to employment security upon

graduation (Jenkins & Skelly, 2004). The Institute for the International Educational of Students

(IES) reported that 84% of the 1,008 survey participants indicated that study abroad helped them

build job skills necessary to be successful in the workplace (Preston, 2012). Orahood, Woolf, and

Kruze (2008) found that the 417 survey respondents valued the skills that were developed as part of

a study abroad experience. These skills, such as communication, flexibility, & adaptability, were seen

as important components of work (Orahood, Woolf, & Kruze, 2008).

The development of professional skills is another empirically supported benefit of a study

abroad experience. For example, in Chapman’s (2011) investigation of the psychosocial benefits of

study abroad, it was found that 90% of respondents reported feeling as though their study abroad

experience prepared them for the “real world.” This preparation included the belief that study

abroad helped participants in the following ways: to gain interpersonal skills required for the

workforce, to further understand the global marketplace, to serve as a resume booster and increase a

student’s marketability, and to have real world experience that serve as performance examples during

job interviews (Chapman, 2011). Similarly, 83% of 3,400 respondents in Dwyer and Peter’s (2004)

study investigating the benefits of study abroad indicated that through an international experience,

participants acquired a skill set which influenced their career goals. Futhermore, McMillan and

Opem (2002) found that 70% of survey respondents who completed an internship abroad reported

that their study abroad experience ignited an interest in a career direction.

Overall, research suggests that the experience of study abroad, combined with academic major

and performance, is a desirable experience to recruiters, companies, and employing organizations

(Gardner, Gross, & Steglitz, 2009; Harder et al., 2015; Trooboff, Vande Berg, & Rayman, 2008).

Students also recognize the value of the study abroad experience. They are going abroad in record

numbers and expect that a study abroad experience will contribute to their success in employment

security upon graduation (Dwyer, 2004; Jenkins & Skelly, 2004).

Julia F. Kronholz & Debra S. Osborn

Cognitive Information Processing

Cognitive Information Processing (CIP; Sampson, Reardon, Peterson, & Lenz, 2004) is one of

the most researched and empirically supported vocational theories. The CIP bibliography

(Sampson, Peterson, Reardon, & Lenz, 2014) reveals over 250 pieces of literature written on the

theoretical function and application of this career theory. Because of the depth and breadth of

research on CIP to career development, in addition to its well-documented application to career

development, this theory is a solid theoretical foundation to apply to this investigation.

CIP aims to assist people in making a career choice while learning how to improve current and

future decision-making (Sampson et al., 2004). CIP includes the Pyramid of Information Processing

(self and occupational knowledge, decision-making, and executive processing) and the CASVE

Cycle, a five-stage methodological approach to decision-making. Each letter corresponds to a

particular phase: Communication, Analysis, Synthesis, Valuing, and Execution. CIP has been found

to be an effective theory to guide intervention approaches across various populations, including

veterans (Bullock, Braud, Andrews, & Phillips, 2009), young adolescents (Hirschi & Lage, 2008),

international populations (Thrift, Ulloa-Heath, Reardon, & Peterson, 2012) and middle school

students (Osborn & Reardon, 2006). Given its applicability to many populations, a goal of this

research was to examine the degree to which CIP might be applied to students who choose to study

abroad. For more information on CIP, the reader is referred to

www.career.fsu.edu/techcenter/practitioner/index.html.

Purpose of the Study

Literature suggests that institutions, students, and employing organizations may view study

abroad as one way to gain personal and professional skills necessary to be competitive in today’s

global marketplace (Gardner, Gross, & Steglitz, 2009; Harder et al., 2015). Therefore, the purpose of

this study is to explore the relationship between study abroad and career decision-making variables

guided by CIP theory. The research questions include:

1. To what extent do students attribute changes in different dimensions identified by CIP

theory to the study abroad experience?

2. What changes in self-reported vocational identity are attributed to the study abroad

experience?

3. What factors of Cognitive Information Processing theory are most predictive of career

decision-making following a study abroad experience?

Hypothesis: A study abroad experience will have a significant impact on students’ perception of

vocational identity. In addition, students will report a positive impact of career decision-making

abilities following a study abroad experience.

