Improving the Student Experience: Learning From a Comparative Study of International Student Satisfaction

2018 ◽  
Vol 22 (4) ◽  
pp. 283-301 ◽  
Author(s):  
Ravichandran Ammigan ◽  
Elspeth Jones
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
International Student ◽  
Meta Analysis ◽  
The United States ◽  
Support Service ◽  
Future Research ◽  
University Administrators ◽  
Four Dimensions ◽  
University Experience

This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely, their arrival, living, learning, and support service experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the United Kingdom, and the United States. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students’ overall university experience, and the article reveals which of the four is the most influential. To the authors’ knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals The Synthesis and Future Directions of Empirical Research on International Students in the United States: The Insights from One Decade

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Masha Krsmanovic
Keyword(s):  
United States ◽  
International Students ◽  
Empirical Research ◽  
International Student ◽  
The United States ◽  
Future Research ◽  
Future Directions ◽  
Academic Level ◽  
Research Questions ◽  
And Control

The purpose of this systematic review was to identify the trends in empirical research on international students in the United States produced between 2010 and 2019. After reviewing and synthesizing the characteristics of 334 research articles published over the past decade, the author identified the areas that have been overly researched and the domains that have not yet been adequately explored. The overall findings of this review indicated that recent scholarly efforts were not always aligned with the international student representation on U.S. campuses. Consequently, the author generated nine critical recommendations for future research in the field. The recommendations were produced and presented in the context of overly- and under-researched institutional sites (i.e. institutional type and control), international student populations (i.e. academic level, field of study, and country of origin), research methods employed, and research questions examined.

scholarly journals The Experiences of Lesbian, Gay, Bisexual, and Queer International Students

2017 ◽  
Vol 1 (1) ◽  
pp. 80-94
Author(s):  
Hoa Nguyen ◽  
Erika Grafsky ◽  
Jennifer Lambert-Shute
Keyword(s):  
International Students ◽  
Identity Formation ◽  
Mental Health Professionals ◽  
International Student ◽  
Empirical Studies ◽  
Future Research ◽  
University Administrators ◽  
Significant Research ◽  
Research Gap ◽  
And Migration

There is a significant research gap in understanding the experiences of lesbian, gay, bisexual, and queer (LGBQ) international students. The purpose of this systematic review is to explore what we currently know about LGBQ international students, by synthesizing peer-reviewed and gray literature that focused on this intersection of sexual and cultural diversity. A total of 10 records met the inclusion criteria and were examined. Out of these 10 records, 6 were empirical studies. Findings from this analysis highlighted the salience of: (a) identity formation and migration, (b) the double barrier of being an international student and LGBQ, and (c) multi- layered discrimination and heteronormativity. We then provide suggestions for future research and implications for mental health professionals, educators, and university administrators.

scholarly journals Worldview Climate and the International Student Experience: Internationalization Strategies Overlook Interfaith Necessities

10.28945/4434 ◽  
2019 ◽  
Vol 4 ◽  
pp. 149-176
Author(s):  
Beth Ashley Staples ◽  
Laura S. Dahl ◽  
Matthew J. Mayhew ◽  
Alyssa N. Rockenbach
Keyword(s):  
International Students ◽  
International Student ◽  
Design Research ◽  
Physical Space ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Diversity Experiences ◽  
Campus Leaders ◽  
Internationalization Strategies

Aim/Purpose: The purpose of this study was to compare domestic and international students’ experiences of the campus worldview climate. Background: Internationalization efforts have continued to increase and more institutions are codifying internationalization into their mission statements or strategic plans. However, most international students are coming to the United States from countries that do not share a Christian-based worldview and most campuses are already underprepared for their students to engage across worldviews. Methodology: To explore the experiences of international students with the campus worldview climate, we used data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine differences between domestic and international students with regard to campus worldview climate perceptions, engagement in formal and informal interfaith opportunities, and changes in pluralism orientation during the first year of college. Contribution: This study advances our understanding of how international students perceive their campus worldview climates and how they engage in cross-worldview interactions. We offer these findings in hopes of providing an empirical roadmap for improving international students’ experiences with the worldview climate on campus, especially as internationalization strategies continue to grow and diversify our student populations. Findings: We found that international students do find their campuses less welcoming than their domestic peers. Additionally, international students reported engaging more often in formal cross-worldview interactions than their domestic peers. Recommendations for Practitioners: In light of these findings, we suggest three interfaith initiatives campuses can sponsor to better support their international students: 1) find a physical space for a multi-faith center and provide dedicated staff to support interfaith initiatives, 2) help faculty innovate their practice and the spaces they hold in the classroom to foster environments more inclusive of diverse worldviews, and 3) engage student affairs staff in reflection about their own worldviews and train them to create space for cross-worldview engagement among their students. Recommendation for Researchers: Our findings suggest that international students’ experiences of worldview climate differ from their domestic peers. Researchers should continue to explore worldview as a relevant component of the cross-cultural experience and design research that considers these divergent experiences. Impact on Society: Helping our students engage with diverse worldviews is imperative as part of higher education’s contribution to creating democratic societies across the globe. The results of this study point to ways administrators and campus leaders can align internationalization strategies with effective interfaith and worldview diversity practice. Future Research: Additional research efforts should focus on identifying components of the campus worldview climate international students are more likely to experience than their domestic peers. Also, researchers should consider how international students are exhibiting growth on outcomes like pluralism orientation in comparison to their domestic peers and how cross-worldview interactions affect this development.

scholarly journals Institutional Satisfaction and Recommendation: What Really Matters to International Students?

