Faculty Views on International Students: A Survey Study


  • Li Jin DePaul University
  • Jason Schneider DePaul University




faculty beliefs, international students, internationalization, quantified qualitative data, survey study


This article investigates perceptions of international students among faculty at a university in the United States. Based on data collected from a large-scale online survey (n=261), the study explores four issues: 1) faculty perceptions of international students’ positive attributes; 2) faculty perceptions of international students’ academic and social challenges; 3) faculty perceptions of their own challenges when teaching international students; and 4) statistically significant relationships between faculty views and their own background characteristics, including ethnicity, academic status, multilingual skills, birth place, and experience studying or living abroad. Results offer new insights on faculty beliefs and highlight key considerations in the hiring, training, and support of faculty to promote positive learning experiences for international students.

Author Biographies

Li Jin, DePaul University

LI JIN,PhD, is an Associate Professor in the Department of Modern Languages at DePaul University. She also directs the Chinese Studies Program, an interdisciplinary undergraduate program. Her primary research interests include second language acquisition, study abroad and language socialization, and intercultural communication and collaboration.

Jason Schneider, DePaul University

JASON SCHNEIDER,PhD, is an Assistant Professor in the Department of Writing, Rhetoric, & Discourse at DePaul University, where he also coordinates the Graduate Certificate in TESOL program. His research and teaching focus on second language writing, ESL teacher education, and the rhetorics of immigration.


Andrade, M. (2010). Increasing accountability. Journal of Studies in International Education, 14(3), 221–239. doi:10.1177/1028315308331295

Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57, 195–203. doi:10.1037/h0034701

Cao, Y., Li, X., Jiang, A., & Bai, K. (2014). Motivators and outcomes of faculty actions towards international students: Under the influence of internationalization. International Journal of Higher Education, 3(4), 49–63. doi:10.5430/ijhe.v3n4p49

Cole, D. (2010). The effects of student-faculty interactions on minority students’ college grades: Differences between aggregated and disaggregated data. Journal of the Professoriate, 3(2), 137–160.

De Beuckelaer, A., Lievens F., & Bücker, J. (2012). The role of faculty members’ cross-cultural competencies in their perceived teaching quality: Evidence from culturally-diverse classes in four European countries. Journal of Higher Education, 83(2), 217–258.

Dewey, P., & Duff, S. (2009). Reason before passion: Faculty views on internationalization in higher education. Higher Education, 58, 491–504. doi:10.1007/s10734-009-9207-z

Edwards, J., & Teekends, H. (2012). Leveraging technology and the international classroom for cross-cultural learning. In D. K. Deardorff, H. de Wit, J. D. Heyl, & T. Adams (Eds.), The SAGE handbook of international higher education (pp. 267–282). Thousand Oaks, CA: Sage.

Eland, A., & Thomas, K. (2013). Succeeding abroad: International students in the United States. In H. C. Alberts & H. D. Hazen (Eds.) International students and scholars in the United States: Coming from abroad (pp. 145–162). New York: Palgrave Macmillan.

Fallon, G., & Brown, R. B. (1999). What about the workers? Academic staff opinion about working with non-UK postgraduate students in higher education. Journal of Further and Higher Education, 23, 41–52.

Glass, C. R., Kociolek, E., Wongtrirat, R., Lynch, R. J., & Cong, S. (2015). Uneven experiences: The impact of student-faculty interactions on international students' sense of belonging. Journal of International Students, 5(4), 353–367.

Haan, J. E., Gallagher, C. E., & Varandani, L. (2017.) Working with linguistically diverse classes across the disciplines: Faculty beliefs. Journal of the Scholarship of Teaching and Learning, 17(1), 37–51.

Hudzik, J. K. (2011). Comprehensive internationalization: From concept to action. NAFSA: Association of International Educators.

IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: Author.

Korhonen, V., & Weil, M. (2015). The internationalisation of higher education: Perspectives on self-conceptions in teaching. Journal of Research in International Education, 14(3), 198–212.

Leask, B. (2007). International teachers and international learning. In E. Jones & S. Brown (Eds.), Internationalizing higher education: Enhancing teaching, learning and curriculum (pp. 86–94). New York: Routledge.

Leask, B. (2013). Internationalizing the curriculum in the disciplines—Imagining new possibilities. Journal of Studies in International Education, 17(2), 103–118.

Lillyman, S., & Bennett, C. (2014). Providing a positive learning experience for international students studying at UK universities: A literature review. Journal of Research in International Education, 13(1), 63–75. doi:10.1177/1475240914529859

Mak, A. S., Bodycott, P. & Ramburuth, P. (2015). Beyond host language proficiency: Coping resources predicting international students’ satisfaction. Journal of Studies in International Education, 19(5), 460–475. doi:10.1177/1028315315587109

Mamiseishvili, K. (2012). International student persistence in U.S. postsecondary institutions. Higher Education: The International Journal of Higher Education and Educational Planning, 64(1), 1–17.

Marginson, S. (2013). Equals or others? Mobile students in a nationally bordered world. In S. Sovic & M. Blythman (Eds.), International students negotiating higher education: Critical perspectives (pp. 9–27). New York: Routledge.

Montgomery, K. A. (2017). Supporting Chinese undergraduate students in transition at U.S. colleges and universities. Journal of International Students, 7(4), 963–989.

Nguyen, H. M. (2013). Faculty advisors' experiences with international graduate students. Journal of International Students, 3(2), 102–116.

Nieto, C., & Booth, M. Z. (2010). Cultural competence: Its influence on the teaching and learning of international students. Journal of Studies in International Education, 14(4), 406–425. doi:10.1177/1028315309337929

O’Meara, K. A., Knudsen, K., & Jones, J. (2013). The role of emotional competencies in faculty-doctoral student relationships. Review of Higher Education, 36(3), 315–347. doi:10.1353/rhe.2013.0021

Palmer, Y. M. (2016). Student to scholar: Learning experiences of international students. Journal of International Students, 6(1), 216–240.

Ramachandran, N. T. (2011). Enhancing international students’ experiences: An imperative agenda for universities in the UK. Journal of Research in International Education, 10(2), 201–220.

Roy, S. R. (2013). Educating Chinese, Japanese, and Korean international students: Recommendations to American professors. Journal of International Students, 3(1), 10–16.

Rumbley, L., Altback, P., & Reisberg, L. (2012). Internationalization within the higher education context. In D. K. Deardorff, H. de Wit, J. D. Heyl, & T. Adams (Eds.), The SAGE handbook of international higher education (pp. 3–26). Thousand Oaks, CA: Sage.

Ryan, J., & Viete, R. (2009). Respectful interactions: Learning with international students in the English-speaking academy. Teaching in Higher Education, 14(3), 303–314.

Sandelowski, M., Voils, C., & Knafl, G. (2009). On quantitizing. Journal of Mixed Methods Research, 3(3), 208–222.

Sawir, E. (2011). Academic staff response to international students and internationalising the curriculum: The impact of disciplinary differences. International Journal for Academic Development, 16(1), 45–57.

Stohl, M. (2007). We have met the enemy and he is us: The role of faculty in the internationalization of higher education in the coming decade. Journal of Studies in International Education, 11(3), 359–372. doi:10.1177/1028315307303923

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and technique (2nd ed.). London: Sage.

Trice, A. (2003). Faculty perceptions of graduate international students: The benefits and challenges. Journal of Studies in International Education, 7(4), 379–403.

Yan, L., & Pei, S. (2018). “Home away from home”? How international students handle difficult and negative experiences in American higher education. Journal of International Students, 8(1), 453–472. doi:10.5281/zenodo.1134338

Yee, A. (2016). The unwritten rules of engagement: Social class differences in undergraduates’ academic strategies. Journal of Higher Education, 87(6), 831–858.

Zamel, V. (1995). Strangers in academia: The experiences of faculty and ESL students across the curriculum. College Composition and Communication, 46(4), 506–521.

Zhao, C-M., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and American student engagement in effective educational practices. Journal of Higher Education, 76(2), 209–231.



How to Cite

Jin, L., & Schneider, J. (2019). Faculty Views on International Students: A Survey Study. Journal of International Students, 9(1), 84–96. https://doi.org/10.32674/jis.v9i1.268



Research Articles (English)