Method

Participants

Participants in this study were students enrolled in a study abroad program affiliated with a

large, public research university in the Southeast United States. The email was disseminated to a total

of 289 students who studied abroad in Spring 2013 and Spring 2014. 122 students opened the link

of the electronic survey, yielding a 42% response rate. An a priori power analysis was conducted for

Frontiers: The Interdisciplinary Journal of Study Abroad Volume XXVII, Spring 2016

the total R

value for a multiple regression analysis with eight predictor variables, power = .80, and

an alpha level = .05. G*Power 3.1 (Faul, Erdfelder, Buchner, & Lang, 2009) indicated a sample size

of 109 was necessary to produce a medium effect size (f

= .15; Cohen, 1988). Of the 122 students

who began the electronic survey, 106 complete surveys were obtained yielding a power level of .79.

The age range of participants was 18 to 22 with an average age of 19.9 years old. Participants in

this study were 74.6% female, 21.1% male, and 1 student identifying as transgender. 64.8% of the

participants identified themselves as white; 17.2% as Hispanic; 5.7% as black or African American;

4.1% as multiracial; 2.5% as Asian; and .8% identified as American Indian. 4.9% of participants

chose not to disclose their ethnicity. With the exception of an overrepresentation of females (74.5%

versus 55.1% in the total population) and underrepresentation of black/African American

participants (4.1% versus 8.6% in the total population), these demographic characteristics are

representative of the undergraduate population at the university where this study occurred.

Students studied abroad in six different locations: 37.7% were in Valencia, Spain; 34.4% in

London, England; 17.2% in Florence, Italy; 2.5% in Panama City, Panama; 1.5% in Tianjin, China;

5.9% of students studied in two different locations; and 1 student who studied in Kibbutz Tzuba,

Israel. The duration of the study abroad experience for participants in this study was 16 weeks, a

full semester.

University Study Abroad

The study abroad program at the university in which this investigation was conducted is a

robust program, offering over fifty programs in twenty countries across the globe. The program

boasts over fifty years of experience providing international education and is often regarded as an

exemplar in delivering study abroad experiences for students. Annually, over 1,600 undergraduate

and graduate students partake in a study abroad experience with this university’s international

programs office. Programs offered vary in length, from a one-week immersion over spring break, to

a full academic year spent abroad; the most popular programs being a four to six week experience

occurring during the summer semester.

Prior to departure, students are required to meet for an on-campus, program-specific

orientation that includes information regarding travel, safety, and logistical information. Upon arrival

to the host country, students also engage in a second orientation session, focused on the

introductions of host-country staff and other students, familiarizing students with important needs

(grocery, transportation, language, etc.), and study abroad policies. When students return to the U.S.,

the international programs office does not offer a formal de-briefing of the study abroad experience

for most programs. The only group of students who are required to participate in a home-based de-

briefing are the first year students who elected to spend their first collegiate year abroad. This

session is concentrated more on orienting the students to their home institution and connecting

students with campus resources as opposed to processing their year in another country.

Procedure

Approval from the university’s Internal Review Board was granted for this investigation.

Participants in this investigation were study abroad participants in the Spring 2013 and 2014

semesters. The survey was distributed electronically at four occasions; in April 2013, May 2013, June

Julia F. Kronholz & Debra S. Osborn

2013, and finally, May 2014. Participants were informed that researchers were conducting a voluntary

survey regarding the effect study abroad experiences have on career decision making variables. To

ensure anonymity to the investigator, a staff member from the international programs office emailed

the link to participants using student contact information. Survey participants were informed that

their responses were anonymous.

Measure

The primary instrument used to gather data was an electronic survey consisting of ten

scaled questions and one open ended question (See Appendix A). The scaled questions were valued

at 1 - 4, representing an opinion of “Strongly Disagree, Disagree, Agree, Strongly Agree,” with all

questions requiring an answer to complete the survey. The open-ended question provided

participants a write-in option about their study abroad experience.

