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1
Coey, Christopher. "International academics in English higher education : practising and capturing mobile 2013 careers." Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/17813/.
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Academics, and the institutions which host them, are increasingly positioned as central components of national and regional innovation systems and as producers of skilled workers for the purported knowledge society. At the same time, globalising and internationalising discourses have constructed an image of highly skilled knowledge workers, including academics, as in demand and highly mobile. In academia, these trends have converged in the idea of a ‘war for talent’, in which institutions compete internationally to attract and retain the ‘best’ people. To some extent these notions extend already established understandings of academics as cosmopolitan and academic fields as transnational, yet their scale and instrumentalisation represents a distinct break from the past. The purpose of this thesis is to explore the empirical reality underlying these discourses through experiences and practices of non-UK citizen academics in the English higher education sector. Using original analysis of HESA data, it first describes recent trends and patterns in non-UK academic staffing in the English sector, and relates these trends to a qualitative analysis of the internationalisation policies of a broad sample of English institutions and other stakeholder organisations. Interviews with 23 non-UK citizen academics in two English higher education institutions explore the ways in which they understand, engage with and practice migration in their careers. It explores incentives and disincentives for migration, rationales for the directions and destinations of migratory flows, and the degree to which these non-UK citizen academics are represented in the imagined ‘mobile academic’ of policy and discourse. In addition, it explores the ways in which non-UK citizen academics in two universities contribute to the internationalisation of their institutions. The study provides a rich understanding of the character and role of non-UK academics in the internationalisation of English higher education, and the ways in which their practices and experiences reflect broader trends, policy agendas and discourses. Outcomes of the study build on and contribute to existing literature and theory, and are relevant to policy makers at institutional and other policy scales.
2
Willis, Wendie A. "Background Characteristics and Academic Factors Associated with the Academic Behavioral Confidence of International Graduate Students in Ohio’s Public Institutions." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1289787513.
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Kani, Zeynep Gülşah. "An exploration of the linguistic, professional and intercultural experiences of 'international' academics from different disciplines at a UK university." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21427.
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The internationalisation of higher education in the past decade has brought about dramatic changes in the profiles of staff and students in UK universities. The number of international students are estimated to rise to 7 million by 2020 by the OECD (2011) at all levels of education in many parts of the world and particularly in English speaking countries (Davies, 2003; Jackson, 2010). Also, one in four academics had a non-UK nationality in 2010-11 according to the Higher Education Funding Council for England (HEFCE, 2012: 4) apart from the linguistically and culturally diverse, latecomer UK-domiciled academics. In such an atmosphere, there is an increasing trend in research on international students and teachers who are speakers of English as an additional language (EAL) especially in TESOL. Nevertheless, there are few studies into the experiences of the academic staff as speakers of EAL who are working at a UK university. Therefore, this research examined the linguistic, professional and intercultural experiences of ‘international’ academics from different disciplines in the internationalising contexts of higher education in the UK. Fifteen academics who are speakers of EAL at an intercultural UK university were interviewed with a semi-structured format. The participants shared their stories and experiences of the phenomenon “being an ‘international’ academic/lecturer”, which contributed to the development of a deeper understanding of the experiences and challenges they underwent in terms of language, academia and interculturality. The participants shared their language-related experiences and attitudes towards the “(non)native-like” language use as bi-/multi-lingual speakers, the challenges of teaching and researching at an internationalising university and their accounts of experience of interculturality and approaches to (non-)essentialist cultural descriptions as “international” academics.
4
Rachny, Edward. "Correlations between Current and Expected Relocation Quality of Workplace Factors." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929830.
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<p> High-quality hospitality education is important to bring to international locations because it is a foundation for business and tourism. An international network of hospitality schools (HS) has a problem of convincing faculty to relocate to international locations, which limits expansion efforts and the quality of faculty available at less desirable locales. The purpose of this correlation study was to investigate the relationship between varies workplace factors that faculty expect to be of the highest quality, allowing senior management to ensure relocations. The theoretical foundation that grounded this study was Authors’ expectancy theory, which stipulates that what people expect to occur drives their behavior; in this study, the behavior in question was the decision to relocate or not. The research questions concerned the correlations between faculty ratings of current workplace factors and faculty ratings indicating the quality they expected each workplace factor to show at a relocation site. Approximately 180 faculty members of HS answered an anonymous online survey. The survey was rated using 2 scales indicating how true each workplace item was in the current location and how high quality each workplace item was expected to be. Correlation analysis was conducted for each of the survey items to determine if there was a relationship between the faculty’s ratings of their current position and what they expected in a relocation. The study found that feedback on work results was highly valued by participants wherever their workplace was located. The study may promote positive social change by supporting the school’s capability to provide a workplace environment in compromise locations that attract and retain hospitality faculty, ultimately benefiting students in the globalizing world of education.</p><p>
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Alarcón, Pérez Pau. "Local political participation: what citizens want, what governments do, and what academics assume. Southern european evidence for an international debate." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/287980.
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La implementació d’innovacions democràtiques incorporant a la ciutadania en el procés de presa de decisions s’ha estès globalment durant les darreres dècades. Els mecanismes de participació local han esdevingut molt coneguts a partir d’algunes experiències d'èxit com els Pressupostos Participatius de Porto Alegre. Acadèmicament, les i els investigadors han estudiat àmpliament aquestes innovacions, principalment mitjançant estudis de cas d’experiències d'èxit.
Els mecanismes de participació en l'àmbit local són l’objecte d’estudi d’aquesta tesi, abordats des d’una perspectiva triple. Descriurem i analitzarem què vol la ciutadania en termes de democràcia participativa, què fan els governs locals (és a dir, quin tipus de mecanismes participatius s’estan desenvolupant), i què s’assumeix des de l’acadèmia sobre aquestes innovacions democràtiques. L’objectiu global d’aquesta recerca és contribuir a la comprensió de la realitat participativa més enllà del debat teòric i l’anàlisi dels estudis de cas, centrant l’atenció al Sud d’Europa.
Les preferències ciutadanes sobre els processos de presa de decisions s'emmarquen al context espanyol. Mitjançant l’estudi de dades d’enquesta, analitzarem les preferències ciutadanes pel que fa a qui pren les decisions, si la ciutadania o els polítics. Aquestes preferències es relacionaran alhora amb diverses actituds: l’experiència participativa prèvia, la intensitat de les actituds envers diferents temes, la percepció que les idees pròpies formen part d’un consens general i l’aversió al conflicte.
Respecte als mecanismes participatius, indagarem en com són aquestes innovacions des d’una perspectiva de N gran a partir d’un mapatge participatiu de cinc regions del Sud d’Europa. L’anàlisi se centrarà en diferents qualitats referents a la participació ciutadana, la deliberació i l’apoderament.
