Working in a university setting, I have learned a great deal from the diverse experiences and knowledge that students bring. I have often wondered whether students learn as much from each other. In this study, I explore the interactions between domestic and international university students as an “internationalization at-home” (IaH) strategy that has the potential to impact most students on a given campus, as opposed to “mobility” focused strategies (where students travel abroad to study) that benefit only a minority of the student population. Guided by student involvement theories and using a qualitative, grounded theory approach to explore the experiences of domestic students at a Canadian university, I conducted six focus group discussions followed by 12 individual, in-depth interviews with two members from each focus group at the three University of Toronto campuses. The research findings revealed that the university embodies substantial structural cultural diversity, making the campus environment a fertile ground for cross-cultural interactions among students. As a result of studying in a richly diverse environment, the respondents were aware of the cultural complexities of campus life and demonstrated a global mindset, which is a prerequisite for internationalization. The study established that domestic students’ redefined the identity of international students to include domestic students with diverse international experience. Interactions between domestic iii and international students have positive, negative and neutral impacts with positive impacts outweighing the others. Respondents reported that they had gained more intercultural skills and knowledge than family and friends since joining the university because there are more opportunities for interaction at various learning sites inside than outside the university. However they pointed to the need for more university facilitated opportunities. The findings point to the need for the university to amplify its capacity to measure diversity and support cross-cultural interactions through policy driven, planned and sustained programmatic interventions. Findings justify the need to use domestic students with diverse international experiences as a resource to internationalize the campus as well as to establish multicultural policies and practices inline with increasing diversity on campus. Recommendations focus on the majority of the students who remain at-home.

Working in a university setting, I have learned a great deal from the diverse experiences and knowledge that students bring. I have often wondered whether students learn as much from each other. In this study, I explore the interactions between domestic and international university students as an “internationalization at-home” (IaH) strategy that has the potential to impact most students on a given campus, as opposed to “mobility” focused strategies (where students travel abroad to study) that benefit only a minority of the student population. Guided by student involvement theories and using a qualitative, grounded theory approach to explore the experiences of domestic students at a Canadian university, I conducted six focus group discussions followed by 12 individual, in-depth interviews with two members from each focus group at the three University of Toronto campuses. The research findings revealed that the university embodies substantial structural cultural diversity, making the campus environment a fertile ground for cross-cultural interactions among students. As a result of studying in a richly diverse environment, the respondents were aware of the cultural complexities of campus life and demonstrated a global mindset, which is a prerequisite for internationalization. The study established that domestic students’ redefined the identity of international students to include domestic students with diverse international experience. Interactions between domestic iii and international students have positive, negative and neutral impacts with positive impacts outweighing the others. Respondents reported that they had gained more intercultural skills and knowledge than family and friends since joining the university because there are more opportunities for interaction at various learning sites inside than outside the university. However they pointed to the need for more university facilitated opportunities. The findings point to the need for the university to amplify its capacity to measure diversity and support cross-cultural interactions through policy driven, planned and sustained programmatic interventions. Findings justify the need to use domestic students with diverse international experiences as a resource to internationalize the campus as well as to establish multicultural policies and practices inline with increasing diversity on campus. Recommendations focus on the majority of the students who remain at-home.

