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1 – 10 of over 23000Josipa Roksa, Soojeong Jeong, David Feldon and Michelle Maher
Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we…
Abstract
Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we focus on the experiences and outcomes of API students in doctoral education. More specifically, we examine socialization experiences and research productivity of three groups of students: domestic API, international API, and domestic white students. The results, based on a national cohort of PhD students in biology, reveal notable differences in experiences and outcomes of domestic and international API students. Although variation in socialization experiences explains differences in research productivity in the first year, that is not the case in the second year of doctoral study. In the second year, international API students have publication productivity comparable to their white peers, despite less favorable socialization experiences. Domestic API students, however, have lower research productivity than their white peers, even though they have comparable socialization experiences. Given the presumption of APIs’ success, especially in the STEM fields, findings for domestic API students are surprising and not aligned with the model minority stereotype. Contributions to research on API students, doctoral education, and socialization theory are discussed.
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Casey E. George, Evthokia Stephanie Saclarides and Sarah Theule Lubienski
This study aims to focus on survey reports of doctoral students’ experiences in the USA, providing a look at factors influencing “in the moment” decisions students make about…
Abstract
Purpose
This study aims to focus on survey reports of doctoral students’ experiences in the USA, providing a look at factors influencing “in the moment” decisions students make about persistence. Specifically, the authors investigate the reasons doctoral students consider leaving their programs, and how these reasons may differ for international and domestic students. The authors also examine international–domestic patterns by sex and by program of study.
Design/methodology/approach
As part of a campus-wide doctoral program assessment, doctoral students and recent graduates at a large, public, Research I institution in the Midwest region of the USA are asked to complete a program satisfaction survey. Content analysis of open-ended survey responses is the basis of the analysis. Next, a code by committee approach is used whereby two members of the research team coded all open-ended responses and discussed discrepancies to reach consensus on all codes assigned, and to reduce individual biases. Each open-ended response is assigned at least one of 16 codes, with more than one code used as necessary.
Findings
The results suggest that, although both academic and social factors are important influences of doctoral departure in general, academic concerns – specifically, alignment with goals, career preparation and program structure – may be particularly important for international students, whereas social aspects – faculty relationships and program climate – may be more important for domestic US students.
Research limitations/implications
Researchers should consider conducting larger, multi-institutional studies in the USA, which would reflect a diversity of perspectives and experiences within the American context. Parallel studies of doctoral programs in other countries may be useful in identifying whether similar factors are found for international and domestic students attending those programs. Follow-up interviews could be used to further delve into and understand the emergent patterns from the surveys. The findings of such future studies have the power to inform programs and policies designed to increase the retention of both domestic and international doctoral students.
Practical implications
Given that faculty/advising is one of the most important factors cited by both domestic and international students, our findings suggest that US faculty members may need to give more attention to nurturing supportive relationships with their advisees. Furthermore, American university administrators might consider changing tenure requirements and reward systems for professors to place more emphasis on cultivating positive relationships with advisees, publishing, presenting and writing grants with advisees, and providing high-quality mentoring for doctoral students. Doctoral-granting institutions should consider implementing regular program reviews that include surveys from doctoral students to help programs identify and meet their students’ needs.
Originality/value
Likewise, while other research on international students’ doctoral experiences has been conducted, such as the relationship with their faculty advisor (Kim, 2007; Rice et al., 2009), single studies that focus on factors affecting the attrition of domestic versus that of international students’ remain limited. The purpose of this study is to address the following research questions: What factors contribute to doctoral students’ considerations of departure in the USA? How might these factors differ between domestic and international students? We seek to expand understandings of doctoral attrition by using larger-scale qualitative data to address limitations of existing studies that focus on the experiences of only a few students.
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Meena Chavan, Jana Bowden-Everson, Erik Lundmark and Jan Zwar
The purpose of this paper was to identify similarities and differences between domestic and international student’s expectations of their tertiary experience, as well as the way…
Abstract
Purpose
The purpose of this paper was to identify similarities and differences between domestic and international student’s expectations of their tertiary experience, as well as the way in which they evaluate the quality of the service that they receive from their tertiary provider. The paper develops an augmented model of service quality which is adapted to suit the tertiary education context.
Design/methodology/approach
The study adopted a qualitative research approach. A total of six focus groups were conducted with a total of 36 International students and domestic students. All students were enrolled in the third year of an undergraduate degree at one large metropolitan university in Australia. The data were analyzed using qualitative analytic techniques and coded using NVIVO.
Findings
First, the study found that there are significant challenges with regard to the use of student expectations as the foundation for assessing students’ service quality evaluations. This is because students were found to have vague expectations, and limited prior experience of the service from which to shape their expectations. In addition students were found to form their expectations as they consumed the service, throughout their degree program which often spanned three to four years. Second, the study found that traditional dimensions of service quality were not sufficient to capture the depth of international and domestic students’ service evaluations. The study proposed the inclusion of an additional two service quality constructs, namely, social benefits and co-creation/participation.
Originality/value
Two new dimensions of service quality emerged from this study, “Social benefits” and “Co-creation/Participation”. The study therefore suggests that the tertiary experience should be enhanced through the provision of additional opportunities for student to staff and student to student interactions. In addition, tertiary institutions should also enhance opportunities for engagement within both the academic and industry environment.
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Sanaz Soltani and Shahrokh Nikou
Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a…
Abstract
Purpose
Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.
Design/methodology/approach
This paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.
Findings
Academic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.
Research limitations/implications
The study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.
Practical implications
Academic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.
Originality/value
This is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.
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Daniel A. Collier, David M. Rosch and Derek A. Houston
International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students…
Abstract
International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.
