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Connecting the Dots: The Tale of anUndergraduate Research ExperienceInvestigating International AffairsKnowledgeBenjamin Arbitter a , Hannah Bach a , Michael Berkowitz a , TeresaBrown a & Kara Krebs aa Michigan State UniversityPublished online: 04 Aug 2011.

To cite this article: Benjamin Arbitter , Hannah Bach , Michael Berkowitz , Teresa Brown & KaraKrebs (2011) Connecting the Dots: The Tale of an Undergraduate Research Experience InvestigatingInternational Affairs Knowledge, Journal of Political Science Education, 7:3, 348-356, DOI:10.1080/15512169.2011.564905

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Connecting the Dots: The Tale of an UndergraduateResearch Experience Investigating International

Affairs Knowledge

BENJAMIN ARBITTERHANNAH BACHMICHAEL BERKOWITZTERESA BROWNKARA KREBS

Michigan State University

While there is considerable information about the knowledge (or lack thereof) andviews, informed or not, of U.S. citizens, and there are many studies that correlatelevels of education with foreign policy views, this study was intended to fill a numberof gaps in the literature by connecting knowledge of international affairs and sourcesof that knowledge with views on foreign policy. In 2008, we undertook a study of theforeign policy views of undergraduates at Michigan State University (MSU) as partof an innovative undergraduate honors college research seminar. Information aboutthe sources of students’ knowledge about international affairs is correlated withknowledge of past and contemporary international affairs and the foreign policy viewsthey hold. Attention was also paid to a number of demographic characteristics, someof which proved to be statistically significant. The article also includes the insights andlimitations of this particular study, as well as reflections on the research experience.

Keywords international, knowledge, public opinion, survey data, undergraduateclass

As U.S. undergraduates face a world of increased international competition andmovement towards a truly global economy, a familiarity with foreign affairsbecomes exceedingly important. In order to prepare university students for thisincreased competition, educators must have an accurate assessment of the knowl-edge these students possess and how to better equip them for success in this globalmarket. The purpose of the study conducted was to assess the international affairsknowledge of undergraduate students at Michigan State University (MSU), whileexploring explanations of their knowledge, or lack thereof.

We appreciate the suggestions made by both the anonymous reviewers of our previousdraft as well as Professor Marijke Breuning of the University of North Texas on an earlierversion of this article that was delivered at the 2008 annual meeting of the International Stu-dies Association (ISA), Midwest Region. We also appreciate the support of the HonorsCollege of Michigan State University that funded our survey and our trip to St. Louis.

Address correspondence to Benjamin Arbitter, 14871 Lakewood Dr., Plymouth, MI48170. E-mail: ben.arbitter@gmail.com

Journal of Political Science Education, 7:348–356, 2011Copyright # 2011 Taylor & Francis Group, LLCISSN: 1551-2169 print=1551-2177 onlineDOI: 10.1080/15512169.2011.564905

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We administered a survey that included questions exploring five main areas:knowledge of international affairs and United States foreign policy; opinion ofrecent United States foreign policy, personal demographics, educational back-ground, and news sources of the survey respondent. Respondents’ answers to theknowledge portion of the survey were scored and used for analysis of the followinghypothesis. The sources of news a person utilizes as well as an individual’s academicand personal background influence their knowledge and opinion of internationalaffairs.

In the remainder of this article, we first review the students’ participation in theundergraduate honors research seminar. Secondly, we explore the literature thatplayed a role in the drafting of our survey and formulation of our hypothesis. Wethen discuss the survey and methods of analysis used that led to our results. Weend with a conclusion that discusses the significance of our findings as well as ideasfor further research.

