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Abstract
A wide variety of organizational and fiscal structures and policies are utilized in the administration of postsecondary study abroad programs. This study sought to understand the reasons for and effects of these differences. Guided by Pfeffer and Salancik’s (1978/2003) resource dependency theory and Knight’s (1994) internationalization cycle, three research question were developed. The research questions were: 1) what organizational, fiscal, and administrative structures and policies do senior study abroad professionals perceive to differ across the study abroad programs of colleges and universities?; 2) what factors do senior study abroad professionals perceive to be relevant to decisions regarding organizational, fiscal, and administrative structures and policies for study abroad?; and 3) what do senior study abroad professionals perceive to be the outcome- and process-based effects of organizational, fiscal, and administrative structures and policies related to study abroad? Semi-structured interviews were conducted with 12 senior study abroad professionals from 12 different institutions. An analysis process that consisted of open and analytic coding of the data resulted in the identification of seven themes related to: 1) different study abroad structures and policies available to international educators and institutional leaders; 2) the ways in which students and institutional type, leadership, culture, and finances affect study abroad structures and policies; 3) the ways in which study abroad structures and policies affect student and faculty decisions about and opinions toward study abroad; and 4) the idea that there is no single set of best practices for study abroad administration. This study identifies key issues for college and university leaders and study abroad administrators to consider within the context of their own institutions when making decisions about study abroad structures and policies.