The study involves a qualitative investigation of undergraduate students' experiences of helicopter parenting. Quantitative research has provided a variety of important insights into this phenomenon as far as the characteristics of helicopter parents, the nature of the helicopter parent-child relationship, and multiple outcomes of helicopter parenting for children. Little qualitative research, however, has been conducted on the general phenomenon helicopter parenting of college-aged children. Much of the phenomenon therefore remains to be investigated qualitatively for other demographic groups of undergraduate students. Purposeful sampling was used to select undergraduate students from a mid-sized, public, four-year M1 university in the mid-Atlantic region of the country. Participants were recruited via email, using a listserv that includes all undergraduate students who attend the institution. Data collection involved the use of in-depth, open-ended qualitative interviews to explore the participants' experiences of the phenomenon. A standardized, open-ended interview format was used, which involved developing all interview questions in advance and asking them in the same way and in the same order for all of the participants. A form of whole text analysis was then used to code the data and develop categories and subcategories from the resulting codes. To establish the credibility of the findings from the current study, the traditional trustworthiness criteria was used but without their commitment to a foundationalist epistemology. Several prominent alternative criteria in contemporary qualitative inquiry were used. The current study has a number of limitations, as well as a variety of potential implications for further research on the helicopter parenting of college-aged children, higher education, and qualitative methodology. The analysis yielded seven major findings: (a) helicopter parenting prior to college can take a variety of forms, (b) helicopter parenting during college can take a variety of forms, (c) other parental characteristics associated with helicopter parenting, (d) personal consequences of helicopter parenting, (e) consequences of helicopter parenting for others and relationships with others, (f) efforts to deal with helicopter parenting, and (g) goals associated with education, career, and helicopter parenting. The implications of the findings for higher education and further research and implications of the study for qualitative methodology are discussed. / Doctor of Philosophy / The study involves a qualitative, interview-based investigation of undergraduate students' experiences of helicopter parenting. Little qualitative research, however, has been conducted on the helicopter parenting of college-aged children, and these studies have dealt with only one facet of the phenomenon or have focused on a specific ethnic group. Purposeful sampling was used to select undergraduate students from a mid-sized, public, four-year M1 university in the mid-Atlantic region of the country. Participants were recruited via email, using a listserv that includes all undergraduate students who attend the institution. Data collection involved the use of in-depth, open-ended qualitative interviews to explore the participants' experiences of the phenomenon. A form of whole text analysis was then used to code the data and develop categories and subcategories from the resulting codes. The limitations and implications for further research on the helicopter parenting of college-aged children, higher education, and qualitative methodology are discussed. The analysis yielded seven major findings in the areas of (a) helicopter parenting prior to college can take a variety of forms, (b) helicopter parenting during college can take a variety of forms, (c) other parental characteristics associated with helicopter parenting, (d) personal consequences of helicopter parenting, (e) consequences of helicopter parenting for others and relationships with others, (f) efforts to deal with helicopter parenting, and (g) goals associated with education, career, and helicopter parenting.

Thesis advisor: Sara Moorman / Thesis advisor: Lacee Satcher / The well-being of students is pivotal to the success of higher education institutions, yet students are experiencing an unsettling rise in mental health issues. This study aims to examine the mental health status of Boston College undergraduates and how different institutional and social factors shape variance in mental health. Undergraduate students (N=919) completed an anonymous online survey asking about mental well-being, campus attitudes/culture, and support resources on campus. significant relationships between mental health outcomes and self-rated mental health, feeling tired or having little energy, poor appetite or overeating, thoughts of self-harm, and seeking support for mental health difficulties. Additionally, There are statistically significant relationships between the prevalence of mental health diagnoses and school, race/ethnicity, and sex. Attempting to access University Counseling Services also varies by sex, race/ethnicity, and graduation year. I provide strategies to improve future research, support the well-being of undergraduates, and increase student engagement with mental health resources and practices. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

Student retention in higher education has become a national problem. At a small midwestern university, the retention rate has been declining, and the freshman to sophomore retention rate was 64% in 2013. The purpose of this intrinsic case study was to investigate ways to improve student retention. Tinto's theory of integration was used to explore the students' and administrators' perceptions of the factors that contribute to poor student retention to graduation. This study analyzed 519 student exit-forms from 2012-2015, 6 semistructured interviews from a purposeful sample of 10 administrators, and an analysis of university archival data. A thematic analysis of the data was completed. The following themes emerged from the analysis: financial problems, academic concerns, and social concerns. Based on the research findings, a 3-day professional development workshop was developed for university administrators, faculty, and staff to help increase their knowledge of retention, reasons why students are not staying, and strategies to academically and socially integrate students into the campus community. The workshop included strategies and activities designed to increase student retention. This study provided administrators, faculty, and staff with strategies and resources to help increase student retention, which may lead to improved graduation rates and less time to graduate.

