Global ETD Search

1	America First Policies and International College Students: A Case Study on Greater Boston-Area Universities Agras, George A. January 2018 (has links) Thesis advisor: Laura E. Rumbley / This study examines the experiences of four higher education institutions as they respond to the current U.S. political climate and to the Trump administration’s policies on travel and immigration. It aims to understand and analyze the potential impact on the institutions’ internationalization priorities and engagement with their international students and to describe how those universities have reacted to national policies on foreigners and U.S. immigration. The study gathers information from six semi-structured interviews with university administrators and international student leaders at Babson College, the University of Massachusetts Boston, Boston College, and Bentley University. Data drawn from document-based research, including university webpages containing mission and vision statements, strategic plans, and press releases, among other data, help bring to symmetry the full scope of the institutions’ interpretations and actions in response to the political climate. The case study institutions report various levels of impact on their international activities as a result of the Trump administration’s immigration policies and the national politicization of anti-foreigner rhetoric. For example, heightened sensitivity to international recruitment and enrollment priorities demonstrates a prime area of concern among institutions. Senior administrators are motivated to express a campus-wide commitment to global engagement on their campuses. Institutions’ international offices respond ad hoc during critical times to accommodate increases in international student support and to solve pressing issues. Opportunities for sustaining the drive of institutions to engage deeply and meaningfully in activities that foster and enhance support for their international student populations and internationalization strategies, and future areas of research are also discussed. / Thesis (MA) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education. international college students Trump administration policies
2	The Impact of Collaborative Learning on the Academic English Proficiency of International College Students January 2020 (has links) abstract: English proficiency is one of the major factors affecting international students’ academic adjustment to American universities. Many international college students select to improve their academic English proficiency through an English intensive program. Collaborative learning is an educational approach to teaching and learning that allows students and teachers to engage in a common task and work together to search for knowledge and skills. This thesis study aims to develop, design, and iteratively refine strategies to help English intensive program teachers build collaborative learning and promote international students’ effective collaboration, so as to improve students' academic English proficiency. In this study, two different collaborative learning strategies were designed, implemented and iterated. Data was collected using qualitative methods and follow the principle of design-based research (DBR; Barab, 2014) The results of this study suggest that successful instructional strategies for collaborative learning should be designed in the following ways. First, gathering participants’ opinions and feedback at all phases of design and iteration; Second, linking the new strategies or activity to students’ grade should be the center of the design. Third, in DBR，researchers need to be patient to build good relationships with practitioners, which can provide a basis for continuing research. / Dissertation/Thesis / Masters Thesis Art 2020 Education English as a second language Language Academic English Proficiency Collaborative Learning International College Students
3	Culture and Anxiety: a Cross-Cultural Study Abbassi, Amir 12 1900 (has links) By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels. Anxiety International college students Student adjustment -- United States.
4	A Study of Academic, Personal, Social and Financial Satisfactions of International Students at North Texas State University Ahmadian, Ahmad 05 1900 (has links) The problem of this study was to determine the academic, personal, social, and financial level of satisfaction of the international students at North Texas State University. The subjects were 351 international students representing fifty-four different countries. These students were enrolled full time during the fall semester of 1981. The instrument used to gather the data was a questionnaire. The questionnaire was validated by a panel of experts and pretested on a small sample of international students. academic satisfaction personal satisfaction social satisfaction financial satisfaction international college students Students, Foreign -- Texas -- Denton.
5	Helping students synthesize a short-term international mission experience into their lives and ministries Yohn, Brett. January 2006 (has links) Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 145-148).
6	Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study Lee, Eunah Kim 05 1900 (has links) This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit of expressive group counseling as a sole intervention, as well as when combined with group speech therapy, for ameliorating international students' internalizing problems. International college students acculturaltive difficulties group counseling expressive arts interdisciplinary counseling/speech Students, Foreign -- United States. Adjustment (Psychology) Student adjustment -- United States. Speech therapy.
7	Life coaching for female high school learners : a case study in Gauteng province Preston, Candice 09 1900 (has links) This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners. / Educational Management and Leadership / M. Ed. (Educational Management) Life coaching Life coach Cognitive Behavioural Therapy Resilience Stress management Adolescence Action research Case study Female high school learners Strategies Challenge Problem-solving Mental wellbeing Emotion Confidence Goal setting Values Beliefs Time Management Self-esteem Self-belief Self-confidence Positive thinking Safe environment Professional relationship Ability Learning Balance Academic performance Achievements 373.18283520968225

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