subject:(international student identity model)

Colorado State University

1. Anderson, Donna L. Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities.

Degree: PhD, Education, 2019, Colorado State University

URL: http://hdl.handle.net/10217/195290

► The number of Muslim international students in the U.S. has grown considerably in recent years, however these students face unique challenges related to their religious,… (more)

Subjects/Keywords: international student identity model; Muslim; international students; identity; phenomenology; Trump

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APA (6^th Edition):

Anderson, D. L. (2019). Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195290

Chicago Manual of Style (16^th Edition):

Anderson, Donna L. “Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021. http://hdl.handle.net/10217/195290.

MLA Handbook (7^th Edition):

Anderson, Donna L. “Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities.” 2019. Web. 26 Jan 2021.

Vancouver:

Anderson DL. Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10217/195290.

Council of Science Editors:

Anderson DL. Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195290

2. Picková, Iva. Transformation of identities in international educational milieu of university in Sweden.

Degree: Education and Social Sciences, 2020, Örebro University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83459

► This thesis focuses on the transformation of identities of international master students attending Örebro University along with their perception of how this experience will… (more)

Subjects/Keywords: International student; educational environment; social identity; person identity; role identity; student traveller; stranger; Sweden; meanings; symbolic interactionism; Sociology; Sociologi

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APA (6^th Edition):

Picková, I. (2020). Transformation of identities in international educational milieu of university in Sweden. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83459

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Picková, Iva. “Transformation of identities in international educational milieu of university in Sweden.” 2020. Thesis, Örebro University. Accessed January 26, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83459.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Picková, Iva. “Transformation of identities in international educational milieu of university in Sweden.” 2020. Web. 26 Jan 2021.

Vancouver:

Picková I. Transformation of identities in international educational milieu of university in Sweden. [Internet] [Thesis]. Örebro University; 2020. [cited 2021 Jan 26]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83459.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Picková I. Transformation of identities in international educational milieu of university in Sweden. [Thesis]. Örebro University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83459

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

3. Manguvo, Angellar. The relationship between ethnic identity, perceived acceptance, and sociocultural adjustment of African students in the US.

Degree: 2013, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/37793

► This study investigated the experiences of African students in relation to their ethnic identity, perceived acceptance, and sociocultural adjustment, as well as the interrelationship among… (more)

▼ This study investigated the experiences of African students in relation to their ethnic identity, perceived acceptance, and sociocultural adjustment, as well as the interrelationship among the constructs. An exploratory mixed methods research design was utilized in which the qualitative phase was conducted first, results of which were used to inform and guide the quantitative phase. The first three research questions of the study sought to qualitatively explore the emergent constructs whereas the forth research question sought to explore the relationship among the constructs. African students in this study experienced varied challenges as they navigated into their new environment. They, however, rarely sought professional assistance; rather, they preferred culturally-responsive programs initiated by fellow Africans. African students also negotiated two main identities. First, they consolidated their ethnic and national differences and embraced a monolithic African identity. Second, they negotiated a racial identity in a racially polarized society. African students also exhibited varied meta-perceptions. Over all, they perceived themselves as better accepted as individuals than they perceived their in-group to be. In terms of the relationship between ethnic identity, perceived acceptance, and sociocultural adjustment, ethnic pride was positively correlated with sociocultural adjustment factors. The converse was true for ethnic belonging; participants who associated more with fellow Africans tended to experience more adjustment difficulties. Interestingly, participants who held negative meta-perceptions tended to speak more positively of Africa, associate more with fellow Africans, and experience more sociocultural adjustment problems. In conclusion, this study reveals the multidimensionality of Africanity as a form of ethnic identity and how its different facets relate differently with perceived acceptance and sociocultural adjustment. The study also shows how the sojourning experiences of African students are embedded within their meta-perceptions, with negative meta-perceptions having adverse effects on sociocultural adjustment. Findings from this study have practical implications on the adjustment of African students in particular and international students in general. Advisors/Committee Members: Whitney, Stephen D. (advisor).

Subjects/Keywords: ethnic identity; sociocultural adjustment; international student; social acceptance

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APA (6^th Edition):

Manguvo, A. (2013). The relationship between ethnic identity, perceived acceptance, and sociocultural adjustment of African students in the US. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37793

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Manguvo, Angellar. “The relationship between ethnic identity, perceived acceptance, and sociocultural adjustment of African students in the US.” 2013. Thesis, University of Missouri – Columbia. Accessed January 26, 2021. https://doi.org/10.32469/10355/37793.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Manguvo, Angellar. “The relationship between ethnic identity, perceived acceptance, and sociocultural adjustment of African students in the US.” 2013. Web. 26 Jan 2021.

Vancouver:

Manguvo A. The relationship between ethnic identity, perceived acceptance, and sociocultural adjustment of African students in the US. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2021 Jan 26]. Available from: https://doi.org/10.32469/10355/37793.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Manguvo A. The relationship between ethnic identity, perceived acceptance, and sociocultural adjustment of African students in the US. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37793

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Montana

4. Barros Campbell, Raphaela P. The Relationship Between Memorable Messages and Identity Construction.

Degree: MA, 2018, University of Montana

URL: https://scholarworks.umt.edu/etd/11180

► A qualitative analysis is reported here, in which 22 international students were interviewed about their overall experiences studying abroad, as well as memorable messages… (more)

Subjects/Keywords: Memorable messages; identity work; identity regulation; international student; Bilingual, Multilingual, and Multicultural Education; Critical and Cultural Studies; International and Intercultural Communication

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APA (6^th Edition):

Barros Campbell, R. P. (2018). The Relationship Between Memorable Messages and Identity Construction. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/11180

Chicago Manual of Style (16^th Edition):

Barros Campbell, Raphaela P. “The Relationship Between Memorable Messages and Identity Construction.” 2018. Masters Thesis, University of Montana. Accessed January 26, 2021. https://scholarworks.umt.edu/etd/11180.

MLA Handbook (7^th Edition):

Barros Campbell, Raphaela P. “The Relationship Between Memorable Messages and Identity Construction.” 2018. Web. 26 Jan 2021.

Vancouver:

Barros Campbell RP. The Relationship Between Memorable Messages and Identity Construction. [Internet] [Masters thesis]. University of Montana; 2018. [cited 2021 Jan 26]. Available from: https://scholarworks.umt.edu/etd/11180.

Council of Science Editors:

Barros Campbell RP. The Relationship Between Memorable Messages and Identity Construction. [Masters Thesis]. University of Montana; 2018. Available from: https://scholarworks.umt.edu/etd/11180

University of Saskatchewan

5. Nguyen, Thanh Duc Son 1992-. QUALITY OF SERVICE CULTURE AND OVERALL SATISFACTION FOR INTERNATIONAL STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN.

