Evaluate the impacts that examinations may have upon students.

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1.'Study Abroad' is defined as any of a number of arrangements by which a university student completes part of their degree program through educational activities outside their home country.

2.'Study Abroad' is the term given to a program, usually run through a university, which allows a student to live in a foreign country and attend a foreign university. In most cases, two universities have an arrangement which allows them to exchange students (hence the term 'exchange student') so that these students can learn about a foreign culture and broaden their horizons. The program usually grants credit for courses taken at the foreign institution and some also arrange for a work-study or internship agreement. Study Abroad programs come in many shapes and sizes. The typical program one thinks of allows a student to spend a semester studying abroad, but some programs run for multiple semesters or up to a year. Some are geared solely around studying and attending a foreign university, while others emphasize internships or volunteer experiences. Programs also vary in how the student is supported, with some having a 'host family' situation, whereby the two students who are exchanged live at the other's respective house. Other programs simply provide a dorm or apartment for the student

3.The first large-scale survey to explore the long-term impact of 'Study Abroad' on a student's personal, professional, and academic life shows that study abroad positively and unequivocally influences the career path, world-view, and self-confidence of students. The Institute for the International Education of Students (IES), surveyed alumni from all IES study abroad programs from 1950 to 1999. Regardless of where students studied and for how long, the data from the more than 3,400 respondents (a 23 percent response rate) shows that studying abroad is usually a defining moment in a young person's life and continues to impact the participant's life for years after the experience. An overwhelming majority of respondents reported positive feelings in relation to their experience of the programme. When asked about personal growth, 97 percent said studying abroad served as a catalyst for increased maturity, 96 percent reported increased self-confidence, 89 percent said that it enabled them to tolerate ambiguity, and 95 percent stated that it has had a lasting impact on their world view. Findings also show that study abroad leads to long-lasting friendships with other international students and still impacts current relationships. More than half the respondents are still in contact with international friends met while studying abroad, and 73 percent said the experience continues to influence the decisions they make in their family life. Study abroad educators often assert that one of the goals of study abroad is to train future global leaders to be more effective, respectful of other cultures and political and economic systems, and willing to take a stand for the world's welfare, not just what benefits a specific country. The survey findings indicate that study abroad is succeeding in its mission. When questioned about intercultural development, 98 percent of respondents said that study abroad helped them to better understand their own cultural values and biases, and 82 percent replied that study abroad contributed to their developing a more sophisticated way of looking at the world. It is significant to note that these intercultural benefits are not fleeting but continue to impact participants' lives long after their time abroad. Almost all of the respondents (94 percent) reported that the experience continues to influence interactions with people from different cultures, and 23 percent still maintain contact with host-country friends. Ninety percent said that the experience influenced them to seek out a greater diversity of friends, and 64 percent said that it also influenced them to explore other cultures. p 56

4- (extract from) KENNY, A. (2019) Is Study Abroad for everyone? Journal of Intercultural Education, 18 (4) pp87-93

Students, teachers and researchers alike commonly agree that a Study Abroad programme can have countless benefits in terms of cultural awareness, language development, friendship and confidence. Yet, much research has tended to focus on the positive experiences of Study Abroad students and has failed to address the issues that have caused a significant proportion of students to regret their time in a foreign university, to have completed the programme with little gain, and those who have actually failed to complete the programme, returning to their home country part way through the duration. This article asserts that, despite the many possible benefits, Study Abroad is not suitable for all students. Additionally, it will highlight that in order to gain the potential benefits, universities must help better prepare students for their time overseas. Culture shock is defined as "the feeling of disorientation experienced by someone when they are suddenly subjected to an unfamiliar culture, way of life, or set of attitudes" (Cooper, 2018, p124) and it is this particular experience that can have a negative impact on many international students who engage in the Study Abroad Programme. Toombs (2012), in his study of students from East and South East Asia who attended a year of study at the University of Kentucky identified this as a major area of concern, reporting that almost 50% of these students experienced difficulties adapting to the new culture in which they were placed. This idea is supported by Kante (2017) who focused on the academic culture shock often endured by international students placed in an unfamiliar educational context. Kante (2017) highlights that as students were unfamiliar with the methods of learning, educational expectations, and modes of study, they were unable to engage effectively in their studies and this impacted negatively on their personal experience. However, there are those that argue that culture shock can have a positive impact. Han (1999, p24) asserts that "Despite those initial feelings of bewilderment, culture shock is a vital part of developing as a human being." May and Benware (2007) also point out that culture shock goes through a number of stages and while it is normal to experience anxiety, this feeling will generally pass. They also identified that Study Abroad students who mostly socialised with students from their own country often failed to culturally adapt, highlighting that outside of their studies, these students mostly conversed in their native language and did not gain the same experience as those who made international friends. Nevertheless, those engaging in the Study Abroad programme should be given advice to help them deal with culture shock in general and should be given academic support to help them adjust to the differing educational demand of their new environment. This is vital if students are to gain maximum benefit from this valuable opportunity. p 87

'Study Abroad' is the term given to a program, usually run through a university, which allows a student to live in a foreign country and attend a foreign university. In most cases, two universities have an arrangement which allows them to exchange students (hence the term 'exchange student') so that these students can learn about a foreign culture and broaden their horizons. The program usually grants credit for courses taken at the foreign institution and some also arrange for a work-study or internship agreement. Study Abroad programs come in many shapes and sizes. The typical program one thinks of allows a student to spend a semester studying abroad, but some programs run for multiple semesters or up to a year. Some are geared solely around studying and attending a foreign university, while others emphasize internships or volunteer experiences. Programs also vary in how the student is supported, with some having a 'host family' situation,