Seminar Description

In the 2008–2009 academic year, 13 undergraduate students in the Honors College atMSU enrolled in an undergraduate research seminar aimed to expose them toforeign affairs, survey research, and statistical methods. The group met for one houra week both fall and spring semesters, for a total of 30 weeks. The first portion of theseminar lasted approximately half a semester and focused on providing the parti-cipants with a survey of the literature surrounding research on foreign policy knowl-edge and opinion. The remainder of the fall semester explored ways to write andimplement a successful survey. After the survey’s completion, the students in thecourse took the survey to ensure its cohesiveness and to gauge its length. The springsemester focused on gathering and interpreting survey results and presentingresearch findings at MSU’s Undergraduate Research and Arts Forum. At the endof the seminar, 5 of the original 13 students elected to continue with the project,which consisted of consolidating the survey findings into a paper, presenting thefindings at the 2008 International Studies Association (ISA), Midwest Region Con-ference, and submitting the original research for publication. In order to provideadequate student reflection, all 13 students were asked to answer several questionspertaining to their experience with the seminar. Reflections evident in this articlewere gathered from the nine students who voluntarily submitted their feedback.For a more detailed look at this course, please see Shock and Awe: Rapid-fire Theory,Some Surprising Survey Results and Triage Statistics in an Applied FreshmanResearch Seminar (Kramer & Schechter, 2010).

Course Enrollment

Individuals enrolled in this seminar were all either freshman or sophomore membersof the Honors College and represented a diverse array of disciplines that ranged fromthe biological sciences, to mathematics, business, and political science. Student ratio-nales for enrolling in this research seminar were equally as diverse. Several studentswho were not majoring in a social science discipline chose to take this course todiversify their collegiate career, while other students enrolled because it correlatedwith their social=political science major. Desire to apply research methods, aswell as a common interest in social science issues, were also reported reasons for

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enrollment in this seminar. Additionally, students reported that interest in thiscourse was piqued by honors college advisors and the promise of gaining honorscredit (students at MSU are required to have a minimum of eight honors creditsto graduate with honors).

The Seminar

The students that participated and chose to share their reflections on this researchseminar were surprised by a few particular aspects of the experience. First, studentswere surprised how well the group worked together. One student in particularremarked that she was surprised by how ‘‘amicably everyone worked in a smallgroup setting.’’ The second major commonality among students dealt with the func-tionality of the relationship between students and professors. Multiple students sta-ted that they were surprised how well the students and professors worked together,taking on roles as coworkers, as opposed to supervisors and subordinates. The con-sensus was that this unorthodox relationship between students and professors wasbeneficial for the outcome of the project, giving students a more hands-onexperience.

Two major reactions became apparent but were mostly expressed by those whocontinued with the project after the course had ended. The amount of effort thatwent into the project after the course concluded was arguably the greatest sourceof surprise for these students. Many students commented that they were surprisedby their level of dedication and that of their peers in sticking with the project, parti-cularly in how much effort they put toward the project without any ‘‘considerableexternal incentives’’ such as class credit or a research stipend. The second major reac-tion that arose as a surprise to students was that the project had a substantial out-come. Most students noted in their reflections that they never expected to obtainsignificant research conclusions about student knowledge of international affairs.They found it surprising that a paper worthy of publication came out of the projectand found the prospect of actual publication to be a surprisingly strong motivationfor the additional work.

Literature on Public Policy and Foreign Affairs

Our study of literature on prior research consisted of reading and discussing articles,integrating the discussions into the survey, and understanding the importance ofrecognizing previous research. Some students found that this experience helped themrealize they were not interested in pursuing social sciences. Many of these studentscommented on how much they disliked working with surveys, pointing out howcomplicated and detail oriented they are, especially when so much backgroundresearch was required prior to creating the actual survey. The opposite effect wasseen as well, where many students reported that their involvement in the projectpiqued their interest in social science. As a result, many often took more coursesin this realm of academia.

The relationship between policy and public opinion has been frequently debatedamong academics ever since ancient rulers first developed strategies to manage theirsubjects. As the discussion surrounding this issue has evolved, the effect of publicopinion on foreign policy has taken on particular importance due to the public’srelative lack of knowledge regarding international affairs compared with domestic

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issues. The following is a brief overview of the literature studied in preparation forour survey and utilized in our research.