Degree: 2020, University of Saskatchewan

URL: http://hdl.handle.net/10388/12575

► The purpose of this research was to explore the extent to which service quality culture factors impact overall international students’ satisfaction from students’ viewpoints and… (more)

Subjects/Keywords: service culture; service quality; SERVQUAL model; international student; satisfaction

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APA (6^th Edition):

Nguyen, T. D. S. 1. (2020). QUALITY OF SERVICE CULTURE AND OVERALL SATISFACTION FOR INTERNATIONAL STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nguyen, Thanh Duc Son 1992-. “QUALITY OF SERVICE CULTURE AND OVERALL SATISFACTION FOR INTERNATIONAL STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN.” 2020. Thesis, University of Saskatchewan. Accessed January 26, 2021. http://hdl.handle.net/10388/12575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nguyen, Thanh Duc Son 1992-. “QUALITY OF SERVICE CULTURE AND OVERALL SATISFACTION FOR INTERNATIONAL STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN.” 2020. Web. 26 Jan 2021.

Vancouver:

Nguyen TDS1. QUALITY OF SERVICE CULTURE AND OVERALL SATISFACTION FOR INTERNATIONAL STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10388/12575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nguyen TDS1. QUALITY OF SERVICE CULTURE AND OVERALL SATISFACTION FOR INTERNATIONAL STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

6. Rao, Sridevi Cherukuri. Be(com)ing Desi: A Critical Exploration of South Asian (Indian & Pakistani) College Student Identity.

Degree: 2020, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/17852sxr98

► The purpose of this study was to explore the identity negotiations of undergraduate domestic and international South Asian students during college at Rural State University… (more)

Subjects/Keywords: South Asian; Identity; College Student Identity; DesiCrit; International and Domestic Students; Identity Negotiations; South Asian Identity; Indian Identity; Pakistani Identity; Narrative Inquiry

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APA (6^th Edition):

Rao, S. C. (2020). Be(com)ing Desi: A Critical Exploration of South Asian (Indian & Pakistani) College Student Identity. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17852sxr98

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rao, Sridevi Cherukuri. “Be(com)ing Desi: A Critical Exploration of South Asian (Indian & Pakistani) College Student Identity.” 2020. Thesis, Penn State University. Accessed January 26, 2021. https://submit-etda.libraries.psu.edu/catalog/17852sxr98.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rao, Sridevi Cherukuri. “Be(com)ing Desi: A Critical Exploration of South Asian (Indian & Pakistani) College Student Identity.” 2020. Web. 26 Jan 2021.

Vancouver:

Rao SC. Be(com)ing Desi: A Critical Exploration of South Asian (Indian & Pakistani) College Student Identity. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Jan 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/17852sxr98.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rao SC. Be(com)ing Desi: A Critical Exploration of South Asian (Indian & Pakistani) College Student Identity. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17852sxr98

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of the Western Cape

7. Kayuni, Happy Mickson. The Westphalian model and trans-border ethnic identity : the case of the Chewa Kingdom of Malawi, Mozambique and Zambia .

Degree: 2014, University of the Western Cape

URL: http://hdl.handle.net/11394/5277

► This study is an investigation of the informal trans-border Chewa ethnic movement of Malawi, Mozambique and Zambia and its relationship to the formal state boundaries… (more)

▼ This study is an investigation of the informal trans-border Chewa ethnic movement of Malawi, Mozambique and Zambia and its relationship to the formal state boundaries defined by the Westphalian model. The Chewa refer themselves as belonging to a Kingdom (formerly the Maravi Kingdom) which currently cuts across the three modern African states of Malawi, Mozambique and Zambia and its paramount, King Gawa Undi, is based in Zambia. The secretariat of the kingdom is Chewa Heritage Foundation (CHEFO), which is headquartered in Malawi. The fundamental quest of this study is to investigate how the Chewa understand, experience, manage and interpret the overlap between formal states (as defined by the Westphalian model) and informal trans-border ethnic identity without raising cross-border conflicts in the process. Indeed, it is this paradoxical co-existence of contradictory features of Westphalian political boundaries and trans-border ethnic identity that initially inspired this study. The main research aim is to interrogate whether the Chewa Kingdom (of Malawi, Mozambique and Zambia) is challenging or confirming state boundaries, and to reflect on what this means for the contemporary Westphalian model. In International Relations (IR), the Westphalian model provides the assumption that states are independent actors with a political authority based on territory and autonomy. Despite a large number of criticisms of the model, it has not completely been dismissed in explaining some elements of the international system. This is evident by the underlying assumptions and perspectives that still persist in IR literature as well as the growing contemporary debates on the model, especially on its related elements of state sovereignty and citizenship. In Africa, the literature focuses on the formal structures and ignores the role of informal trans-border traditional entities - specifically, how trans-border traditional entities affect the re-definition of state and sovereignty in Africa. Such ignorance has led to a vacuum in African IR of the potentiality of the informal to complement the formal intra-regional state entities. Within a historical and socio-cultural framework, the study utilises [social] constructivism and cultural nationalism theories to critically investigate and understand the unfolding relationship between the Westphalian state and Chewa trans-border community. Another supporting debate explored is the relevance of traditional authorities under the ambit of politics of representation. In this case, the study fits in the emerging debate on the meaning, experience and relevance of state sovereignty and national identity (citizenship) in Africa. Drawing on a wide range of sources (informant interviews, focus group discussions, Afrobarometer survey data sets, newspaper articles and comparative literature surveys in Malawi, Mozambique and Zambia), the study finds that although the upsurge of Chewa transborder ethnic identity is theoretically contradictory to the Westphalian model, in practice it is actually… Advisors/Committee Members: Pretorius, Joelien (advisor), Piper, Laurence (advisor).

Subjects/Keywords: Chewa; Ethnic identity; Sovereignty; Malawi; Mozambique; Zambia; Westphalian model; International relations

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APA (6^th Edition):

Kayuni, H. M. (2014). The Westphalian model and trans-border ethnic identity : the case of the Chewa Kingdom of Malawi, Mozambique and Zambia . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kayuni, Happy Mickson. “The Westphalian model and trans-border ethnic identity : the case of the Chewa Kingdom of Malawi, Mozambique and Zambia .” 2014. Thesis, University of the Western Cape. Accessed January 26, 2021. http://hdl.handle.net/11394/5277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kayuni, Happy Mickson. “The Westphalian model and trans-border ethnic identity : the case of the Chewa Kingdom of Malawi, Mozambique and Zambia .” 2014. Web. 26 Jan 2021.

Vancouver:

Kayuni HM. The Westphalian model and trans-border ethnic identity : the case of the Chewa Kingdom of Malawi, Mozambique and Zambia . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/11394/5277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kayuni HM. The Westphalian model and trans-border ethnic identity : the case of the Chewa Kingdom of Malawi, Mozambique and Zambia . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/5277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Washington

8. Zhu, Dan. Tracing the Trajectory of International Students' Writing and Writer Identity Before, During, and After a First Year Composition Course.

Degree: PhD, 2019, University of Washington

URL: http://hdl.handle.net/1773/44190

► As with many such institutions, in the last decade, the international student body at the researched university has increased 300% to a total of 8902… (more)

▼ As with many such institutions, in the last decade, the international student body at the researched university has increased 300% to a total of 8902 students in academic year 2018-2019. The academic success of international students requires that university professionals gain an understanding of the unique needs these students bring to classrooms, especially in first year composition (FYC) courses – a required course for entering most majors. While many studies on international students in FYC tend to address students’ issues and challenges, little attention has been paid to their “incoming” knowledge – what they bring with them into writing classrooms. Moreover, the field of second language (L2) writing has traditionally focused on writing itself. Not until recently has interest in L2 writer identities begun to draw attention from scholars (See Cox, et. al, 2010). This dissertation undertakes to understand what resources, needs, and writer identities international students bring to FYC and to trace how their writing and writer identities evolve over the course of their FYC classes. Drawing on theories including prior knowledge in FYC (Reiff & Bawarshi, 2011; Robertson, Taczak, & Yancey, 2012), life reality and text reality (Pavlenko, 2007), and international student identities (Hsieh, 2006; Shen,1989), this research focused on four female Chinese international students’ FYC experience in winter quarter 2015. I interviewed them one-on-one at the beginning, during, and after their FYC classes, and observed them in classes and other locations such as the university’s writing center. Adopting a social constructivist view of interview and discourse analysis methods, this study paints two intertwined trajectories of each participant: one for writing development and the other for writer identity evolvement. It is observed that for some participants (similar to findings of Caiqin, Sucheng, & Lufang), as their writing improved, their confidence in writing increased, and consequently, their writer identities evolved (e.g., from “writing as an assignment” to “writing as a way to enter scholarly conversation”). However, for one participant, though there were observed improvements in her writing, she reported an unchanged relationship with writing. In other words, writing remained a challenging task to her. This study observes some common challenges during the first half of FYC classes, including experiencing anxiety when encountering new genres, as well as heavily focusing on grammar errors and language authenticity. By the end of FYC, participants reported gaining critical thinking and independent thinking skills. Several common identity themes emerged: each study participant created an imagined juxtaposition against American peers, noted a “hero” (someone they could always trust and rely on) at home, asserted a strong sense of resilience, and renewed their relationship with writing. Significance of these discoveries are presented along with implications for students and instructors. In the end, this study calls for an… Advisors/Committee Members: Silberstein, Sandra (advisor).

Subjects/Keywords: First Year Composition; International student; writer identity; English as a second language; English

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APA (6^th Edition):

Zhu, D. (2019). Tracing the Trajectory of International Students' Writing and Writer Identity Before, During, and After a First Year Composition Course. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/44190

Chicago Manual of Style (16^th Edition):

Zhu, Dan. “Tracing the Trajectory of International Students' Writing and Writer Identity Before, During, and After a First Year Composition Course.” 2019. Doctoral Dissertation, University of Washington. Accessed January 26, 2021. http://hdl.handle.net/1773/44190.

MLA Handbook (7^th Edition):

Zhu, Dan. “Tracing the Trajectory of International Students' Writing and Writer Identity Before, During, and After a First Year Composition Course.” 2019. Web. 26 Jan 2021.

Vancouver:

Zhu D. Tracing the Trajectory of International Students' Writing and Writer Identity Before, During, and After a First Year Composition Course. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1773/44190.

Council of Science Editors:

Zhu D. Tracing the Trajectory of International Students' Writing and Writer Identity Before, During, and After a First Year Composition Course. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/44190

9. Ryan, Cailey. "How do international collegiate athletes perceive the impact of dietary acculturation on current eating patterns?".

Degree: 2017, James Madison University

URL: https://commons.lib.jmu.edu/master201019/506

► This qualitative research study examined perceptions of international collegiate athletes on the impact of dietary acculturation on current eating patterns. Twenty-two international collegiate student athletes… (more)

Subjects/Keywords: acculturation; cultural identity; dietary acculturation; eating patterns; international college student athletes; Dietetics and Clinical Nutrition

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APA (6^th Edition):

Ryan, C. (2017). "How do international collegiate athletes perceive the impact of dietary acculturation on current eating patterns?". (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/506

Chicago Manual of Style (16^th Edition):

Ryan, Cailey. “"How do international collegiate athletes perceive the impact of dietary acculturation on current eating patterns?".” 2017. Masters Thesis, James Madison University. Accessed January 26, 2021. https://commons.lib.jmu.edu/master201019/506.

MLA Handbook (7^th Edition):

Ryan, Cailey. “"How do international collegiate athletes perceive the impact of dietary acculturation on current eating patterns?".” 2017. Web. 26 Jan 2021.

Vancouver:

Ryan C. "How do international collegiate athletes perceive the impact of dietary acculturation on current eating patterns?". [Internet] [Masters thesis]. James Madison University; 2017. [cited 2021 Jan 26]. Available from: https://commons.lib.jmu.edu/master201019/506.

Council of Science Editors:

Ryan C. "How do international collegiate athletes perceive the impact of dietary acculturation on current eating patterns?". [Masters Thesis]. James Madison University; 2017. Available from: https://commons.lib.jmu.edu/master201019/506

University of Toronto

10. Jabal, Eric. Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/27585

►

An engaging education attends to the subjective quality of students’ perceptions and experiences within learning and school life: It converges on whether, how, and why… (more)

▼

An engaging education attends to the subjective quality of students’ perceptions and experiences within learning and school life: It converges on whether, how, and why students meaning-make and belong within the school; and focuses on the conditions for their attachment, participation, and commitment within school programmes, practices, policies, and people. Three main questions guided this two-phase, mixed-methods study: 1) What makes international schools engaging places for students? 2) What meanings do students attach to key areas of their day-to-day experiences within the international school in Hong Kong? 3) How might re-imagining student engagement through a cosmopolitan lens lead to clearer understandings of students’ experiences within the international school? In Phase 1, an achieved sample of 729 senior secondary students at 9 purposively selected schools were surveyed using a mainly Likert scale questionnaire: to describe their socio-demographics; to examine the relationships between their socio-demographics, attitudinal features, and schooling experiences, as measured by the researcher-designed Experience of International School – Revised (EIS-R) scale; and to cluster using their socio-demographics and attitudinal profiles. Building on the tripartite cluster solution, Phase 2 used observations and interviews with 30 purposively sampled teacher-leaders and 34 students, from across the three clusters, to investigate how the “institutional habitus” (Thomas, 2002) the students encountered at two international schools shaped their experiences of and engagement within the contexts of school culture, community, curriculum, and co-curriculum. A two-stage process of thematic content analysis revealed two super ordinate themes: 1) race/ethnic, linguistic, and nationality identities intersected to shape and challenge patterns of relationships amongst students (and between students/families) and the school to both include and exclude; and 2) the institutional contexts supported and constrained students’ sense of belonging therein. Overall, seen through a cosmopolitan lens the study implications are discussed as three lessons to achieve a better fit between students and the international school: 1) Attend to the school’s living and learning environment; 2) Take a cosmopolitan turn to school for cosmopolitan subjectivity; and 3) Adopt a student engagement-driven approach to improve and reform school policy, administration, and practice.

