The United States has been a very attractive destination for foreign science and engineering graduate students and postdoctoral scholars for a considerable period of time. Despite the important role of foreign doctoral students in the U.S, relatively little is known about the factors influencing their decision to attend an institution. One factor that is rarely explored is the effect of networks on institution selection. This study aims to provide both qualitative and quantitative information about the role networks play in foreign doctoral students institution selection. This three-part study utilizes different methodologies: (1) focus group interviews conducted with Turkish doctoral students at the Georgia Institute of Technology; (2) a web study of research laboratories in science and engineering; and (3) the estimation of Random Utility Model (RUM) of institution selection. Guided focus group interviews provide important qualitative information about the ways students, alumni, faculty and local community of same nationality influence institution choice. The web study of research laboratories provide evidence that labs that are directed by foreign-born faculty are more likely to be populated by students from the same country of origin than are labs that are directed by native (U.S. born) faculty. The results from RUM of institution selection provide strong and significant evidence for the relationship between the number of existing students from a country of origin at an institution and the probability of attending that institution for potential applicants from the same country of origin. Also, in some of the models there is evidence that the alumni and faculty from the same origin also play a role in student choice. The results of this study have several policy implications related to integration of foreign doctoral students, future enrollments, institutional mismatch , and the role foreign-born faculty play in U.S universities.

Over the last several years, the number of international students attending colleges and universities in the United States has increased substantially. While considerable time, effort, and university resources are often devoted to the recruitment of international students, it is unclear how well institutions are meeting the needs of these students. This growing number of international students requires foreign exchange professionals and university administrators to better understand the reasons why international students pursue higher education in the United States and the challenges they face. This exploratory case study is to examine the challenges international graduate students encounter in adjusting to their new status as graduate students. Six research questions framed this study: What difficulties do international students face in their first year in graduate school? What adjustments do they need to make in their first year in graduate school? What challenges do continuing international graduate students face? In what ways are perspectives of continuing international graduate students similar to perspectives of beginning international graduate students? What university support resources do international graduate students say are helpful? What PSU support resources are needed, but missing? The relevant literature addresses academic, social, psychological, cultural, financial, and housing adjustment challenges. The data for this research were collected by interviewing and surveying international graduate students at PSU. Data were analyzed using standard methods of qualitative data analysis. Consistent with the results from other research, this study reveals the following adjustment challenges: unsatisfactory accommodation; inadequate financial resources; lack of culturally specific programs that are intentional, flexible and accessible; unfamiliarity with the new educational system; limited English proficiency; undeveloped infrastructure for on-going orientation; insufficient health services information; and unavailability of international student mentoring programs. The findings of this study have the potential to inform both researchers and practitioners as institutions attempt to create sufficient international student support services.

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In studying postgraduate students’ lived experiences and their learning moments in their postgraduate studies, my study offers a deeper understanding of who these African, international, postgraduate students are and how they negotiate their learning experiences within the various social, personal and professional spaces at University of KwaZulu-Natal (UKZN). I explored postgraduate students’ lived experiences in higher education within the context of internationalisation. My study is located within a qualitative research approach which allows me to understand the postgraduate students’ lived experiences in higher education from the perspective of the participants, as they negotiate and construct particular meanings of self and learning.Using a narrative inquiry approach offered me the opportunity to reflect on the diversity, richness and complexities involved in understanding the personal and professional learning experiences of postgraduate international students studying in higher education. The research methods used included life history interviews, collage and photo voice to understand the complexities, challenges and highlights of studying in a foreign country. The data generated enabled me to produce rich and vivid narrative accounts of their learning.Through narrative analysis, two reconstructed students' stories were produced. The findings of the data show that international students are faced with both positive and negative learning experiences. Particular meanings of self shaped by dominant discourses and practices in their homeland shape who they are as international postgraduate students. The study concludes that these African, international, postgraduate students’ personal, social and professional identities are negotiated on a daily basis within the postgraduate learning. Their professional space offered them a platform to realise their goals at UKZN as international students. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This study examines the influences and factors that drive an international student to attend a specific higher education institution. Undergraduate, international students at Ball State University and Muskingum College were interviewed.The international students at those institutions had a variety of factors that played a role in their decision to attend either Ball State University or Muskingum College. These factors included location, academic programs, exchange programs, cost/finances, size of institution, family role, support available, and accessibility.A focused look at the students' background and the size of the institution was addressed. There was a lack of related literature on these points, yet the influence of these factors was quite important. / Department of Educational Studies

The purpose of this study was to investigate direct and interaction effects of cultural intelligence and social support on the adjustment of international students to U.S. higher education. Hierarchical multiple regression analyses were conducted to test (a) if cultural intelligence was a predictor for adjustment of international students to U.S. higher education; (b) if social support was a predictor for adjustment of international students to U.S. higher education; and (c) if there was an interaction effect between cultural intelligence and social support on international students' adjustment to U.S. higher education. The participants included 262 international students from a southwestern university. The results found only social support from the university was a significant predictor of international students' adjustment. There was no interaction effect between cultural intelligence and social support from any sources on international students' adjustment.

The purposes of this study were to examine the problems of international students, assess the intensity of these problems, and describe relationships between the intensity of the problems and the following demographic variables: age, gender, number of years in the study of English, number of years living in the United States, grade point average at North Texas State University, major area of study at North Texas State University, and country of origin. International students pragmatically view their sojourn in the United States as an educational experience that will allow them to improve their minds and to travel. Financial concerns were expressed by the desire to work either part time or during vacation periods. As a group, international students do not exhibit concerns which debilitate their movement toward established goals. However, there are individual students who are in need of cultural refraining, communication abilities, and coping skills.

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published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy