Retention Of International Students Research Articles

FACULTY ENGAGEMENT IN INTERNATIONAL STUDENT SUCCESS: A REVIEW OF BEST PRACTICES AND STRATEGIES

This review investigates the pivotal role of faculty engagement in enhancing the success of international students within higher education settings. Recognizing the increasing diversity of student populations globally, the study aims to synthesize existing research to discern effective strategies for supporting the academic, social, and cultural integration of international students. By examining the impact of faculty involvement both inside and outside the classroom, this review sheds light on best practices that contribute to the broader discourse on internationalizing higher education. The review explores the multifaceted dimensions of faculty engagement and its correlation with international student success. Within the classroom, effective teaching methodologies, inclusive pedagogical approaches, and culturally responsive practices are identified as key factors influencing the academic achievement and retention of international students. Moreover, fostering an inclusive learning environment that embraces diverse perspectives and encourages active participation is crucial for promoting student engagement and satisfaction. Beyond the classroom, the review delves into the importance of faculty involvement in co-curricular activities, mentorship programs, and community engagement initiatives. By actively participating in extracurricular events, faculty members can facilitate cross-cultural interactions, provide social support networks, and promote a sense of belonging among international students. Additionally, mentorship programs led by faculty mentors offer personalized guidance, academic advice, and cultural adjustment assistance, thereby nurturing the holistic development of international students. Furthermore, the review highlights the significance of faculty training and professional development in preparing educators to effectively support diverse student populations. Cultivating intercultural competencies, understanding the unique challenges faced by international students, and adopting inclusive teaching practices are essential components of faculty development initiatives. This review underscores the critical role of faculty engagement in fostering academic success, social integration, and overall well-being of international students. By synthesizing research findings and identifying best practices, this study contributes to the advancement of strategies for internationalizing higher education institutions and promoting inclusive excellence.
 Keywords: Faculty Engagement; International Student; Success; Best practices; Strategies.

The push-pull factor model and its implications for the retention of international students in the host country

PurposeDue to high demand for international talents and skilful workforces, many countries around the world, especially the ageing populations are now looking for new ways and strategies to attract more international talent. Drawing on push-pull factor theory, integrated with theory of reasoned action (TRA), this research examines international students' intention to stay or to leave the host country after completion of the students' studies.Design/methodology/approachA conceptual model has been proposed and evaluated aimed at understanding the factors that influence the decision-making of international students studying in Finland. Data were collected from a sample of 292 international students in Finland and structural equation modelling (SEM) was used to analyse the data and examine the relationships between various constructs in the model.FindingsThe SEM results show that several factors influence students' decision to stay or leave the host country after graduation. Aspects related to host country, institutional and economic factors and social influence (norms) directly impact students' attitude towards staying. In addition, attitude towards staying not only has a direct impact on the intention to stay, but also mediates the relationship between different pulling factors and students' intention to stay in the host country. Moreover, challenges and barriers (such as local language, challenge of finding employment and challenge of assimilating into the community or making friends) have a negative impact on the decision to stay in the host country.Originality/valueThis study uses push-pull theory in the Finnish context, contributing to the growing body of literature on international education policies and practices. The findings highlight the need for a more holistic approach to supporting international students, one that considers the students' unique needs and experiences in the host country and provides the students with the necessary resources and support to succeed.

Towards a More Just Canadian Education-migration System: International Student Mobility in Crisis

Education-migration, or the multi-step recruitment and retention of international students as immigrants, is an increasingly important component of both higher education and so-called highly-skilled migration. This is particularly true in Canada, a country portrayed as a model for highly-skilled migration and supportive of international student mobility. However, education-migration remains under-analyzed from a social justice perspective. Using a mobility justice framework, this paper considers COVID-19’s impact on Canada’s education-migration system at four scales: individuals, education institutions, state immigration regimes, and planetary geoecologies. It identifies ethical tensions inherent to Canada’s education-migration from a systems-level and suggests that a multi-scalar approach to social justice can both usefully complexify discussions and introduce unsettling paradoxes. It also stresses that the COVID-19 pandemic offers an opportunity to reimagine rather than return.