PhD

Advisors/Committee Members: Bascia, Nina, Theory and Policy Studies in Education.

Subjects/Keywords: student engagement; mixed methods; international education; international schools; Hong Kong; sociocultural; cosmopolitanism; identity; 0514; 0533; 0282

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APA (6^th Edition):

Jabal, E. (2011). Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27585

Chicago Manual of Style (16^th Edition):

Jabal, Eric. “Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong.” 2011. Doctoral Dissertation, University of Toronto. Accessed January 26, 2021. http://hdl.handle.net/1807/27585.

MLA Handbook (7^th Edition):

Jabal, Eric. “Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong.” 2011. Web. 26 Jan 2021.

Vancouver:

Jabal E. Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1807/27585.

Council of Science Editors:

Jabal E. Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27585

Texas State University – San Marcos

11. Tyner, Jonathan Walter. The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education.

Degree: PhD, Adult, Professional, and Community Education, 2019, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/8974

► The purpose of this qualitative study was to understand the holistic motivations and decision-making experiences of new international graduate learners who made conscious decisions to… (more)

Subjects/Keywords: International student; International graduate student; International student motivation; Adult education; Adult motivation theory; Foreign student; Push-pull model; Intrinsic and extrinsic motivation; International student mobility; Motivational factors; Internationalization; Decision-making process; Minority students – Education (Higher); Students, Foreign – United States; Graduate students – United States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tyner, J. W. (2019). The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8974

Chicago Manual of Style (16^th Edition):

Tyner, Jonathan Walter. “The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed January 26, 2021. https://digital.library.txstate.edu/handle/10877/8974.

MLA Handbook (7^th Edition):

Tyner, Jonathan Walter. “The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education.” 2019. Web. 26 Jan 2021.

Vancouver:

Tyner JW. The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2021 Jan 26]. Available from: https://digital.library.txstate.edu/handle/10877/8974.

Council of Science Editors:

Tyner JW. The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8974

NSYSU

12. Wang, Yih-ping. Study on Architecture-Oriented International Student Care and Management Model.

Degree: Master, Information Management, 2012, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0820112-143010

► According to the Department of Statistic, there are 163 existing Universities, Colleges and Institutes with 1,352,084 students in the 100th academic year. Under the trend… (more)

▼ According to the Department of Statistic, there are 163 existing Universities, Colleges and Institutes with 1,352,084 students in the 100th academic year. Under the trend of globalization, Taiwanâs society and high education are facing an enormous change. And as to dealing with those changes Taiwan has to rely on the globalized higher education system to accomplish. Therefore, to expend recruiting aboard students is the key of success for Ministry of Education to enhance the development of globalizing higher education. However, Taiwan is a late bloomer on globalizing the higher education and English is the second language to us. Therefore, problems are generated when working on recruiting international students. As the matter of the fact, the matters of caring and managing international students appear to be essential. This study constructs an architecture-oriented international student management model (AOISCM) using the structure-behavior coalescence architecture description language (SBC-ADL). AOISCM is an international student centered blueprint which includes six fundamental diagrams: architecture hierarchy diagram, framework diagram, component operation diagram, component connection diagram, structure-behavior coalescence diagram, and interaction flow diagram. Comparing with existing international student care and management model from various kinds of views, all results demonstrate that AOISCM is superior to the existing model. AOISCM covers the organization structure and caring behavior. By this model we are able to see the relationship between international students and the universities, and show the whole picture of the caring and managing international students. Therefore, using AOISCM on caring and managing international students will help universities to meet the high proficiency on reaching an agreement on international studentâs communication. Last and not least, AOISCM shall clarify the duties for each divisions and flexible sources allocation for office executives. Advisors/Committee Members: Yi-Jen Chuang (chair), William S. Chao (committee member), Jo-Yu Li (chair), Te-Min Chang (committee member).

Subjects/Keywords: Structure-Behavior Coalescence Architecture Description Language; Architecture-Oriented International Student Care and Management Model

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APA (6^th Edition):

Wang, Y. (2012). Study on Architecture-Oriented International Student Care and Management Model. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0820112-143010

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wang, Yih-ping. “Study on Architecture-Oriented International Student Care and Management Model.” 2012. Thesis, NSYSU. Accessed January 26, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0820112-143010.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wang, Yih-ping. “Study on Architecture-Oriented International Student Care and Management Model.” 2012. Web. 26 Jan 2021.

Vancouver:

Wang Y. Study on Architecture-Oriented International Student Care and Management Model. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Jan 26]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0820112-143010.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang Y. Study on Architecture-Oriented International Student Care and Management Model. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0820112-143010

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

13. Caldwell, Quiana A. Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development.

Degree: EdD, Education, 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363

► The purpose of this quantitative study was to explore the relationship of student-teacher racial congruence and teachers’ self-identity development with their perceptions of the behavior… (more)

Subjects/Keywords: teachers' perceptions; student behavior; student-teacher relationships; racial congruence; racial matching; self-identity development; optimal theory; OTAID model

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APA (6^th Edition):

Caldwell, Q. A. (2013). Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363

Chicago Manual of Style (16^th Edition):

Caldwell, Quiana A. “Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 26, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363.

MLA Handbook (7^th Edition):

Caldwell, Quiana A. “Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development.” 2013. Web. 26 Jan 2021.

Vancouver:

Caldwell QA. Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2021 Jan 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363.

Council of Science Editors:

Caldwell QA. Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363

Bucknell University

14. Lassahn, Jennifer B. International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach.

Degree: 2012, Bucknell University

URL: https://digitalcommons.bucknell.edu/masters_theses/72

► Higher education has a responsibility to educate a democratic citizenry and recent research indicates civic engagement is on the decline in the United States. Through… (more)

Subjects/Keywords: Civic Identity; Civic Engagement; Civic Responsibility; College Student; Identity Development; Service Learning; International Service Learning; Education; Higher Education Administration; Student Counseling and Personnel Services

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APA (6^th Edition):

Lassahn, J. B. (2012). International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/72

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lassahn, Jennifer B. “International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach.” 2012. Thesis, Bucknell University. Accessed January 26, 2021. https://digitalcommons.bucknell.edu/masters_theses/72.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lassahn, Jennifer B. “International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach.” 2012. Web. 26 Jan 2021.

Vancouver:

Lassahn JB. International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach. [Internet] [Thesis]. Bucknell University; 2012. [cited 2021 Jan 26]. Available from: https://digitalcommons.bucknell.edu/masters_theses/72.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lassahn JB. International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach. [Thesis]. Bucknell University; 2012. Available from: https://digitalcommons.bucknell.edu/masters_theses/72

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

15. Iong, Kenneth Chio Heng. Increasing international student enrollment from China at Saint Louis School: a gap analysis.

