This study sought to better understand faculty members’ views of graduate international students through interviews with individuals from four academic departments at a top midwestern research university. Faculty members varied in the extent to which they perceived that international and domestic students had distinct academic and personal needs. They most commonly observed the following challenges that international students faced: functioning in English, achieving unique academic goals, adjusting culturally, and integrating with American students. Faculty members mentioned a variety of benefits that international students brought to their departments, including filling research assistant vacancies, helping them establish international ties, and providing American students with a more accurate perception of their life circumstances. Challenges that faculty members faced because international students were enrolled ranged from integrating domestic and international students to managing some faculty members’preferences for having American students in their research group.

Wurtz, K. A. (2014). Effects of learning communities on community college students' success: A meta-analysis [Unpublished dissertation]. Walden University.

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This study used a mailed questionnaire to examine the academic experiences of 497 international graduate students who were studying at an American university. Most students viewed their academic experience positively, although a majority did not believe the curriculum had an international focus. Fully 77% felt prepared to work in their home country following graduation, but only 32% planned to return home immediately after completing their degrees. Significant predictors of post-graduation plans included home region, field of study, and perceived preparedness to work at home and in the USA.

This qualitative study examines how four academic departments responded to the presence of large numbers of graduate international students. Results focus on faculty members’ responses to international students as advisors, instructors, and supervisors; departmental policies established to address their presence; and the unresolved issues that often remained for faculty. The study also examines the role that international students played in shaping departments’ responses to them.