Motivations for Studying Abroad Sample Clauses

Motivations for Studying Abroad. ‌ Overall, the existing literature on student mobility mostly explores the association between student mobility and language acquisition (43%), followed by inter-cultural and personal goals at 21% and 15% respectively. Cultural outcomes make up 10%, and academic, and professional outcomes each account for 5.5% (Xxxxxxx, 2009). Comparably, in a qualitative study by Xxxxxxxxxxx (2008b) based on 172 autobiographical narratives and interviews with eight Erasmus students at the end of their sojourn, the author identified four main areas of motivation which were academic, linguistic, cultural and personal. Students with academic expectations hoped to improve their academic knowledge and experience education in a culture or system different from their own, expecting that it would be beneficial for entry into their future careers. Students who reported linguistic motivations hoped to be able to improve their proficiency in a foreign language by practising with natives. Cultural motivations included the experience of living in a foreign country and assimilating a different culture, while personal motivations were varied and ranged from just having fun and meeting new people to personal maturation and development. Survey responses indicated that students placed the most weight on gaining new life experiences, with learning a foreign language following closely behind. However, academic motivations ranked further below in this survey. In an attempt to bring together the various aspects involved in the motivation to study abroad for Xxxxxxx students, Xxxxxxxxxxx (2008b) develop a model which breaks down motivations into two broad dimensions - experimental and career. Personal and cultural motivations are categorised under the experimental dimension. These motivations generally include wanting to have fun, new experiences, needing a break from home or from one’s usual surroundings, interest in learning about different cultures, self development, or wanting to live in a different country. On the other hand, the career dimension consists of career and academic motivations. These entail the desire to enhance future career prospects, improve academic knowledge, the desire to achieve better grades upon return to the home institution after the sojourn, and overall international openness. Compared to the vast number of studies which explore the impact of study abroad programmes on the achievement of linguistic proficiency, the literature on the academic impact of temporary stu...
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