Waseda UniversityAnalysis of Short-Term Study Abroad Experience Reports: Examining Descriptive and Evaluation Items to Help Students Select Programs

Analysis Support for Short-Term Study Abroad Experience Reports with Waseda University
　Stat Agent has been askedWaseda UniversityIn collaboration with Waseda University,we analyzed experience reports and related data from participants in short-term study abroad programs.This analytical project was conducted for those data.
　The purpose of this work was not merely to aggregate satisfaction and perceived growth among participants in short-term study abroad programs, but to establishan analytical foundation for developing descriptive and evaluation itemsthat would help students choose programs in the future according to their interests, concerns about language ability, growth goals, and desired local experiences.
　In particular,we emphasized information design that helps students identify a program that suits themand organized the findings so they could be used in information sessions, communications, and the design of evaluation indicators.

Analysis OverviewBased on data from participants in short-term study abroad programs, this project usedan integrated approach combining quantitative and qualitative analysisto develop practical insights that could inform student program selection, information-session design, communications, and evaluation-indicator development.

Integrated Analysis of Participant Data from Spring 2022 through Summer 2025
　Data AnalyzedThe analysis coveredparticipant data from short-term study abroad programs from spring 2022 through summer 2025.Responses from multiple academic years were integrated and organized to enable comparisons across years and programs.
　The data includedoverall satisfaction, competency assessment items, reasons for participation, factors influencing program selection, and free-text responses,allowing a multifaceted examination of why students chose to participate, what experiences they valued, and what linguistic, practical, or psychological concerns and burdens they encountered.

Integrated Support Combining Quantitative and Qualitative Analysis
　Quantitative AnalysisIn this project,we combined quantitative and qualitative analysis.On the quantitative side, we used methods for identifying factors associated with overall satisfaction,Logistic Regression Analysismethods for classifying patterns of perceived student growth,k-means clustering,and methods for visualizing program-specific characteristics,Principal Component Analysisamong other approaches.
　This made it possible to organizecharacteristics of different student typesandthe types of growth more likely to be experienced in different programs,which can be difficult to detect through simple comparisons of means alone.

Free-Text Analysis, the KJ Method, and Co-occurrence Network Analysis
　Qualitative AnalysisOn the qualitative side, free-text responses were read at the sentence and clause levels, and their evaluative direction was organized as positive, neutral, or negative. We also conductedstructuring of student voices using the KJ method,、frequent-word analysis,、and co-occurrence network analysis.These analyses were used to examine
　how students remembered their short-term study abroad experiences, in which situations they perceived value, and what practical, linguistic, or psychological burdens they experienced,from both quantitative and interpretive perspectives.This allowed us to consider both numerical patterns and the meaning expressed in the responses.

Understanding the Value of Short-Term Study Abroad as Personal Transformation, Not Only Language Improvement
　Key FindingsThe analysis indicated that the value of short-term study abroadcannot be explained adequately by the one-dimensional question of whether language ability improved.This was an important finding.
　Students' descriptions highlighted psychological and behavioral changes, such as reduced hesitation about using English, confidence in taking action independently while abroad, interaction with multinational students and local residents, and a broader perspective through intercultural understanding.psychological and behavioral changesemerged as important forms of value.
　In other words, the outcomes of short-term study abroad should not be understood merely as the result of language learning, but asa sense of having successfully communicated, experiences of taking action, and a feeling that one's perspective had broadened.These dimensions should be explicitly recognized when evaluating program outcomes.

Factors Associated with Overall Satisfaction
　Satisfaction FactorsFactors associated with higher overall satisfaction included not only the attractiveness of the host country and program content but alsoa sense of security from participating in a university-provided program,、reduced administrative burden,、and the ability to participate during long university breaks.These factors were identified as relevant to overall satisfaction.
　Accordingly, when explaining programs to students, it is important to communicate not only credit and cost information but alsowhere students will go, what they will learn, what experiences they can expect, and what types of growth those experiences may produce.Providing this information concretely can support informed program selection.

Clarifying Communication Dimensions through Student-Type Analysis
　Student TypesThe student-type analysis organized participants in short-term study abroad into groups characterized bybroad, comprehensive perceived growth,、growth centered on interaction and intercultural understanding,、and difficulty articulating a clear sense of growth.These patterns were used to characterize differences among participants.
　The results suggest that, rather than providing identical explanations to all students, multiple communication dimensions should be prepared according to differences in interests and concerns, such asinteraction-focused, practical-language-focused, personal-growth-focused, and reassurance-focused approaches.Using multiple communication dimensions can make program information more relevant to different students.

Comparing Program Characteristics and Supporting Student Choice
　Program ComparisonIn comparing program characteristics, we emphasized not ranking programs as simply better or worse, but ratherclarifying each program's distinctive pattern of growth and experiential value.This approach supports more meaningful comparisons among programs.
　For example, we organized comparison dimensions that could help students choose among programs: some programs may build confidence and independence through immersion in local life; others may strengthen the ability to think and communicate in English through discussion and presentation; others may broaden values through multicultural interaction; and programs in non-English-speaking settings may particularly foster willingness to take on challenges and proactive behavior.

Long-Term ObjectiveThe long-term objective of this project is not only to use the analytical results for recruitment communications and information-session materials, but alsoto present descriptive and evaluation items that students themselves can use as criteria when selecting programs.Specifically, we envision organizing information such as host country, program content, class format, opportunities for interaction, living environment, opportunities to use the target language, support and reassurance, degree of preparation required, and types of growth that participants are likely to experience, so that students can identifya program that suits themmore easily through better information design.

Applications to Educational Program Evaluation, Information-Session Design, and Communications
　Evaluation ItemsWe also concluded that evaluation should not rely solely on overall satisfaction but should combine measures such asperceived growth, intercultural understanding, respect for others, acceptance of diversity, willingness to take on challenges, self-expression, problem-solving orientation, foreign-language comprehension and conversation, reduction of pre-departure anxiety, adjustment to daily life, and value expressed in free-text responses.Combining these dimensions enables a richer assessment of program outcomes.
　This makes it possible to evaluate short-term study abroad continuously not only in terms of whether participants were satisfied, but also from the perspectives ofwhat changes occurred and which experiences were associated with growth.This provides a more informative framework for ongoing program evaluation.

Applications of the Analytical Results
　Practical ApplicationsUltimately, based on the analytical results, we organized information in a form that could be adapted forrecruitment communications, information-session design, program-specific FAQs, pre-departure support, orientation, and post-program survey design.In particular,The feeling of having communicated becomes confidence.、Even a short program can broaden your perspective.、There are study abroad programs that make it easier to take on a first challenge.We considered communication messages likely to resonate with students and proposed directions for providing information that reduces anxiety while supporting students in making proactive program choices.

Analysis Support for Universities, Educational Programs, and Research Institutions
　Going forward, Stat Agent will continue to build on the insights gained through analytical work with Waseda University andprovide integrated support for educational program evaluation, free-text analysis, student-type analysis, text mining, preparation of information-session materials, and design of evaluation indicators,contributing to an environment in which each student can select learning opportunities that suit their individual needs.

Related Information 1:Qualitative Analysis / Free-Text Analysis

Related Information 2:Statistical Analysis / Quantitative Analysis

Related Information 3:Quotations / Contact