ERIC Number: ED363550
Record Type: Non-Journal
Publication Date: 1993-Apr-14
Reference Count: N/A
Q-Methodology: Perceptions of International Student Services in Higher Education.
Johnson, Karen A.
This study examined the perceptions of international students regarding their use and the effectiveness of services provided to them at one particular institution of higher education. Specifically, Q-methodology was used to determine whether a set of statements regarding student services could be used to identify clusters of these students in regard to their use of services and their perceptions of effectiveness of services. The study sample consisted of 17 international students who were nonimmigrant aliens who had been accepted for a course of study, usually under an F-1 visa. Results of the study suggested that international students generally fell into three clusters, each having different perceptions and different levels of usage of international student services on their campus. No relationship was found between perceptions of services or use of services and the amount of time the student had been attending the university. The group termed dissatisfied nonusers underutilized available student services because they did not think the International Student Services staff cared about their problems since they had never shown a personal interest in these students. Another reason for underutilization was that this group simply preferred to keep their problems to themselves or ask friends and relatives for advice. The second group were selective users of international student services. These students asked for help in academic or immigration matters, but preferred to discuss their biggest problem, finances, with friends and relatives. The third group, satisfied selective users, were familiar with services and saw the staff as knowledgeable and helpful. (DK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Administrators; Researchers; Policymakers; Practitioners
Authoring Institution: N/A