Faculty Advisors’ Experiences with International Graduate Students

The current study explored the experiences of faculty advisors working with international graduate students (IGS). Data was collected through semi-structured interviews and a demographic survey and was analyzed using open, axial, and selective coding strategies. Three central categories emerged from the analysis: (a) advisors’ perceptions of IGS, (b) lessons learned by advisors, and (c) indicators of success. A model for advisors’ experiences emerged using the data gathered. Overall, advisors reported positive experiences with current and former advisees. Advisor perceptions’ of IGS were used to develop strategies and approaches that they believe enhance their experiences as well as the advisees’ experiences. At the core of the Advisor Experiences Model are variables that convey success regarding the relationship between advisors and their IGS. These variables are: (a) sustained relationships and (b) student success rates. Advisors all reported that the sustained relationship is one of the most rewarding aspects of being an advisor.

Download Full-text

Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University

Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-5030-4.ch008 ◽

2021 ◽

pp. 137-154

Author(s):

Yue Gu

Keyword(s):

Graduate Students ◽

Online Survey ◽

Classroom Assessment ◽

International Graduate Students ◽

Structured Interviews ◽

Online Questionnaire ◽

Chinese Graduate Students ◽

International Graduate ◽

Education Data ◽

Canadian Higher Education

The purpose of this chapter is to investigate Chinese international students' perceptions of classroom assessment in Canadian higher education. Data collection for the study took place in a Canadian university and was comprised of two parts: an online survey for the collection of quantitative data, and semi-structured interviews for the collection of qualitative data. Sixty-two participants (n=62) voluntarily finished the online questionnaire and ten interview participants took part in semi-structured interviews. The exploration into the participants illustrated that Chinese graduate students held positive perceptions of classroom assessment at the Canadian university where the study was conducted, in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.

Download Full-text

Exploring the Academic English Socialization of International Graduate Students in Taiwan

Journal of International Students ◽

10.32674/jis.v8i4.229 ◽

2018 ◽

Vol 8 (4) ◽

Author(s):

Shu-Wen Lan

Keyword(s):

Graduate Students ◽

International Graduate Students ◽

Academic English ◽

Structured Interviews ◽

Socialization Process ◽

International Graduate ◽

Negative Perceptions ◽

English Speaking ◽

Practice Framework ◽

The University

Through 24 semi-structured interviews with non-native English-speaking (NNES) international graduate students, this study explores their academic English socialization experiences in Taiwan guided by Lave and Wenger’s (1991) community of practice framework and Lee and Rice’s (2007) concept of neo-racism. Throughout a complicated academic English socialization process, newcomers became increasingly competent in communicating with the university community in English. However, this process was not unproblematic; challenges included differential welcome and treatment, a relative lack of interaction with Taiwanese peers or students outside their own ethnic groups, and negative perceptions of their accents and non-fluent English. Findings suggest a need to stimulate deeper reflection on international students’ experiences in host communities, where they are increasingly the targets of nationality-based discrimination.

Download Full-text

International Graduate Students’ Challenges and Learning Experiences in Online Classes

Journal of International Students ◽

10.32674/jis.v8i4.227 ◽

2018 ◽

Vol 8 (4) ◽

Author(s):

Tala Michelle Karkar-Esperat

Keyword(s):

Graduate Students ◽

Language Proficiency ◽

English Language ◽

Learning Experiences ◽

Virtual Classroom ◽

International Graduate Students ◽

Online Classes ◽

Key Factors ◽

Structured Interviews ◽

International Graduate

The purpose of this case study was to identify the learning experiences and examine the challenges facing three international graduate students enrolled in online, asynchronous classes in an American public university. Applying the lens of constructivism, data were collected from a questionnaire, semi-structured interviews, and a focus group. Findings from the study indicate that the students faced challenges with English language proficiency, isolation, instructor’s lack of experience, and a lack of motivation to study in online classes. Notwithstanding, students described flexibility and convenience as key factors of the learning experiences in a virtual classroom. Implications for administrators and course designers in understanding student perspectives of online classes and best practices for conducting asynchronous classes are provided.