Finalment, després de demarcar aquestes preferències i mecanismes participatius, entaularem un debat entre l’evidència empírica i alguns debats i assumpcions acadèmiques. Adreçarem el debat metodològic sobre quin tipus de mecanismes participatius es recull mitjançant diferents estratègies de N gran. Així mateix, en diàleg amb alguns debats de l’acadèmia anglosaxona, abordarem el debat sobre la definició de l’objecte d’estudi (la tensió entre la democràcia participativa i deliberativa), les característiques dels actors que promouen les innovacions, el rol dels professionals de la participació o la reproducció de les desigualtats preexistents entre els i les participants. Comprovarem si la regió del Sud d’Europa presenta algunes especificitats participatives en comparació amb les regions que han estat més estudiades des de l’acadèmia.
Per últim farem referència a algunes implicacions, per exemple en relació al context polític espanyol actual. El moviment 15M va obrir un ampli debat envers el procés de presa de decisions, defensant una “democràcia real”. Noves candidatures d'èxit com Podemos i Ganemos/Guanyem han incorporat la democràcia participativa als seus discursos, propostes i pràctiques. Abordarem la qüestió de quina relació pot haver-hi entre aquest context sociopolític i les preferències ciutadanes i mecanismes participatius analitzats en aquesta tesi.<br>The implementation of democratic innovations for involving citizens in the decision-making process has spread globally over the last decades. Local participatory mechanisms have become well-known due to some successful experiences such as the Participatory Budgeting in Porto Alegre. Academically, researchers have broadly studied these innovations, mainly through case studies of successful experiences.
Participatory mechanisms at the local level are the object of study in this dissertation, addressed from a threefold perspective. We will describe and analyse what citizens want in terms of participatory democracy, what local governments do (i.e. what kind of participatory mechanisms is being developed), and what academics assume about these democratic innovations. The main goal of this research is to help to understand the participatory reality beyond the theoretical debate and case study analysis, focusing on Southern Europe.
The citizens’ preferences toward decision-making processes focus on the Spanish context. Through survey data analysis, we will analyse citizens’ preferences in terms of who makes the decisions, either citizens or politicians. These preferences will also be related to different attitudes: previous participatory experiences, the intensity of the attitudes toward different issues, the perception that one’s own ideas are part of a general consensus, and conflict aversion.
In terms of participatory mechanisms, we will discuss what these innovations are like from a large-N perspective using a participatory mapping of five Southern European regions. The analysis will focus on different qualities paying attention to citizens’ participation, deliberation, and empowerment.
Finally, after demarcating these participatory preferences and mechanisms, we will establish a debate between the empirical data and some academic debates and assumptions. The methodological debate about what kind of participatory mechanisms is collected through different large-N strategies will be addressed. Also, in a dialogue with some debates in the English-speaking academy, we will address the debate about the definition of the object of study (the tension between participatory and deliberative democracy), the characteristics of the actors promoting these innovations, the role of participatory professionals or the reproduction of the already existing inequalities among participants. We will check if the Southern European region presents some participatory specifities in comparison with the regions that have been more studied by the academy.
Lastly, some implications will be pointed at, for example in relation to the current Spanish political context. The indignados movement opened a broad debate about the decision-making process, defending a “real democracy”. New successful candidacies like Podemos and Ganemos/Guanyem have incorporated participatory democracy into their discourses, proposals and practices. We will address the question of what the relation between this new socio-political context and the citizens’ preferences and participatory mechanisms analysed in this dissertation could be.
6
Newell, Emily Marie. "The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.
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Tipmanoworn, Pamela. "All världens kompetens - hur tas den tillvara? : En kvalitativ studie om internationella akademikers upplevelser av kompetensöverföring vid ett högre lärosäte i Sverige." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393905.
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En alltmer internationell arbetsmarknad för akademiker innebär också rekrytering över landsgränser för högre lärosäten. Denna studie har syftat till att få kunskap om anställda internationella akademikers upplevelser av kompetensöverföring vid ett högre lärosäte i Sverige och där studiens frågeställningar fokuserar på hur deras kompetens förväntats och tagits tillvara. Studien har gjorts genom en kvalitativ undersökning där internationella akademiker intervjuats om deras upplevelser. Det empiriska materialet har analyserats utifrån ett sociokulturellt perspektiv och två frågeställningar har formulerats för att precisera syftet. Den första frågan undersöker vilka förväntningar som fanns på hur deras kompetens skulle tas tillvara innan arbetet påbörjades. Den andra frågan undersöker hur kompetensen upplevts tagits tillvara efter påbörjad anställning samt vad som upplevts hindrat och möjliggjort tillvaratagandet. Resultaten visar att det fanns förväntningar i att kompetensen skulle komma att tas tillvara som i tidigare liknande arbete. Det fanns också förväntningar på att kompetensen skulle komma att tas tillvara utifrån kommande arbetsuppgifter. Efter påbörjad anställning upplevs kompetensen tas tillvara genom kommunikation, diskussion, mötesdeltagande och samarbete. Studiens mest framträdande resultat handlar om att fördjupade relationer till kollegor upplevs vara främjande för kompetensöverföring. Språket och det fysiska rummet är teman vilka upplevs hindra eller möjliggöra tillvaratagandet av kompetens.<br>An increasingly international labor market for academics within higher education also means a higher recruiting across national borders. This qualitative study has aimed to get knowledge about employed international academics experiences of competence transfer at a higher educational institution in Sweden and where the study's questions focus on how their competence was expected to be and has been utilized. The study was conducted through a qualitative study in which international academics were interviewed about their experiences. The data of the study has been analyzed from a socio-cultural perspective and two research questions were developed to specify the aim. The first question deals with how skills expects to be utilized at their new workplace. The second question deals with how competence has been utilized after beginning their new work, as well as experienced difficulties and opportunities in these processes. The results show there were expectations of the competence to be utilized in the same way as in previous similar work. There were also expectations that the competence would be utilized based on future tasks. The results show that skills are experienced to be utilized in their new work through communication, discussions, meetings and cooperation. The study's most prominent result is that deeper relationships with colleagues are perceived as promotion for competence transfer. The language and physical space are themes which are perceived to constrain or enable the exploitation of skills.
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Pierson, Gina Lee. "Program manual for international business academies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2865.
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This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.
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Siekierski, Paulette. "Relação entre mobilidade acadêmica internacional e inovação : impactos nos países de origem e destino dos pesquisadores." Escola Superior de Propaganda e Marketing, 2018. http://tede2.espm.br/handle/tede/290.
