An Amplified Experience: A Phenomenological Study of Studying Abroad During the COVID-19 Pandemic
Keywords:COVID-19, Education Abroad, International Education, Student Affairs, Phenomenology
COVID-19 largely brought U.S. education abroad to a halt. As universities and education abroad organizations bolstered risk management policies, students slowly returned to study abroad programs. Our phenomenological study explored the meaning that students who studied abroad during the pandemic gave to their experiences. We found that the essence of the phenomenon was an amplified version of the meaning that students gave to pre-pandemic study abroad experiences.Abstract in German
Der Ausbruch der Covid-19-Pandemie hat US-Austauschprogramme weltweit nahezu zum Erliegen gebracht. Nachdem Universitäten und Austauschorganisationen ihre Richtlinien für ihr Risikomanagement verschärft haben, kehrten Studierende langsam zum Angebot von Auslandsaufenthalten zurück. Unsere phänomenologische Erhebung hat die Bedeutung untersucht, die Studierende, die während der Pandemie im Ausland eine Hochschule besucht haben, ihrer Auslandserfahrung zugeschrieben haben. Wir sind zu dem Ergebnis gekommen, dass jene Studierende dem Format eines Auslandsaufenthalts eine noch größere Bedeutung beigemessen haben als es Studierende bereits vor der Coronakrise getan haben.
Adler, L. (2021, July 1). The “long COVID” of American higher education. Society for the Advancement of Socio-Economics. https://sase.org/blog/the-long-covid-of-american-higher-education/
Ajjawi, R., & Higgs, J. (2007). Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning. The Qualitative Report, 12(4), 612–638. http://dx.doi.org/10.46743/2160-3715/2007.1616
Bista, K., Allen, R. M., & Chan, R. Y. (Eds.). (2021). Impacts of COVID-19 on international students and the future of student mobility. Routledge.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.
Friga, P. N. (2021, February 5). How much has COVID cost colleges? $183 billion. The Chronicle of Higher Education. https://www.chronicle.com/article/how-to-fight-covids-financial-crush
Gibbs, B. (2022). Coronavirus and study abroad: A detailed account of the suspension of a program. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(1), 192-200. https://doi.org/10.36366/frontiers.v34i1.755
Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. Longman.
Gonzales, G., Loret de Mola, E., Gavulic, K. A., & McKay, T. (2020). Mental health needs among lesbian, gay, bisexual, and transgender college students during the COVID-19 pandemic. Journal of Adolescent Health, 67(5), 645–648. https://doi.org/10.1016/j.jadohealth.2020.08.006
Gopalan, M., Linden-Carmichael, A., & Lanza, S. (2021). College students’ sense of belonging and mental health amidst the COVID-19 pandemic. Journal of Adolescent Health, 70(2), 228–233. https://doi.org/10.1016/j.jadohealth.2021.10.010
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), 75–91.
Halldorsdottir, S. (2000). The Vancouver-School of Doing Phenomenology. In B. Fridlund & C. Haldingh (Eds.), Qualitative research methods in the service of health (pp. 46–81). Studentlitteratur.
Healthy Minds Network. (2021). The Health Minds Study: 2021 winter/spring data report. https://healthymindsnetwork.org/wp-content/uploads/2021/09/HMS_national_winter_2021.pdf
Healthy Minds Network & American College Health Association. (2020). The impact of COVID-19 on college student well-being. https://healthymindsnetwork.org/wp-content/uploads/2020/09/Healthy_Minds_NCHA_COVID_Survey_Report_FINAL.pdf
Horgos, B., Soria, K. M., Chirikov, I., & Jones-White, D. (2020). The impact of the COVID-19 pandemic on undergraduate and graduate students with emotional or mental health concerns or conditions. UC Berkeley SERU Consortium Reports. https://escholarship.org/content/qt83m75056/qt83m75056.pdf
Hoyt, L. T., Cohen, A. K., Dull, B., Maker Castro, E., & Yazdani, N. (2021). “Constant stress has become the new normal:” Stress and anxiety inequalities among U.S. college students in the time of COVID-19. Journal of Adolescent Health, 68(2), 270–276. https://doi.org/10.1016/j.jadohealth.2020.10.030
Institute of International Education. (2019). U.S. study abroad during health crises. https://www.iie.org/Connect/COVID-19/Infographics
Institute of International Education. (2021a). All destinations. https://opendoorsdata.org/data/us-study-abroad/all-destinations/
Institute of International Education. (2021b). Profile of U.S. study abroad students. https://opendoorsdata.org/data/us-study-abroad/student-profile/
Institute of International Education. (2021c). U.S. study abroad for academic credit trends. https://opendoorsdata.org/data/us-study-abroad/u-s-study-abroad-for-academic-credit-trends/
Jehi, T., Khan, R., Dos Santos, H., & Majzoub, N. (2022). Effect of COVID-19 outbreak on anxiety among students of higher education: A review of the literature. Current Psychology. https://doi.org/10.1007/s12144-021-02587-6
Jones, S. R., Torres, V., & Arminio, J. (2014). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues (2nd ed.). Routledge.
Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Palgrave Macmillan.
Lai, A. Y. K., Sit, S. M. M., Lam, S. K. K., Choi, A. C. M., Yiu, D. Y. S., Lai, T. T. K., Ip, M. S. M., & Lam, T. H. (2021). A phenomenological study on the positive and negative experiences of Chinese international university students from Hong Kong studying in the U.K. and U.S. in the early stage of the COVID-19 pandemic. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.738474
Lederer, A. M., Hoban, M. T., Lipson, S. K., Zhou, S., & Eisenberg, D. (2021). More than inconvenienced: The unique needs of U.S. college students during the COVID-19 pandemic. Health Education & Behavior, 48(1), 14–19. https://doi.org/10.1177/1090198120969372
Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2018). Increased rates of mental health service utilization by U.S. college students: 10-year population-level trends (2007-2017). Psychiatric Services, 70(1), 60–63. https://doi.org/10.1176/appi.ps.201800332
Marler, E. K., Bruce, M. J., Abaoud, A., Henrichsen, C., Suksatan, W., Homvisetvongsa, S., & Matsuo, H. (2021). The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being. Scholarship of Teaching and Learning in Psychology. http://dx.doi.org/10.1037/stl0000294
Martel, M., & Baer, J. (2021). COVID-19 effects on U.S. higher education campuses: Report 4. Institute of International Education. https://www.iie.org/en/Research-and-Insights/Publications/COVID-19-Effects-on-US-Higher-Education-Campuses-Report-4
NAFSA: Association of International Educators. (2020). Survey: Financial impact of COVID-19 on international education. https://www.nafsa.org/policy-and-advocacy/policy-resources/survey-financial-impact-covid-19-international-education
National Center for Educational Statistics. (2019). Total fall enrollment in degree-granting postsecondary institutions, by level of enrollment, sex, attendance status, and age of student: 2013, 2015, and 2017. https://nces.ed.gov/programs/digest/d19/tables/dt19_303.45.asp
National Student Clearinghouse Research Center. (2021, November 18). Fall 2021 enrollment. https://nscresearchcenter.org/stay-informed/
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: Volume 2: A third decade of research. Jossey-Bass.
Pedersen, E., Fitzke, R., Bouskill, K., & Sedano, A. (2021). A qualitative look at the impact of the COVID-19 pandemic on American college students studying abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(3), 70–100. https://doi.org/10.36366/frontiers.v33i3.602
Salisbury, M. H., An, B. P., & Pascarella, E. T. (2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20. https://doi.org/10.1515/jsarp-2013-0001
Saul, S. (2022, January 13). U.S. college enrollment dropped again in the fall of 2021, despite the arrival of vaccines. The New York Times. https://www.nytimes.com/2022/01/13/us/college-enrollment-2021-omicron.html
Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). Teachers College Press.
Slotkin, M. H., Vamosi, A. R., Perez, E. M., Durie, C. J., & Eisenberg, J. R. (2016), Study tours and the diversification of cultural capital acquisition. Journal of International Education in Business, 9(1), 70–86. https://doi.org/10.1108/JIEB-11-2015-0026
Song, B., Zhao, Y., & Zhu, J. (2021). COVID-19-related traumatic effects and psychological reactions among international students. Journal of Epidemiology and Global Health, 11(1), 117–123. https://doi.org/10.2991/jegh.k.201016.001
Tasso, A. F., Hisli Sahin, N., & San Roman, G. J. (2021). COVID-19 disruption on college students: Academic and socioemotional implications. Psychological Trauma: Theory, Research, Practice, and Policy, 13(1), 9–15. https://doi.org/10.1037/tra0000996
The Forum on Education Abroad. (2020). 2020 State of the Field: How COVID-19 is shaping education abroad. https://forumea.org/wp-content/uploads/2020/12/2020-SOF-COVID-response-data.pdf
The Forum on Education Abroad. (2021). 2021 State of the Field update: How COVID-19 is shaping education abroad. https://forumea.org/wp-content/uploads/2021/07/2021-SOF-Follow-up-COVID-response-data.pdf
Trammell, J. P., Joseph, N. T., & Harriger, J. A. (2021). Racial and ethnic minority disparities in COVID-19 related health, health beliefs and behaviors, and well-being among students. Journal of American College Health, 1-7. https://doi.org/10.1080/07448481.2021.1890606
U.S. Department of Education. (2021). Education in a pandemic: The disparate impact of COVID-19 on America’s students. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
How to Cite
Copyright (c) 2022 Jeremy Doughty, Alyssa Nota
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.