scholarly journals Recruiting International Students to Your Campus

2012 ◽  
Vol 2 (2) ◽  
pp. 157-167 ◽  
Author(s):  
Cheryl McFadden ◽  
Cathy Maahs-Fladung ◽  
William Mallett
Keyword(s):  
International Students ◽  
Research University ◽  
Response Rate ◽  
The United States ◽  
Decision Making Process ◽  
Admission Process ◽  
Time To Degree ◽  
Public Research University ◽  
Program Characteristic ◽  
Degree Level

The purpose of this paper was to determine what institutional, program, and recruitment characteristics influenced international students to attend institutions in the United States. Two hundred sixteen international students at a Southern public research university responded to the survey (53% response rate) from 56 countries representing 8 regions. An empirical analysis using t-tests and analysis of variance was conducted to determine what characteristics international students found to be most important when selecting an institution. Regardless of degree level, all students ranked faculty/student ratio as an important program characteristic. Second, students ranked both the admission process and time to degree as important characteristics. Third, doctoral, master’s, and bachelor’s students respectively ranked funding as an important characteristic in their decision making process. There are three basic implications for recruitment officers. First, as size matters, international students need to feel connected to faculty and staff. 

Teaching Decision Science in Educational Administration

1976 ◽  
Vol 4 (3) ◽  
pp. 231-235
Author(s):  
Walter M. Mathews
Keyword(s):  
United States ◽  
Decision Making ◽  
Educational Administration ◽  
Response Rate ◽  
The United States ◽  
Decision Making Process ◽  
Decision Science ◽  
Mail Questionnaire ◽  
Major Topic ◽  
Decision Sciences

The universities in the United States that offer a Doctorate in Educational Administration were surveyed to collect information on courses that they offer which include decision sciences—techniques which aid the decision-making process of administrators and which are usually mathematically or technologically based. With a 71 per cent response rate to a mail questionnaire, it was found that forty-five of the responding seventy-six universities (59 per cent) offered such a course to their administration majors. Data were collected from the instructors concerning frequency offered, average enrollment, year originated, and percentage of administration doctoral majors enrolled. A tally of the major topic areas was also recorded.

scholarly journals At the Click of a Button

2020 ◽  
Vol 39 (2) ◽  
Author(s):  
Elena Azadbakht ◽  
Teresa Schultz
Keyword(s):  
Open Access ◽  
Undergraduate Students ◽  
Research University ◽  
The United States ◽  
Public Research ◽  
Usability Study ◽  
Design Elements ◽  
The Past ◽  
Browser Extension ◽  
Public Research University

A number of browser extension tools have emerged in the past decade aimed at helping information seekers find open versions of scholarly articles when they hit a paywall, including Open Access Button, Lazy Scholar, Kopernio, and Unpaywall. While librarians have written numerous reviews of these products, no one has yet conducted a usability study on these tools. This article details a usability study involving six undergraduate students and six faculty at a large public research university in the United States. Participants were tasked with installing each of the four tools as well as trying them out on three test articles. Both students and faculty tended to favor simple, clean design elements and straightforward functionality that enabled them to use the tools with limited instruction. Participants familiar with other browser extensions gravitated towards tools like Open Access Button, whereas those less experienced with other extensions preferred tools that load automatically, such as Unpaywall.

scholarly journals Undergraduate Research as System

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Laura E Cruz ◽  
Devon Anckle ◽  
Lara LaDage ◽  
Amy Chan Hilton ◽  
Alan Rieck
Keyword(s):  
Research University ◽  
Undergraduate Research ◽  
The United States ◽  
Shared Vision ◽  
Research Experience ◽  
Public Research University ◽  
Mapping Process ◽  
Participatory Systems ◽  
Systems Mapping ◽  
High Impact Practice

This study examines the written and visual results of a participatory systems-mapping process used to explore undergraduate research at a large, public research university in the United States. With the university’s transition to a high-impact practice model, the institutional value of undergraduate research has increased, but challenges remain in implementing the practice equitably and inclusively, especially in the complex environment of higher education. The systems-mapping process reveals the subtle, often conflicting dynamics that underlie the undergraduate research enterprise, while simultaneously supporting the emergence of a shared vision, or story, of what the undergraduate research experience could be.

scholarly journals Obtaining Journal Titles via Big Deals Most Cost Effective Compared to Individual Subscriptions, Pay-Per-View, and Interlibrary Loan

