Reimagining the Delivery of International Student Services During a Global Pandemic: A Case Study in the United States

Abstract

The COVID-19 global pandemic caught the United States and the rest of the world ill-prepared, and many institutions of higher education continue to wrestle with unprecedented challenges to provide effective support services to their students. This paper examines how a mid-sized university in the Mid-Atlantic region of the United States reimagined the delivery of services to its international student population at the onset of the health crisis. The study employed a qualitative method and a case study research design to describe, from an institutional perspective, the shift from a traditional in-person service model to a virtual mode of support for international students as a result of campus closures and a switch to remote learning. Based on the findings, the authors offer five key considerations that can be crucial in effectively delivering International Student Services in an online environment. Implications for international educators and support staff are discussed.

Shock temporality: international students coping with disrupted lives and suspended futures

“…The disruptive effects of the COVID-19 pandemic and its unknown, evolving and diverse long-term impacts on current and future international students have severely impacted the ways higher education student support services service international students undertaking study onshore and remotely overseas. In particular, higher education student support services face current and future challenges when creating suitable wellbeing approaches and strategies for international students in the key areas of their responsibility (Veerasamy & Ammigan, 2021 ). Specifically, in Australia these areas are: (i) health, safety and wellness (including counselling services, chaplaincy and LGBITQ + support); (ii) careers and employability advice (while undertaking study and in preparation for entering the job market post-graduation); and (iii) financial and legal support (while enrolled).…”

“…COVID-19 and the ongoing effects of the global pandemic has created a situation where higher education student support services face challenges understanding the lived of experiences of international students (Veerasamy & Ammigan, 2021 ) generally because of (a) lockdowns preventing students from interacting with student support professionals (Bruhn-Zass 2021 ) and, (b) student wellbeing needs and expectations changing due to the impact of lockdowns and border restrictions (Coffey et al 2021 ). This paper’s focus on the lived experiences of international students—with a particular focus on higher degree by research students—provides student services with initial data on the coping strategies students use when faced with difficulties and challenges.…”

COVID-19: Threat or Opportunity for the Portuguese Higher Education's Attractiveness for International Students?

“…Institutions around the world had to move their support services online, similar to teaching provision. In the US, Veerasamy and Ammigan (2021) describe how one institution implemented and experienced the shift from a traditional face-to-face model to a virtual model of support for international students further to campus shutdowns. They argue for the importance of training support staff on how to deliver online services effectively to a culturally diverse and vulnerable population, especially in emergency situations which imply rapid transition to remote learning.…”

Course-Embedded Advising for International Students: Opportunities for Engagement Building

“…For instance, research indicates that experiential activities increase belongingness and perceived social support among international students (Caligiuri, DuBois, Lundby, & Sinclair, 2020). The global pandemic, COVID-19 provided an opportunity for international student higher education delivery to be reimagined (Veerasamy & Ammigan, 2022). Universal design and intentional inclusion help to support international students engaged in online programs (Ferguson, McKenzie, Dalton, & Lyner-Cleophas, 2019).…”