UUnniivveerrssiittyy ooff KKeennttuucckkyy UUKKnnoowwlleeddggee Theses and Dissertations--Dietetics and Human Dietetics and Human Nutrition Nutrition 2014 SSTTUUDDYY AABBRROOAADD OOPPPPOORRTTUUNNIITTIIEESS FFOORR DDIIEETTEETTIICCSS AANNDD HHUUMMAANN NNUUTTRRIITTIIOONN SSTTUUDDEENNTTSS:: EEXXPPEECCTTAATTIIOONNSS,, BBEENNEEFFIITTSS AANNDD BBAARRRRIIEERRSS Kailey Marie Cunningham University of Kentucky, [email protected] RRiigghhtt cclliicckk ttoo ooppeenn aa ffeeeeddbbaacckk ffoorrmm iinn aa nneeww ttaabb ttoo lleett uuss kknnooww hhooww tthhiiss ddooccuummeenntt bbeenneefifittss yyoouu.. RReeccoommmmeennddeedd CCiittaattiioonn Cunningham, Kailey Marie, "STUDY ABROAD OPPORTUNITIES FOR DIETETICS AND HUMAN NUTRITION STUDENTS: EXPECTATIONS, BENEFITS AND BARRIERS" (2014). Theses and Dissertations--Dietetics and Human Nutrition. 23. https://uknowledge.uky.edu/foodsci_etds/23 This Master's Thesis is brought to you for free and open access by the Dietetics and Human Nutrition at UKnowledge. 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Kailey Marie Cunningham, Student Dr. Sandra Bastin, Major Professor Dr. Kelly Webber, Director of Graduate Studies STUDY ABROAD OPPORTUNITIES FOR DIETETICS AND HUMAN NUTRITION STUDENTS: EXPECTATIONS, BENEFITS AND BARRIERS __________________________________________ THESIS __________________________________________ A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in the College of Agriculture, Food & Environment at the University of Kentucky By Kailey Marie Cunningham Lexington, Kentucky Director: Dr. Sandra Bastin, RD, LD ©Lexington, KY Copyright Kailey Marie Cunningham ABSTRACT OF THESIS STUDY ABROAD OPPORTUNITIES FOR DIETETICS AND HUMAN NUTRITION STUDENTS: EXPECTATIONS, BENEFITS AND BARRIERS This study analyzed the perceptions of University of Kentucky Dietetic and Human Nutrition students as they relate to the benefits and barriers of study abroad educational opportunities. The final sample consisted of 164 participants, with 18.9% (n=31) in the Coordinated Program in Dietetics (CP), 32.3% (n=53) in the Didactic Program in Dietetics (DPD), 42.7% (n=70) in the Human Nutrition (HN) program and 5.5% (n=9) who identified their program as ‘other’. The primary barriers to participation in study abroad were cost and problems fitting education abroad into the current program of study. The primary benefits were identified as dietary and health knowledge acquisition, cultural knowledge acquisition and forming relationships with other students, professors and members of the host community. The information found in this study can be used in the design of study abroad programs for nutrition majors to make programs tailored to fit these students’ needs. KEYWORDS: Study Abroad, Education Abroad, Short-term Study Abroad, Mediterranean Diet, Cultural Competence Kailey Marie Cunningham July 15, 2015 STUDY ABROAD OPPORTUNITIES FOR DIETETICS AND HUMAN NUTRITION STUDENTS: EXPECTATIONS, BENEFITS AND BARRIERS By Kailey Marie Cunningham Director of Thesis Dr. Sandra Bastin, PhD, RD, LD Director of Graduate Studies Dr. Kelly Webber, PhD, RD, LD July 15, 2014 TABLE OF CONTENTS List of Tables……………..…………………………………………………………………………………………v List of Figures……………………………………………………………………………………………………..vi Chapter One: Introduction Problem statement…………………………………………………………………………………….2 Purpose statement…………………………………………………………………………………….2 Research Objectives………………..………………………………………………………….………2 Research Questions……………………………………………………………………………………3 Justification……………………………………………………………………………………………….3 Assumptions and Limitations…..………………………………………………………………...4 Chapter Two: Literature Review Study Abroad…………………………………………………………………………………………….5 Definition…….…………………………………………………………………………………5 Advantages to study abroad ……………………………………………………………6 Support for study abroad………………………………………………………………...6 Barriers to study abroad…………………………………………………………………7 Short-Term Study Abroad………………………………………………………………………….7 Benefits to short-term study abroad………………………………………………8 Study Abroad in Dietetics………………………………………………………….……………….9 CADE……………………………………………………………………………………………...9 Cultural experience…………………………………………………………………………9 Nutrition counseling……………………………………………………………………..10 Theories………………………………………………………………………………………………….10 Cultural competence…………………………………………………………………......10 Value-belief-norm theory………………………………………………………………11 Experiential learning theory……………………………………………………….....12 Focus on Opportunities in Italy and Greece………………………………………………12 The Mediterranean diet………………………………………………………………...13 Slow food movement…………………………………………………………………….14 Conclusion………………………………………………………………………………………………15 Chapter Three: Methodology Research Design……………………………………………………………………………………....17 Subjects…………………………………………………………………………………………………..17 Instrument of Measure…………………………………………………………………………….18 Procedure…………………………………………………….………………………………………….19 Data Analysis……………………………………………...