Virtual study abroad: is there life after the pandemic?

Abstract

Purpose

This study aims to investigate the potential for virtual study abroad (VSA) programs to exist in a post-pandemic world. VSAs quickly grew in popularity when the COVID-19 pandemic forced the cancelation of traditional study abroad programs. Now that a return to travel appears imminent, it is uncertain whether VSAs hold sufficient value to continue as legitimate study abroad programs or whether they will be shelved until the next pandemic.

Design/methodology/approach

This study compares VSAs to short-term study abroad (STSA) programs. Drawing on extant literature, an STSA profile, based on five best practices, sets the legitimacy standard to which VSAs must rise. Based on the authors’ experience, consultations with two additional study abroad leaders and one VSA firm, VSAs are defined, and a sample profile is developed. VSAs are compared and contrasted with STSAs. Program attributes in which VSAs fall short, meet and exceed those of STSAs are identified.

Findings

VSAs meet all five study abroad best practices. Although VSAs are incapable of providing benefits specifically related to travel, VSAs meet or exceed benefits provided by STSAs in all other areas. VSAs have advantages in cost, risk, flexibility and inclusion. VSAs are legitimate substitutions to STSAs for first-year students, students who cannot travel and student types currently under-represented in study abroad programs.

Practical implications

Practical advice on managing VSAs is offered through a sample VSA program profile. Target student types are identified, program positioning is discussed and implications to universities are offered.

Originality/value

Literature on VSA is essentially non-existent. This study introduces VSA programs as an option to gain not only academic knowledge but also many of the experiential benefits of typical study abroad programs.

Citation

Upson, J.W. and Bergiel, E.B. (2023), "Virtual study abroad: is there life after the pandemic?", Journal of International Education in Business, Vol. 16 No. 1, pp. 37-55. https://doi.org/10.1108/JIEB-01-2022-0004