This study used a cross-sectional survey to examine the perceptions of undergraduate and graduate international students enrolled at a public university in the Midwest, regarding international students' perspectives on how their university engages them as cultural resources, and how such engagement might impact students' perceptions of the value they receive from U.S. higher education. The data suggest that international students are not actively engaged as cultural resources although they would like to do more to help others learn about their countries and cultures. The level of desired engagement as a cultural resource was the highest among South and Central American students, and the lowest among European students. The study identifies multiple areas of opportunities for higher education to facilitate international students' active contributions to the university's strategic goal of global engagement and internationalization while also positively impacting the manner in which international students perceive their higher education experience.

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We examined international students’ perceptions of the personal and professional value they receive from higher education in the United States. Results indicated that students’ professional outcomes were significantly lower than their expectations related to their professional development, while students benefited personally to a much greater extent than they had anticipated. In this study, we identified areas of opportunities for higher education to support international students’ professional and personal goals.