Vocational identity was measured with two survey items regarding the respondent’s reported

stability of their goals, interests, and talents before and after the study abroad experience. Survey

questions measuring career decision-making were gathered using the constructs of Cognitive

Information Processing theory (Sampson et. al, 2004). The authors of CIP theory were consulted in

the development of the survey questions using the Delphi Technique method, which is a systematic

structuring process in which experts answer questions in rounds (Bolger & Wright, 2011). In this

study, experts (i.e., the CIP authors) were given CIP-related statements and asked which best

represented each CIP constructs. The statements were reviewed in rounds until agreement was

reached for one statement to represent each CIP construct. This statement was then used to

construct the survey questions (See Appendix A).

Data Analysis

Because students in this study were a pre-existing group of study abroad participants, random

assignment to group was not possible. This study used a mixed-methods approach to obtain

quantitative data and qualitative information. By utilizing a mixed-methods approach, statistical

procedures suggest outcomes while qualitative feedback provides rich and personal insight regarding

the subjects’ experience (Gay, Mills, & Airasian, 2006).

For research question one, descriptive statistics determined the percentage of students who

reported changes in various components of CIP theory as a result of a study abroad experience. For

research question two, a paired samples t-test determined significant changes in self-reported

vocational identity following a study abroad experience. Finally, linear multiple regression was used

for the final research question to explore which specific components of CIP theory were most

predictive of career decision-making abilities following a study abroad experience.

Results

Table 1 presents the survey item intercorrelations and standard deviations. All items were

significant, indicating that the survey items measured similar constructs, though low VIF (< 10)

coefficients indicated the intercorrelations were not so highly correlated as to suggest

multicollinearity. The Cronbach’s alpha for this survey was determined to be α = .86.

Frontiers: The Interdisciplinary Journal of Study Abroad Volume XXVII, Spring 2016

Table 1. Survey Item Intercorrelations and Standard Deviations

Intercorrelation

Variable

(1) Self knowledge

.40**

.27**

.51**

.38**

.49**

.45**

.44**

(2) Options knowledge

.34**

.53**

.40**

.47**

.42**

(3) Communication

.37**

.44**

.27**

.40**

.26**

(4) Analysis

.46**

.56**

.59**

.53**

(5) Synthesis

.60**

.62**

.44**

(6) Valuing

.78**

.71**

(7) Execution

.65**

(8) Metacognitions

Means

3.33

2.83

3.04

3.27

2.87

3.18

2.94

3.25

.58

.79

.77

.71

.84

.92

.88

.70

*p ≤ .05 **p ≤.01

Table 2 presents the percentages of endorsements for each dimension of CIP following a study

abroad experience. Responses have been aggregated to represent combined responses of strongly

agree and agree and combined responses of strongly disagree and disagree. Results indicate that over

half of the participants reported that the study abroad experience contributed to each CIP variable.

Table 2. Aggregate Percentages

Strongly disagree/disagree

Strongly agree/agree

Self-knowledge

Options knowledge

Communication

Analysis

Synthesis

Valuing

Execution

Metacognitions

5.7

33.0

23.6

13.2

33.0

21.7

22.6

11.3

94.3

67.0

76.4

86.8

67.0

78.3

77.3

88.7

Study abroad seems to have had the most reported impact on the Self-Knowledge domain,

Analysis component of the CASVE cycle, and Metacognitions. Over 94% of students agreed that

following a study abroad experience they have a better knowledge of values, interests and skills.

86.8% of students reported a better understanding of how their interests, values and skills relate to

making a career choice. Finally, 88.7% of students agreed as a result of studying abroad, they are

thinking more positively about career opportunities. Students indicated that the options knowledge

domain and the synthesis component of the CASVE cycle were less impacted following a study

abroad experience, with 33% of students disagreeing with the statement “following a study abroad

experience, I know more about career options available to me” and “following a study abroad

Julia F. Kronholz & Debra S. Osborn

experience, I am now able to narrow down many possible career options to a few that are best for

me.”

Research question 2: A paired-samples independent t-test was used to determine the perceived

difference between participants’ vocational identity before and after the study abroad experience.

Results (Table 3) indicate a significant positive change in college students’ reported vocational

identity after a study abroad experience, that is, students reported gains in vocational identity that

occurred as a result of the study abroad experience.

