published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

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The aim of this study was to find out the academic and social experience of Lesotho students who studied at institutions of higher in the Western Cape between 1990-1997.

The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal. Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.

Thesis (M. A. (Psychology)) --University of Limpopo / This research investigated the psychological, social and cultural experiences of undergraduate international students at the University of Limpopo (Turfloop Campus). The study was qualitative in nature with an exploratory research design. The research made use of purposive sampling. Data was collected through focus groups as it was an appropriate tool for collecting the in-depth experiences of international students registered at the University. There were four focus groups with six participants in each so the overall sample was twenty-four. The researcher sampled twelve females and twelve males to ensure gender representivity. Afrocentricity was used as theoretical framework underpinning the study. The data were analysed using Thematic content analysis (TCA). The following themes emerged out of an interpretation of data: Motivation; Discrimination; academic challenges; language barriers; sense of belonging; homesickness; avoidance, acculturation and shared African culture. International students experienced many challenges which resulted in loneliness and isolation. They also used negative defence mechanisms in order to cope in the new environment. Results indicated that there are divisions in terms of culture (both social and academic) in the University environment caused, in part, by the colonial partition of Africa. Conversely, elements of African culture that have survived the onslaught of colonialism (and in South Africa, apartheid) help bind international and peer host country students (and outside communities) together.

Abstract not available

Thesis (Ed. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 101-107). Also available on the World Wide Web.

This study presented an in-depth exploration of international student perceptions of a coordinated studies program (CSP) at Seattle Central Community College. In conducting this research project, a phenomenological research methodology was used. Qualitative data were collected through participant observations, focus group, document review and individual in-depth interviews with nine students. The data were analyzed systematically and categorized into the following four themes: (1) program integration. (2) program content, (3) program structure, and (4) program faculty. Data within each theme were then grouped under subcategories and themes were presented with examples of student's statements to illustrate each theme. International students found that the coordinated studies program provided a unique and positive educational experience. Of great importance, students found that the experience was beneficial in addressing both social and academic areas in their lives. For most of the international students in the study, the sense of supportiveness and relationship development opportunities were the most important features of the experience. International students were able to build relationships with both American students and other international students through prolonged cross-cultural interaction in and out of class. The international students valued the cross cultural learning and the introduction to American culture the CSP context provided. The interdisciplinary nature of the CSP was, in general, viewed positively, though, for many students it was a big stretch since these types of learning strategies may not have been experienced in the past. Of the various activities in the CSP, international students regarded the small group work as the most rewarding of the in-class activities, and also enjoyed the out-of-class group projects and social activities. / Graduation date: 2001

The purpose of this study was to determine new international students' perceptions of United States professors upon entrance into the university and after two months in class, and if differences in expectations exist between groups of students based on demographic variables. A survey designed to assess these expectations was administered to 81 new international students during the fall 1997 international student orientation sessions. The survey was readministered to respondents of the pre-test after two months to evaluate changes in their perceptions of U.S. professors. During winter term 1998 follow-up interviews were conducted with several students to confirm and expand upon the statistical data. Student responses to 12 of the 25 items changed significantly over time. Significant change occurred on items related to the value of international exchange, cultural adaptation, academic adaptation, and on some non-clustering items. In general, new international students held positive views of professors in the United States on both the pre- and post-tests. Of the demographic variables considered in the research, region of origin yielded the greatest number of significantly different responses between groups. European students generally held more positive views of professors in the United States than did Southeast Asian or East Asian students. Graduate status and prior experience in the United States also affected student response rates to certain items. Gender did not significantly affect response rates. Changes in pre- and post-test response rates indicate that students enter the university with expectations for U.S. professors that somewhat inaccurate. The findings also indicate that demographic variables significantly affect the expectations which new international students have upon arrival. The most effective manner to address these issues is to expand upon the information currently presented to new international students during orientation on topics such as classroom and academic expectations and student-faculty interaction. Addressing different perceptions based on demographic variables would require either multiple sessions to meet the needs of diverse student groups, or sessions which cover the above topics expansively. / Graduation date: 1998