Financial Liability or Institutional Asset? The Cost, Value, and Future of Global Education at Earlham College

Abstract

Study abroad is widely recognized as a high-impact educational practice, yet institutions increasingly face financial and operational challenges to sustaining accessible and high-quality programs. This capstone examines how the structure and costs of Earlham College’s study abroad programs influence participation, learning outcomes, and program sustainability. Using a mixed-methods approach, institutional data, peer benchmarking, and interviews with students, faculty, and administrators are analyzed to address three research questions: (1) how can Earlham reduce their operational costs of study abroad, (2) how program structures shape student experiences and decision-making, and (3) what perceived and actual learning outcomes students gain from study abroad programs and how these outcomes vary by program type.

Findings indicate that program costs and institutional funding structures significantly influence program participation and sustainability. Additionally, students reported meaningful gains in intercultural competence, language development, independence, and career exploration. These outcomes were most pronounced in programs that incorporated immersive elements such as internships, homestays, and field-based learning. However, our research also identified inconsistencies in learning outcomes assessment and program evaluation practices. This study concludes with recommendations to restructure program portfolios, implement sustainable study abroad funding models, enhance academic alignment, improve learning outcomes assessment, strengthen program quality assurance, and incorporate more integrated advising practices. It also recommends strategically marketing global experiences as assets in institutional recruitment to support equitable access to study abroad opportunities while navigating institutional financial constraints.