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Author: Elizabeth Washam Smith
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 117
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Book Description
As we are living in a highly global society, colleges and universities in the US are seeking to attract international students to study at their institutions. In 2013, over 886,000 international students were enrolled at US colleges and universities, bringing academic, cultural, and economic benefits to US campuses and communities (Institute of International Education, 2014b). However, enrollment at an institution of higher education does not guarantee a student will persist to graduation. While studies of domestic student retention continue to flourish, studies of international student retention are considerably more limited. The purpose of this study was to gain a better understanding of undergraduate international student persistence at one large, four-year public research institution in the US. Two research questions guided this study: 1. Are there differences in terms of social and academic engagement, GPA, and credit hours earned between first-year international and domestic persisters and non-persisters at a large, four-year public research institution in the US? 2. How do social and academic engagement, GPA, and credit hours earned relate to persistence among first-year international and domestic students at a large, four-year public research institution in the US? Secondary analysis of two datasets was conducted to answer the research questions using descriptive and nonparametric statistics. First-year international student responses to the National Survey of Student Engagement (NSSE) from 2001-2011 as well as GPA and credit hours earned were compared to a matching set of domestic student responses based on persistence and non-persistence to the second year of study. Findings indicated that a higher GPA and more credit hours earned significantly related to persistence of international students. While academic and social engagement were not found to significantly relate to persistence, both persisters and non-persisters reported participation in social and academic activities. In spite of the cultural adjustment challenges that international students face, the findings from this study suggest that international and domestic students appear to be more alike than different in terms of social and academic engagement, GPA, and credit hours earned in relation to persistence.
Author: Elizabeth Washam Smith
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 117
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Book Description
As we are living in a highly global society, colleges and universities in the US are seeking to attract international students to study at their institutions. In 2013, over 886,000 international students were enrolled at US colleges and universities, bringing academic, cultural, and economic benefits to US campuses and communities (Institute of International Education, 2014b). However, enrollment at an institution of higher education does not guarantee a student will persist to graduation. While studies of domestic student retention continue to flourish, studies of international student retention are considerably more limited. The purpose of this study was to gain a better understanding of undergraduate international student persistence at one large, four-year public research institution in the US. Two research questions guided this study: 1. Are there differences in terms of social and academic engagement, GPA, and credit hours earned between first-year international and domestic persisters and non-persisters at a large, four-year public research institution in the US? 2. How do social and academic engagement, GPA, and credit hours earned relate to persistence among first-year international and domestic students at a large, four-year public research institution in the US? Secondary analysis of two datasets was conducted to answer the research questions using descriptive and nonparametric statistics. First-year international student responses to the National Survey of Student Engagement (NSSE) from 2001-2011 as well as GPA and credit hours earned were compared to a matching set of domestic student responses based on persistence and non-persistence to the second year of study. Findings indicated that a higher GPA and more credit hours earned significantly related to persistence of international students. While academic and social engagement were not found to significantly relate to persistence, both persisters and non-persisters reported participation in social and academic activities. In spite of the cultural adjustment challenges that international students face, the findings from this study suggest that international and domestic students appear to be more alike than different in terms of social and academic engagement, GPA, and credit hours earned in relation to persistence.
Author: Chee Khei (C.K.) Kwai
Publisher:
ISBN:
Category :
Languages : en
Pages : 195
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Book Description
Author: Zhenchun Xu
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
This quantitative study examined the factors influencing international undergraduate student persistence in a large private university in Pennsylvania. A report from the Association of International Educators (NAFSA, 2019) stated that international students contributed more than $41 billion to the U.S. economy and supported more than 458,000 jobs in the U.S. during the 2018-2019 academic year. Although research on unique populations has emerged to provide more relevant persistence analysis for each group, research on international students is insufficient and incomplete. The present study addressed this gap by examining how persistence theory applies and can be extended to the international student population. The purpose of this study was to determine if there is a statistically significant relationship between the factors measured by the College Persistence Questionnaire Version 3 (CPQ-V3, Davidson, Beck, & Grisaffe, 2015) and actual persistence for international undergraduate students. Tinto's (1993) Integration Theory and Bean and Eaton's (2001) Psychological Model were employed as frameworks to assess and understand the topic. A sample of international undergraduate students from a private university in Pennsylvania was accessed (N = 72). A logistic regression was performed on the data acquired. The results of the analysis detennined that there was not a statistically significant relationship between the predictor variables (measured by CPQ-V3) and the criterion variable, persistence, operationalized as continued enrollment from one academic semester to the next. Some suggestions were made for future research.
Author: Krishna Bista
Publisher: OJED/STAR
ISBN:
Category : Education
Languages : en
Pages : 731
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Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.
Author: STAR Publications
Publisher: Lulu.com
ISBN: 035977072X
Category : Education
Languages : en
Pages : 392
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Book Description
An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: www.ojed.org/jis
Author: Alfred Rovai
Publisher: Elsevier
ISBN: 1780631626
Category : Education
Languages : en
Pages : 267
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Book Description
The purpose of this book is to increase understanding of the major theories, issues, challenges, and solutions related to online distance education. It balances practical advice with a description of the theoretical and research-based underpinnings for the culturally-responsive strategies presented. An important integrating theme is the impact of globalization and internationalization on all aspects of distance education. Consequently, the book examines the implications of global reach and cross-border education and promotes the integration of global learning in academic programs. - Addresses the global reach of distance education and associated cultural, linguistic, and accreditation issues - Describes the latest online learning technologies, e.g., blogs, wikis, podcasting, mobile learning, virtual worlds, etc. - Addresses the culture of higher education and forces that are moving higher education in new directions, e.g., academic capitalism, consumerism, and competition among non-profit, for-profit, and corporate universities
Author: Darbi L. Roberts
Publisher: Palgrave Macmillan
ISBN: 9783031463945
Category : Education
Languages : en
Pages : 0
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Book Description
This book explores the integral role that student affairs professionals play in the success of international students at higher education institutions in the US. International student support has often been thought of as the principal responsibility of international student services offices, but research suggests that international student engagement in the broader university community, and support for them by all student affairs and services offices on campus, is closely tied to persistence and retention. The authors explore a student development theory-based approach to supporting the experience and success of international students from all facets of student affairs and services. The book explores practical and strategic implications of a more integrative approach to international student support both inside and outside of the classroom, while also utilizing a critical lens in applying models that were originally built for predominantly white institutions and US citizens.
Author: Krishna Bista
Publisher: OJED/STAR
ISBN:
Category : Education
Languages : en
Pages :
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Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.
Author: Alan Seidman
Publisher: Rowman & Littlefield
ISBN: 1475872364
Category : Education
Languages : en
Pages : 359
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Book Description
College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Author: John M. Braxton
Publisher: John Wiley & Sons
ISBN: 1118415663
Category : Education
Languages : en
Pages : 166
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Book Description
Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.
