The Effects of an Internationalized University Experience on Domestic Students in the United States and Australia

Abstract

This research was conducted to determine whether the benefits claimed by advocates of university internationalization would be evidenced by students at two universities in the United States and one in Australia. A review of the literature of study abroad, intergroup contact theory, intercultural communication and sensitivity, worldmindedness, and internationalization of the curriculum was conducted to determine the expected and desired outcomes of university internationalization, and an instrument was created to measure them. Responses from 1,302 students indicated that that the primary components of an internationalized education (study abroad, contact with international students, and an internationalized curriculum) and frequent attendance at international events, were significantly correlated with higher scores on almost all of the scales and subscales. Other international variables, as well as older age, a greater number of years at college, and senior versus freshman standing, were also significantly correlated, but with fewer scales.