Degree: EdD, Global Executive, 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/631527/rec/3456

► The purpose of this study was to conduct a KMO Gap Analysis (Clark & Estes, 2008) to understand how to increase enrollment at Saint Louis… (more)

Subjects/Keywords: international student enrollment; international student from China

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APA (6^th Edition):

Iong, K. C. H. (2015). Increasing international student enrollment from China at Saint Louis School: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/631527/rec/3456

Chicago Manual of Style (16^th Edition):

Iong, Kenneth Chio Heng. “Increasing international student enrollment from China at Saint Louis School: a gap analysis.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 26, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/631527/rec/3456.

MLA Handbook (7^th Edition):

Iong, Kenneth Chio Heng. “Increasing international student enrollment from China at Saint Louis School: a gap analysis.” 2015. Web. 26 Jan 2021.

Vancouver:

Iong KCH. Increasing international student enrollment from China at Saint Louis School: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Jan 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/631527/rec/3456.

Council of Science Editors:

Iong KCH. Increasing international student enrollment from China at Saint Louis School: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/631527/rec/3456

University of Edinburgh

16. Sinclair, James B. "Actually thats so studenty, its so brideshead revisited!": A discursive approach to the 'student identity'.

Degree: 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/3575

► Much discursive research into identity has used students as participants but thus far none have focused exclusively on the ‘student identity’ itself. This study takes… (more)

Subjects/Keywords: student identity; discourse

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APA (6^th Edition):

Sinclair, J. B. (2009). "Actually thats so studenty, its so brideshead revisited!": A discursive approach to the 'student identity'. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sinclair, James B. “"Actually thats so studenty, its so brideshead revisited!": A discursive approach to the 'student identity'.” 2009. Thesis, University of Edinburgh. Accessed January 26, 2021. http://hdl.handle.net/1842/3575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sinclair, James B. “"Actually thats so studenty, its so brideshead revisited!": A discursive approach to the 'student identity'.” 2009. Web. 26 Jan 2021.

Vancouver:

Sinclair JB. "Actually thats so studenty, its so brideshead revisited!": A discursive approach to the 'student identity'. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1842/3575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sinclair JB. "Actually thats so studenty, its so brideshead revisited!": A discursive approach to the 'student identity'. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Huggins, Valerie. International study visits and the promotion of intercultural capabilities : an exploratory study.

Degree: PhD, 2015, University of Plymouth

URL: http://hdl.handle.net/10026.1/3359

► Internationalisation is high on the agenda of Higher Education in the UK, with the promotion of the students’ intercultural capabilities seen as key for their… (more)

▼ Internationalisation is high on the agenda of Higher Education in the UK, with the promotion of the students’ intercultural capabilities seen as key for their future careers and lives as global citizens. Within this agenda international study visits are considered beneficial for student teachers, giving those with limited exposure to cultural diversity an opportunity to learn first-hand about education in other countries. Taking a postmodern approach and using Facet Methodology, the research investigated the extent to which the pattern of study visits in a School of Education in a University in the South West of England was conducive to promoting the intercultural capabilities of the participants. Drawing on perspectives from Bourdieu and postcolonial theory, analysis of the University policies on Internationalisation and Teaching and Learning revealed a variety of positions towards international study visits and interviews with Associate Deans of a Faculty explored how far these were being manifested for the different professional disciplines of Education, Health and Social Care. The perspectives, views and attitudes of the student and tutor participants on a range of study visits were then captured through focus groups, interviews and writing frames. The study found that neither the students nor the tutors showed an awareness of the nature and importance of intercultural capabilities and therefore the approaches to study visits were patchy in developing them. It suggests that though such visits can be beneficial in promoting such capabilities in the participants, they will only do so consistently if there is in place a transformational pedagogy, informed by postcolonial theory, and implemented by knowledgeable tutors. This approach would include a planned programme of pre-trip, in-trip and post-trip activities encouraging reflection upon experiences, whether positive or disturbing, based upon an explicit contract with students to engage in intercultural learning as a central aspect of the visit.

Subjects/Keywords: 378.1; intercultural capabilities; internationalisation; student teachers; international study visits; postcolonial theory; facet methodology; higher education; Majority World; professional identity; critical literacy

6 more images…

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APA (6^th Edition):

Huggins, V. (2015). International study visits and the promotion of intercultural capabilities : an exploratory study. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/3359

Chicago Manual of Style (16^th Edition):

Huggins, Valerie. “International study visits and the promotion of intercultural capabilities : an exploratory study.” 2015. Doctoral Dissertation, University of Plymouth. Accessed January 26, 2021. http://hdl.handle.net/10026.1/3359.

MLA Handbook (7^th Edition):

Huggins, Valerie. “International study visits and the promotion of intercultural capabilities : an exploratory study.” 2015. Web. 26 Jan 2021.

Vancouver:

Huggins V. International study visits and the promotion of intercultural capabilities : an exploratory study. [Internet] [Doctoral dissertation]. University of Plymouth; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10026.1/3359.

Council of Science Editors:

Huggins V. International study visits and the promotion of intercultural capabilities : an exploratory study. [Doctoral Dissertation]. University of Plymouth; 2015. Available from: http://hdl.handle.net/10026.1/3359

University of Toronto

18. Karram Stephenson, Grace Lurene. Exploring the Identities of Students at Western Branch-campuses in Malaysia and United Arab Emirates.

Degree: PhD, 2016, University of Toronto

URL: http://hdl.handle.net/1807/76503

► Malaysia and the United Arab Emirates (UAE) are rapidly growing economies with diverse ethnic and linguistic populations. In both, the need for skilled labour has… (more)

▼ Malaysia and the United Arab Emirates (UAE) are rapidly growing economies with diverse ethnic and linguistic populations. In both, the need for skilled labour has increased the importance of higher education for national development goals. Lacking the capacity to provide public higher education for all their citizens both countries have recruited foreign institutions to educate those who do not have access to public higher education. This thesis examines the experiences of students at Australian and British international branch-campuses (IBCs) in the UAE and Malaysia in order to understand the influence that enrolment at an IBC has on studentsâ identities. Synthesizing the American and European literature on identity and higher education, this thesis conceptualizes identity as the fluctuating social categories that distinguish groups or individuals from one another. The data for this study was collected during five months of fieldwork, employing qualitative interviews with 49 students and 13 administrators/instructors. The majority of student-participants in this study were affiliated with economically powerful, yet politically marginalized minority groups. The findings suggest that Western IBCs promote a new set of identities that differ from those prioritized in the political and social contexts of the UAE and Malaysia. Students perceive that micro-divisions related to ethnicity decrease at an IBC, but new divisions emerge based on ability, language or region. These findings reflect a changing relationship between higher education and identity in the 21st Century. Cross-border higher education is not embedded in a national or local context, nor promotes identities related to those contexts. Instead, studentsâ identities become linked to their achievements, and thus branch-campuses support students as they forge market-relevant identities. In contexts such as Malaysia and the UAE, this role is significant as IBCs provide peripheral ethnic groups with an alternative pathway to enter the economic sector which is increasingly detached from its political context. Advisors/Committee Members: Hayhoe, Ruth E, Leadership, Higher and Adult Education.

