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Perceived levels of student satisfaction with an international education experience at a selected American university [microform]
Bib ID 3287795
Format MicroformMicroform, BookBook
Author
Reghenzani, Denise Marie
 
Description 146 p. 
Summary

A survey of the levels of perceived satisfaction with an international education experience overall and with working conditions (physical conditions of student life), compensation (amount of input for academic outcomes), quality of education (conditions relative to intellectual and vocational development), social life (opportunities to meet socially relevant goals), and recognition (attitudes and behaviors within the academic environment accepting the student as a worthwhile individual) specifically, was conducted in Spring 1992. In addition, selected personal variables (age, gender, level of study, type of residence, G.P.A., hours of employment, and cultural adjustment) were investigated for prediction of elements of and total satisfaction. In addition, an ancillary analysis was conducted on questions pertaining to personal goals, concerns, worthwhile outcomes, utilization of experience, and arenas of support relative to the study abroad sojourn.

Eighteen hypotheses were tested to determine if there was a significant relationship between the satisfaction overall, or with a singular subscale, and the combined personal selected variables within the two groups chosen for the study. The potential of significant differences were investigated between the two groups. Subjects were volunteer respondents drawn from short-term (American) and long-term (foreign) students engaged in an international education experience at a selected American University. Significant relationships appeared to exist with the combined selected personal variables predicting satisfaction overall and with working conditions, quality of education, and recognition specifically for short-term credit abroad students.

No such personal variables predicted any satisfactional elements for long-term credit abroad students. Differences were found to exist between the two students groups towards total satisfaction and on working conditions, quality of education, social life, and recognition with short-term credit abroad students registering higher scores on all determinants of satisfaction. Content analysis on the personal commentary regarding the international education experience revealed that the long-term credit abroad students were motivated by academic and career goals whereas short-term students sought an inter-cultural experience and travel through their international sojourn. All students expressed positive support and constructive ideas to have their overseas experience better integrated into university life. The academic advisor or program director and recourse to peers and fellow international students were indicated as the prime providers of mentorship and support.

Notes

(UnM)AAI9321736

Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1698.

Thesis (Ph.D.)--The University of Southern Mississippi, 1992.

Reproduction Microfiche. Ann Arbor, Mich.: University Microfilms International. 
Subjects Education, Higher.  |  Education, Bilingual and Multicultural.  |  Education, Adult and Continuing.
Other authors/contributors The University of Southern Mississippi

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