2016 ◽  
Vol 11 (1) ◽  
pp. 66 ◽  
Author(s):  
Kathleen Reed
Keyword(s):  
Average Cost ◽  
Research University ◽  
Academic Library ◽  
Cost Effective ◽  
The United States ◽  
Journal Subscription ◽  
Public Research University ◽  
Medical Libraries ◽  
The Cost ◽  
Design Cost

A Review of: Lemley, T., & Li, J. (2015). "Big deal” journal subscription packages: Are they worth the cost? Journal of Electronic Resources in Medical Libraries, 12(1), 1-10. http://dx.doi.org/10.1080/15424065.2015.1001959 Abstract Objective – To determine if “Big Deal” journal subscription packages are a cost-effective way to provide electronic journal access to academic library users versus individual subscriptions, pay-per-view, and interlibrary loans (ILL). Design – Cost-per-article-use analysis. Setting – Public research university in the United States of America. Subjects – Cost-per-use data from 1) journals in seven Big Deal packages, 2) individually subscribed journals, 3) pay-per-view from publishers’ websites, and 4) interlibrary loans. Methods – The authors determined cost-per-use for Big Deal titles by utilizing COUNTER JR1 metric Successful Full-Text Article Request (SFTAR) reports. Individual journal subscription cost-per-use data were obtained from individual publishers or platforms. Pay-per-view cost was determined by recording the price listed on publishers’ websites. ILL cost-per-use was established by reviewing cost-per-article obtained from libraries outside of reciprocal borrowing agreement networks. With the exception of pay-per-view numbers, title cost-per-use was averaged over a three-year period from 2010 through 2012. Main Results – Cost-per-article use for journals from Big Deals varied from $2.11 to $9.42. For individually subscribed journals, the average cost-per-article ranged from $0.25 to $84.00. Pay-per-view charges ranged from $15.00 to $80.00, with an average cost of $37.72. Conclusion – The authors conclude that Big Deals are cost effective, but that they consume such a large amount of funds that they limit the purchase of other resources. The authors go on to outline the options for libraries thinking about Big Deal packages. First, libraries should keep Big Deal packages in place if the average cost-per-article is less than individual subscriptions. Second, libraries could subscribe only to the most-used journals in Big Deals, cancel the packages, and rely on ILL and pay-per-view access. Third, consortia could be joined to favourably negotiate Big Deal package prices. Fourth, Big Deals could be dropped completely. Fifth, individual libraries armed with JR1 reports can negotiate with publishers for better deals.

scholarly journals Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree

2021 ◽  
pp. 016237372110557
Author(s):  
Christian Fischer ◽  
Rachel Baker ◽  
Qiujie Li ◽  
Gabe Avakian Orona ◽  
Mark Warschauer
Keyword(s):  
Online Education ◽  
Research University ◽  
Online Courses ◽  
College Completion ◽  
Online Course ◽  
Time To Degree ◽  
Face To Face ◽  
Public Research University ◽  
Success In Higher Education ◽  
Required Courses

Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few studies have investigated more distal effects of online education. In this study, we analyzed 6 years of institutional data for three cohorts of students in 13 large majors (N = 10,572) at a public research university to examine distal effects of online course participation. Using online course offering as an instrumental variable for online course taking, we find that online course taking of major-required courses leads to higher likelihood of successful 4-year graduation and slightly accelerated time-to-degree. These results suggest that offering online courses may help students to more efficiently graduate college.

scholarly journals Cognitive Skills Development Among International Students at Research Universities in the United States

2015 ◽  
Vol 5 (4) ◽  
pp. 526-540
Author(s):  
Young K. Kim ◽  
David Edens ◽  
Michael F. Iorio ◽  
Christie J. Curtis ◽  
Edwin Romero
Keyword(s):  
International Students ◽  
Cognitive Skills ◽  
Research University ◽  
The United States ◽  
College Experiences ◽  
Skills Development ◽  
University System ◽  
Research Engagement ◽  
Undergraduate Experience ◽  
Experience Survey

Set in the context of a statewide research university system, this study attempted to improve our understanding of cognitive skills development among international students. Specifically, this study examined how the patterns and predictors of cognitive skills development among this population differ from their domestic counterparts. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES). This study identified unique patterns in both cognitive skills development and college experiences among international students. Findings also suggest that some college experiences, such as research engagement with faculty and satisfaction with advising, can possibly facilitate greater gains in cognitive skills among international students. The study discusses the theoretical and practical implications of the findings.

