Early Career Professionals’ Perceptions of Higher Education and Student Affairs Graduate Programs: Preparation to Work With International Students

2019 ◽  
Vol 60 (2) ◽  
pp. 156-172 ◽  
Author(s):  
Leslie Jo Shelton ◽  
Christina W. Yao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
Graduate Programs ◽  
Early Career

scholarly journals Impact of Covid-19 on International Student Support

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Lisa Bardill Moscaritolo ◽  
Brett Perozzi ◽  
Birgit Schreiber ◽  
Thierry Luescher
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Support ◽  
Mental Wellbeing ◽  
Exploratory Survey ◽  
Return Home ◽  
Primary Groups ◽  
The Impact

The Covid-19 pandemic caused unique challenges to international students. Student Affairs and Services (SAS) across the higher education sector played a key role in supporting students and institutions during the pandemic. This article reports the findings of an exploratory survey with SAS practitioners from around the globe on the ways in which SAS responded to the pandemic and sought to mitigate the impact of the pandemic on students in general and international students specifically. The results demonstrate that international students were among the primary groups of students impacted by the pandemic. Specific challenges identified include mental wellbeing, inability to return home, financial hardships, fear, and uncertainty. Discrimination of certain groups was also noted. SAS intervened to assist international students in navigating these challenges across world regions, including services declared essential for international student support. Finally, financial implications and the future of international student support are explored.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

scholarly journals Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

10.28945/3950 ◽  
2018 ◽  
Vol 3 ◽  
pp. 001-020 ◽  
Author(s):  
Elizabeth K Niehaus ◽  
Crystal E Garcia ◽  
Jillian Reading
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Hidden Curriculum ◽  
Research Training ◽  
Graduate Programs ◽  
Early Career ◽  
Faculty Members ◽  
Formal Curriculum

Aim/Purpose: Understanding how students develop a sense of efficacy as researchers can provide faculty members in higher education doctoral programs insight into how to be more effective teachers and mentors, necessitating discipline-specific research on how graduate programs are and can be fostering students’ research self-efficacy (RSE). Thus, the purpose of this study was to explore how doctoral programs and early research experiences contribute to the development of RSE in higher education scholars. Background: Participants identified elements of the formal and “hidden” curriculum that promoted and inhibited RSE development. Methodology: We employed multiple case study analysis of 17 individual early career scholars in higher education and student affairs. Contribution: Findings indicate that the development of RSE is complex, but that Bandura’s four main sources of efficacy are a useful way to understand the types of experiences that students are and should be having to promote RSE. Our findings also highlight the importance of the research training environment in RSE development. Findings: We found that the formal curriculum of participants’ doctoral programs – their research methods coursework and the process of writing their dissertations – were important facilitators of their RSE development. However, we also found that the “hidden curriculum” – the availability of extracurricular research opportunities, faculty and peer mentoring, and the overall research culture of the doctoral programs – were influential in participants’ development. Recommendations for Practitioners: Our findings point to a number of implications for higher education graduate programs seeking to improve students’ RSE. First, with regard to coursework, our findings point to the importance of recognizing the negative experiences students may bring with them to their doctoral programs, particularly related to quantitative methods, and of finding ways to help them see quantitative methods in different ways than they have before. Second, our findings suggest important implications for how faculty members as teachers, advisors, and men-tors can think about providing feedback. Finally, our findings suggest the importance of understanding the “hidden curriculum,” and how faculty members can influence students’ experiences outside of coursework and dissertations.

scholarly journals Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place

2017 ◽  
Vol 7 (4) ◽  
pp. 1126-1134
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Adjustment ◽  
Student Body ◽  
Perceived Needs

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.”

Promoting the Scholarly Writing of Female Doctoral Students in Higher Education and Student Affairs Graduate Programs

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Catherine McHugh Engstrom
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Doctoral Students ◽  
Graduate Programs ◽  
Female Students ◽  
Women Faculty ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Research Writing ◽  
Scholarly Writing

This study reports on the influence of their doctoral experiences on the scholarly writing and productivity of tenured women faculty members in higher education and student affairs programs. Factors that contributed to creating their identities as scholarly writers and influenced their scholarly writing and productivity included: a) structured opportunities in research, writing, and publishing, b) mentors, and c) student peers. Strategies are presented for faculty members, student affairs administrators, and female students who encourage women to develop a commitment to integrate scholarly activities and writing into their professional identity and practice.

scholarly journals A Collaborative Programming and Outreach Model for International Student Support Offices

2017 ◽  
Vol 7 (4) ◽  
pp. 1080-1095
Author(s):  
Peter Briggs ◽  
Ravichandran Ammigan
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
Support Services ◽  
International Student ◽  
Student Support ◽  
The United States ◽  
Support Service ◽  
Institutions Of Higher Education ◽  
Collaborative Programming

Increasing international student enrollment has been a key priority for many institutions of higher education in the United States. Such recruitment efforts, however, are often carried out without much consideration for providing sufficient support services to these students once they arrive to campus. This article proposes a model for structuring an international student support office to be successful at serving the academic, social and cultural needs of international students through a collaborative programming and outreach model with student affairs and other support service units on campus.

scholarly journals International Students Negotiating Higher Education: Critical Perspectives

2014 ◽  
Vol 4 (3) ◽  
pp. 299-300
Author(s):  
Uttam Gaulee
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
Language Proficiency ◽  
Social Experiences ◽  
Policy Makers ◽  
College And University ◽  
University Personnel ◽  
Education Personnel ◽  
Critical Perspectives

International Students Negotiating Higher Education: Critical Perspectives is an excellent resource for higher education personnel and administrators in admissions and student affairs. Educational practitioners and policy makers may take advantages of this book. The volume goes beyond simply describing a profile of who international students are, by providing more information about their holistic experiences. The book highlights the interactions of the international students with curricula, tutors, administrators, and college and university personnel serving international students. Editors and authors showcase the complexities in the academic, personal, and social experiences of international students resulting from the challenges of language proficiency, cultural and social backgrounds and identities.

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