Table 3. Paired T-test Comparing Pre/Post Vocational Identity

Mean

Sig. (1-tailed)

Mean difference

Student

Pre

2.840

-4.937

< .001

.509

Post

3.349

Research question 3: The results of the regression (R

= .51, F(8, 97) = 12.769, p < .01) indicated

that the model explained 51% of the variance in career decision-making. The self-knowledge

domain of CIP theory (β = .269, p = .003), analysis stage of the CASVE cycle (β = .228, p = .024)

and the metacognitions domain of the CIP pyramid (β = .301, p = .041) were observed to be unique

significant predictors of career decision-making abilities after a study abroad experience. See Table 4

for complete results.

Table 4. Predictors of career decision-making

Career decision-making

Variable

β – standardized coefficients

Self-knowledge

.269**

Options knowledge

-.169

Decision-making: Communication

.011

Decision-making: Analysis

.228*

Decision-making: Synthesis

.132

Decision-making: Valuing

.031

Decision-making: Execution

.058

Metacognitions

.301**

.51

12.769***

*p ≤ .05 **p ≤ .01 ***p ≤ .001

Qualitative Responses

A total of 85 responses from the open-ended question indicated a range of opinions on the

study abroad experience. Findings were mixed, in that 21% of students (n = 18) responded that the

study abroad experience did not impact their vocational identity or career decision-making while

79% (n = 67) of participants reported a direct connection between study abroad, vocational identity,

and career decision-making abilities. The themes that emerged from qualitative responses were

relatively consistent with survey data. For example, open-ended feedback revealed that a study

abroad experience clarified college students’ values and interests, a central component in the self-

knowledge domain of CIP theory. Participants conveyed both broad and specific thoughts regarding

their burgeoning levels of self-knowledge, such as “I learned about myself and who I want to be as

a person and what I'm capable of doing” and “I learned I would like to do something working with

Frontiers: The Interdisciplinary Journal of Study Abroad Volume XXVII, Spring 2016

people.” An additional theme present was the exposure to other career options, with one

respondent noting “Study abroad broadened my career interests – if anything it has made me less

aware of what I want to do, it has made me realize how many possibilities there are in the world and

that has given me so many more things to question as career paths.” Students’ responses indicate

that exposure to new cultures and industries broadened occupational options rather than clarified

them.

Responses also indicated that students admitted growth in psychosocial areas such as self-

confidence, intrapersonal development, and independence, but denied that study abroad impacted

career goals in any way. For example, one student wrote, “As a broad curriculum student, my time

abroad did not really center around a search for a career path, but rather on learning about my skills

and improving upon them in general.” Two explanations are possible. First, the mission statement

of the international program office emphasizes opportunities for international learning and does not

explicitly focus on career decision-making or vocational identity development as a major component

of a study abroad experience. The emphasis of skill building as opposed to vocational identity

development may have influenced this student’s perception of the study abroad experience. In

addition, it is possible that these types of responses are indicative of students who have not yet had

the opportunity to critically reflect on their study abroad experience and relate their personal gains

towards gains in career decision-making and vocational identity. This is evidenced through a

response from another student, wherein it was relayed that, “Studying abroad gave me the

opportunity to grow as an individual. Because of this, it has helped me to be more confident in my

overall life decisions and thus helping with my career choices.” This might provide explanation for

the lack of literature regarding the impact of study abroad on career decision-making and vocational

identity. Reliable data is difficult to obtain if at the time of investigation, students are not yet able to

analyze the connections between their study abroad experience and their vocational identity.

Discussion

The purpose of this study was to determine preliminary findings regarding the effect of a

study abroad experience on vocational identity and career decision-making as defined by Cognitive

Information Processing (CIP) theory (Sampson et al., 2004). The results revealed that a study abroad

experience significantly impacts college students’ self-knowledge such as interests, values, and skills,

and the capacity to relate self-knowledge to career options. Findings also suggest that following a

study abroad experience, students possess a more positive outlook on their career options and

report having a clearer picture of career goals, interests, and talents, or vocational identity. These

results are consistent with previous findings, which indicate that study abroad shapes personal and

career development among college students (Chapman, 2011; Dwyer & Peters, 2004; Orahood,

Kruze & Pearson, 2004; Orahood, Woolf, & Kruze, 2008). Specifically, this investigation confirms

previous findings of the study abroad experience positively influencing the development of

decision-making factors that impact vocational identity.

