Faculty advisors' experiences working with international graduate students




Nguyen, Huynh Mai

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The purpose of this study was to explore the experiences of faculty advisors (n=6) working with international graduate students (IGS). Data was collected through semi-structured interviews and a demographic survey and was analyzed using open, axial, and selective coding strategies. Three central categories emerged from the analysis and were identified as: (a) advisors' perceptions of students, (b) lessons learned by advisors, and (c) success variables of experiences. From grounded theory analysis emerged the Advisor Experiences Model.

Overall, advisors reported positive experiences with current and former advisees. Advisor perceptions' of IGS were used to develop strategies and approaches that they believe enhance their experiences as advisors as well as advisees' experiences on campus. At the core of the Advisor Experiences Model are the success variables of experiences, which are (a) sustained relationships and (b) student success rate. Advisors all reported that the sustained relationship is one of the most rewarding parts of being an IGS advisor.


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Counseling, Faculty Advisor's Experiences, Faculty Advisor's Perception, International Graduate Students