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Previous issue date: 2018-02-21<br>The main objective of this PhD thesis was to understand the relation between international
mobility of academics (IMA) and innovation, and its impacts on the countries of origin and
destination of researchers. For this purpose three diverse and complementary articles were
developed with specific methodologies through which deepens relevant aspects of the proposed discussion. The aim of the first article was to perform a meta-analysis in order to understand the relation between IMA with variables, proxies of innovation, and their impacts in the countries of destination, origin, and destination and origin simultaneously of the researchers. After the elaboration of a rigorous research protocol from 36 articles selected in 15 top journals of the Scopus and ISI Web of Science databases, 20 variables were identified, including five of them, with positive, negative or null impacts for the countries. The study brings contributions to the academy insofar as IMA generates innovation through the development of research networks, the increase of publications with better quality, the increase of citations, and the generation of partnerships between universities, industries and laboratories that can improve education and science. Knowing the types of innovation that IMA generates enables governments that wish to invest in scientific, technological, economic and social development to choose the best measures of attraction and retention of brains. For industry, technological catch-up and highly skilled labour (HSL), means enhancing competitiveness and capacity building, growth of research and development (R&D), creating new products, patent filing, increased investments and expansion of internationalization. The objective of the second research was to investigate which of the following factors is most important in the academics mobility decision: the impact of the science, technology and innovation (ST&I) infrastructure, or the quality of life in the host country. Were considered journals of scientific prestige and research and development (R&D) institutions as proxies for ST&I and the human development index (HDI) as a proxy for quality of life. These data came from several databases. The results of a multiple linear regression show that, although the ST&I infrastructure takes precedence over quality of life, both are influential factors in academics mobility decisions. The results offer guidance for academics in their decisions regarding mobility, as well as offering guidance for government policy-makers with regard to national investments to address brain drain and brain gain. The third study aimed to investigate the relation between patent filing, proxy for innovation, with IMA, education and applied research. For this purpose, primary databases at the National Institute of Industrial Property (INPI), and secondary databases of the Lattes Platform, Linkedin and Foundation for Research Support of the State of São Paulo (FAPESP) were carried out. The first two Brazilian universities according to the INPI (2014) patent ranking were the University of São Paulo (USP), with a universe of 282 inventors who filed 78 patents followed by the University of Campinas (UNICAMP) with a universe of 190 inventors who filed 60 patents. The results show a positive relation between the number of patents deposited with education, participation in IMA programs and applied research.<br>O objetivo central desta tese foi entender a relação entre mobilidade acadêmica internacional
(MAI) e inovação, e seus impactos nos países de origem e de destino dos pesquisadores. Para
isso o trabalho desenvolve três artigos diversos e complementares com metodologias
específicas através das quais aprofunda aspectos relevantes da discussão proposta. O primeiro
artigo teve como objetivo realizar uma meta-análise afim de entender a relação entre MAI com
variáveis, proxies de inovação e seus impactos nos países de destino, de origem, e de destino e
origem simultâneamente dos pesquisadores. Após a elaboração de um rigoroso protocolo de
pesquisa a partir de 36 artigos selecionados em 15 top journals das bases Scopus e ISI Web of
Science, foram localizadas 20 variáveis, dentre as quais cinco de inovação, com impactos
positivos, negativos ou nulo para os países. O estudo traz contribuições para a academia na
medida em que a MAI gera inovação através do desenvolvimento de redes de pesquisa, do
incremento das publicações com melhor qualidade, do aumento de citações, além da geração
de parcerias entre universidades, indústrias e laboratórios que podem trazer melhorias à
educação e ciência. Conhecer os tipos de inovação que a MAI gera possibilita aos governos
que desejam investir no desenvolvimento científico-tecnológico, econômico e social escolher
as melhores medidas de atração e retenção de cérebros. Para a indústria o catch-up tecnológico
e a mão de obra altamente qualificada significam aprimoramento da competitividade e
capacitação, crescimento da pesquisa e desenvolvimento (P&D), desenvolvimento de novos
produtos, depósito de patentes, maiores investimentos e expansão da internacionalização. A
segunda pesquisa teve como propósito verificar qual fator é preponderante para a decisão de
MAI: o impacto da infraestrutura de ciência, tecnologia e inovação (CTI) ou da qualidade de
vida no país hospedeiro. Desse modo, o objetivo do artigo foi verificar se fatores relacionados
à infraestrutura de CTI e qualidade de vida estão associados à MAI dos recursos humanos em
ciência e tecnologia (RHCT) e quais deles têm maior peso na decisão de mobilidade. Foi
analisada a relação da mobilidade dos acadêmicos com a presença de journals de impacto e
prestígio, instituições de P&D, como proxies de CTI, e o índice de desenvolvimento humano
(IDH), como proxy de qualidade de vida. A metodologia foi quantitativa por meio de uma
técnica estatística descritiva confirmatória de regressão linear múltipla. Foram usados dados
de fontes secundárias da OECD, UNESCO, World Bank, Global Innovation Index, United
Nations Development Programme. Os resultados mostraram a preponderância da infraestrutura
de CTI sobre a qualidade de vida. Todavia, embora, a primeira tenha uma importância maior
para explicar a mobilidade dos acadêmicos é necessário que as duas figurem conjuntamente. A
contribuição acadêmica reside na preponderância à infraestrutura de CTI, mas associada à
qualidade de vida. A contribuição para os Estados reside na necessidade de garantir ambas as
condições para a atração dos acadêmicos. Para os gestores de universidades ficou clara a
necessidade de um investimento maciço em CTI. O terceiro estudo teve como finalidade
investigar a relação entre depósito de patentes, indicador de inovação, com MAI, educação e
pesquisa aplicada. Para tanto, foi realizada uma coleta de dados de bases primárias do Instituto
Nacional de Propriedade Industrial (INPI) e secundárias da Plataforma Lattes, Linkedin, e
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). As duas primeiras
universidades brasileiras do ranking de patentes de 2014 do INPI foram a Universidade de São
Paulo (USP), com um universo formado por 282 inventores que depositaram 78 patentes
seguida pela Universidade Estadual de Campinas (UNICAMP) com um universo formado por
190 inventores que depositaram 60 patentes. Os resultados revelaram existir uma relação
positiva entre o número de patentes depositadas com educação, participação em programas de
MAI e pesquisa aplicada.
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Salm, Adriane Marie. "Inter-institutional agreements for academic international cooperation." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102708.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2013-07-16T01:42:14Z (GMT). No. of bitstreams: 1
222143.pdf: 1289493 bytes, checksum: 1482844e9d0d903b4493674e16111077 (MD5)<br>The Scientific and Technological Agreements for International Cooperation (STAICs) between higher education institutions, and/or technical educational institutions and/or business institutions is part of the discourse of higher education, and constitutes an element of strategic importance in the process of the internationalization of higher education. However, there is little information about the relation between the language used in the academic agreements and the practices they represent. In order to contribute to this area of research, ten (10) STAICs between 5 Brazilian Higher education institutions and 7 foreign education institutions were analyzed in order to make a description of textual and contextual elements of this particular discourse. Regarding their configuration as a text, the STAICs were investigated in terms of their generic
structure potential. Transitivity choices and instances of modality were analyzed in order to look at, respectively, the representation of the universities in relation to the roles prescribed to them and their level of commitment towards those roles. Regarding contextual concerns, the STAICs were analyzed in terms of the power relations considering the performance of the participating universities in the enactment of those roles. The analysis draws on genre analysis (Hasan, 1985a, 1994, 2004), other genre studies (Meurer, 1998, 2002), Halliday#s (1994; Halliday & Matthiessen, 2004) Systemic Functional Grammar, notions from Giddens# (1979, 1984) Structuration Theory and the Law of the Subsidiary Character of the Scientific Production from Ramos# (1965) Theory of Sociological Reduction. Results have provided linguistic grounds to
characterize this discourse as a type of promotional discourse as well as to show hidden evidence of power relations between its discourse participants.
iv The results are expected to contribute as support for the fields of EFL teaching, Applied linguistics, Discourse Analysis including ESP and Business English, and Social Sciences.
