GLOB.IDEALIZATION MOND.IDÉALISATION - Faculty of Social ...

Grace Karram Stephenson | Internationalization at Canada’s Universities
promoter of international knowledge, but falls short the goal of active
citizenship. There is also some concern that the second most popular
motivation selected by over 60% of student respondents, was “sounded fun.”
The “fun” factor was more important to students than language learning or
academic experience and was second only to an interest in the culture. Little
of Heater’s precise understanding of global citizenship is currently seen in the
factors that motivate students to study abroad.
Barriers: Cost. Of the students who completed the survey, 45%
indicated that they did not plan to study abroad during their undergraduate
program. These students were asked to indicate why they did not plan to
study abroad and over 90% of students stated that the cost of studying
abroad was the main factor prohibiting them from participating. This
response is not surprising and is confirmed in the American literature on
study abroad. 21
However, it does raise certain concerns in light of the global
citizenship agenda of study abroad programs. If the main reason students
are not studying abroad is cost, it may be necessary to explore the underlying
inequality within the international opportunities available on campus. If the
end goal of study abroad is to create global citizens, it appears contradictory
that the opportunity is only attainable for students with financial resources.
Although more research is needed to explore the direct link between study
abroad and students’ means, it is clear that the prohibitive cost of study
abroad may be preventing the development of global citizens.
21 Carlson Jerry, S. (Ed). Study Abroad: The Experience of American Undergraduates. New
York: Greenwood Press, 1990: 23; Gore, Joan. E. Dominant Beliefs and Alternative Voices:
Discourse, Belief, and Gender in American, Study Abroad. New York: Routledge, 2005: 7.
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