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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 endeavoured to establish what influences students to undertake library and information studies. Are prospective students of library and information studies choosing their course and future occupation for the same sorts of reasons as in the past? Are prospective students well informed about their future occupation when they choose a course of study? What is the relative importance of some of the factors influencing their choice? Do metropolitan, regional and isolated students have the same understanding and expectations of their course and future occupation? A study of first year undergraduate students of library and information studies at three universities sought to provide answers to these questions. A quantitative and qualitative comparison of first year undergraduate students of Library and Information Studies at the University of Canberra and a random group from the same University was also undertaken in order to provide some comparative data. The findings showed that reasons for choosing library and information studies have generally not changed as much as one might expect. An interest in books and reading still ranks as a relatively important factor in students' choice, though there is some evidence of an increased interest in career and employment issues. Library and information studies students without an occupational background in the discipline generally have a hazy picture of what is involved in their future occupation and this lack of knowledge is compounded where students are located in regional or isolated areas. Generally most library and information studies respondents expressed a desire to enter 'traditional' workplaces in libraries rather than entering the broader information management field.

Women and members of underrepresented populations remain a relatively small proportion of the engineering faculty and students on university campuses. The lack of diversity potentially reduces the number of innovative and diverse perspectives contributing to these fields. One critical area missing in the research literature concerns faculty mentoring of engineering undergraduate women students. This qualitative study explores the narratives of six engineering faculty member mentors, two student affairs practitioners, and three undergraduate women student mentees and their mentoring experiences in a large public research university. Drawing on relevant frameworks from best practices in mentoring and pedagogy, this study will reframe the conversations surrounding faculty mentoring of undergraduate students by utilizing a feminist lens, which seeks to explicitly address the need to create and sustain an inclusive and engaging classroom environment and mentoring relationships. The following research questions guided the study: 1) how do mentors and mentees make meaning and conceptualize the act of mentoring, 2) how are these mentoring relationships situated within the context of the institution in which they are embedded, and 3) what implications emerge for retention and representation of underrepresented students for faculty mentors and student mentees? With this in mind, a feminist lens was useful for expanding the ways in which mentoring is conceptualized and explored because traditional approaches did not effectively explore or capture the benefits received by the participants. The engineering faculty mentor and undergraduate student mentee participants largely formed mentoring relationships informally, often through a connection established in a classroom. Faculty members were purposeful and thoughtful in their pedagogical choices, fostering an engaging and supportive classroom environment. Unlike the research literature, these faculty mentors perceived real benefits from mentoring undergraduate students. In addition, the faculty mentors participating in this study were particularly aware of the challenges and opportunities facing women and underrepresented undergraduate students, graduate students, and faculty in engineering. / text

Magister Artium - MA / The project examined the information seeking behaviour of Generation Y students at the University of the Western Cape (UWC). The Internet has evidently become an integral part of this generation’s everyday life. The contributing factor to this is that Generation Y has been brought up in a high technology society. The Internet in conjunction with information and communication technology tools is used by Generation Y for different purposes during information seeking. Internet can be used for communication, acquiring information sources or as channels for disseminating information. Therefore, looked at was the role and impact of the Internet and information technology on Generation Y’s information behaviour; if there was a positive or negative effect on them. Literature has indicated that Generation Y is constantly connected to the Internet, great user of social media and relies on the web for their information needs. This study employed Savolainen’s Everyday Life Information Seeking model (ELIS) and Pettigrew’s Information Grounds theory as theoretical frameworks. The models involve unsystematic ways of acquiring information for daily activities that can be work or non-work related. The study was based on academic and non-academic information needs of Generation Y in order to establish a holistic understanding of their everyday information needs and seeking. The study was carried out at the UWC campus. Also reflected was how the university has adapted in the provision of services that meet the Generation Y student’s information needs. The research was based on mixed method approach, thus combing qualitative and quantitative methods. Findings of the study revealed that Generation Y students at UWC have been exposed to the use of technology at a later stage yet, they revealed similar characteristics as mentioned by different authors from the other parts of the world. The students relied on ICTs and the Internet for all their information behaviour.