Abstract
Higher education institutions position education abroad as an effective way to engage students internationally and develop critical intercultural competency skills. Education abroad also represents a major portion of campus internationalization at higher education institutions, globally. An ever-increasing understanding of how students engage in education abroad is critical. This study seeks to understand the influencing factors behind study abroad decision making among college students inclusive of curricular and course experience at university. This quantitative study analyses the impact of an international studies course on study abroad enrollment, inclusive of academic status, gender, and underrepresented minority status, over time. A System Dynamics approach is utilized to create a sensitive and valid study abroad proximal model. The population from which the sample was drawn emanates from enrollments at California State University, Chico, over a nine-year period beginning in 2011. Findings indicate that specific coursework experience increased and stabilized study abroad enrollments. Policy testing revealed potential latent study abroad desire and solutions to address the underrepresented minority and gender gaps in study abroad.