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Tapper, Joanna. "The oral academic discourse of international college students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.
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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.
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Niven, Jessica Sue. "Faculty training manual-- academic component: International student volunteers." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2782.
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The purpose of this project is to develop a training manual that will provide a common foundation for all faculty, regardless of their academic field and to take a comprehensive approach to teaching and understanding environmental education within the context of different cultures. It looks at what shapes environmental attitudes and how these attitudes vary between cultures.
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Takagi, Kristy King. "Predicting Academic Success in a Japanese International University." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127937.
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CITE/Language Arts<br>Ed.D.<br>The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a questionnaire after matriculation, best predicted later academic performance in an international English-medium university in Japan, and to examine the "big picture" of how cognitive and non-cognitive variables interact over time in accounting for student success in an English for Academic Purposes (EAP) program and in the regular university program. The study was divided into three parts that separately examined student application information, university entrance examinations, and the larger picture of student success. In the first part of the study, a hierarchical multiple regression was employed to determine the extent to which a variety of variables derived from application information predicted grade point average (GPA) in the EAP program, as well as first-year GPA and final GPA in the regular university program. The independent variables examined in the main regression analysis were: high school grade point average (HSGPA); ITP TOEFL scores obtained in April of the students' first year at the university; and hensachi rankings of the students' high schools. Results indicated that HSGPA was a consistently significant predictor of all levels of university GPA. ITP TOEFL scores significantly predicted EAP GPA, and <italic>hensachi<br>Temple University--Theses
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Marshall, Smith Sondra Marguerite. "Academic tasks and international students : a case study." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28430.
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The majority of second language research pays scant attention to the importance of context and social setting in language learning. However, a small group of researchers recognizes that context is very influential, context in the sense of the organization of units of social interaction beyond the sentence and even beyond the discourse. Using the latter perspective, this case study investigates how a group of eight Chinese students were able to succeed in a graduate level course even though their skills in English language were very limited and the students had no background in the field.
While traditional second language research focuses attention at the sentence level, this study discovered that the larger unit of the whole course and the required assignments had central importance to the students' success. Theories of language and context, and language socialization were helpful in examining systematically some of the factors involved. The study not only included the individual class period and lesson, but also considered the organization of the whole course, the organization of the homework assignments, and the way class work supported the assignments.
The study indicates that the organization of the course was particularly cohesive and was clearly communicated to the students at the beginning of the course; the assignments were integral to the course and were coherent with each other, and there was a clear format to each assignment. The assignments engaged students in actual work, not simply exercises in comprehension, and class sessions provided background knowledge and feedback that enabled students to participate successfully and presumably learn the culture of the classroom. With this larger perspective the study underlines the importance of context in language learning.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Foot, Jeffery Richard Messner Phillip Eugene Piveral Joyce. "Exploring international student academic engagement using the NSSE framework." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6186.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joyce Piveral and Dr. Phillip Messner Vita. Includes bibliographical references.
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Lan, Lan. "Internationalization of Chinese higher education through international academic collaboration." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/8948.
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Mestrado em Ensino Superior (Erasmus Mundus)<br>A internacionalização no ensino superior tornou-se uma grande
preocupação tanto para o Governo Central Chinês como para as
Instituições Chinesas de Ensino Superior. Esta tese analisa a
implementação de colaboração internacional, como método da
Internacionalização Chinesa no Ensino Superior, entre universidades
Chinesas e demais universidades estrangeiras.
As questões fundamentais são “Será que a colaboração académica
internacional ajuda a incrementar o processo de internacionalização do
ensino superior na China? E até que nível esta colaboração pode acelerar
este processo? Foram desenvolvidos casos de estudo em três Instituições
de Ensino Superior para explicar as questões enunciadas.
A conclusão desta tese é que o processo de Internacionalização do
Ensino Superior Chinês foi/ou está sendo acelerado pela implementação
do método “Colaboração Internacional Académica”. No entanto, ainda
existem alguns efeitos negativos tais como a internacionalização
heterogénea no território Chinês e o problema do brain drain, isto é, a
perda de activos intelectuais, que necessita de maior atenção.<br>Higher education internationalization has become a crucial concern both
for Chinese central government and for Chinese higher education
institutions. This thesis examines the implementation of international
academic collaboration, as a method of internationalizing Chinese higher
education, between Chinese universities and those universities abroad.
The main research questions are “Does international academic
collaboration help to speed-up the process of higher education
internationalization in China? And to what extent could international
academic collaboration accelerate this process? Case studies in three
Chinese higher education institutions have been done as explanations of
those questions raised above.
The conclusion of this thesis is that the process of Chinese higher
education internationalization has been and/or is being accelerated by
employing the method of “international academic collaboration”.
However, there are still some negative effects such as the imbalanced
development of internationalization in China and the problem of “brain
drain” that needed us to take more concern.
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Calvert, Gregory L. "International education : career paths in science and engineering /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070326.122816.
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Salaz, Alicia. "International branch campus faculty member experiences of the academic library." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2010812/.
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This thesis uses phenomenography to investigate the perceptions and experiences of academic libraries by faculty members across a variety of disciplines working in international branch campuses (IBCs). The main research question addressed by the study asks how faculty members experience the academic library, with the objective of identifying qualitative variations in experience within this group. The findings of this research address established practical problems related to library value and identity, and have implications for practice in both the development and evaluation of library services for faculty members, as well as communication about those services with faculty members. Furthermore, the findings of this research support practical developments in the support of faculty members engaged in transnational higher education provision. The results of the research find that these participants in this context experienced the academic library in at least six different ways and reported a variety of experiences in terms of using information, in and out of the academic library, to accomplish core faculty member functions of teaching and research. The categories of experience generated through the study are: IBC faculty members experience the academic library as relationships with librarians; as a content provider; as a discovery service; as a facilitator for engaging with the academic community; as a champion of reading books; and as a compliance centre for information ethics. Investigations into the information behaviour, library use and perceptions of faculty members have been conducted in a variety of contexts, but are limited in transnational contexts. This research therefore also represents an original and important contribution to an understanding of academic library practice in transnational or cross-border contexts, as well as contributing to a limited knowledge base about the experiences of faculty members in transnational higher education generally. Phenomenographic investigations into the experiences of library and information science elements such as libraries and information centres are rare, and therefore this research represents an original contribution to understanding this phenomenon in this way. The study employed phenomenography as the methodology for understanding the academic library experiences of the participants. Ten faculty member participants representing a variety of IBC institutions located within major educational hubs in the Arab Gulf and Southeast Asia were interviewed about their academic library experiences moving from a home campus to a branch campus, using the story of this move as a critical incident for starting discussion and relaying real experiences to the researcher. These experiences are theoretically situated in the context of information worlds (Jaeger & Burnett, 2010) in order to increase understanding around the formation of these experiences and to critically analyse practical implications. This research design contributes to the phenomenographic method by detailing its procedures and to its theoretical aspects by linking the methodological with a framework, Jaeger and Burnett’s theory of information worlds, which facilitates phenomenography outside its traditional domain of teaching and learning research.
