President’s Column - Volume 41 - Number 11 - Integrating Study Abroad into Geography

Sep 20, 2026

President’s Column discusses the importance of integrating study abroad into geography higher education for U.S. students. It cites national recognition of study abroad’s role in building global competence, multicultural working skills, and creativity, while pointing to Open Doors statistics showing limited participation. The article explains key barriers—especially high costs and curricular inflexibility—and highlights curriculum reforms and partnerships that could make study abroad integral to undergraduate geography.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Integrating Study Abroad into Geography

Benefits for U.S. Students

Participation Barriers

Geography-Specific Opportunities

Curriculum Questions and Next Steps

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President’s Column |
Volume 41, Number 11 | | --- | --- | Integrating Study Abroad into Geography Higher Education T here is now widespread recognition that study abroad has a critical role to play in the education of U.S. students. Recent years have seen a flurry of articles and reports on the topic, most prominently those emerging from a farreaching examination of study abroad and international education conducted by a U.S. Senate appointed bipartisan Commission on the Abraham Lincoln Study Abroad Fellowship (see [www.lincolncommission](www.lincolncommission). org/) . Indeed, in late 2005 the U.S. Congress declared 2006 as the Year of Study Abroad. This is, therefore, an opportune time to reflect on the role of study abroad in geography higher education and the significant contributions that we, as geographers, can make to international education. Few of us need to be convinced about the value of studying abroad. In the most practical sense, study abroad experiences increase the global competence of our students, make them more adept at working in multicultural settings, and ultimately make them more competitive with counterpartsin other countries. Equally, or more importantly, study abroad broadens the imagination of our students, stimulates greater creativity, and expands and enriches their lives. Yet it is clear from the statistics reported by Open Doors that the role of study abroad in U.S. higher education needs much improvement. Consider the following: In 2003-04, the number of U.S. students studying overseas was 190,000 which represented less than two percent of enrolled students; Over two-thirds of students chose destinations in Europe and Australia, while less than 10% traveled to Asia and Africa; In terms of fields of study, 21% of study abroad offerings were in the social sciences; the physical sciences accounted for less than 8% . The Lincoln Commission identified a number of barriers preventing U.S. students from engaging in study abroad. Not surprisingly at the very top was the high cost of study abroad, both the cost associated with the programs themselves as well as the“opportunity cost” of traveling overseas for students that work. Toward this end, the commission report recommended that the federal government provide $125 million per year in funding with the aim of increasing the number of U.S. stu dents studying abroad to as many as one million in a year. Cost, however, was just one of the reasons for the low participation in study abroad programs. Also very significant were curricular barriers to study abroad. For example, the programs of study in many majors—often in the sciences, engineering, and arts—are highly structured and do not give students the flexibility to engage in a semester of study abroad. In cases where there is flexibility, students may have difficulties determining what study abroad courses fulfill major requirements. The bottom line is that, in most fields, study abroad programs are seen as tangential to, rather than an integral part of a student’s academic program Turning to our own discipline, it is clear from my travels across the country that many geographers are actively engaged in offering study abroad courses. It seems to me, however, that as a discipline we still have not embraced study abroad as a key component of geography undergraduate education. Yet there are compelling reasons for us to do so, not the least of which is that study abroad vitally connects to two long-standing traditions in geography: area studies and field work. In the first case, study abroad can be a powerful experience to energize our regional geography curriculum and provide students with a sophisticated understanding of world regions. In recent years, more and more departments have begun reintroducing regional geography courses. Imagine the richness of student experience if they were to take a regional geography course in the setting of that very region! Another opp

FAQs

What benefits does the column say study abroad brings to students?

Study abroad increases global competence, improves ability in multicultural settings, and broadens imagination and creativity. It also enriches students’ lives through expanded experiences.

Why does the column say U.S. participation in study abroad needs improvement?

It cites low overall participation and uneven geographic and field distribution. It also identifies major barriers such as high cost and curricular inflexibility.

What geography-specific reasons does the column give for integrating study abroad into undergraduate education?

It connects study abroad to geography traditions of area studies and field work, offering richer regional understanding and opportunities for international research and service learning.

Sep 20, 2026

Uploaded by Oliver Hayes