Attracting and Supporting International Graduate Students in Higher Education and Student Affairs

Autor/inn/en	Chen, Jung-Hau; Fink, Carli
Titel	Attracting and Supporting International Graduate Students in Higher Education and Student Affairs
Quelle	In: Journal of Student Affairs, New York University, 15 (2019), S.31-42 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Graduate Students; Foreign Students; Student Recruitment; Student Personnel Services; Student Needs; Barriers; Social Media; Student Adjustment; Higher Education; Student Attitudes; National Surveys; Comparative Analysis; Institutional Characteristics; Geographic Regions; Administrator Role; Teacher Role; College Faculty; Time Management; Social Support Groups; Massachusetts + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Medien; Adjustment; Schüler; Schülerin; Adaptation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Lehrerrolle; Fakultät; Zeitmanagement; Social support; Soziale Unterstützung; Master-Studiengang
Abstract	American higher education increasingly enrolls international students, yet little is known about the specific experiences of international students in the Higher Education and Student Affairs (HESA) field. Most HESA programs' curricula are American-centric and include integrated work experiences, which can present unique challenges for international students. The authors are international HESA students in Massachusetts. In fall 2018, they conducted the first national survey examining how international HESA students experience the graduate school search, employment, and transition processes. The survey instrument contained quantitative and qualitative items. Distribution occurred through social media and by email to over 120 HESA programs nationally. Respondents (N = 33) represented 20 home countries, and HESA graduate programs across the United States. Findings indicate that these students' academic, sociocultural, and legal needs differ in nuanced ways both from domestic HESA students and from other international graduate students, and are often unmet. This paper explores these nuances, including variation by institutional type and region, and the respective roles of various stakeholders in providing effective support. These insights are pertinent to HESA faculty internationalizing their programs, administrators supervising international students in HESA work, and offices serving international students at large. (As Provided).
Anmerkungen	New York University. 82 Washington Square East 7th Floor, New York, NY 10003. e-mail: josa.nyu@gmail.com; Web site: https://steinhardt.nyu.edu/journal-student-affairs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01