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Cho, Hyun Jin. "Promoting International College Students' Academic Adjustment from Self-Determination Theory." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608059.
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<p> When international students come to the U.S. to study, they are faced with unique needs and challenges that influence their academic success, adjustment, and well-being. In particular, international students’ academic adjustment determines their academic success during the transition to U.S. universities. This dissertation examined the validity of a new scale and international students’ academic adjustment from self-determination theory (SDT) in three different papers. The first paper examined the validity of a new instrument assessing students’ beliefs about assessment in the context of second language learning. Specifically, this study was conducted with international undergraduate students to examine their beliefs about a high-stakes standardized English proficiency exam and the use of their self-regulatory learning strategies in the context of second language learning. This study discussed implications for researchers to use an alternative scale to measure four different aspects of students’ beliefs about assessments and for educators’ intervention in students’ developing adaptive beliefs about assessment in the learning process. </p><p> The second paper aimed to provide a comprehensive theoretical framework from a self-determination perspective that supports international students’ successful academic adjustment. This paper comprised of two phases: quantitative phase and qualitative phase. The quantitative phase explored the relationships between international students’ learning climates, basic psychological needs, discussion participation, beliefs about classroom assessments, and academic adjustment. The qualitative phase explored how international students perceive their learning environments and classroom experiences in more detail through semi-structured interviews. This study showed that SDT provides theoretical foundations to explain international students’ successful academic adjustment. </p><p> Finally, the third paper investigated the relationships between self-determined motivation, beliefs about classroom assessments, and the use of different types of learning strategy through the lens of self-determination theory. It was proposed that students’ self-determined motivation may shape adaptive beliefs about classroom assessments, which in turn, contributes to use of higher level of learning strategies and eventually academic adjustment as a learning outcome. Also, this study explored whether there is a difference in students’ motivation, beliefs about assessments, and the use of self-regulated learning strategies in two different instructional environments (lecture-based and discussion-based classrooms). This paper discussed how international students’ adapt themselves to U.S. universities through motivation to learn, perspectives about classroom assessments, and different types of learning approach in different academic disciplines at the university level.</p><p>
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Hoffman, Jennifer. "The feasibility of the international space station : economic and political problems faced by the international partners." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/63.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Political Science
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Pratt, David. "Academic, Linguistic, and Socio-Cultural Experiences in the Acculturation of Chinese International Graduate Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34476.
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An increasing number of graduate students are choosing to pursue their studies internationally and Canada is one of the principal host countries for these students, particularly students from China. The push by many Canadian universities to increase their foreign enrollment has led to new classroom dynamics. Chinese international students (CIS) are at the centre of this change. However, getting accepted into a Canadian graduate program does not necessarily mean that the challenges facing these students are over. Often, they encounter social, cultural, linguistic, and academic challenges that as they navigate the unfamiliar environments they find themselves in.
The purpose of this study is to use a conceptual framework based on the notion of acculturation to explore these challenges faced by four Chinese international students who have completed their Master’s of Education degrees in Second Language Education. My goal is not only to provide a platform to highlight the voices of these students, but also to create a greater understanding of the challenges they face for the edification of their classmates, professors and university administrators.
The findings of this study demonstrate that my respondents encountered a variety of challenges during their graduate studies in Canada, both inside and outside of the classroom. Although numerous studies have been conducted that examine various aspects of the experiences of international students, none have used the Seidman (2013) three-interview qualitative method. This method provides opportunities for prolonged lengths of time to be spent with each participant, which therefore allows for greater depth of investigation to be reached with each. This study demonstrates how a sample of Chinese international students met and dealt with the socio-cultural, linguistic, and more particularly academic challenges they encountered in Canadian graduate-level courses.
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Berg, Robert, Thomas Kuhn, and Anja Zenker. "Perspektiven eines Integrierten Master- und Promotionsstudiengangs in Economics." Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-155239.
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Die internationale Ausrichtung der akademischen Bildung ist nicht nur eine moderne Randerscheinung, sondern hat sich in den letzten Jahren als unverzichtbar im Wettbewerb der Hochschulen um Studierende und hochqualifizierten wissenschaftlichen Nachwuchs erwiesen. Ausgehend davon wird in diesem Papier ein Konzept für die Integration des postgradualen Master- und Promotionsstudiums in Economics präsentiert. Ein besonderes Merkmal dieses Konzeptes stellt die Bifurkation des Studienverlaufs nach einem gemeinsamen zweijährigen Kurssystem dar, wonach sowohl Graduierung als Master, als auch nach einer sich anschließenden Forschungs- und Kollegphase die Promotion erfolgen kann. Ziel ist es, nicht nur die Chancen und die Wettbewerbsfähigkeit von Ökonomen/innen auf dem nationalen und internationalen Arbeitsmarkt für hochqualifizierte Tätigkeiten zu erhöhen, sondern auch die Attraktivität des postgradualen Studiums und die Zukunft des wissenschaftlichen Nachwuchses zu gewährleisten<br>The international orientation of the academic education is not only a modern side issue but in recent years it has proven as indispensable in the competition of universities among students and highly-qualified young scientists. Based on this, the paper presents an approach for the integration of the postgraduate master and doctoral studies in economics. A specific feature of this approach is the bifurcation of the course of study after a two-year curriculum course system. Afterwards both the graduation as Master and the PhD after a subsequently research and college phase can be made. The aim is not only to increase the chance and the competitiveness of economists in the international labour market for highly-qualified activities but also to ensure the attractiveness of the postgraduate studies and the future of high-qualified young scientists
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Davis, Renee L. "Academic and social adjustments international students deal with attending U.S. universities." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:122.
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Cantwell, Brendan. "International Postdocs: Educational Migration and Academic Production in a Global Market." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195383.
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This dissertation is a qualitative investigation into international postdoctoral employment in life science and engineering fields at universities in the United States and United Kingdom. Data were gathered through 49 in-depth, semi-structured interviews with international postdocs, faculty members who have supervised international postdocs from abroad at two universities in the US and two universities in the UK. The number of postdoctoral appointments has increased dramatically over the past decade, as has the share of these appointees who come from aboard. Yet few studies have investigated what is underlying this growing trend. By examining interactions between structure and agency at local, global and national levels, this study explored the roles that international postdocs play in academic production and the process by which they become mobile. Theory on globalization, higher education policy and models of academic production guide this study. Findings show that international postdocs are becoming scientific employees, rather than trainees, who are incorporated into capitalist modes of academic production as low-cost, high-yield scientific workers. Universities and individual faculty members seek international postdocs because of their contributions to research production; however, few postdocs have the opportunity to move into tenure-tracked faculty jobs. For international postdocs, becoming mobile is an individual process that is often constructed by individuals who negotiate home country academic policies in a global academic market. Mobility is a multi-stage process that begins with the potential to become mobile and is realized by actual mobility, which occurs through a transnational space produced by international journals that define global science.
