Browsing by Subject "International students"

Now showing 1 - 4 of 4
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    A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type
    (2013-08) Phillips, Gareth Carlington
    The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses were rejected at p < .001. Blacks and Hispanics, more so than other racial/ethnic groups, exhibited different levels of success especially when using engagement and satisfaction as predictors. Males, more than females, were engaged in enriching educational experiences. Overall, institutions that are serious about improving international student success are encouraged to engage these students in meaningful on campus activities and cater to them as separate groups rather than a homogenous group.
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    I Am Because We Are: Identifying the Factors Influencing the Academic Experiences of African Leadership Academy Graduates Enrolled as Undergraduate Students at Duke University
    (2018-04) Bello Olamosu, Seun
    At the onset of Africa becoming the most populous continent in the world, there remains a wide gap in literature about the academic experiences of youth representing the vast diversity of the African continent. In an attempt to bridge some of the gap, the focus of this study is to identify the factors influencing the academic experiences of African Leadership Academy (ALA) graduates enrolled as undergraduate students at Duke University. Particularly, the influence of an ALA education on the academic experiences of the study participants in defining and achieving their academic success. Using a qualitative design, it was decided to use Astin’s Input-Environment-Ouput (I-E-O) model to guide the influence of an ALA education on the academic experiences of the study participants at Duke University. The findings show that due to personal motivation and the academic rigor of an ALA education, the study participants adapted relatively well to the academic expectations at Duke University. On the other hand, the study participants’ adaptation to the social environment was more difficult due to less preparedness on U.S racial context and individualistic cultural norms as encountered at Duke University. The findings show that the value based and afro-minded education at ALA played a significant part in giving the participants a clear focus for academic success as crucial to impactful personal and societal change.
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    International mobility of undergraduate and Graduate Students in Science, Technology, Engineering, and Mathematics: push and pull factors
    (2013-12) Chien, Chiao-Ling
    This study examines factors that contribute to the cross-border movement of international students in science, technology, engineering, and mathematics (STEM) fields. It analyzes characteristics of host countries (pull factors) associated with international students' arrival for education in STEM fields, as well as characteristics of home countries (push factors) related to STEM student's departure for study abroad.The study applies trend analyses and random- and fixed-effects estimations to data from multiple national and international sources. The findings show that a) international STEM students are increasingly concentrated in countries where English is used for instruction and in countries with advanced technological capabilities; b) industrialized countries that have lower enrollments of their own students in STEM programs or aging populations tend to enroll more international STEM students; c) countries that are neither advanced nor substantially lagging in technological capability send more students abroad to pursue STEM education; and d) STEM students migrate more from countries that already have high emigration rates of highly educated citizens.The findings have implications for higher education policies and practices. Key issues include the following: technologically marginalized countries' low STEM enrollment, which may contribute to a widening disparity in technological capability between countries; the migration of STEM students, which suggests that countries should address possible negative effects of the loss of highly skilled citizens; and the increasing use of English as the language of science, which suggests a tendency toward more English-based instruction in non-English speaking countries.