Survey Item Development and Analysis for Study-Abroad Interest among Waseda University Tutorial English / AWADE StudentsSurvey and analytical design for examining factors shaping study-abroad interest and later participation
September 8, 2026
Designing a questionnaire and analysis framework that measures study-abroad interest and intention in stages among Tutorial English / AWADE students
Stat Agent will support Waseda University with survey item development and analysis for Tutorial English / AWADE students. Rather than asking only whether students are interested in study abroad, the design emphasizes visualizing decision factors that distinguish students who choose study abroad from those who do not, and measuring how interest is converted into action.
The planning material proposes a questionnaire of about five minutes, mainly closed-ended, with stable common core variables suitable for multi-year longitudinal analysis.
Project OverviewThe project integrates KPI design, student segmentation, questionnaire structure, decision-factor measurement, future longitudinal data linkage, and an analysis plan including descriptive statistics, cross-tabulation, and regression. The aim is to build a data foundation that can eventually connect survey responses with actual study-abroad participation and support improvement of university initiatives.
Key principles of the survey design
Survey ObjectiveThe survey decomposes the process from interest to information seeking, concrete consideration, application, and participation rather than relying on a single question about interest. Students who do not study abroad are also differentiated into groups such as no interest, latent interest, and intention suppressed by barriers, because the potential interventions differ across these groups.
The design also anticipates the possibility of safely and appropriately linking post-class survey data with later study-abroad records using anonymized IDs, while sharing core constructs such as self-efficacy, perceived value, and anxiety with other study-abroad surveys where appropriate.
Using a study-abroad participation funnel as the core KPI framework
Student SegmentsThe proposed stages are uninterested → latent interest → interested → information seeking → concrete consideration → application/participation. By checking each year where students tend to leave the funnel, the resulting KPIs can be linked to communications, scholarship support, advising, and program information.
| No. | KPI | What it measures |
|---|---|---|
| 1 | Study-Abroad Interest Rate | Interest in study abroad |
| 2 | Study-Abroad Intention Score | Degree of actual desire to participate |
| 3 | Latent Study-Abroad Segment Rate | Share who would participate if conditions were favorable |
| 4 | Study-Abroad Self-Efficacy | Belief that study abroad is feasible for oneself |
| 5 | English Self-Efficacy | Confidence in learning and interacting in English |
| 6 | Perceived Value of Study Abroad | Perceived value for learning, career, and related outcomes |
| 7 | Barrier Index | Financial, language, curriculum, psychological, and other barriers |
| 8 | Information Sufficiency | Degree to which needed information is available |
| 9 | Behavioral Readiness | Information gathering, consultation, and concrete consideration |
| 10 | Actual Study-Abroad Conversion Rate | Share who later actually study abroad |
Recommended structure for a five-minute questionnaire
Questionnaire DesignThe proposed format uses five-point scales plus multiple-choice items, with approximately one optional open-ended item. The blocks are: (A) basic attributes, (B) English learning and English self-efficacy, (C) study-abroad interest, intention, and behavioral stage, (D) perceived value of study abroad, (E) study-abroad barriers, (F) information gathering and concrete actions, (G) needed support and information, and (H) an optional open-ended response.
| Factor | Main content | Analytical role |
|---|---|---|
| Perceived value | Value for learning, broader perspectives, and career | Perceived benefits of study abroad |
| Self-efficacy | Confidence in English, overseas life, and preparation | Belief that participation is feasible |
| Psychological barriers | Anxiety about unfamiliar environments and communication | Psychological constraints on moving from interest to action |
| Institutional/economic barriers | Concerns about cost, curriculum, graduation, and job hunting | Institutional and financial participation barriers |
| Information barriers | Uncertainty about programs, costs, and preparation | Decision delay caused by insufficient information |
| Social influence | Support and experiences of family, friends, and senior students | Influence and support from people around the student |
Analysis design with future linkage to actual study-abroad participation
Hypothesis ModelA future hypothesis model considers the sequence English-course participation → English self-efficacy → study-abroad self-efficacy → study-abroad intention → behavioral readiness → actual study abroad. After several years, methods such as logistic regression can be used to examine which factors predict actual participation.
CausalityThis project establishes a survey and analysis foundation with the future examination of causal relationships in view. However, a single-wave observational questionnaire cannot by itself establish causality. The immediate objective is to construct comparable measures and a longitudinal data structure so that later study-abroad records can be linked and predictors can be examined using regression analysis. Stronger causal inference would require additional design considerations such as temporal ordering, control of confounding factors, and appropriate comparison conditions.
Longitudinal data design for the next three to four years
Longitudinal AnalysisThe planning material proposes fixing fields such as Student ID (administrative side), anonymized analysis ID, Survey Wave, academic year, course, school/faculty, year of study, and Study Abroad Status. Question wording, response options, and scale direction should remain as stable as possible across years, with version control when changes are necessary. Rules for purpose of use, storage, linkage, deletion, privacy, ethics, and university requirements should be clarified in advance.
Scope of analytical support
Analysis PlanFor a single year, descriptive statistics, KPI summaries, and cross-tabulation can be used to identify student segments and barriers, with regression analysis considered where appropriate to examine associations with study-abroad intention and behavioral readiness. As multi-year data accumulate, annual comparisons can be combined with actual study-abroad conversion rates to build a data foundation for predicting participation and improving interventions.
SummaryStat Agent will support Waseda University in developing survey items and conducting analysis for Tutorial English / AWADE students. The framework measures not only whether students are interested in study abroad but also self-efficacy, perceived value, barriers, information sufficiency, and behavioral readiness, while preparing for longitudinal linkage with later actual participation data.
Related Keywords
#WasedaUniversity #TutorialEnglish #AWADE #StudyAbroad #SurveyDesign #QuestionnaireDevelopment #KPI #LongitudinalAnalysis #EducationalResearch #SelfEfficacy #LogisticRegression #StatisticalAnalysis #UniversityResearchSupport #StatAgent
Publication note: This article is based on the project request and the shared planning material for the study-abroad interest and intention survey. It does not present uncollected survey results or unperformed analysis results as facts. It also avoids implying that causality can be established from a single-wave observational questionnaire and describes the project as preparation for future longitudinal examination.
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