2019 ◽  
Vol 9 (1) ◽  
pp. 262-281 ◽  
Author(s):  
Ravichandran Ammigan
Keyword(s):  
International Students ◽  
Quantitative Study ◽  
International Student ◽  
Policy Recommendations ◽  
University Administrators ◽  
Retention Strategies ◽  
Using Data ◽  
University Experience ◽  
The University

This quantitative study investigates the role of satisfaction variables as predictors of institutional recommendation for over 45,000 international students at 96 different institutions globally. Using data from the International Student Barometer (ISB), it demonstrates which aspects of the university experience are most significant on students’ propensity to recommend their institution to prospective applicants. This article also discusses key implications and policy recommendations for how university administrators and international educators could enhance the international student experience and strengthen recruitment and retention strategies on their respective campuses.

The Adjustment Problems Faced by International Students in the United States: A Comparison of International Students and Administrative Perceptions at Two Private, Religiously Affiliated Universities

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Fred J Galloway ◽  
John R Jenkins
Keyword(s):  
United States ◽  
International Students ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Hierarchical Regression ◽  
University Administrators ◽  
Adjustment Problems ◽  
Religiously Affiliated ◽  
Faculty And Administrators

International students and the faculty and administrators charged with their oversight were surveyed at two religiously affiliated, private universities to determine the extent of their adjustment problems in the United States. Although the international students were found to have only minor adjustment problems in the twelve areas covered by the Michigan International Student Problem Inventory, university administrators and faculty consistently overestimated the extent of these problems and misunderstood the relative importance of the various problem areas. Hierarchical regression analysis was then used to decompose the variation in student problems into demographic and English language components, where results revealed that problems with the English language were the largest single determinant of international student problems, followed in effect size by marital status and country of origin.

scholarly journals The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

2019 ◽  
Vol 23 (5) ◽  
pp. 535-553
Author(s):  
Rachael H. Merola ◽  
Robert J. Coelen ◽  
W. H. A. Hofman
Keyword(s):  
International Students ◽  
Social Integration ◽  
International Student ◽  
The United States ◽  
Future Research ◽  
South Korean ◽  
Academic And Social Integration ◽  
The United Kingdom ◽  
Korean International Students

This study uses a quantitative approach drawing on data from the International Student Barometer ( N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.

scholarly journals Understanding Indian International Student Experience in the United States

2019 ◽  
Vol 3 (2) ◽  
pp. 29-50
Author(s):  
Prashanti Chennamsetti ◽  
Krishna Bista
Keyword(s):  
United States ◽  
International Students ◽  
Ethnic Minority ◽  
International Student ◽  
Minority Student ◽  
The United States ◽  
Future Research ◽  
Individual Factors ◽  
Phenomenological Methodology ◽  
The U.S

Currently, over 196,271 Indian international students are attending American colleges and universities. These students, similar to other ethnic minority student populations, encounter various challenges while studying overseas. This article focuses on two central questions, (1) How do individual factors (e.g., personality traits) of Indian international students aid in their adjustment in the U.S? (2) Can these individual factors be acquired? Seven Indian international students currently studying in a U.S. university were interviewed. Data were analyzed using phenomenological methodology. The findings identified ten individual themes that aided in adjustment and reported how these factors can be acquired by adapting certain cognitive and behavioral aspects. This study reflects the limitations, implications, and future research.

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 Comparing International and American Students’ Challenges: A Literature Review

2016 ◽  
Vol 6 (3) ◽  
pp. 712-721
Author(s):  
Cody J. Perry
Keyword(s):  
United States ◽  
International Students ◽  
Literature Review ◽  
Cultural Awareness ◽  
International Student ◽  
The United States ◽  
Careful Examination ◽  
Future Research ◽  
American Students ◽  
American Economy

International student numbers have increased drastically in the past few years. International students provide benefits to universities and American students such as greater revenue, and more open-mindedness. There have been myriad studies that have examined the international student experience, but most have focused solely on international students. However, a careful examination of the current literature demonstrates that the presence of international students in the United States offers a variety of benefits to American students by improving cultural awareness, students’ self-evaluated skills, and even the American economy. This literature review highlights future research that should be performed as well as strategies that can be implemented by faculty and administration to help international students who are currently studying in the United States.

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