Date of Award
Doctor of Philosophy (PhD)
Miller, Daniel M.
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. Available in some institutions, a centralized, multipurpose international student office offers additional support for international students. From the institutional perspective, benefits of such an office promote favorable institutional diversity, a well-rounded education preparing all students for matriculation into an increasingly globally interconnected society along with improving institutional financial resources because most international students (65%) are self-financed through personal or family funds (Lin & Yi, 1997). From the student stakeholder perspective, benefits include buy-in to campus culture, norms, and classroom expectations and behaviors. Unfortunately, some American institutions of higher learning do not offer such offices, leaving the potential for international student disconnects leading to a potentially unsatisfactory educational experience in the United States.
Curty, Craig Cameron, "Retaining International College Students: Promoting Proactive Institutional Support Services For Successful Adjustment" (2011). Dissertations. 42.