Anecdotal evidence suggests that international undergraduate students are engaging in academically dishonest behavior on an increasing basis (Marcus, 2011; McGowan & Lightbody, 2008). In other words, they are found to occupy more time and resources than domestic students in the promotion of academic integrity and in administering punishments for academic dishonesty. This study explores international undergraduate student perspectives on issues related to academic integrity at a large, Western-Canadian university. Hofstede’s (1980) six cultural dimensions are used to learn to what extent, if any, culture and academic integrity are intertwined. Participants of the study were international undergraduate students in various faculties, years of study, and from various countries of origin: Azerbaijan, China, Hong Kong, India, Malta, Pakistan, South Korea, and United States of America. The findings of this study indicate that international undergraduate students have the impression that their group is more susceptible to engaging in academic dishonesty. Conversely, international undergraduate students are also found to possess a more advanced understanding of moral behavior, although they are sometimes unable to translate this fully to their academic lives. Implications for practice include: shifting to a taxonomy that frames positive or desired behaviors as opposed to the negative, sharing the burden of dealing with academic dishonesty, and better supporting faculty in relaying the message of academic integrity at the university using a bottom up approach. / October 2016

This study had three main purposes: (a) to determine whether there is a linear relationship between international undergraduate (IU) students' adaptation and time at Virginia Polytechnic Institute and State University (Virginia Tech), (b) to examine the effects of IU students' combined economic and linguistic backgrounds on their adaptation experience at Virginia Tech, (c) to determine the u-shaped curve model's effectiveness in explaining the adaptation experience of IU students from different backgrounds. The findings of this study could not be used to justify either a linear or a curvilinear relationship between time and IU students' adaptation. A difference in adaptation was found between IU students with two and four years at Virginia Tech based on their linguistic background differences, but no differences were found in regard to their economic background differences. A correlation analysis suggested a relationship between adaptation and the support IU students received while at Virginia Tech. Nevertheless, the most important finding is the fact that the existing models of IU students' adaptation do not adequately explain their adaptation experience. This study suggests that future research should concentrate on determining the relationship between IU students' adaptation and the adequacy of support they received. / Ph. D.

Universities are losing expected tuition revenues due to attrition of international undergraduate students. The purpose of this multiple case study was to explore strategies that university leaders use to increase tuition fee revenues from international undergraduate students. The participants in this study were 3 former leaders of the European division of Laureate International Universities, a global university group with university locations in the United Kingdom, Germany, France, Spain, Portugal, Italy, and Cyprus. The conceptual framework of this study was institutional theory as part of the change management of universities. Data collection included semistructured interviews of 3 former leaders of the European division of Laureate International Universities and a review of background and demographic information. Data analysis revealed 5 themes: business strategies, leadership, politics and governmental practice, social mobility, and attrition. These themes aligned with the institutional theory and change management conceptual framework. Recommendations for action include further research in the application of university business models to adopt or enhance a process for retaining international undergraduate students. The results of this study may contribute to social change by indicating how universities can be financially sustainable by providing international students access to an international education. University leaders may implement some of my recommendations and suggested strategies to avoid losing expected tuition revenues due to attrition of international undergraduate students. International undergraduate students may enroll in better prepared universities and therefore, succeed in completing and graduating from their selected studies.