No description available.

No description available.

No description available.

International students in Canadian universities face an array of sometimes bewildering practical, cultural, academic, and social challenges. Many may not be fully prepared to cope with such challenges without some form of assistance from the university and surrounding community. Such students need assistance and support to face successfully the challenge of a new society and a new environment. It is therefore critical that the institutions admitting international students develop an understanding of what support and assistance can be offered that is most helpful and welcomed by the international student. In this study, undergraduate men and women, from the University of Lethbridge, the University of Calgary and the University of Alberta responded to a questionnaire consisting of thirty-two questions on a five-point lickert scale ("strongly disagree" to "strongly agree"). The questions were grouped into the following categories: first contact with Canada, arrival and orientation, assistance for international students, English language skills, housing and accommodation, academic assistance, and getting to know Canadians. An additional summative thirteen questions, some of which are open-ended, and eight demographic questions were also asked. Follow-up interviews were arranged with a subset of the questionnaire respondents. A total of 131 returned questionnaires and 32 personal interviews were available for data analysis. The most notable findings are as follows: (i) Higher levels (at or above 65%) of satisfaction were found in the areas of assistance requested from professors and fellow students, the teaching and content of their courses, fair treatment from professors, and making friends with and visiting in the homes of Canadians. (ii) Lower levels (at or below 45%) of satisfaction were found in the areas of assistance in obtaining suitable accommodation, the welcome and orientation at their university, time to discuss course work with professors, the lack of international content in their courses, the opportunity to get to know Canadian and other international students in a non-academic setting, and the experience of racism in Canada. This inquiry found that overall, 52.5% (68 students) were satisfied by the welcome and assistance they had received by the university and community. / viii, 103 leaves : ill. ; 29 cm.

English, verbal vs. non-verbal content of courses taken and The present study was conducted to find the relationship between TOEFL scores and the graduate CPA's of the foreign students with Arabic as their native language. The results of the study indicated non-significant correlations for all 116 students, for males and females and for students having departmental majors in areas of education and sciences. A significant negative correlation was found for business majors. The factors responsible for non-significant or negative correlation between TOEFL scores and the CPA's seem to be restriction of range for graduate CPA's, difference between beginning and acquired language proficiency in the small number of individuals involved. In view of the above results, the TOEFL does not seem to be a good predictor of academic success for foreign students with Arabic as native language. It should be replaced or, supplemented with some other criteria of academic success at American colleges and universities. / Department of Educational Psychology

There is no abstract available for this dissertation. / Department of Education

Thesis (PhD)--University of South Australia, 1997

Thesis (MEd) -- University of South Australia, 1994

Thesis (MEd) -- University of South Australia

Bibliography: leaves 359-374 / 430 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines the changing expectations and experiences of thirty-three Indonesian postgraduate students who were interviewed every three months during candidature in Australia. / Thesis (Ph.D.)--University of Adelaide, Depts. of Applied and Molecular Ecology, 1999