In the past, the lack of public knowledge has allowed leaders to act with littleconcern for public opinion when dealing with foreign affairs (Sprout and Sprout1968). Leaders are presumed to have the foreign affairs knowledge and to act forthe benefit of their country. However, as technology has allowed the public easyaccess to information concerning foreign affairs, understanding the relationshipsbetween policy, opinion, and knowledge has become increasingly difficult while alsocritically important.

Although plenty of literature exists concerning the role public opinion can andshould play in foreign policy, as well as literature theorizing about the sources of pub-lic opinion, very little has been done to connect the dots between public opinion, newssources, individual characteristics, and public foreign affairs knowledge. Studentsworking on this project discovered this was more difficult than it originally seemed.The seminar began with the students studying each of these factors individually.

Influence of the Media

While Powlick and Katz (1998) hint at the media’s influence on public opinionthrough their coverage of elites, Daniel L. Jordan and Benjamin I. Page (2005)and William Darley (2005) further investigate the role of the media in affectingpublic opinion on foreign affairs. More specifically, Darley focuses on the militaryend of foreign policy. He asserts that if the military establishes a bold plan ofaction with clear objectives, which it then properly executes, the media will relaythis decisive behavior to the public who will then support the action. Jordanand Page approach the subject from a broader perspective, including both dom-estic and foreign policy in their analysis. They claim that statements and actionsby the media, political officials, and popular presidents have a large impact onpublic opinion. However, their literature does not adequately connect individualmedia sources to their impact on knowledge and opinion.

Party Affiliation

George Belknap and Angus Campbell (1951–1952) arguably provide the most com-prehensive treatment relating public opinion to a variety of factors including income,party affiliation, religion, rural=suburban=urban environment, and knowledge.Their research analyzes the relationships between each of these variables to publicopinion. Of particular interest regarding knowledge and opinion, the more informedmembers of each party had more sharply divided opinions than those of each partywho were less informed. Unfortunately their work, published in 1951, is now out-dated. Since the paper’s publication, the Internet and cable news channels haveallowed the public significantly greater access to information. Also, the paper didnot account for how the public acquired its knowledge, which intrigued us.

Experience and Education

More recently in a clearer attempt to specifically understand the sources of studentopinion, Jack Knott, Larry Hembroff, and Michael Keefe (1992) administered a sur-vey to MSU students in order to gauge students’ knowledge of foreign affairs in

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order to gain support for a more internationally infused curriculum. Their analysisconcluded that factors such as taking classes with international content, readingnewspapers and earning a higher grade point average (GPA) correlated with theprobability of a student scoring higher on international knowledge questions. Also,their study found that one of the strongest predictors of a student’s score was theyear in which the knowledge test was administered. The test was administered inboth 1984 and 1989. It was found that students who took the test in 1989 performedsignificantly better than students taking the test in 1984. The authors suggestthat changes in MSU’s curriculum had positively influenced students’ knowledgeof international affairs.

However, their results did not attempt to correlate opinion with knowledge as itwas primarily focused on convincing the university’s administration that more inter-national education was necessary. Also, the survey did not attempt to segregate newssources, making it impossible to conclude, for example, if one newspaper was moreinfluential than another.

Despite this extensive body of work, none of the existing literature hasattempted to connect how the public acquires knowledge about political issues, whateffect these sources have on their knowledge of foreign affairs, and, finally, the rela-tionships between knowledge and public opinion. By gathering data to address eachof these questions as well as other environmental and behavioral data, we hoped totrace public opinion and knowledge to its source or sources. Our goal was to obtaina greater understanding of public opinion by understanding how the public acquiredknowledge and what influence this knowledge had on opinions.

