First Term Support for International Graduate Students Attending Small Colleges and Universities
Keywords:foundations course, graduate students, international students, student success
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.
Andrade, M. S. (2008). International graduate students: Adjusting to study in the United States. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the first year (Monograph No. 50, 71-90). University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Burns, C., & Foo, M. (2011). International students’ perceptions of their global skills development: A collaborative approach. Emerge, 2010(3), 25–42.
Chaudhury, S. R. (2011). The lecture. New Directions for Teaching and Learning, 128, 13–20.
Coates, N., & Dickinson, J. (2012). Meeting international postgraduate student needs: A programme based model for learning and teaching support. Innovations in Education and Teaching International, 49(3), 295–308. doi:10.1080/14703297.2012.703018
Divan, A., Bowman, M., & Seabourne, A. (2015). Reducing unintentional plagiarism amongst international students in the biological sciences: An embedded academic writing development programme. Journal of Further and Higher Education, 39(3), 358–378.
Egege, S., & Kutieleh, S. (2004). Critical thinking: Teaching foreign notions to foreign students. International Education Journal, 4(4), 75–83.
Ehrich, J., Howard, S. J., Congjun, M., & Bokosmaty, S. (2016). A comparison of Chinese and Australian university students’ attitudes towards plagiarism. Studies in Higher Education, 41(2), 231–246.
Fadil, P. A. (2010). Determining the effect of international student assimilation. Journal of International Business Disciplines, 4(2), 50–67.
Gornisiewicz, W., & Bass, O. (2011). Supporting international students to meet assessment expectations. Australasian Journal of Engineering Education, 17(3), 157–162.
Hammersley-Fletcher, L., & Hanley, C. (2016). The use of critical thinking in higher education in relation to the international student: Shifting policy and practice. British Educational Research Journal, 42(6), 978–992. doi:10.1002/berj.3246
Henderson, F., & Whitelaw, P. A. (2013). Academic literacy and cultural familiarity: Developing and assessing academic literacy resources for Chinese students. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 13–27.
Hynes, G. E., Hill, K. L., & Johnson, B. (2011). International students' unfamiliarity with U.S. business culture: Overcoming a roadblock to success in MBA programs. Journal for Global Business Education, 11, 17–29.
Korobova, N., & Starobin, S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72–85.
Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5). Jossey-Bass.
Martirosyan, N., Hwang, E., & Wanjohi, R. (2015). Impact of English proficiency on academic performance of international students. Journal of International Students, 5(1), 60–71.
Montgomery, K. A. (2017). Supporting Chinese undergraduate students in transition at U.S. colleges and universities. Journal of International Students, 7(4), 963–989.
Poyrazli, S., & Kavanaugh, P. R. (2006). Marital status, ethnicity, academic achievement, and adjustment strains: The case of graduate international students. College Student Journal, 40(4), 767–780.
Rosenstiel, E. D., Taaffe, J., & Thomas, L. J. (2009). The graduate preparation program at the Ohio State University. In M. S. Andrade & N. W. Evans (Eds.), International students: Strengthening a critical resource. (pp. 147–151). Rowman & Littlefield.
Ryan, J. (2005a). Improving teaching and learning practices for international students: Implications for curriculum, pedagogy and assessment. In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all (pp. 92–100). Routledge.
Ryan, J. (2005b). The student experience: Challenges and rewards. In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all. (pp. 147–151). Routledge.
Ryan, J., & Carroll, J. (2005). “Canaries in the coalmine”: International students in Western universities. In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all (pp. 3–10). Routledge.
Ryan, J., & Hellmundt, S. (2005). Maximizing international students’ ‘cultural capital.’ In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all (pp. 13–16). Routledge.
Sawir, E. (2013). Internationalisation of higher education curriculum: The contribution of international students. Globalisation, Societies and Education, 11(3), 359–378, doi:10.1080/14767724.2012.750477
Schulte, S., & Choudaha, R. (2014). Improving the experiences of international students. Change: The Magazine of Higher Learning, 46(6), 52–58.
Shapiro, S., Farrelly, R., & Zuzana, T. (2014). Fostering international student success in higher education. TESOL Press.
Singh, M. K. M. (2017). International EFL/ESL master students’ adaptation strategies for academic writing practices at tertiary level. Journal of International Students, 7(3), 620–643.
Strayhorn, T. L. (2011). Bridging the pipeline: Increasing underrepresented students’ preparation for college through a summer bridge program. American Behavioral Scientist, 55(2), 142–159.
Sun, T., Otoum, M., & Stetar, B. (2016). Global discovery of learning motivations: Systemic enhancements within higher education. Transnational Journal of Business, 1(1), 8–20.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.
Tokuno, K. A. (2008). Theories relating to the transition into graduate study. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the first year (Monograph No. 50, p 47-56). University of South Carolina. National Resource Center for the First Year Experience and Students in Transition.
Wu, H., Garza, E., & Guzman, N. (2015). International student’s challenge and adjustment to college. Education Research International, 2015, Article 202753.
Yan, Z., & Sendall, P. (2016). First year experience: How we can better assist first-year international students in higher education. Journal of International Students, 6(1), 35–51.
Zhou, Y. R., Knoke, D., & Sakamato, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287–311.
How to Cite
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.