…………………………………………...19 Chapter Four: Results Demographics…………………………………………………………………………………………21 Factors Influencing Consideration for Study Abroad…………………………………24 Duration of Program Preferred………………………………………………………………...27 Countries and Cities Preferred…………………………………………………………………28 iii Objective 1: Benefits………………………………………………………………………………..36 Objective 2: Barriers………………………………………………………………………………..38 Objective 3: Educational Expectations………………………………………………………40 Objective 4: Cultural Opportunity Expectations………………………………………...48 Summary………………………………………………………………………………………………...50 Chapter Five: Discussion Demographics and Factors Influencing Study Abroad Consideration…………51 Program Preferences……………………………………………………………………………….53 Location Preferences……………………………………………………………………………….56 Perceived Benefits…………………………………………………………………………………...58 Perceived Barriers…….……………………………………………………………………………..59 Educational Expectations…………………………………………………………………………61 Biases, Limitations and Opportunities for Future Research……………………….63 Personal Experience………………………………………………………………………………..64 Conclusion………………………………………………………………………………………………66 Appendix A: Qualtrics Survey……………………………………………………………………..............68 References…………………………………………………………………………………………………………78 Bibliography………………………………………………………………………………………………………84 Vita……………………………………………………………………………………………………………………90 iv LIST OF TABLES Table 4.1, Demographics…………………………………………………………………………………….23 Table 4.2, Financial...………………………………………………………………….......…………………...24 Table 4.3, Ranking of Countries…………………………………………………………………………..29 Table 4.4, Ranking of Cities in Italy………………………………….……………………………….….31 Table 4.5, Ranking of Cities in Greece…………………………………………………………….……32 Table 4.6, Ranking of Cities in France…………………………………………………………….……33 Table 4.7, Influencing Factors to Location Preference……….………………………………….35 Table 4.8, Educational Expectations……………………………………………………………………42 Table 4.9, Scale of Educational & Leisurely Activities……………………………….…………..45 Table 4.10, Statistically Significant Comparison of Activities Chosen by Major……...47 Table 4.11, Summary of Statistically Significant Results……………………………………….50 v LIST OF FIGURES Figure 4.1, Current Program and Consideration for Study Abroad………………………..23 Figure 4.2, Consideration for Study Abroad Based on Travel Experience………………25 Figure 4.3, Factors Influencing Preference for DHN Study Abroad………………………..27 Figure 4.4, Program Duration Preferences…………………………………………………………..28 Figure 4.5, Program Duration Preferences by Major……………...……………………………..28 Figure 4.6, Ranking of Countries…………………………………………………………………………29 Figure 4.7, Ranking of Cities in Italy ...……………………………………….………………………...32 Figure 4.8, Ranking of Cities in Greece………………………………………………………………...32 Figure 4.9, Ranking of Cities in France………………………………………………………….……..33 Figure 4.10, Influencing Factors to Location Preference………………………………………35 Figure 4.11, Recommendation Influence by Gender……………………………………………..36 Figure 4.12, Benefits to Study Abroad Participation…………………………………………….37 Figure 4.13, Identification of Barriers…………………………………………………………………39 Figure 4.14, Educational Opportunities: Extremely-Very Important & Somewhat Important…………………………………………………………………………………..…43 Figure 4.15, Educational Opportunities: Very Unimportant-Not at all Important & Somewhat Unimportant………………………………………………………………..43 Figure 4.16, Educational & Leisurely Activities……………………………………………………46 Figure 4.17, Culture Influence on Location Preference…………………………………………50 vi Chapter One Introduction Study abroad programs offer a chance for students to experience other cultures while developing skills and forming relationships that improve their cultural competence. As of the 2010-2011 academic years, only 1% of US students participated in study abroad opportunities (Farrugia, Bhandari, & Chow, 2013). Although everyone would agree there are advantages to travel, there are a variety of reasons students may find it difficult to participate in such programs indicating the need for new, innovative strategies to overcome these obstacles. Short-term study abroad programs are becoming increasingly popular with students from a variety of majors, particularly those in the health sciences such as dietetics and human nutrition (Jarratt & Mahaffie, 2007). In an analysis, 55% of the undergraduate students participating in study abroad chose programs that were 8 weeks in length or less (NAFSA, 2003). These shorter duration programs allow students to experience other cultures and benefit from study abroad without the risk of falling behind in their coursework. However, research is contradictory as to whether short term experiences have the same lasting benefits as longer programs (Allen, 2010). Traditional, longer-term programs generally last for one academic semester or a full academic year. The full benefits of complete immersion in another culture may not be experienced in programs lasting less than a semester. The flexibility that short-term study abroad allows may outweigh these potential concerns. 1