Abstract
Although research has extensively documented international students’ adjustment and acculturation challenges, the role of academic advising in assisting with such challenges has received scarce empirical attention. This phenomenological study explored how international students’ communications with their academic advisors influenced their educational adjustment and growth in a university setting. Semi structured interviews with 15 international students revealed three overarching themes: advisor-advisee interactions, quality of information, and advising limits vis-à-vis international student issues. Using validation theory, this study’s discussion and recommendations centered on advising practices that fostered or hindered international students’ perceptions of academic advising.
Publisher
National Academic Advising Association (NACADA)
Reference21 articles.
1. International students in English-speaking universities: Adjustment factors;Andrade,;Journal of Research in International Education,(2006)
2. Sources of social support among international college students in the United States;Bhochhibhoya,;Journal of International Students,(2017)
3. Roles of international student advisors: Literature and practice in American higher education;Bista,;International Education,(2015)
4. Academic advising in the new global century: Supporting student engagement and learning outcomes achievement;Campbell,;Peer Review,(2008)