Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research

Item Type:	Refereed Article
Keywords:	narrative analysis, student experience, cultural capital, Bourdieu, equity; social capital, study abroad
Research Division:	Education
Research Group:	Other Education
Research Field:	Education not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Curriculum
Objective Field:	Curriculum not elsewhere classified
UTAS Author:	Green, W (Dr Wendy Green)
ID Code:	107145
Year Published:	2015
Web of Science® Times Cited:	10
Deposited By:	Tasmanian Institute of Learning & Teaching
Deposited On:	2016-03-07
Last Modified:	2017-11-20
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