First-Year Experience Course Impact on Undergraduate International Student Retention and Graduation

As institutions look to improve student retention through first-year experience (FYE) courses, some have implemented courses targeted specifically to the international population. A quantitative comparison of international students who took an FYE course with international students who did not take an FYE course was completed to analyze the differences in retention and graduation rates between the two groups. International freshmen who participated in the FYE course were retained and graduated at significantly higher rates than international freshmen who did not take the course. Aspects of the course that likely led to student retention and graduation are discussed.

International Student Migration in Finland

There is increasing attention on the retention of international students with many stakeholders desiring to keep international students for long-term economic growth. This study examines the factors affecting international students to stay in Finland five years after initial enrolment with particular focus on the role graduation plays in students staying or leaving. Tracking 11 (years) entering cohorts for five years across national (Finland) data registries, we found evidence of an inverse relationship between graduation, degree type, and the probability of staying; higher the degree level of graduation, the decrease in probability an international student stays. We conclude that while graduation is a key metric and discussion point in national and institutional policy, our findings suggest focusing on improving international students’ ability to integrate into a host country’s labor market and promotion of an environment conducive for international students’ families, more than graduation, would produce higher stay rates of international students.

Packaged Deal: Effective Support Systems for International Student Spouses

Global student mobility is growing in importance as students increasingly turn their interest worldwide. International student spouses and their personal experiences is an emerging problem of practice in higher education due to their connection to international student retention rates. In particular, what support systems are provided to this demographic is especially important. Interpretive Phenomenological Analysis (IPA) was used to examine international student spouses’ perception of support services at an urban private institution of higher education in the United States. A qualitative approach addressed the following research question: What role do international student spouses perceive institutions of higher education have in terms of offering support services? This study focused on five international student spouses who came to the United States on F2 dependent visa status.

First Term Support for International Graduate Students Attending Small Colleges and Universities

The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.

Geographic Embeddedness of Higher Education Institutions in the Migration Policy Domain

In 2014, Canada issued its first International Education Strategy, articulating targets for international enrollment and its economic benefits, but lacking international student retention goals. Universities and colleges used to be places where students could get immigration advice, but past Bill C-35 only Regulated Canadian Immigration Consultants can provide such advice. There is no requirement for institutions to hire these consultants. I investigate the geographic stretch of the education domain’s engagement with retention, through an examination of immigration advising support provision across Canada’s campuses. This provision is highly uneven, with a moderate association with school size, reflecting the voluntary nature of such engagement. A defined international student retention strategy could possibly change the current state of immigration governance through the education domain.

Beyond Recruitment: Comparing Experiences of Climate and Diversity between International Students and Domestic Students of Color in U.S. Urban Planning Programs

American universities are becoming globalized in curriculum and enrollment and benefit from international students who contribute to diversity. As the share of international students in planning programs has risen, little is known about their experiences beyond recruitment and how experiences as a “minoritized” group compare to domestic students of color. We report findings from interviews with graduate students in U.S. planning programs and compare international student experiences and perceptions with domestic students of color. We recommend ways that programs can improve international student retention and support the diversity of experiences that these students bring to U.S. planning programs.

Inside the International Student World

Substantial research emphasizes recruitment and retention of international students over their lived experiences. This qualitative study employed a sociocultural lens to explore five international graduate students’ lived experiences in the United States and their postgraduation plans. Findings suggest that international graduate students navigate a World that encompasses individual worlds that revolve around challenges, opportunities, and imagined communities. I draw on Gee’s (2014) notion of capitalizing a word normally written in lower case to make clear two differing connotations of the word “world.” I discuss implications for higher education host institutions and their offices of international education.

