2026 ASEE Annual Conference & Exposition

Title: Evaluating United World College Students’ Study Abroad Experiences and Intercultural Competency Growth

Background:
Study abroad programs are often described as transformative experiences that increase intercultural competence, global awareness, and personal growth. However, students' reasons and barriers to participation vary widely according to their cultural and socioeconomic backgrounds. United World College (UWC) students are an unusual population in higher education - they enroll with high levels of intercultural experience and strong commitment to global citizenship. Yet, there has been little research examining how these students proceed to avail themselves of study abroad opportunities at U.S. universities. This study examines the motivations, perceived barriers, and intercultural competency development of UWC students studying abroad at the University of Oklahoma.

Methodology:
This study uses a quantitative survey methodology made possible through Qualtrics. The survey collects demographic information and poses Likert-scale and short open-ended questions in four categories: (1) motivations for study abroad participation, (2) perceived barriers such as financial or time limitations, (3) self-assessed intercultural competency development, and (4) perceptions of institutional support. Data will be analyzed through descriptive statistics to identify trends between motivations, barriers, and intercultural learning outcomes, and open-ended questions will provide additional qualitative data.

Proposed Results:
Powerful intrinsic motivations, such as cultural immersion, personal development, and global engagement, are expected to be reported by students. Perceived barriers most likely anticipated are financial limitations, program awareness, and logistical issues. Preliminary assumptions are that UWC students who have experienced study abroad will report more self-awareness, adaptability, and empathy - indicators of higher intercultural competence.

Conclusion and Broader Relevance:
This research seeks to contribute to an understanding of how globally minded students persist in developing intercultural competence through study abroad participation. Findings are designed to inform universities about making more inclusive, accessible, and culturally responsive programs. By revealing motivational drivers and barriers of most impact, institutions can better support increasingly diverse groups of students in accessing the life-altering potential of international education.