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Dietrich, Nicholas Julian. "International relations theory and the third world academic : bridging the gap." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1683.
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Thesis (MA (Political Science. International Studies))--Stellenbosch University, 2008.<br>This thesis takes as its point of departure the problem that the disciplined study of
International Relations (IR), whose very basis of existence makes claims towards
universality and international applicability, is seen by some to push pertinent issues
relating to the majority of the world’s population to the periphery of its enquiry. It begins
by exploring the concept “Third World”, arguing for its continued relevance in the post-
Cold War arena as generalised term when referring to the “majority of the world’s
population”. It is then theorised that one can parallel the marginalisation of the Third
World in the global political economy with a perceived marginalisation of a “Third World
academic” in the discipline of IR. By making use of both quantitative and qualitative
methods, the thesis investigates the production of knowledge within the discipline of IR
theory to argue that a possible root cause for the above problem could be the absence
of Third World academic contributions to the core of the discipline. Embarking from the
notion that IR theory is dominated by a British-American condominium of authorship, by
re-interpreting the data provided by Ole Waever on academic contributions to leading IR
journals, the researcher concludes that “Third World academics” find themselves on the
periphery of knowledge production within the discipline of IR and are therefore
dependent on the core to construct knowledge. A brief critical look at the history of the
social sciences dominated by Western science as a hegemonic and specific
“ethnoscience” furthermore puts into context the development of IR as a conversation
dominated by voices from the First World academic community. With reference to the
concepts of “responsibility” and “reflexivity” as they relate to theory, it is proposed that
the development of IR as a discipline can be equated to a dialogue/conversation rather
than a debate. For the dialogue to be responsible, all voices should be considered valid
contributors, while all contributors should themselves act responsibly by being selfreflexive.
Ultimately, although the discipline of IR must open up to contributions from the
Third World, for the development of a truly global discipline that reflects the diversity of
global interactions, it is necessary for academics from the Third World to establish
themselves within the discourse by producing valuable contributions towards advancing
the discipline as a whole and stepping out of the periphery by realising the importance of
teaching and understanding “theory”.
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Chastelein, Cornelius Petrus. "Specimen academicum inaugurale de fide inter hostes." Leiden : IDC, 1985. http://catalogue.bnf.fr/ark:/12148/cb37258439s.
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Torres, Candice. "Sex trafficking Florida's response to the international organized crime." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/521.
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Florida has the second-highest incidence of human trafficking in the country. Sex trafficking of women into and out of the state of Florida is defined by various terms from international, national and local terms. The United Nations defines sex trafficking in Article 3, paragraph (a) of the Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children, Supplementing the United Nations Convention against Transnational Organized Crime as: "Trafficking in persons: shall mean the recruitment, transportation, transfer, harboring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation". This study explores the experiences of women who have been trafficked as well as the recruitment strategies by which women are trafficked and to what extent their life changes. This study aims to understand the extent to which local nonprofits in the state of Florida have tackled the issue as well as the international, federal and state government laws are enforced. The findings will provide useful guidelines to help nonprofits in the state of Florida work together to combat the issue as well as be used as an informative research proposal for the community to push stronger legislation and raise more awareness.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models.
Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Maltman, Stuart. "Academic knowledge and political practice : security studies and Israeli security." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230603.
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This thesis examines the production and function of knowledge concerning security and Israeli security. A critical, post-positivist approach to analysing the constitution and practices connected to security knowledge is justified. From a broadly Foucaultian point of view, the thesis looks at the 'regime of truth' within which ideas of Israeli security concerning Palestinians are formulated. The connections between the Security Studies discipline, academic studies focusing on Israel's security, and the formulation of Israel's policy positions towards the Palestinians are examined. Overall, it is shown how the practices of a 'social scientific' Security Studies discipline engaged in producing 'useful' knowledge for state practitioners reinforces and legitimates official Israeli security discourse and practice based around a conception of a singular state-based identity seeking security, primarily through military-diplomatic means, against a recalcitrant and hostile enemy 'Other' in the Palestinians. This basic framework of security knowledge is traced through official Israeli security discourse and practice (the security dispositif) from 1988 to 2009, offering an in-depth analysis of the development and evolution of official security processes concerning the Palestinians. Adopting an explicitly critical ethos for reflexive research, the thesis disrupts and challenges official Israeli security dynamics, finding them to be repeatedly exacerbating conflictual relations. Through the deployment of the regime of truth, the repeated instantiation of the official Israeli security dispositif is shown to re-incite and re-confirm existing parameters of knowledge and knowledge production. The thesis therefore also provides a detailed and critical examination of the notion of a repetitive 'cycle of violence' at the heart of Israeli-Palestinian relations.
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Palvetzian, Talene E. "Integrating Internet-facilitated international academic partnerships into local university environments : faculty perspectives." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98566.
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This study explores how to integrate faculty-initiated Internet-facilitated international academic partnerships into their local university environments. Recently some faculty have begun initiating international partnership activities which carryout their university's research, teaching, and service missions. These partnerships (including courses, projects, or entire programs) are considered by their initiators to benefit both faculty and student development. Faculty see the Internet as enabling them to construct interactive and collaborative virtual forums where disperse student and faculty bodies can co-engage in exciting international research, teaching, and learning opportunities. This study aims to encourage the development of Internet-facilitated international academic partnerships so that more faculty in all disciplines are supported by their local institutions to better integrate their partnerships. Presently, partnerships are not well integrated. Impart this is because the Internet as a communication tool is relatively new phenomenon. However, it is also due to the tendency for faculty level partnerships to be overlooked by higher levels of university administration. As a result, the value of Internet partnerships has not yet been explored in relation to their local institutional missions. This study therefore consults faculty with experience partnering online in order to garner faculty insights pertaining to partnership integration. The results help to determine (1) core characteristics of these faculty-level partnerships (2) faculty motivations for initiating them (3) university environments implicated by integration and (4) identify faculty support and development opportunities appropriate to support integration.
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Zhou, Yuchun. "Understanding of international graduate students' academic adaptation to a U.S. graduate school." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269127068.
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Westin, Deborah A. "Social Support during the Academic Transition of International Students in Ph.D. Programs." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1901.
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Freire, Lucas Grassi. "On the role of metatheory in the academic discipline of international relations." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8321.
