ERIC Number: ED445645
Record Type: Non-Journal
Publication Date: 2000-May
Reference Count: N/A
Navigating in a Global Learning Community: Academic Departments' Response to Graduate International Students. AIR 2000 Annual Forum Paper.
Trice, Andrea G.
This qualitative study examined the challenges faced by four academic departments that had large enrollments of international graduate students. The comparative study of four academic departments in three professional schools at a Midwestern research university examined how faculty members adjusted to their roles as advisors and teachers of international students; whether departments altered curricula to address the students' particular needs; and whether institutions had formal policies regarding enrollment levels of international students. The study found many examples of faculty changing roles to better address international students' needs; respondents also alter their roles as advisors and research supervisors, spending more time explaining tasks, providing extra supervision, and even becoming more personally involved in students' lives. Most departments also have at least some informal policies regarding international students, particularly in regard to English language requirements and funding. The study also discusses environmental factors shaping perceptions and responses, including differences between "technical" and "sociotechnical" disciplines; differences based on departmental organizational and physical structure; how faculty characteristics influence responses; and international students' influence on the responses. (Contains 24 references.) (CH)
Descriptors: Administrative Policy, Case Studies, College Faculty, Comparative Analysis, Faculty Advisers, Foreign Student Advisers, Foreign Students, Global Approach, Graduate Students, Higher Education, International Educational Exchange, Professional Education, Research Universities, Student Adjustment, Student Exchange Programs
Publication Type: Guides - Non-Classroom; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A