This study also reveals that CIP theory (Sampson et al., 2004) is an appropriate and useful

theoretical framework to explore the relationship between study abroad and career decision-making.

CIP has been found an effective theoretical tool in exploring vocational factors for many diverse

populations (e.g., Bullock, Braud, Andrews, & Phillips, 2009; Hirschi & Lage, 2008; Thrift, Ulloa-

Heath, Reardon, & Peterson, 2012), and this study expands the populations with which CIP seems

Julia F. Kronholz & Debra S. Osborn

to be appropriate. Components of CIP theory explained over half of the variance in the study

abroad experience with respect to career decision-making. This implies that the study abroad

experience promotes gains in students’ self-knowledge, understanding their fit in the world of work,

and contributes to a developing a more positive outlook regarding career opportunities. These

decision-making factors are essential in the development of a strong, stable vocational identity.

While the options domain of CIP theory did not reveal significant changes, the qualitative

responses provided explanation for this finding. Themes in responses noted that the study abroad

experience opened up career possibilities as opposed to solidifying a career option. It appears as

though a study abroad experience helps to clarify self-knowledge while elaborating the level of

options-knowledge (Chapman, 2011; Hadis, 2005; McMillan & Opem, 2002). In this same vein, it is

plausible to relate this notion to explain why the synthesis and valuing stage of the CASVE cycle did

not reveal significant results. While students gain a better understanding of themselves, they are also

gaining expansive knowledge about how their interests, values, and skills fit in the global

marketplace. After exposure to new organizations, cultures, or industries, students may feel more

information is needed to declare the career options available. Furthermore, as 65% of the students

in this study were between the ages of 18 and 20, it is plausible that these students are not

developmentally ready to commit to a career choice as they may be continuing to explore career

options and build their identity.

Implications for Practitioners

These findings present interesting implications for career practitioners, international

advisors, and higher educational administrators. Career practitioners and international educators

should consider collaborating to help students critically engage in their study abroad experience in a

judicious manner. Pre-departure workshops that focus on the development of a career-related study

abroad plan might more actively involve students in their growth of self-knowledge or options-

knowledge. Such a plan could provide students with a greater level of personal responsibility and

awareness in their career development process.

Additionally, offering an opportunity for self-reflection once students return from abroad may

help facilitate a critical analysis of the study abroad experience. Institutions of higher education

might implement courses or capstone experiences that teach students how to translate their global

involvements to real-world applicability. Supporting Chapman’s (2011) recommendations on gaining

maximum returns from the study abroad experience, engaging in activities such as these may help

students to process their study abroad experience in a more critical manner. The goal is to provide

students the ability to synthesize international experiences more intentionally as it relates to

vocational identity.

A major finding from this study is the impact on metacognitions as a result of a study abroad

experience. Nearly 89% of respondents endorsed thinking more positively about their career options

after studying abroad. Because negative career thoughts are associated with a host of mental health

concerns (Walker & Peterson, 2012), the significance of the study abroad program mitigating

negative career thoughts is noteworthy. It appears as though receiving feedback from the world of

work and participating in vicarious learning does positively impact negative thinking and the ability

to think positively about career options.

Frontiers: The Interdisciplinary Journal of Study Abroad Volume XXVII, Spring 2016

Limitations and Future Research

While components of this model were found to be significant, the finding of this study must be

interpreted with caution due to the presence of several limitations. The primary limitations are with

the sample. Participants were college students completing a study abroad experience at one

university in the Southeast United States. Certainly, expanding the sample population to other

universities may provide the opportunity to glean more information about the effect study abroad

experiences have on career decision making variables. Research on this topic may be developed in

regards to more specific populations, such as students from religiously affiliated institutions,

historically black colleges and universities, or universities from various geographic regions of the

United States. Additionally, as 74% of the participants were female, concerns exist about the

generalizability of the results to male students. It is also important to note that this was not a true

pre-post experiment, and as such, participants’ responses for this survey are reflective. Future studies

may reveal more salient data utilizing a pre-post design to measure vocational identity. Finally,

including duration of study as a factor might reveal interesting findings. It is plausible that length of

time abroad might impact the vocational identity or career decidedness of college students.