Download Full-text

Asian international graduate students’ extrinsic motivation to pursue degrees

Psychological Thought ◽

10.5964/psyct.v10i1.199 ◽

2017 ◽

Vol 10 (1) ◽

pp. 178-189 ◽

Cited By ~ 3

Author(s):

Naomi Takashiro

Keyword(s):

Graduate Students ◽

Extrinsic Motivation ◽

Self Determination Theory ◽

International Graduate Students ◽

Structured Interviews ◽

Host Countries ◽

Graduate Degrees ◽

Cultural Aspects ◽

International Graduate ◽

Personal Recognition

The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students’ extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a) faculty influence, b) personal recognition, and c) utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.

Download Full-text

International Graduate Student Labor as Mergers and Acquisitions

Journal of International Students ◽

10.32674/jis.v8i4.211 ◽

2018 ◽

Vol 8 (4) ◽

Cited By ~ 2

Author(s):

Brendan Cantwell ◽

Jenny J. Lee ◽

Yeukai A. Mlambo

Keyword(s):

Graduate Students ◽

Mergers And Acquisitions ◽

International Graduate Students ◽

Future Directions ◽

Research And Practice ◽

Cheap Labor ◽

International Graduate ◽

The Us ◽

Positive Experiences ◽

International Graduate Student

This study critically examines the self-reported experiences of international graduate students using a framework understanding internationalization as acquisitions and mergers. Students reported positive experiences with their advisors. However, students’ accounts of laboratories and other research settings were diverse, ranging from co-contributors to knowledge and respected collaborators to employed cheap labor that their advisors depended upon for their own gains. In some cases, these students feared that their funding would be cut off or dismissed from the program (and consequently deported from the US) if they challenged their advisors. Whether such apprehensions were valid is unknown as this study focused on perceptions of the students only. The findings do lead to important future directions for research and practice.

Download Full-text

Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2016.2.8 ◽

2016 ◽

Vol 7 (2) ◽

Author(s):

Faiza Omar ◽

James P Mahone ◽

Jane Ngobia ◽

John FitzSimons

Keyword(s):

International Students ◽

Graduate Students ◽

Cultural Values ◽

Mentoring Relationships ◽

International Graduate Students ◽

Face To Face ◽

Faculty Advisors ◽

International Graduate ◽

Student Advisor ◽

The University

Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the relationships, experience, and challenges of international graduate students and their faculty advisors at the University of Guelph, through focus group discussions, semi-structured face-to-face interviews and online surveys. Language barriers and financial difficulties were among the major challenges international students face adapting to their academic and social environment and working with their faculty advisors. We found that building good student-advisor relationship requires understanding graduate student and advisor formal responsibilities and expectations. Le mentorat des étudiants de cycles supérieurs pose tout un défi, même dans les cas où l’étudiant et le professeur ont tous deux des valeurs culturelles semblables. De nombreux étudiants internationaux viennent d’une culture différente de ce que nous connaissons au Canada. Leur défi est de s’adapter à leur nouvel environnement et pour leurs conseillers pédagogiques, de les comprendre et de collaborer avec eux. Cette recherche explore les relations de travail, l’expérience et les défis auxquels sont confrontés les étudiants internationaux de cycles supérieurs et leurs conseillers pédagogiques à l’Université de Guelph par le biais de discussions de groupes de consultation, d’entrevues face à face semi-structurées et d’un sondage en ligne. Les barrières linguistiques et les difficultés financières s’avèrent comme étant les défis principaux auxquels font face les étudiants internationaux lors de leur adaptation à leur environnement académique et social et dans leurs interactions avec leurs conseillers pédagogiques. Nous avons constaté que pour établir de bonnes relations étudiant-conseiller pédagogique, il est essentiel de comprendre les responsabilités et les attentes formelles des étudiants et des conseillers pédagogiques.

Download Full-text