The Survey

A survey consisting of 43 questions was distributed to a representative sample ofundergraduate students at MSU spanning class and college of major. All questionswere designed to fit into one of five broad categories: knowledge (18 questions), per-sonal demographics (5), educational background (12), the source of news acquired(4), and opinion of international affairs (4). The format of questions asked includedmultiple choice and yes=no questions.

Knowledge questions were authored to reflect established literature on foreignpolicy or were influenced by current international events. Questions ranged in theirlevel of difficulty. At the completion of the survey, knowledge scores were calculatedfor each participant by taking the number of knowledge questions answered cor-rectly divided by the total number of knowledge questions. This knowledge scorewas used as the dependent variable in our data analysis.

Personal demographic questions inquired about political party affiliation, stu-dents’ predominant living environments prior to attending the university, and gen-der. We hypothesized that students from a suburban background would have agreater knowledge of international affairs than those from rural or urban back-grounds because of the availability of international news through television, newspa-pers, magazines, and the Internet, as well as the perception of better educationalsystems in the suburbs. We also hypothesized that the knowledge score betweenthe sexes would be largely similar, with all other factors being equal.

Questions regarding respondents’ educational background provided infor-mation concerning foreign language courses taken, classes taken emphasizing inter-national relations, study abroad participation, current class year, honors experience,

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and the college of participants’ majors. Questions related to the source of news gavethe frequency, type, and delivery of news read and watched. Opinion-based ques-tions asked about trade with China, the Iraq war, the United Nations budget, andthe environment. We posed these to see if there was a correlation between inter-national affairs knowledge and opinions held. In addition, it was thought thatopinion questions could be seen as a proxy measure for political ideology.

The Surveying Method

After approval for human subject research was obtained from MSU’s InstitutionalReview Board (IRB), the completed survey was sent to 6,000 randomly sampledundergraduates via their university e-mail account (every enrolled student at theuniversity is required to have a personal computer). The sample was stratified byacademic class.

The undergraduate population at MSU was 33,617 at the time the survey wascompleted. The Office of the Registrar at MSU was unable to provide us with e-mailaddresses reflective of the distribution of MSU’s student body with regards to race,gender, socioeconomic level, etc. due to confidentiality reasons. However, the repre-sentativeness of the survey can be deduced based on comparisons between universityand survey data available in these areas. For example, our survey responses showeda gender composition with 38.1% male and 61.9% female. This is similar to theuniversity at large, which had a composition of 45.7% male and 54.3% female atthe time of solicitation.

The Web-based survey was constructed and sent using Survey Monkey(www.surveymonkey.com), and the survey took approximately 15 minutes to com-plete. The e-mail that contained the link to the survey also contained a cover letterthat described the purpose and intentions of our research. In addition, this letter dis-cussed the opportunity for financial incentive for survey participants. This incentiveincluded a total of four gift cards (three at $50 and one at $100). After completingthe survey, participants were entered into a drawing for a chance to win these giftcards. A week after the survey was sent, an additional solicitation was sent out toany member of the original sample who had not yet taken the survey. A total of1,343 individuals completed the survey for a participation rate of 22%.

Analytical Methods

The knowledge score was used as the dependant variable for analysis with answers toall other questions constituting independent variables. We analyzed the data usingsimple correlations, chi-squared, analysis of variance (ANOVA), independent sam-ple t tests, and ordinary least squares regression models. Data analysis was com-pleted using SPSS software. Statistical significance was established at the 5% level.

Results and Discussion

Results indicate that the source of news can significantly affect foreign affairs knowl-edge. Reading The Economist, for example, had a significant effect on mean knowl-edge score, with readers scoring on average 2.35 points better than nonreaders. Thisresult was not surprising as The Economist is dedicated to reporting current inter-national affairs and providing more insight and opinion on foreign issues than other

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sources. Reading local news sources, such as the (Michigan) State News or the Lan-sing State Journal, had no significant correlation with knowledge of internationalaffairs. A possible explanation might be that these types of sources do not exten-sively cover international news. Some sources, such as network news and talk shows,had a significant negative correlation with foreign affairs knowledge, suggesting thatrelying on these news sources undermines foreign affairs knowledge.