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This thesis investigates in three parts the role played by metatheory in the discipline of International Relations (IR). Part one defines metatheory as 'systematic discourse about theory' and classifies it in a typology combining elements internal or external to the discipline with intellectual or contextual aspects of theorising. Each combination has particular functions. They also add to the roles played by several modes of metatheoretical inquiry (hermeneutical, evaluative, corrective, critical and historical). The typology offered in part one clarifies the general roles of metatheory as a constraining and enabling discursive mechanism. This is also discussed in part two, addressing how IR scholars portray metatheory's role in the discipline. Arguments against and in favour of metatheory are scrutinised, leading to a qualified defence of metatheoretical research in IR. Some of the negative impact of metatheorising in IR is acknowledged, but ultimately a stronger case attempting to eliminate it from the field cannot be sustained for analytical reasons. The merits of metatheory, therefore, will depend on how it operates in particular instances. A selection of illustration cases in part three further develops the argument. The first case stresses how metatheoretical directives shaped 17th century views of the Holy Roman Empire. It indicates that metatheory can frame theoretical claims even in a weak disciplinary context. A stronger disciplinary environment frames the second case, analysing a number of IR theories on the impact of the Peace of Westphalia in the European states-system. This discussion often alludes to the notion of hierarchy. The third case examines the interaction between metatheoretical directives and theories of hierarchy. These arguments are not necessarily compatible with the metatheoretical principles argued by their authors. As a mechanism, therefore, metatheory does not relate to theory in a deterministic way. Part three itself is, of course, a metatheoretical study that further illustrates the thesis.
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Mok, Doris S. "The impact of student-faculty interaction on undergraduate international students' academic outcome." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609959.
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<p> International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.</p>
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Glendinning, I. "Evaluation of policies for academic integrity in higher education : an international perspective." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/6200b505-ea88-49b4-bc8c-b56cdb38a5e9/1.
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Academic Integrity is central to the security of higher education academic standards and qualifications. However in recent years threats to integrity and educational quality have increased throughout the world because of high rates of academic misconduct. The author of the portfolio was Principal Investigator and project leader for the EU funded project Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE, 2010-2013) and has continued to build on the findings from the research since the project ended. Over 5000 survey responses were collected from over 200 institutions across 27 European Union (EU) countries, through on-line questionnaires, interviews and focus groups, involving higher education students, academics, managers, researchers and people concerned with HE nationally. The portfolio draws on the authors significant contributions to the IPPHEAE research which explored the nature and efficacy of institutional policies designed to address these threats and promote ethical and scholarly academic conduct. Although some effective policies were evident, for example in UK, Sweden, Austria and Slovakia, the findings indicated that much more could be done in every country studied to improve guidance and support given to both students and teachers. Great disparities were evident across Europe in what was perceived as acceptable academic conduct, procedures to investigate allegations of student cheating and penalties applied for different offences. This initial research highlighted inherent inconsistencies, lack of transparency and unfairness in student outcomes. It is remarkable that such major policy and conceptual differences should exist despite moves to harmonise educational systems across the EU. There was a perception among survey respondents that outcomes and penalties for students found to be cheating would vary within an institution according to which lecturer found the problem. The author’s contributions to the body of knowledge include a unique insight into how well HEIs in different part of Europe appreciate current challenges to academic integrity and how their perceptions are driving national and institutional policies. Key outputs from the authors’ own research include the Academic Integrity Maturity Model (AIMM), which calculates a maturity profile for each country studies based on nine metrics, calculated from the survey data. AIMM was applied in the country-bycountry report comparing policies across the 27 EU countries. AIMM has since been repurposed as an institutional evaluation and benchmarking tool and forms the basis for the Scorecard for Academic Integrity Development (SAID). The portfolio contains five different publications that cover the main elements of the authors’ research in this specific field: a journal paper, a conference paper, a book chapter, the EU-wide comparison report and an expert witness report presented to an international forum. All the publications have been subject to peer review. Given the vast scale and scope of this research, the author has collaborated with many other researchers in the course of the underlying research and developments. Eight main co-researchers were given access to the portfolio and draft thesis and each has provided a statement about their view of the research. The author is now building on earlier research, in conjunction with the global research community. Further funding has just been provided to extend IPPHEAE to the Balkan region (Council of Europe) and to create a European Network for Academic Integrity (Erasmus+). The long-term goal is to improve the security and integrity of qualifications and systems in education and research throughout the world. Only if the future leaders of government, business, education and commerce become convinced of the need for ethical values and integrity, will we begin to see long-term positive changes to cultural values affecting wider society.
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Doucette, Wendy C. "Culture Matters: Three Initiatives to Understand International Students’ Academic Needs and Expectations." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5350.
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This paper describes three initiatives to target our library's outreach efforts through better understanding the challenges faced by our international students. We first convened a research advisory focus group of international graduate students to hear first-hand the type of specific support students were seeking in their programs. The majority of our graduate students are African, a group severely underrepresented in library literature regarding instruction and services. Letting students speak in their own words and tell their own stories reveals not only their preconceptions about academic success in the United States but their experiential ability to identify the gaps which present so high a risk to retention and graduation. We then broadened the participant base to include undergraduate international students to solicit qualitative responses with the goal of understanding how the cultural background, educational expectations, and research process differ domestically and abroad; challenges that our international learners face using academic libraries in the United States; and the problems posed by working on complex material in English. Finally, all international students were invited to participate in a pilot workshop on academic writing. The paper concludes by describing how strategies for serving international students through instruction and outreach have resulted in internationalizing our services for all students.
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Saha, Neete. "INTERNATIONAL STUDENTS’ EXPERIENCES WITH ACADEMIC ADVISING AT A MID-WESTERNPUBLIC RESEARCH UNIVERSITY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523394293374372.
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Shaheen, Nisbah. "International students at UK universities : critical thinking-related challenges to academic writing." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/16429/.
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Universities in the UK host considerable numbers of international students pursuing higher degrees, which raises questions about the extent of their adaptation to a new academic environment. Critical thinking is a key skill expected of university graduates in the British education system, and it has been an increasing focus of attention in recent years. Concerns about international students’ lack of critical thinking in academic writing have been raised by teaching professionals. A review of previous literature shows that little research has been undertaken on issues related to critical thinking for a culturally and linguistically diverse range of students. Furthermore, in those research studies which have been undertaken, the learner’s voice has not been clearly evident. The present thesis, therefore, seeks to explore the problems faced by international students with regard to their approaches towards critical thinking, often derived from their previous cultures where people prefer a collective style of learning rather than an individual one, and where they respect and avoid criticizing the work of other scholars. The experiences of international students studying at two British universities were investigated by means of face-to-face individual interviews, self-reports, learners’ diaries and a case study, based on qualitative data. As a result of these findings, it was clear that the students held various conceptions of critical thinking which were based on their socialization and either their present experience of the practice of these intellectual skills, or the absence of this practice in their respective cultures. Majority of the students were found to choose surface rather than deep learning strategies. The analysis of data revealed that students from non-Western traditions are very different in approaching critical thinking tasks such as formulating and evaluating arguments, analysing critically and making sound judgements etc. Particular features of their previous educational experiences were identified as major barriers in the students’ development of critical thinking. International students, in particular, felt that their previous educational background had not developed them in a way which encouraged them to think analytically and creatively. However, the analysis also highlights the fact that EAP language support programmes have been unable to address students’ specific academic writing needs in order to bridge the skills gap of culturally diverse student bodies. The in-depth findings may support developments designed to enhance students’ experiences in the British context. Overall, the present thesis investigates cross-cultural issues by providing explanations for specific areas of difficulty related to students’ poor writing performance, as a result of the fact that critical thinking skills are crucial elements of the basic assessment tools in British universities. The thesis thus aims to make a modest contribution to broadening the understanding of international students’ problems and approaches towards critical thinking, and presents methods which may be useful to facilitate students’ learning experiences.