scholarly journals Understanding How International Students from the Caribbean Arrive at the Decision to Remain within the United States Post-Graduation and the Connection to Brain Drain

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Trevis Belle ◽  
Susan R Barclay ◽  
Thomas Bruick ◽  
Phillip Bailey
Keyword(s):  
United States ◽  
International Students ◽  
Brain Drain ◽  
Phenomenological Research ◽  
The United States ◽  
Decision Making Process ◽  
Level Of Education ◽  
Job Opportunities ◽  
The Caribbean ◽  
Phenomenological Research Design

Using a phenomenological research design and a sample of six international students, who remained within the United States post-completion of their highest earned degree, the authors examined the underlying considerations participants made during their decision-making process. The interview questions posed to participants included the following: (i) what experiences have led you to remain within the United States after your highest level of education, (ii) tell me about the process you undertook towards arriving at that decision, and (iii) tell me about people at your institution who were instrumental in helping you make that decision.  The results revealed that all six participants relied on the following considerations: economical, political, and social, which contributed to their decision. For all the participants, lack of job opportunities and receiving low salaries or wages back home played a key role in their decision to remain within the United States. 

scholarly journals Navigating Through Uncertainty in the Era of COVID-19

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Manca Sustarsic ◽  
Jianhui Zhang
Keyword(s):  
International Students ◽  
International Student ◽  
Research University ◽  
Student Mobility ◽  
The United States ◽  
Host Institution ◽  
International Graduate ◽  
Travel Restrictions ◽  
And Coping ◽  
The Impact

With the spread of COVID-19 around the world, the lives of international students became affected by a sudden shift to online learning, sheltering in place, and travel restrictions. Drawing upon the stress and coping framework, this study explores the experiences and coping of international graduate students at a large Western research university in the United States. We employed a phenomenological inquiry of in-depth interviews with 20 participants. Findings reveal the increased levels of stress and anxiety among participants as they faced academic challenges, personal challenges, and immigration-related uncertainties. Over time, students developed emotion-focused and problem-focused coping strategies to minimize the impact of the pandemic on their lives. Participants’ concerns about the host country’s treatment of international students raise important questions about the future of international student mobility. Finally, this study demonstrates the need to develop emergency responding mechanisms of the host institution.

From Students to Researchers and Pupils to Partners

2007 ◽  
Vol 29 (3) ◽  
pp. 14-17 ◽  
Author(s):  
Jeremy Slack ◽  
Justin Gaines ◽  
Ariana Brocious
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Research University ◽  
Decision Making Process ◽  
Public Research ◽  
Marked Contrast ◽  
Large Classes ◽  
Public Research University ◽  
Research Designs ◽  
Conducting Research

As undergraduate students in a public research university, the large classes and emphasis on lecture formats often eclipse the benefits such an institution can and should bring to the formation of young scholars. However, the Nogales intern program was a marked contrast. It brought us in contact with the realities of conducting research. We were integral to the decision making process and were able to contribute in key decision making debates about how to address problems and adapt research designs. However, learning to work with the "collaboration, democratization of knowledge and social change" (Strand et al. 2003) of CBPR while exploring the boundaries of participant, researcher, student and, most importantly, partner is a long journey.

Sources of financial stress and its impact on undergraduate international student experience and retention process

2017 ◽  
Author(s):  
◽  
Sho Eun Won
Keyword(s):  
United States ◽  
International Students ◽  
Lived Experience ◽  
Life Histories ◽  
International Student ◽  
Research University ◽  
Phenomenological Study ◽  
Financial Burden ◽  
Financial Stress ◽  
The United States

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This phenomenological study sought to explore how financial stress shaped the experiences and retention intentions of undergraduate international students in a large, public research university in the United States. The purpose of this qualitative phenomenological study was to describe financial stress and retention process as a lived experience of undergraduate international students. Seven international students were purposefully selected to participate in this study. A series of three separate in-depth interviews was conducted for each participant. I explored how they came to the United States, their adjustment experience, and their reflections on what being an international student meant to them. The findings offered participant profiles crafted from their life histories and a phenomenological analysis of their financial stress experiences. The essences of the experience of being international students involved facing financial burden, lack of knowledge of university billing system, lack of job and internship opportunity due to legal restrictions, and invisible pressure from families and friends in their home country. The findings of this study highlighted the necessity of reevaluating the limits and restriction that international students deal with every day for their college life and college finance, and rethinking how U.S. higher education institutions can assist and ease financial burden for them.

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