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International Education’s Academic Benefit: Potential for Community College Virtual International Exchange

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  • Melissa Whatley

    (College of William & Mary)

Abstract

This study focuses on the potential academic benefit of virtual international exchange for community colleges and the students they enroll through a comparison of virtual exchange and study abroad. Using data from two community colleges in the US Southeast, this study draws upon the notion of socioacademic integration. Specifically, this study theorizes that both virtual exchange and study abroad have a positive relationship with students’ academic outcomes given their potential to foster socioacademic integrative moments. However, given the scalability of virtual international exchange, it was expected that these programs are associated with a greater relationship to students’ academic outcomes in the aggregate. This study’s results generally confirm these expectations, although findings for virtual exchange are less positive compared to study abroad. Results have implications for the establishment and success of both approaches to international education programming at community colleges. The potential for virtual international exchange to reach a larger group of students compared to study abroad, thus having a greater aggregate impact on students’ success and outcomes, has key policy implications particularly for community colleges, for which service to the community is an integral component of institutional mission.

Suggested Citation

  • Melissa Whatley, 2024. "International Education’s Academic Benefit: Potential for Community College Virtual International Exchange," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(7), pages 1647-1678, November.
    • Handle: RePEc:spr:reihed:v:65:y:2024:i:7:d:10.1007_s11162-024-09808-4
    DOI: 10.1007/s11162-024-09808-4
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    References listed on IDEAS

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    1. Regina Deil-Amen, 2011. "Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(1), pages 54-91, January.
    2. Tricia A. Seifert & Benjamin Gillig & Jana M. Hanson & Ernest T. Pascarella & Charles F. Blaich, 2014. "The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 531-564, July.
    3. Rachana Bhatt & Angela Bell & Donald L. Rubin & Coryn Shiflet & Leslie Hodges, 2022. "Education Abroad and College Completion," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(6), pages 987-1014, September.
    4. Donald B. Rubin, 2005. "Causal Inference Using Potential Outcomes: Design, Modeling, Decisions," Journal of the American Statistical Association, American Statistical Association, vol. 100, pages 322-331, March.
    5. Kosuke Imai & Marc Ratkovic, 2015. "Robust Estimation of Inverse Probability Weights for Marginal Structural Models," Journal of the American Statistical Association, Taylor & Francis Journals, vol. 110(511), pages 1013-1023, September.
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