To further explore the effect of a study abroad experience on college students’ career decision-

making, researchers may be interested in (1) extending the research design as a pre/post quasi-

experimental investigation, (2) expanding the participants to students at other universities in order to

increase potential for generalizability, (3) incorporating other aspects of career development such as

participation in an international job shadow experiences or career development course taught as part

of the study abroad curriculum, or (4) integrating psychosocial aspects in an investigation, for

instance, the role of study abroad in the establishment of independence as it relates to vocational

identity. Further research on this topic might include investigating the five essential components of

career development and career intervention (Brown et al., 2003) experienced during a study abroad

experience. It is possible that integrating empirically supported intervention techniques (career

counseling, career courses, opportunity to gain occupational experience) might enhance the study

abroad experience and its impact on career decision-making and vocational identity. Finally, future

research might focus on the comparison of the study abroad experience of students engaged in an

internship experience while abroad to those who are not.

In future studies, it would be beneficial to use CIP theory to determine if students who are

further along in their studies (i.e., upperclassmen) find that a study abroad experience enhances the

Valuing stage of the CASVE cycle or offers the opportunity to execute a career decision. One

potential explanation for the lack of significant findings for the Valuing stage in this study might be

that because during survey administration, students may not have yet been able to analyze the

connections between their study abroad experience and their vocational identity. Further

exploration of this may be accomplished by comparing responses from undecided students studying

abroad and students engaged in a major-specific study abroad program, or through a longitudinal

research design.

Finally, while CIP appeared to be an appropriate theoretical fit for this study, considering these

research questions from another theoretical approach would likely provide additional insight into the

impact of a study abroad experience and would be a fruitful addition to the career development

literature. Bandura (1997) is one example of exploring this topic using another theoretical approach;

Julia F. Kronholz & Debra S. Osborn

postulating that vicarious learning promotes self-efficacy. It could be supposed that the study

abroad experience provides an occasion for vicarious learning, leading to higher levels of self-

efficacy, in turn positively impacting career decision-making.

Conclusion

This investigation aimed to provide preliminary evidence regarding the impact of a study

abroad experience on vocational identity and career decision-making among of group of

undergraduate college students following a study abroad experience. The objective of this

investigation was to enhance the small body of literature on the topic of study abroad and

vocational identity, and to specifically investigate the applicability of Cognitive Information

Processing theory (Sampson et al., 2004) in that area. Results indicate that, for this population, a

study abroad experience is associated with positive outcomes regarding college students’ vocational

identity and career decision-making. Despite the presence of several potential limitations, this study

has added to the knowledge base of the career development field. The findings provide useful

information for researchers, career practitioners, and higher education administrators in

understanding the impact of a study abroad experience on college students’ career decision-making

and vocational identity. By providing initial evidence of an experience that bolsters students’ career

decision-making variables, counselors and administrators can use this information to guide students

in enhancing their career decision-making processes and clarifying vocational identity.

Acknowledgments

The authors would like to extend gratitude to Meghan Greene Penland, International Programs

Office at Florida State University, in assistance with this study.

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Appendix: Questions and Constructs

Question

Construct

Prior to my study abroad experience, I had a clear

and stable picture of my goals, interests, and

talents.

Vocational Identity

Because of my study abroad experience, I have a

better knowledge of my interests, values and my

skills.

Self-knowledge

Because of my study abroad experience, I know

more about the career options available to me.

Occupational knowledge

Because of my study abroad experience, I am more

aware of my need for a career plan.

Communication

Because of my study abroad experience, I better

understand how my interests, skills and values

relate to making a career choice.

Analysis

Because of my study abroad experience, I am now

able to narrow down many possible career options

to a few that are best for me.

Synthesis

Because of my study abroad experience, I feel

more confident telling other important people in

my life about my career choice.

Valuing

Because of my study abroad experience, I know

what I need to do to take action on my career plans.

Execution

Because of my study abroad experience, I am

thinking more positively about my career

opportunities.

Executive processing/Metacognitions

As a result of my study abroad experience, I have a

clearer and more stable picture of my goals,

interests, and talents.

Vocational Identity

Is there anything else you would like to share about

how your international experience has or has not

impacted your career choice?

Open – ended response