Subjects/Keywords: college student development; cross-border higher education; identity; international branch campuses; Malaysia; United Arab Emirates; 0745

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APA (6^th Edition):

Karram Stephenson, G. L. (2016). Exploring the Identities of Students at Western Branch-campuses in Malaysia and United Arab Emirates. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76503

Chicago Manual of Style (16^th Edition):

Karram Stephenson, Grace Lurene. “Exploring the Identities of Students at Western Branch-campuses in Malaysia and United Arab Emirates.” 2016. Doctoral Dissertation, University of Toronto. Accessed January 26, 2021. http://hdl.handle.net/1807/76503.

MLA Handbook (7^th Edition):

Karram Stephenson, Grace Lurene. “Exploring the Identities of Students at Western Branch-campuses in Malaysia and United Arab Emirates.” 2016. Web. 26 Jan 2021.

Vancouver:

Karram Stephenson GL. Exploring the Identities of Students at Western Branch-campuses in Malaysia and United Arab Emirates. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1807/76503.

Council of Science Editors:

Karram Stephenson GL. Exploring the Identities of Students at Western Branch-campuses in Malaysia and United Arab Emirates. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76503

University of Texas – Austin

19. -3717-0567. Clinical implications for counseling international students.

Degree: MA, Educational Psychology, 2019, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/2986

► The present paper presents an overview of the challenges international students report commonly facing during international study, the impact these experiences have on the mental… (more)

Subjects/Keywords: International students; Counseling; International student challenges; International study; International student mental health; International student psychology; International college students; International university students; International student acculturative stress; International student language barriers; International student academic challenges; International student support system; International student discrimination; International student financial concerns

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APA (6^th Edition):

-3717-0567. (2019). Clinical implications for counseling international students. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2986

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-3717-0567. “Clinical implications for counseling international students.” 2019. Masters Thesis, University of Texas – Austin. Accessed January 26, 2021. http://dx.doi.org/10.26153/tsw/2986.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-3717-0567. “Clinical implications for counseling international students.” 2019. Web. 26 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3717-0567. Clinical implications for counseling international students. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2021 Jan 26]. Available from: http://dx.doi.org/10.26153/tsw/2986.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3717-0567. Clinical implications for counseling international students. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2986

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Georgia

20. Baker, Tonya Elizabeth. Professional socialization of black women in student affairs administration.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28969

► Utilizing narrative inquiry, the purpose of this study was to explore the professional socialization experiences of Black women in student affairs, in particular the influence… (more)

Subjects/Keywords: Black women; Student affairs; Socialization; Black feminist thought; Administration; Narrative Inquiry; Model of multiple dimensions of identity

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APA (6^th Edition):

Baker, T. E. (2014). Professional socialization of black women in student affairs administration. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Baker, Tonya Elizabeth. “Professional socialization of black women in student affairs administration.” 2014. Thesis, University of Georgia. Accessed January 26, 2021. http://hdl.handle.net/10724/28969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Baker, Tonya Elizabeth. “Professional socialization of black women in student affairs administration.” 2014. Web. 26 Jan 2021.

Vancouver:

Baker TE. Professional socialization of black women in student affairs administration. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10724/28969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baker TE. Professional socialization of black women in student affairs administration. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

21. -0229-591X. Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians.

Degree: PhD, Psychology, 2015, University of Texas – Austin

URL: http://hdl.handle.net/2152/32353

► This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically… (more)

▼ This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically White postsecondary institutions. Prior scholarship has traditionally focused on standardized measures when assessing academic outcomes among Black college students. In contrast, contextual variables have been given minimal scholarly attention. Using Pearson’s correlations and hierarchical multiple regression, this study examines how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience influence academic achievement and academic self-concept among Black college students. The sample consisted of 253 Black college students (88 men, 165 women) recruited from historically White postsecondary institutions. Results revealed academic self-concept, resilience (via academic engagement) and racial centrality were significantly correlated with cumulative GPA. Using hierarchical multiple regression, academic engagement and racial centrality predicted a small but significant increase in variance of cumulative GPA above and beyond academic self-concept. Additionally, correlational analyses revealed psychosociocultural influences, student-faculty interactions, and resilience were significantly correlated with academic self-concept. Hierarchical multiple regression found that racial identity, psychosociocultural influences, student-faculty interactions and resilience each accounted for significant variance in explaining academic self-concept. These findings suggest the need to begin developing a more integrated model that incorporates how race (racial centrality), space (perceptions of the university environment, student-faculty interactions), place (cultural congruity) and pace (resilience via academic and social engagement) influence the outcomes of Black collegians attending historically White educational institutions. Implications of these findings for university faculty, student affairs professionals and mental health professionals are identified. Advisors/Committee Members: Cokley, Kevin O. (Kevin O'Neal), 1969- (advisor), Awad, Germine (committee member), Gilbert, Dorie (committee member), Suizzo, Marie (committee member), Drum, David (committee member).

Subjects/Keywords: Academic self-concept; Black college students; Psychosociocultural model; Cultural congruity; Student professor interactions; Racial identity; Resilience

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APA (6^th Edition):

-0229-591X. (2015). Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32353

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-0229-591X. “Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed January 26, 2021. http://hdl.handle.net/2152/32353.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-0229-591X. “Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians.” 2015. Web. 26 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0229-591X. Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2152/32353.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0229-591X. Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32353

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Queensland University of Technology

22. Orth, Ashley Mark. International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university.

Degree: 2015, Queensland University of Technology

URL: https://eprints.qut.edu.au/84623/

► This study examined perceptions of international students from Saudi Arabia living and studying in Australia. As a qualitative study that featured case study methodology, the… (more)

Subjects/Keywords: student expectations; intercultural competency; international student culture shock; international student experience; challenges for international students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Orth, A. M. (2015). International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/84623/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Orth, Ashley Mark. “International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university.” 2015. Thesis, Queensland University of Technology. Accessed January 26, 2021. https://eprints.qut.edu.au/84623/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Orth, Ashley Mark. “International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university.” 2015. Web. 26 Jan 2021.

Vancouver:

Orth AM. International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2021 Jan 26]. Available from: https://eprints.qut.edu.au/84623/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Orth AM. International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/84623/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

23. Grabsch, Dustin Kurt. Exploring Identity Within the Context of Leadership.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/173958

► Identity has emerged as a compelling force in understanding leadership. Situated within the identity approach to leadership, this study explored identity within the context of… (more)

Subjects/Keywords: Leadership; Student; Identity Levels; Identity Orientations; AIQ

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grabsch, D. K. (2018). Exploring Identity Within the Context of Leadership. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173958

Chicago Manual of Style (16^th Edition):

Grabsch, Dustin Kurt. “Exploring Identity Within the Context of Leadership.” 2018. Doctoral Dissertation, Texas A&M University. Accessed January 26, 2021. http://hdl.handle.net/1969.1/173958.