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Williams-Hawkins, Maria Antoinette. "Exploitation of an innovation: an action-oriented analysis of international academic joint ventures as a method of international instruction /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417981681.
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Wu, Ya-Li. "The Use of Technology during Academic Acculturation: Case Studies of Chinese-Speaking International Doctoral Students." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497676621865778.
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Isherwood, Jennifer. "Back on the Agenda: The Establishment of International Criminal Court." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/712.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Arts and Sciences<br>Political Science
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Orawan, Tanchareonrat Brickell John L. "Selected characteristics and academic achievement of international graduate students at Illinois State University." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901470.
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Thesis (Ph. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 20, 2005. Dissertation Committee: John L. Brickell (chair), Carolyn Z. Bartlett, Patricia H. Klass, JoAnn S. McCarthy, John R. McCarthy. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.
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Henderson, E. F. "Eventful gender : an ethnographic exploration of gender knowledge production at international academic conferences." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1482124/.
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The concept of gender is both celebrated and maligned in academic discourse; gender is credited with opening up or closing down debates, including or excluding concepts and the groups they designate. But how does gender come to mean what it means? This thesis is a deconstructive study of gender, which explores the conceptual negotiations that establish ‘what counts’ as gender. I argue that conceptual work on gender is bound up in political contestations which affect how social identities and processes entailed in thinking about gender are expressed and understood. The study is located in the embodied ‘context’ of international academic knowledge production, where conceptual negotiations cannot rely on familiar understandings of gender. Three national women’s studies association conferences were researched, in the United Kingdom, United States and India. The study used an ethnographic approach which included pre- and post-conference interviews with c.10 participants per conference, and a group meeting; materials collected from the conferences; autoethnographic research on the conferences and my doctoral trajectory. The thesis moves through a cumulative theorisation, which involves four stages of deconstructive analysis derived from Derrida’s oeuvre. The first stage establishes gender as ‘critical concept’; I analyse participants’ conceptual negotiations around what gender is and does. The second stage entails ‘surrounding’ the concept of gender; I use autoethnographic research to explore participants’ and conference delegates’ performative ‘surrounding’ of gender with intersectionality. Thirdly, ‘marking out’ focuses on conference conventions, which are understood in the study as bearing their own performative and citational qualities for the conceptualisation of gender. Finally, in seeking the ‘chink/crevice’ in the concept of gender, I ask if something unexpected can ‘happen’ to gender: an event. The study as a whole theorises ‘eventful gender’ as conceptual work that is inextricable from embodied, situated and mobile analyses of academic practice and knowledge construction and production.
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Hinson, Danny. "English Proficiency & Academic Performance of International Students at a Small Baptist University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2477.
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The predictive reliability of the Test of English as a Foreign Language (TOEFL) as a predictor of academic success of international students at Belmont University, a small Baptist university, was examined. Data were collected and examined on 168 international students. They were profiled by gender, language background, Test of English as a Foreign Language (TOEFL) score, grade point average achieved, and major area of study.
No significant correlation was found between TOEFL scores and academic achievement as measured by CPA. However, significant correlation was found between major field of study, TOEFL ranges, and gender in relationship to academic success.
TOEFL scores were also correlated with GPA for each specific academic major. A higher correlation was found for the humanities (r = .26, p < .05), and undecided students (r = .38, p < .05), than for business (r = .08, p < .05).
A t-test showed that students with TOEFL scores below 500 attained significant lower grades (GPA means = 2.44) than students with scores above 500 (GPA means = 2.72). Closer examination of GPA means for subjects in the TOEFL score ranges above 500 indicate that the higher the TOEFL score range the higher the mean GPA.
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Chou, I.-Chia. "Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387.
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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.
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Thesis (Ph.D.)--City University of Hong Kong, 2006.<br>"Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
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Calderwood, Denise, and University of Lethbridge Faculty of Education. "International students at Alberta universities : perceptions and levels of satisfaction." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1993, 1993. http://hdl.handle.net/10133/57.
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International students in Canadian universities face an array of sometimes bewildering practical, cultural, academic, and social challenges. Many may not be fully prepared to cope with such challenges without some form of assistance from the university and surrounding community. Such students need assistance and support to face successfully the challenge of a new society and a new environment. It is therefore critical that the institutions admitting international students develop an understanding of what support and assistance can be offered that is most helpful and welcomed by the international student. In this study, undergraduate men and women, from the University of Lethbridge, the University of Calgary and the University of Alberta responded to a questionnaire consisting of thirty-two questions on a five-point lickert scale ("strongly disagree" to "strongly agree"). The questions were grouped into the following categories: first contact with Canada, arrival and orientation, assistance for international students, English language skills, housing and accommodation, academic assistance, and getting to know Canadians. An additional summative thirteen questions, some of which are open-ended, and eight demographic questions were also asked. Follow-up interviews were arranged with a subset of the questionnaire respondents. A total of 131 returned questionnaires and 32 personal interviews were available for data analysis. The most notable findings are as follows: (i) Higher levels (at or above 65%) of satisfaction were found in the areas of assistance requested from professors and fellow students, the teaching and content of their courses, fair treatment from professors, and making friends with and visiting in the homes of Canadians. (ii) Lower levels (at or below 45%) of satisfaction were found in the areas of assistance in obtaining suitable accommodation, the welcome and orientation at their university, time to discuss course work with professors, the lack of international content in their courses, the opportunity to get to know Canadian and other international students in a non-academic setting, and the experience of racism in Canada. This inquiry found that overall, 52.5% (68 students) were satisfied by the welcome and assistance they had received by the university and community.<br>viii, 103 leaves : ill. ; 29 cm.
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Gaarder, Stephen Matthew. "Presidential succession and United States-Latin American relations." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186120.
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This dissertation examines the consequences of presidential change for American foreign policy toward Latin America during the post World War II era. It focuses upon five dimensions of inter-American relations and analyzes the effects of presidential succession upon these foreign policy behaviors: Economic and military aid, bilateral international agreements, symbolic attention toward Latin America, and political use of force in Latin America. Using time-series analysis, this research tests the hypothesis that foreign policy should be largely immune from the effects of changing presidencies. The empirical findings lend qualified support to this expectation. The political use of force appears largely immune from the influence of presidential succession. The allocation of economic aid as well as the creation of international agreements and symbolic attention all appear minimally susceptible to presidential change. Military aid, on the other hand, is noticeably sensitive to fluctuations in leadership.
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Melvin, David J. "Ending impunity : establishing the legitimacy of the International Criminal Court." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1114.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Jensen, Amy. "The Role of International Organizations in the Development of African States." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1174.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science