THE CHALLENGES OF INTERNATIONAL STUDENT RETENTION IN THE U.S. UNIVERSITY: IT�S A MATTER OF PERSISTENCE

ABSTRACT U.S. universities benefit academically and financially from increased enrollment by international students. With both domestic and international student new enrollment declining, it is imperative to retain all students. Research shows that as to domestic students, issues of social and academic integration and challenges in adjusting to university life (including the rigors of university level academics, social isolation, homesickness, financial hardships, family needs), play a role in the domestic student’s decision to remain in school or drop out. However, as to international students, who face many of the same challenges, as well as a number of unique challenges (i.e., cultural and language barriers, adapting to the U.S. classroom setting, interacting with university staff and faculty and creating a sustained social network), little research exists regarding the factors that foster international students to persist in the U.S. university. Likewise, a shortage of literature exploring the measures that can be taken to increase international student retention exists. The paper explores the factors that motivate international students to persist and remain enrolled and proposes research to elicit both the factors spurring international students to persist, and their recommendations for university practices and policies that promote retention. The proposed study will employ quantitative research of 200 domestically enrolled students from foreign countries at two New York metropolitan area colleges. The research will provide data from which specific recommendations may be drawn, providing guidance to institutes of higher education as to how to maximize international student persistence and improve retention. Keywords International Student; Academic Integration, Social Integration, Student Enrollment, Retention, Persistence

From India to Canada: An Autoethnographic Account of an International Student’s Decision to Settle as a Self-Initiated Expatriate

International students can be a source of skilled workers for many industrialized countries with an aging population. However, it is unclear if international students would stay after completing their studies, given booming economies in their home countries. The present paper explores the decision processes international students make when contemplating whether to stay or return home after completing their studies. The paper is based on an autoethnographic account of an international student who studied in Canada, and follows her journey as an international student through to settlement as a self-initiated expatriate. Initially, personal factors (such as family encouragement), public policy, and employer practices “pushed” the student to repatriate back to her country of origin after her studies. However, personal ambitions (such as travel and career development opportunities) and prospects for a better life “pulled” her back to Canada. Personal agency and positive experiences also contributed to her adjustment and success as a self-initiated expatriate. The present paper adds to existing literature on the “push” and “pull” dynamic of international student retention in the host country. It further enhances our understanding of why international students decide to remain in the country following the completion of their studies.

International Students at Community Colleges: Challenges and Opportunities for This Unique Segment of U.S Higher Education

In unprecedented numbers, American community colleges are seeking to boost their recruitment and retention of international students. This chapter uncovers the challenges and opportunities based on successful experiences in community college efforts.

The politics of the great brain race: public policy and international student recruitment in Australia, Canada, England and the USA

As the number of globally mobile students has expanded, governments are assumed to be consistently and intentionally competing for talent, in what has been called a “great brain race”. While the notion of competition has become dominant, there is little evidence on long-term policy dynamics in this field, not only across jurisdictions but also over time. We seek to address this gap in this paper through a longitudinal analysis of the politics and public policies impacting international students in four major recruiting countries—Australia, Canada, England and the USA. Through this comparative analysis of the period 2000 to 2016, we demonstrate that international student numbers across the jurisdictions have grown steadily but that this appears to be decoupled from political and policy changes. We also discuss how “internationalization” initiatives provide an insufficient policy umbrella for policy action on the recruitment and retention of international students. Public policy impacting international students spans multiple government agencies or ministries, encompassing different policy fields. This requires greater policy coordination, which remains elusive for the most part.

International Student Success

This article, with a focus on North American postsecondary education, identifies international students as a strategic enrollment management institutional priority; presents themes in the international student retention, satisfaction, and success research literature; and describes related best practices. It also presents the findings from an in-depth Canadian study, which identifies factors that contribute to attrition of international students. Suggested areas are offered for future improvements to enhance institutional international student success.

