Date of Award
8-2023
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Lolita A. Tabron
Second Advisor
Nicholas Cutforth
Third Advisor
Erin Anderson
Keywords
Cultural competence in education, Culturally responsive pedagogy, Educational administration programs, International doctoral students, International education, Internationalization
Abstract
Background: In recent years, more international students are enrolling in Educational Administration (EA) programs in the United States. While EA programs wish to recruit and retain international students, more research is needed on supporting international graduate students in graduate education programs and EA programs specifically. Purpose: The present phenomenological study aims to understand the experience of international doctoral students in U.S. EA programs. The present research was guided by the question: “What is the essence of international postgraduate student experiences in EA programs in the United States?” Methodology: The present study used hermeneutic phenomenology to describe and interpret data from 27 interviews. Participants represent six campuses across the United States. Their countries of origin and years of graduate study vary. Results: Data revealed the following themes: 1) Faculty intercultural understanding plays a vital role in international students’ cultural adaptation and success, and 2) Cultural differences in epistemologies and expectations added challenges and confusion. The primary findings of this study is that cultural differences and American epistemology caused misalignment between international students and faculty expectations. I offer policy, practice, and research implications based on these findings.
Copyright Date
8-2023
Copyright Statement / License for Reuse
All Rights Reserved.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Ping Robert
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
163 pgs
File Size
995 KB
Recommended Citation
Robert, Ping, "International Doctoral Student Experiences in Educational Administration Programs in the United States: A Phenomenological Study" (2023). Electronic Theses and Dissertations. 2316.
https://digitalcommons.du.edu/etd/2316
Discipline
Educational administration, Educational leadership, Education policy
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Education Policy Commons, Higher Education Administration Commons