MLA Handbook (7^th Edition):

Grabsch, Dustin Kurt. “Exploring Identity Within the Context of Leadership.” 2018. Web. 26 Jan 2021.

Vancouver:

Grabsch DK. Exploring Identity Within the Context of Leadership. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1969.1/173958.

Council of Science Editors:

Grabsch DK. Exploring Identity Within the Context of Leadership. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173958

University of Texas – Austin

24. -2199-1299. Professional identity in Canadian student affairs and services.

Degree: PhD, Educational Leadership and Policy, 2017, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/6863

► The professionalization of Canadian student affairs and services (SAS) has evolved in the last few decades, but little is known about the nature of professional… (more)

▼ The professionalization of Canadian student affairs and services (SAS) has evolved in the last few decades, but little is known about the nature of professional identity among practitioners in the field or how they develop an understanding of their professional identity. This dissertation seeks to address this gap in the literature and achieve a greater understanding of Canadian student affairs and services practitioners by focusing on an analysis of their professional identities. To achieve these aims, this study utilized a qualitative approach grounded in a constructivist epistemology. Identity theory as understood from the symbolic interactionist perspective provides the theoretical framework for this dissertation, defining identity as “what it means to be who one is.” Twenty-five participants completed an online questionnaire and a one-on-one interview. Participants included student affairs and services professionals from across Canada, in a range of SAS roles at various post-secondary institutions, including both colleges and universities of various types. Questionnaires and interviews were conducted in both English and French; an interpreter was used to assist with French-language components. I found that for most participants, their overall professional identity as a student affairs professional was their dominant identity, characterized by a suite of identity meanings and inclusive of one or more sub-identities. Depending on the specific person and the context in which they were operating, the multiple sub-identities were ranked at varying levels of identity prominence and identity salience. The interview data revealed SAS professionals enter the field through direct and indirect pathways, creating significant diversity among practitioners’ backgrounds, skills, and experience. The misconceptions many outside of the profession have about SAS, and the professional marginalization SAS practitioners often encounter were found to characterize the context in which a professional identity is constructed. The findings include a discussion of the various specific factors impacting the development of professional identity in Canadian student affairs and services. I also offer recommendations for practice and suggestions for future research. Advisors/Committee Members: Kameen, Marilyn C. (advisor), Somers, Pat (committee member), Reddick, Richard (committee member), Laker, Jason (committee member).

Subjects/Keywords: Student affairs; Professional identity

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APA (6^th Edition):

-2199-1299. (2017). Professional identity in Canadian student affairs and services. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/6863

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-2199-1299. “Professional identity in Canadian student affairs and services.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 26, 2021. http://dx.doi.org/10.26153/tsw/6863.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-2199-1299. “Professional identity in Canadian student affairs and services.” 2017. Web. 26 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2199-1299. Professional identity in Canadian student affairs and services. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 26]. Available from: http://dx.doi.org/10.26153/tsw/6863.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2199-1299. Professional identity in Canadian student affairs and services. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://dx.doi.org/10.26153/tsw/6863

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Texas A&M University

25. De Sousa, David Alexandre. Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/154243

► This qualitative intrinsic case study examined advisor’s perceptions of advising transitioning international transfer students transferring from a two-year college to a land-grant institution in the… (more)

Subjects/Keywords: International Transfer Student Advising

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APA (6^th Edition):

De Sousa, D. A. (2014). Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154243

Chicago Manual of Style (16^th Edition):

De Sousa, David Alexandre. “Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 26, 2021. http://hdl.handle.net/1969.1/154243.

MLA Handbook (7^th Edition):

De Sousa, David Alexandre. “Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States.” 2014. Web. 26 Jan 2021.

Vancouver:

De Sousa DA. Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1969.1/154243.

Council of Science Editors:

De Sousa DA. Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154243

Royal Roads University

26. Nelson, Heather J. Supporting a growing international student population at Saskatchewan Polytechnic .

Degree: 2018, Royal Roads University

URL: http://hdl.handle.net/10613/6645

► This thesis examined how can Saskatchewan Polytechnic Student Services (SPSS) and the School of Business more effectively support international students to improve the student experience.… (more)

Subjects/Keywords: International Students; Student Experience

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APA (6^th Edition):

Nelson, H. J. (2018). Supporting a growing international student population at Saskatchewan Polytechnic . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/6645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nelson, Heather J. “Supporting a growing international student population at Saskatchewan Polytechnic .” 2018. Thesis, Royal Roads University. Accessed January 26, 2021. http://hdl.handle.net/10613/6645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nelson, Heather J. “Supporting a growing international student population at Saskatchewan Polytechnic .” 2018. Web. 26 Jan 2021.

Vancouver:

Nelson HJ. Supporting a growing international student population at Saskatchewan Polytechnic . [Internet] [Thesis]. Royal Roads University; 2018. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10613/6645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nelson HJ. Supporting a growing international student population at Saskatchewan Polytechnic . [Thesis]. Royal Roads University; 2018. Available from: http://hdl.handle.net/10613/6645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hawaii – Manoa

27. Washburn, Curtis Anthony. Organizational change and international student enrollment : a multiple case study of three U.S. higher education institutions.

Degree: 2015, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/100501

►

Ph.D. University of Hawaii at Manoa 2014.

The purpose of this study was to explore the impact of increasing international student enrollment in three distinct… (more)

Subjects/Keywords: Organizational Change; International Student Enrollment

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APA (6^th Edition):

Washburn, C. A. (2015). Organizational change and international student enrollment : a multiple case study of three U.S. higher education institutions. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Washburn, Curtis Anthony. “Organizational change and international student enrollment : a multiple case study of three U.S. higher education institutions.” 2015. Thesis, University of Hawaii – Manoa. Accessed January 26, 2021. http://hdl.handle.net/10125/100501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Washburn, Curtis Anthony. “Organizational change and international student enrollment : a multiple case study of three U.S. higher education institutions.” 2015. Web. 26 Jan 2021.

Vancouver:

Washburn CA. Organizational change and international student enrollment : a multiple case study of three U.S. higher education institutions. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10125/100501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Washburn CA. Organizational change and international student enrollment : a multiple case study of three U.S. higher education institutions. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Tampere University

28. Sun, Qi. A study on local employment of international graduates in Sweden .

Degree: 2015, Tampere University

URL: https://trepo.tuni.fi/handle/10024/97920

► This paper aims at studying on the local employment of international graduates in Sweden. By conducting interviews, the relevant factors might influence international graduates finding… (more)

Subjects/Keywords: international graduates; employability; Sweden; international student crash

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APA (6^th Edition):

Sun, Q. (2015). A study on local employment of international graduates in Sweden . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/97920

Chicago Manual of Style (16^th Edition):

Sun, Qi. “A study on local employment of international graduates in Sweden .” 2015. Masters Thesis, Tampere University. Accessed January 26, 2021. https://trepo.tuni.fi/handle/10024/97920.

MLA Handbook (7^th Edition):

Sun, Qi. “A study on local employment of international graduates in Sweden .” 2015. Web. 26 Jan 2021.

