1. Katherine N.Yngve Yngve Associates Consulting

2.  Intent to Study Abroad

3.   Assumes that:  Individuals make rational decisions based on the information available to them, and  They consider the possible outcomes of a decision before choosing whether to act or not. Theory of Reasoned Action

4.   Attitudes & subjective norms influence individual intention to perform an action or behavior  Attitudes towards a behavior are formed by the individual’s: 1.Evaluation of its positive outcome(s) 2.Personal beliefs about a specific behavior 3.Normative beliefs about a specific behavior 4.Motivation to comply with normative behavior Key Theory Components

5.  Personal Factors Perceived Outcomes Perceived Obstacles Personal Characteristics OPPORTUNITY COST Motivation and Drive Social Factors Perceived Social Pressures Primary Sources of Information  INTENTION  { ACTION } Influence of Peers, Parents, etc ‘Coolness’ Quotient Institutional Factors Types of Program Requirements Advising Resources Funding Sources Faculty Attitudes Model of SA decision-making

6.  Attitude & Learning

7.   Coleman, J.A. (1996). Scientists studying languages: their overall profile in Ireland and in the United Kingdom. In F. Royall and J.E. Conacher (Eds.), Issues in Languages for Specific Purposes: Theoretical approaches and practical applications, (pp. 59-68). Limerick: University of Limerick Press.  Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009) The Georgetown Consortium Project: Intervening in Student Learning Abroad, Frontiers: The Interdisciplinary Journal of Education Abroad.  No significant correlation between major & language-learning  Correlation between gender & intercultural competence gains  Correlation between major and intercultural competence gains What the Research Says

8.   Attitudes & subjective norms influence individual intention to perform an action or behavior  Attitudes towards a behavior are formed by the individual’s: 1.Evaluation of its positive outcome(s) 2.Personal beliefs about a specific behavior 3.Normative beliefs about a specific behavior 4.Motivation to comply with normative behavior Key Theory Components

9.   Senior Class Survey  Prior global perspectives/experience  Attitudes towards Language Learning  Attitudes towards Intercultural Learning  Social Influences  Barriers  Freshman Focus Groups  Perceived Key STEM competencies  Attitudes towards Soft Skills  Attitudes towards global learning opportunities Study Design

10.   STEM students not averse to global learning  STEM students place highest emphasis on technical competence  STEM students believe study abroad is difficult  Those who enter with global competencies s often et them aside  3 types of STEM student  Young Indiana Jones  Well-Rounded & Undecided  Proud to be a Geek Preliminary Findings

11.   Raise the value proposition by Influencing the Influencers  Make it Cooler  Make it Career-Relevant  Individual Approach  Focus on Success Stories  Make it a requirement  Celebrate existing global competencies Suggestions

12.  Katherine@yngveassoc.com