We formed three different regression models, each varying in the number andtype of variables that it uses to explain foreign affairs knowledge. Our model ofbest fit had an adjusted R2 value of .218 (i.e., 21.8% of the variation in scores forthe test of knowledge was explained by the independent variables.) Our secondand third highest models had an adjusted R2 of .215 and .168, respectively. The fac-tors that were consistent and statistically significant predictors of foreign affairsknowledge were GPA, membership in the honors college, university foreign languagecourses, gender, living in an urban environment during middle school andhigh school, watching satirical news, membership in James Madison College, andregularly reading The Economist.

The prominence of these factors suggests a great deal. Students who have ahigher GPA and take classes with international material will likely learn more aboutthe outside world. Furthermore, students will gain more knowledge about other cul-tures and other nations through studying foreign languages at the university level.We also found that gender had an impact. Men do about 0.15 points better onthe knowledge portion of the survey than women. Members of the seminar were sur-prised with these results as they had conjectured that there would be no differencebetween men and women in their knowledge of foreign affairs. Of particular interestto educators, this may indicate that women learn differently than men either bychoice or unconsciously.

In two of the three regression models some predictors had less of a robust impacton knowledge scores. The education of a student, for instance, had varying effects inthe regression models. We found that being a member of the College of SocialSciences did have a positive effect on students’ knowledge of foreign affairs. Thisis possibly a result of the strong emphasis of international affairs within the pro-gram. Students who had attended a class in high school focusing on internationalaffairs have, on average, higher scores on the knowledge test than those who didnot. Students who attended a lecture focusing on international affairs in the pastyear did worse.

Our hypotheses were that the number and type of news source would affect stu-dent knowledge of foreign affairs. Televised news sources that had positive effectswere cable networks (e.g., CNN, Fox), public networks (e.g., PBS, CBC, BBC),and watching no news at all. There was a surprisingly positive association betweenknowledge and watching satirical news, such as The Colbert Report. A fascinatingresult that we found was those students who watched talk shows had a worse knowl-edge of foreign affairs. This is probably a consequence of the focus of talk shows,which pertains predominantly to the personal life of the guests and hosts.

The type of printed news source varied in its effects. Generally, news sources,such as the New York Times, Time, and the Wall Street Journal, had a positive effecton knowledge of foreign affairs. These national publications focus on broadernational and international political and economic events. USA Today is also issuednationally, but its focus is directed towards social issues, which explains its negativeregression coefficient of -.085. Additionally, the more printed news sources a student

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selects to read also had a positive regression coefficient of .167. This implies thataccess to a greater variety of news sources, particularly those with internationalcontent, enables a student to increase one’s knowledge of foreign affairs.

Conclusions

Our analysis focused on five main areas for comparison: knowledge, news source,educational background, personal background, and opinion. Of these areas studied,news source demonstrated the strongest correlations with knowledge of internationalrelations. A large positive correlation was found between knowledge score and cer-tain variables, such as reading The Economist or watching satirical news. Educationalso had a strong effect. As expected, factors such as grade point average, being amember of the Honors College, taking a foreign language at the collegiate level,and other academic factors had strong connections to respondents’ scores on theknowledge portion of the survey. Personal demographics, such as political party,provided little strength in predicting students’ knowledge of international affairs.However, other personal demographics, such as gender and community upbringing,did correlate with students’ knowledge of international affairs.

Correlations between students’ knowledge of international affairs, their respect-ive news sources, demographic backgrounds, and academic backgrounds have beendemonstrated. This helps us understand how people gain knowledge in the realm ofinternational studies and could help us understand how to more efficiently extendinternational affairs knowledge. This study could be used by universities to betterequip their programs for educating students by integrating news sources that showeda positive correlation with foreign affairs knowledge, for example. However, the pre-sented findings are solely based on MSU students’ performance. It is our recommen-dation that this study be repeated at multiple universities to provide furthervalidation or refutation of these findings. If results prove similar, then academiawould have a strong case for the possible restructuring and=or the necessary supple-mentation of international affairs education.