Vancouver:

Sun Q. A study on local employment of international graduates in Sweden . [Internet] [Masters thesis]. Tampere University; 2015. [cited 2021 Jan 26]. Available from: https://trepo.tuni.fi/handle/10024/97920.

Council of Science Editors:

Sun Q. A study on local employment of international graduates in Sweden . [Masters Thesis]. Tampere University; 2015. Available from: https://trepo.tuni.fi/handle/10024/97920

University of Florida

29. Dey, Farouk. Islam on Campus Identity Development of Muslim-American College Students.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2012, University of Florida

URL: https://ufdc.ufl.edu/UFE0044105

► Although the study of college student development has progressed during the last decades to address various aspects of identity development across a wide range of… (more)

▼ Although the study of college student development has progressed during the last decades to address various aspects of identity development across a wide range of diverse populations, there is a noticeable gap in the literature about Muslim-American college students and how the university experience impacts their development as young adults. The lack of knowledge about this growing population juxtaposed with the increased visibility of the Muslim community in America due to the 9/11 events and their aftermath, as well as the increased hostility, stereotyping, and prejudice against Muslims in America and around the world has led to an unknown impact of how college impacts the development of Muslim-American college students, which may be hindering the ability of universities to meet their needs and contribute to their success. This study was conducted to develop a theoretical model that describes how Muslim-American college students construct their identity in the context of their lives in an American college. The study was conducted using qualitative methods from a constructivist perspective in consideration of Baxter-Magolda's self-authorship model and Jones and McEwen's multiple dimensions of identity. Data was collected and analyzed simultaneously using a constructivist grounded theory methodology. Findings revealed the salience of four identity dimensions for Muslim-American college students: religion, citizenship, culture, and gender. These dimensions were found to be influenced by various contextual factors unique to the Muslim population: family, 9/11 backlash, Muslim-on-Muslim prejudice, peer support via Muslim Student Associations (MSAs), and university support. A new theoretical model has emerged from interviews and a focus group to describe five stages of identity formation for Muslim-American college students: reluctance, identification, immersion, negotiation, and integration. ( en ) Advisors/Committee Members: Mendoza, Maria Pilar (committee chair), Oliver, Bernard (committee member), Behar-Horenstein, Linda S (committee member), Arfi, Badredine (committee member).

Subjects/Keywords: Academic communities; College students; Colleges; Cultural identity; Islam; Muslims; Parents; Religion; Women; Young adults; 911 – american – career – college – development – formation – gender – identity – islam – model – msa – muslim – prejudice – religion – student – university

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APA (6^th Edition):

Dey, F. (2012). Islam on Campus Identity Development of Muslim-American College Students. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044105

Chicago Manual of Style (16^th Edition):

Dey, Farouk. “Islam on Campus Identity Development of Muslim-American College Students.” 2012. Doctoral Dissertation, University of Florida. Accessed January 26, 2021. https://ufdc.ufl.edu/UFE0044105.

MLA Handbook (7^th Edition):

Dey, Farouk. “Islam on Campus Identity Development of Muslim-American College Students.” 2012. Web. 26 Jan 2021.

Vancouver:

Dey F. Islam on Campus Identity Development of Muslim-American College Students. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2021 Jan 26]. Available from: https://ufdc.ufl.edu/UFE0044105.

Council of Science Editors:

Dey F. Islam on Campus Identity Development of Muslim-American College Students. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044105

Edith Cowan University

30. Harryba, Sophia A. Key Stakeholders’ Experiences of International Education at one Australian University.

Degree: 2013, Edith Cowan University

URL: https://ro.ecu.edu.au/theses/561

► Aim: This study aimed to explore the experiences which influenced the perceptions of three key groups of stakeholders: academic and support staff, international students, and… (more)

▼ Aim: This study aimed to explore the experiences which influenced the perceptions of three key groups of stakeholders: academic and support staff, international students, and their domestic peers, when engaging in International Education at one Australian university. The original research questions for this study were: 1. What experiences influence staff members’ perceptions of International Education at one Australian university? 2. What experiences influence international students’ perception of their education at one Australian university? As directed by theoretical sampling, the views of domestic students were then also sought, to shed light on the following research question: 3. What experiences influence domestic students’ perceptions of International Education at one Australian university? Conceptual Framework: A Social Constructivist theoretical framework was employed within a Case Study approach for a number of reasons. First, institutions have their own specific characteristics, budgets and student populations and so can be studied separately in order that the researcher might develop a detailed critical understanding of the intricacies of the single case. Since International Education is a complex phenomenon, the researcher also needed to include the multiple realities of the different stakeholders involved. The researcher’s personal philosophy aligned with Social Constructivism, which argues that perceptions of reality are subjective to the person experiencing them. As such, Social Constructivist Grounded Theory allowed for the interpretation of both the participants’ views of reality as well as the researcher’s. Finally, this approach allowed for a co-construction of reality through the interactions of the participants and the researcher during the data collection process. This was important since the researcher, too, is an international student. Data collection strategies associated with Grounded Theory (GT) were used to obtain a more holistic understanding of the complex issues at play, and allowed for theoretical sampling, such that the researcher could follow up new directions as they arose during data analysis. Methodology: The study evolved in three interwoven stages, during which 25 international students, 38 staff members (academic and non-academic) and 10 domestic students were interviewed using semi-structured, face-to-face interview techniques. Theoretical sampling allowed new issues to be addressed in subsequent interviews as the study progressed. Participants: Data collection ceased after 38 interviews for staff members. This group comprised of 28 females and 10 males, most over 45 years of age, and an approximately equal mix of academic and non- academic staff. For international students, data collection ceased after 25 interviews. This group included both undergraduates and postgraduates, with only two having English as their first language. Length of stay in Australia varied from 2 months to 9 years. Data collection for the third group of participants, the domestic students, ceased after…

Subjects/Keywords: International students; university staff; inter-cultural interaction; centralised model; service provision; student support; English proficiency; Othering; Social Constructivist Grounded Theory; in-group favouritism; Value Position; International and Comparative Education

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APA (6^th Edition):

Harryba, S. A. (2013). Key Stakeholders’ Experiences of International Education at one Australian University. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/561

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harryba, Sophia A. “Key Stakeholders’ Experiences of International Education at one Australian University.” 2013. Thesis, Edith Cowan University. Accessed January 26, 2021. https://ro.ecu.edu.au/theses/561.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harryba, Sophia A. “Key Stakeholders’ Experiences of International Education at one Australian University.” 2013. Web. 26 Jan 2021.

Vancouver:

Harryba SA. Key Stakeholders’ Experiences of International Education at one Australian University. [Internet] [Thesis]. Edith Cowan University; 2013. [cited 2021 Jan 26]. Available from: https://ro.ecu.edu.au/theses/561.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harryba SA. Key Stakeholders’ Experiences of International Education at one Australian University. [Thesis]. Edith Cowan University; 2013. Available from: https://ro.ecu.edu.au/theses/561

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations