International Doctoral Students’ Experiences in Educational Administration Programs in the U.S.: Academic and Career Support

Dissertation Advisor: Dr. Lolita Tabron

Educational Leadership & Policy Studies, University of Denver 

Overview 

International student populations in United States colleges and universities continue to grow every year. The top five countries of origin for U.S. international students are China (including Hong Kong), India, South Korea, Saudi Arabia, and Canada. Over half of the international students in the U.S. are from China and India (IEE, 2019).  

International students bring a significant financial benefit to the U.S. and cultural, linguistic, and religious diversity to their institutions. However, international graduate students need help with arriving at U.S. campuses. Sherry, Thomas, and Chui (2009) found that global student challenges included language issues, cultural adjustment and misunderstanding, social support and friend-making, financial problems, inclusion in local communities, and campus life issues. Regardless of the field of study, language barriers, financial challenges, cultural differences, racism, classroom instruction norms, prejudice toward religious identities, homesickness, and lack of social support are common acculturation challenges (Alharbi & Smith, 2018; Constantine et al., 2004, 2005; Gebhard, 2012; Smith & Khawaja, 2011; Teshome & Osei-Kofi, 2012). Constantine et al., 2004, 2005; Gebhard, 2012; Smith & Khawaja, 2011; Teshome & Osei-Kofi, 2012).  

Educational Administration Programs in the U.S. 

International students who study in education are only 0.016% of the entire population in U.S. higher education. This student body is small and understudied. Many U.S. Educational Administration (EA) graduate programs focus on training and preparing domestic educators for careers in preschool/kindergarten to 12th grade (P-12 or K-12) or educational leadership and policy. For example, the mission of the leading EA organization and connector, the University Council for Educational Administration (UCEA, 2021), is to impact local, state, and national educational policies. While EA faculties may wish to support international students, there needs to be more research on international graduate students in graduate education programs or EA programs specifically.  

While there is a substantial body of research establishing the need for inclusive practices in higher education (Forlin & Chambers, 2011; Opertti et al., 2014) and how higher education programs might create these practices (Brown & Jones, 2011; Haigh, 2002; Ryan, 2000), related research on how to support international students in Educational Administration (EA) programs in particular is lacking, as international students come from very different educational experiences outside of the U.S. (Choudaha & Chang, 2012). This research uses a phenomenological qualitative approach, including three in-depth interviews with each participant, to better understand international postgraduate students' experiences in EA programs in the U.S.    

Academic & Career Support 

With the support of a CIPR grant, results of this study included the strengths and challenges of EA programs for international doctoral students. Participants generally felt current advising, classroom instructions, and research were beneficial for their studies and experience in the program. However, more academics, curriculum, and career support are needed in their EA program. For example, they expressed the need for more structured and regular meetings between advisors and advisees, needs assessments for the doctoral students, and assistance with career goals setting through specific training such as co-teaching, internships, or research projects.  

Prior to enrolling in U.S. doctoral programs, none of the participants had attended school in the U.S. Despite training in EA programs, many lacked opportunities to visit U.S. schools or learn about U.S. school systems before coming to graduate school. None of the participants attended K-12 schools in the U.S.; some had a few opportunities to visit local schools or learn about U.S. school systems when entering their programs. Nevertheless, EA programs are heavily related to the current school issues and systemic policies in the United States, to which international doctoral students had little direct exposure. Sometimes, international students find the discussion and class content in the EA programs hard to follow. One research participant, who I call Jenny (pseudonym), articulated her example of assignments in a particular local school. She may have had an idea about the school but did not have in-person experience there. “If they [international students] say, you give me an assignment on something that has to do with education in K to 12, maybe in fifth grade at a particular school, I can generally know what that is, but I haven't experienced it in person.” EA international doctoral students are being trained to work in and devise policies for U.S. K-12 schools, which they are not necessarily prepared to do [the assignments] given their lack of exposure and experience.” 

Blasco (2014) suggests that knowledge is developed through both experiences and reflection. By conceptualizing contextual experiences, students can become more aware of the knowledge they possess and lack. When I asked questions to my participants, they sometimes talked about how they had never thought of certain parts of the topic. Therefore, the study helped them reflect on their academic journeys in many ways. In addition, Cumings Mansfield et al. (2010) discovered five areas of concern based on their findings, including limitations imposed by the organizational culture, personal and familial sacrifices, identity struggles, self-doubt, and mentoring experiences. If advising included this understanding of cultures, student challenges and structures of future advising, it could support international doctoral students to better advocate for themselves to improve their knowledge and acquire the necessary skills for their professional success. 

While the nine participants in this study had different stories, I found similarities across their experiences of being international doctoral students in the EA program in the U.S. There are strengths and challenges when international doctoral students enter their programs. Therefore, better alignment in advising, academic needs, and career readiness between international doctoral students and their programs would enhance student success in preparing for future educational administration professions — a tremendous success for international scholars and administrators who came to the U.S. with academic endeavors.