The study presented is not without flaws or caveats. It is possible that our sam-ple was not representative of Michigan State University students due to surveyresponse error, sampling errors, or response bias. Also, conducting an unproctoredWeb-based survey might have resulted in skewed or inaccurate representation ofMSU students’ foreign affairs knowledge. For example, the respondent could haveeasily looked up information on the Internet while completing the survey that wouldincrease his or her score on the knowledge portion of the survey. The respondentmay have asked other people for information while taking the survey as well. Finally,correlation is not causation. Our results yield conjectures that are based on logic,practical reasoning, critical thinking, and analysis.

Learning Experiences

Students in this course gained a greater understanding of survey creation andimplementation. An increased understanding of statistical methodology was alsoreported by a high percentage of students enrolled in the course. Furthermore, theundergraduate research seminar enabled students to sharpen their ability to analyzeand draw conclusions from empirical evidence. This course made students considerall possible factors in correlation analysis while requiring them to highlight what

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they concluded was most probable, without intentionally rejecting all other possibi-lities. Students also learned that it is equally important to present both the resultsthat did and did not support their hypotheses to avoid inaccuracies and oversights.Students experienced how to tangibly implement the scientific method in thisreal-world application. Finally, students learned more about the field of socialscience. Specifically, several students commented that the research process convincedthem that social science was a legitimate evidence-based field.

Learned experiences also extended far beyond the subject matter emphasized inthe course syllabus. Through the course, students were able to gain new insights andunderstandings about effective group dynamics and learned how to be a successfulteam member. Additionally, a new appreciation for the complexities of researchwas gained by all. Specifically students gained a firsthand understanding of how sig-nificant their contribution of time and hard work needed to be in order to achieve ahigh-quality product. A number of these students commented that this not onlyincreased their interest in social science but shaped their degree pathways. Some stu-dents changed their majors to a discipline in social science after the experience, whileothers found confirmation in their previous decision to pursue social science degrees.Students who continued with the project after its technical completion all seemed tohave a more positive outlook on research and were more likely to have performedresearch outside of the project. Thus, the research seminar not only successfully con-nected the dots between international affairs knowledge, demographic background,and opinion, but also connected the dots in undergraduate education between class-room theory, real-world analysis, and career pathways.

References

Belknap, George and Angus Campbell. 1951–1952. ‘‘Political Party Identification and Atti-tudes Toward Foreign Policy.’’ Public Opinion Quarterly 15(4): 601–623.

Darley, William M. 2005. ‘‘War Policy, Public Support, and the Media.’’ Parameters 35(2):121–134.

Jordan, Donald L and Benjamin I. Page. 2005. ‘‘Shaping Foreign Policy Opinions: The Roleof TV News.’’ Journal of Conflict Resolution 36(2): 227–241.

Knott, Jack, Larry Hembroff, and Michael Keefe. 1992. ‘‘Internationalizing Education.’’International Studies Notes 17(3): 8–16.

Kramer, Daniel B. and Michael G. Schechter. 2010. ‘‘Shock and Awe: Rapid-fire Theory,Some Surprising Survey Results and Triage Statistics in an Applied Freshman ResearchSeminar.’’ Revision of conference paper presented in 2008 at the annual meeting of theInternational Studies Association, Midwest in St. Louis, Missouri.

Powlick, Philip J. and Andrew Z. Katz. 1998. ‘‘Defining the American Public Opinion=Foreign Policy Nexus.’’ Mershon International Studies Review 42(1): 29–61.

Sprout, Harold and Margaret Sprout. 1998. ‘‘The Dilemma of Rising Demands andInsufficient Resources.’’ World Politics 20(4): 660–693.

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