Reflections on a bilingual peer assisted learning program

Purpose– The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University.Design/methodology/approach– A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement.Findings– Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program.Originality/value– Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

Competency-Based Training Program for International Students

The purpose of this paper is to introduce a training program for developing the self-discovery and self-regulation competencies of international students. The paper combines literature review from global leadership, international education and related disciplines to advance a competency-based program that addresses a critical need for greater integration and retention of international students in their host countries. Research evidence from the literature review further suggested that key competencies such as self-awareness and self-regulation are critical for enabling the development of culturally intelligent behaviours. The program therefore introduces an initial phase of experiential learning activities in mindfulness and sense-making to foster the development of the foundational competence self-discovery. In addition, a second phase of entrepreneurial projects is designed to support individual growth in three self-regulation competencies: psychological flexibility, human sustainability and entrepreneurial thinking. The importance of this training program for the effective social integration and long-term retention of international students is discussed. Opportunities for future research are also outlined in the concluding section.

International student persistence in U.S. postsecondary institutions

The study used the data from the Beginning Postsecondary Students Longitudinal Study data set to observe the characteristics of international students in their first-year in college and examine the factors that influenced their persistence in U.S. postsecondary institutions. Results from logistic regression analysis revealed that GPA, degree plans, and academic integration were positively related to persistence of international students, while remediation in English and social integration had the negative effects on their persistence outcome. The results of the study signal the importance of encouraging collaboration between offices of international student services and other academic departments or support services on campus. The retention of international students should not be viewed as the responsibility of only international student advisors. Instead, it should become a joint responsibility of faculty, academic advisors, English language program staff, and student affairs professionals on campus.

Table of Contents

Abstract Cover Story Get up to speed on new Title IV regulations on program integrity Washington Report Comply with new Title IV regulations Prepare your office for disclosure, reporting requirements imposed by partial gainful employment rule Idea File Review ED's overview of student privacy laws, concepts Recruit, support adult students to boost enrollment Consider offering academic programs through Facebook Learn trends in admissions data, college‐going demographics Strategies for Success Implement texting to communicate in students' preferred way Reach students through texting Policies & Procedures Create a policies and procedures manual to comply with federal regulations Include these items in a policies and procedures manual Follow these best practices to create a manual Managing Your Office Use Six Sigma system to improve your unit's efficiency Six Sigma improves processes Review these tips for using system What Would You Do? How do you improve international student retention? Lawsuits & Rulings DISABILITY Language in jury instructions didn't prejudice ADA claim DISCRIMINATION Student dismissed due to low GPA, not discrimination or retaliation DISMISSAL Student failed to show that university knew of disability Leaders & Innovators JIM MILLER, COORDINATOR OF ENROLLMENT RESEARCH, UNIVERSITY OF WISCONSIN‐SUPERIOR AND PRESIDENT OF THE NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING Advocate for professional standards, political support through association involvement Gain benefits of association involvement

International student complaint behaviour: how do East Asian students complain to their university?

The growing acceptance that students can also be viewed as consumers of higher education (HE) has acted as a catalyst for universities to place greater emphasis on issues such as student satisfaction and retention. Indeed, the UK National Student Survey covered 152 institutions in 2009. However, far less attention has been paid to the concept of student complaint behaviour – that is, how students react when they become dissatisfied with their HE institution. Dissatisfied students have a variety of potential responses at their disposal, all of which can prove potentially damaging to the university. The current study considers the attitudes of East Asian students towards the act of complaining about their university. East Asian consumers are traditionally less prepared to voice dissatisfaction than their Western counterparts, and this may be exacerbated when dealing with high‐ranked academic staff. In‐depth interviews, utilising the laddering technique, were conducted with East Asian students at a university in the North East UK with the aim of exploring these attitudes. The findings suggest that whilst East Asian students are generally hesitant to class themselves as consumers of the educational product, this attitude can change rapidly in cases of dissatisfaction when they expect immediate redress. Respondents reported a high level of proactive behaviour in approaching relevant staff with their problems; however this was often done via informal conversations as opposed to formal complaint channels. This study adds to the growing body of literature that considers complaint behaviour in the context of HE, and is of practical value to anyone responsible for international student retention.