Date of Award

2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Miller, Daniel M.

Abstract

This study investigates whether institutions with centralized international student support offices have higher retention rates and higher overall grade point averages for undergraduate F1 visa status non-native English speaking international students. Modeled on Astin’s (1984) Student Involvement Theory, the research study proposes and tests a model of undergraduate F1 visa status non-native English speaking international student frequency of involvement and whether an international student office (ISO) moderates this relationship by increasing undergraduate F1 visa status non-native English speaking international student frequency of involvement leading to positive academic outcomes, specifically focusing on overall grade point average (GPA) and retention. If this central study provides evidence of institutions with ISOs positively relating student outcomes, then in ethical terms and as a matter of good business, institutions of higher learning should consider creating or sustaining ISOs to promote international student academic success and personal development.

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