Theses and Dissertations

ORCID

https://orcid.org/0000-0003-4959-464X

Issuing Body

Mississippi State University

Advisor

Winkler, Christa E.

Committee Member

Hyatt, Regina

Committee Member

Moyen, Eric

Committee Member

Wallace, Jason

Date of Degree

12-13-2024

Original embargo terms

Worldwide

Document Type

Dissertation - Open Access

Major

Higher Education Leadership

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

The issue of effective communication with the international students and their comfortable adaptation play an important role in developing the U.S. higher educational system in the field of competition of educational services. The international student population benefits from higher education just as much as higher education benefits from them. If universities are willing to recruit and retain more international students, they must be sensitive to the perceptions, needs, and concerns of prospective and enrolled international students. In order to sustain this, staff and faculty have to be exposed to certain trainings and experiences that will allow them to gain basic knowledge regarding international student adaptation, the challenges they undergo, and the resources they must provide that can be helpful. The purpose of this study was to evaluate whether participation in Diversity, Equity, and Inclusion (DEI) trainings and experience of work and study abroad impact the ability to provide systems of support for international students at a four-year public institution. By examining the potential relationships between these factors, the study intended to contribute valuable insights into how institutions can enhance their efforts in fostering an inclusive and supportive environment for the international student body. Additionally, the research sought to uncover any challenges or gaps in the current approaches to DEI initiatives and internationalization efforts, providing a foundation for evidence-based recommendations for improving the overall student experience in a globalized educational setting. Based on the literature findings a huge gap was found in exploring the universities’ contributions to improve the adaptation process rather than listing the ways international students could help themselves. The findings of this research have the potential to not only inform academic scholarship in the fields of international education and diversity studies but also provide actionable recommendations for institutions seeking to improve their support systems for students from all over the world.

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