Faculty Advisors’ Experiences with International Graduate Students

Abstract

The current study explored the experiences of faculty advisors 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: (a) advisors’ perceptions of IGS, (b) lessons learned by advisors, and (c) indicators of success. A model for advisors’ experiences emerged using the data gathered. 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 well as the advisees’ experiences. At the core of the Advisor Experiences Model are variables that convey success regarding the relationship between advisors and their IGS. These variables are: (a) sustained relationships and (b) student success rates. Advisors all reported that the sustained relationship is one of the most rewarding aspects of being an advisor.

Academic resilience among international students: lived experiences of postgraduate international students in Malaysia

“…Trahar (2014) has observed that there is an unwillingness of these three local ethnic groups to associate with other ethnic groups, and this reluctance may "complicate" integration between Malaysian and international students. On the other hand, international students also have a tendency to befriend students from similar countries because they come from the same culture, speak the same language (Nguyen 2013), or have previously studied in similar systems and therefore share various experiences.…”

Sustainable supervisory relationships between postgraduate international students and supervisors: a qualitative exploration at a Malaysian research university

“…Although supervision is a complex process, because both parties have converging and diverging interests concurrently, balancing these interests (Baydarova et al, 2021) is necessary for a sustainable relationship. Supervisors in Nguyen's (2013) study said that keeping long-term contact with students also meant collaborating on research projects and writing papers together, even though students may have graduated ten years earlier.…”

“…International students have also reported communication issues with their supervisors (González-Ocampo and Castelló, 2018): international students tend to think in their native language first before translating their research-related ideas into English, and this can cause misinterpretation of information communicated to their supervisors. An American-based study by Nguyen (2013) finds that postgraduate international students from Asian countries have language proficiency-related challenges, and this has negative impact on their thesis or assignment writing ability.…”

“…“Upon graduation” in this context means the continuing, sustained and perhaps developing relationship established during supervision. Recent scholars such as Nguyen (2013) suggest that exploration of these kinds of relationships between a supervisor and supervisee is rare but timely. Shen et al (2017) argue that there are positive long-term benefits of studying abroad for both parties and that it can also enhance supervision experiences and future relationships.…”

Stress, Sleep and Performance in International and Domestic University Students

“…International student-supervisor conflicts have been found to result from international students' lack of English proficiency, unclear expectations, lack of openness, time, and feedback (Adrian-Taylor, Noels, & Tischler, 2007). However, the advisors know that international students are hardworking (Nguyen, 2013). Research has found that host nation students generally seek help from their supervisors only on academic or vocational problems but turn to friends or other sources for help on emotional and other personal problems (Leong & Sedlacek, 1986).…”