study abroad opportunities for dietetics and human nutrition students

99 Pages·2016·1.63 MB·English

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Theses and Dissertations--Dietetics and Human
Dietetics and Human Nutrition
Nutrition
2014
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Kailey Marie Cunningham
University of Kentucky, [email protected]
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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
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The document mentioned above has been reviewed and accepted by the student’s advisor, on
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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.
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