This dissertation focuses on the relationship between the September 11, 2001 terrorist attacks on symbols of economic and military power in the United States and the internationalization agenda of colleges and universities. The construct, “post-9/11 syndrome,” is used metaphorically to delineate the apparent state of panic and disequilibrium that followed the incident. Three research questions were investigated, with two universities in the Miami-area of South Florida, one private and the other public, as qualitative case studies. The questions are: (a) How are international student advisors and administrators across two institutional types dealing with the “post-9/11 syndrome?” (b) What, if any, are the differences in international education after 9/11? (c) What have been the institutional priorities in relation to international education before and after 9/11? Data-gathering methods included interviews with international student/study abroad advisors and administrators with at least 8 years of experience in the international education function at their institutions, review of relevant documents, and analysis of each institution’s international student and study abroad data bases. The interviews were based on the three-part scheme developed by Schuman (1982): context of experience, details of experience and reflection on the meaning of experiences. Data collection and analysis for each institution were conducted simultaneously. Taped interviews, researcher insights, and member checks of transcripts were preserved as an audit trail to provide support for the integrity and consistency of my findings. Key findings include a progressive decline in fall to fall enrollment at the University of Miami by 13.05% in the 5 years after 9/11, and by 6.15% at FIU in the 7 post-9/11 years. In both institutions, there was an upsurge in interest in study abroad during the same period, with heavy concentration in Europe but less than 5% of enrolled students ventured abroad annually. I summarized the themes associated with the post-9/11 environment of international education as perceived by my participants at both institutions as 3Ms, 3Ts, and 1D: Menace of Anxiety and Fear; Menace of Insularity and Insecurity; Menace of Over-regulation and Bigotry; Trajectory of Opportunity; Trajectory of Contradictions; Trajectory of Illusion, Fatalism and Futility; and Dominance of Technology. Based on these findings, I recommended an integrated Internationalization At Home Plus Collaborative Outreach (IAHPCO) approach to internationalization, predicated on a post-9/11 recalibration of national security and international education as complementary rather than diametrically opposed concepts.

The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings of high job satisfaction were produced once they assumed their advisory roles. Furthermore, although some significant relationships were found among the variables, it would be difficult to predict which faculty members would be capable and successful student activities advisors based on sex, age, years of teaching experience, or marital status. As a result, therefore, no statistical model could be developed from the data obtained from this study that could be used to predict either motivation to work or job satisfaction for student activities advisors.