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Significance of the Study The statistical reports, Open Doors.published by the Institute of International Education (IIE) indicate that study abroad participation has been growing steadily in the past ten years, reflecting a 52% increase from 205,988 in 2004-2005 to 313,415 in 2014-2015. Statistics in Open Doors (2018) reveal European countries were listed as the common study abroad locations with 55% of American students studying in Europe in 2014-2015 and about 34 % of undergraduates participated in a ‘semester abroad’ in 2014-2015. The same source lists the leading destinations in descending order of American undergraduates’ participation in 2016 as follow: United Kingdom, Italy, Spain, France, Germany, China, Ireland, Australia, Costa Rica, Japan, South Africa, and Mexico. As the number of students participating in study abroad programs continue to grow in higher education, stakeholders including students, administrators, faculty and parents are interested to find out whether a study abroad experience helps students to develop the skills needed in a global community. The assessment of study abroad programs in any university or college will assist the administration in analyzing the effectiveness of their programs in terms of cost, quality and learning outcomes. The outcome-based approach of planning and implementing study abroad programs necessitates an evaluation of the learning experience. The increasing costs and the limited resources available to manage private and state-funded post-secondary academic institutions in the United States warrant the need for assessment to justify the existence of present and the implementation of future study abroad programs. support this argument by stating, “In an era of ever-greater accountability and cost-benefit analysis, hard evidence is being demanded to demonstrate that investments in various forms of education, including, study abroad, are worthy ones that are realizing their learning objectives