Daniel A. Collier and David M. Rosch
International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween…
Abstract
International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween international and domestic students and focuses on their growth in capacity associated with participation in co-curricular leadership programs. Similarly-sized gains emerged after participation, suggesting that these leadership programs create equal growth effects across both groups. However, the factors that predicted international students’ increases in leadership skill were different than their domestic peers, suggesting that developing effective leaders among college students across national background is a non-uniform, complexprocess. Recommendations include the suggestion for partnerships between international student scholar units and leadership educators, specialized workshops for international students, and creating nuanced curricula based on the various pathways that students take to becoming an effective leader.
The purpose of this paper is to evaluate the needs and aspirations of international students studying at a comprehensive university campus in the USA in comparison to domestic…
Abstract
Purpose
The purpose of this paper is to evaluate the needs and aspirations of international students studying at a comprehensive university campus in the USA in comparison to domestic students represented by factors that drive students’ college choice.
Design/methodology/approach
The study opted for a survey design through questionnaire and employed descriptive and inferential statistics to assess differences between international and domestic students.
Findings
Findings suggest that international students are different from domestic students on seven choice factors: on-campus housing, recommendation from family, academic reputation, reputation of faculty, participation in intercollegiate sports, printed material or video and need-based financial aid.
Research limitations/implications
The study was conducted at a four-year comprehensive public university campus in California. Findings and conclusions may be relevant only to such context.
Practical implications
International and domestic students have different preferences and their college choices are affected to different degrees by the varying choice factors. Education administrators and policy makers can have targeted strategic marketing plans that are responsive to the different types populations’ needs.
Originality/value
This is the first study that compares international students’ to domestic students’ needs and aspirations when choosing a university campus.
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Karina Jolly, Chris Corr, Nicole Sellars and Sarah Stokowski
The purpose of this study was to explore the leadership competencies of the National Collegiate Athletic Association (NCAA) college athletes and assess the potential differences…
Abstract
Purpose
The purpose of this study was to explore the leadership competencies of the National Collegiate Athletic Association (NCAA) college athletes and assess the potential differences between domestic and international college athletes.
Design/methodology/approach
A quantitative, non-experimental research design was employed, including the use of an electronic survey to collect data. Survey research allows for extensive data management and a quick data collection method (Creswell & Creswell, 2018). The survey was conducted using online Qualtrics software, which allowed convenience in administration, maintenance, nationwide distribution and data export and analysis.
Findings
The findings of this study suggest that domestic college athletes develop greater leadership competencies than their international peers.
Practical implications
The study implications include both practical and academic contributions. The research in the area of leadership development in college athletes has been growing. Previous research has focused on the benefits of the leadership development (Lewis, 2023); however, minimal research has been dedicated to exploring actual leadership constructs within the college athlete population. Moreover, this study focused on the differences between domestic and international college athletes’ leadership constructs. International college athletes go through additional challenges while balancing the academic part of being college athletes (Ridpath, Rudd, & Stokowski, 2020).
Originality/value
Minimal research has been dedicated to exploring actual leadership constructs within the student-athlete population. This study is the first study that explored leadership constructs from the quantitative lens and focusing on both domestic and international student-athletes. The literature on international student-athletes mainly focuses on the motivation arriving to the United States of America (Love & Kim, 2011) and their transitional experiences (Popp, Pierce, & Hums, 2011; Jolly, Stokowski, Paule-Koba, Arthur-Banning, & Fridley, 2022). However, limited literature focuses on the preparation of international student-athlete for life beyond their sport.
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Behnam Soltani and William E. Donald
Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability…
Abstract
Purpose
Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability through participation in a landscape of practice.
Design/methodology/approach
The study employed an exploratory, longitudinal case study design to capture students' lived experiences on an 18-month Master of Professional Practice course at a higher education institution in New Zealand. The data collection procedure involved field note observations (months 1–4), a focus group (month 13) and narrative frames (months 16–18). The sample was domestic students from New Zealand (n = 2) and international students from Asia (n = 5).
Findings
One’s participation in multiple communities of practice represents their landscape of practice and a commitment to lifewide learning. Through participation in various communities of practice, domestic and international students can enhance their employability in three ways: (1) boundary encounters to develop social capital, (2) transcending contexts to enhance cultural capital, and (3) acknowledging the development of psychological capital and career agency.
Originality/value
Our work offers one of the earliest empirical validations of sustainable career ecosystem theory. Expressly, communities of practice represent various contexts whereby employability capital is developed over time. Additionally, the postgraduate students themselves are portrayed as interconnected and interdependent actors, presenting a novel framing of such dependencies at the micro-level of the ecosystem. The practical implications come from informing universities of the value of a landscape of practice to enhance the employability of domestic and international students in preparation for sustainable careers and to promote the sustainability of the career ecosystem.
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The increasing mix of international and domestic students in many Australian universities provides more challenges and opportunities for those who are responsible for students…
Abstract
The increasing mix of international and domestic students in many Australian universities provides more challenges and opportunities for those who are responsible for students, their successful interactions, and understanding of differences in their identity development. It also compels increased pedagogical reflections in teaching and learning strategies. This exploratory study investigates students’ perspectives on teaching and learning in a third year undergraduate course they had recently completed. Semi‐structured interviews were conducted with five international and five domestic students to seek their views on the current teaching and learning methods and activities. The findings depict several implications and opportunities to improve the course delivery to enable more effective learning outcomes. It was also found that cultural diversity in the classroom can impact on student engagement; and therefore as educators, we need to examine and take action on ensuring equity, access and culturally appropriate pedagogy and curriculum.
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