International Students’ Perceptions of the Value of U.S. Higher Education

Abstract

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.

International Brazilian Students: Motivators, Barriers, and Facilitators in Higher Education

“…For Urban and Palmer (2016), the student’s integration with the institution’s faculty, staff, and wider community, combined with the development of social networks and knowledge sharing, contribute to their ability to stay until the end of the course. The findings in the above studies are borne out in the words of Maria and Pedro:Interaction and sharing of experiences are essential [.…”

“…Learning about new cultures, according to Urban and Palmer (2016), is among the motivational factors that prompt students to embark on a process of internationalization. The interviewed participants confirmed an interest in learning, especially in relation to the academic culture in other countries; however, it is interesting to note that cultural learning sometimes appears as a motivating factor and sometimes as a barrier due to insecurity and fear of not being able to communicate.…”

“…For the international student to be able to progress, integration with educational institution faculty and staff is essential; moreover, the student’s development of social networks, new friendships, and sharing of knowledge and information are factors that can improve their ability to advance to the end of the course (Urban & Palmer, 2016). It is worth mentioning that the relationship with classmates, faculty, and other social groups with whom they are inserted, can offer good sources of support for students enduring problems in this process (Kwon, 2009).…”

“…According to Urban and Palmer (2016), the three top motivators for the internationalization of students in the United States are related to professional development. Studying outside the country of origin can enhance students' job opportunities, in addition to improving their fluency in the foreign language, in this case English.…”

“…According to Urban and Palmer (2016), students are concerned about issues related to their professional career, planning, experience, and skills development in their search for a job. In sum, students’ international experiences have the potential to positively impact both their personal and professional lives.…”