The numbers of UK students choosing to study abroad for a period has increased steadily over the years, with many students citing academic, professional, linguistic and cultural reasons as their key motivations. However, while there is an abundance of literature on the advantage of study abroad (SA) for linguistic learning, there is less known about the academic impact of studying abroad. In addition, because SA is largely a process of self-selection, this makes it difficult to derive unbiased estimates of its impact on academic achievement. Using data on students from a London-based Russell Group university, and categorising SA students as those who participated in credit-seeking SA programmes through Erasmus or bilateral/multilateral agreements with partner universities, this paper uses individual fixed effects to compare the post-SA grades for students who sojourned with their expected grades had they not sojourned, as well as with their non-SA counterparts. The results are quite robust across subgroups and indicate that grades in year 3 are less than expected for the SA group, given their pre-sojourn grades. To tackle the problem of self-selection, outcomes for SA students were compared to the group who applied but did not eventually study abroad, and to the outcomes for students who did not apply.

中文翻译：

---

出国留学会影响学生的学业成绩吗？

多年来，选择出国留学一段时间的英国学生人数稳步增加，许多学生将学术、专业、语言和文化原因作为他们的主要动机。然而，虽然有大量关于出国留学（SA）对语言学习的优势的文献，但对出国留学的学术影响知之甚少。此外，由于 SA 在很大程度上是一个自我选择的过程，因此很难对其对学业成绩的影响进行无偏估计。使用来自伦敦罗素集团大学的学生数据，并将 SA 学生分类为通过 Erasmus 或与合作大学的双边/多边协议参与寻求学分的 SA 项目的学生，本文使用个人固定效应来比较逗留后的学生的 SA 后成绩与他们未逗留时的预期成绩，以及与非 SA 对应的学生。各个子组的结果都相当稳健，并表明 SA 组在第 3 年的成绩低于预期，因为他们在逗留前的成绩。为了解决自我选择的问题，将 SA 学生的结果与申请但最终没有出国留学的那组以及未申请的学生的结果进行了比较。