The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada
DOI:
https://doi.org/10.36366/frontiers.v11i1.152Keywords:
American models, Study abroad, Canada, Experiences and outcomesAbstract
In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.
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References
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Feldman, K. A. (1976). The superior college teacher from the students’ view. Research in Higher Education, 5(3), 243–248.
Fidler, P., & Moore, P. (1996). A comparison of effects of campus residence and freshman seminar attendance on freshman dropout rates. Journal of the Freshman Year Experience, 8, 7–16.
Finsterbusch, K. (Ed.). (1992). Sociology 92/93. Guilford, CT: Duschkin Publishing Group.
Fradd, S. H., & Weismantel, M. J. (Eds.). (1989). Meeting the Needs of Culturally and Linguistically Different Students: A Handbook for Educators. Boston: College Hill Press.
Grayson, J. P. (1995). Does race matter? — Outcomes of the first year experience in a Canadian university. The Canadian Journal of Higher Education, 25(2), 79–109.
Grayson, J. P. (1997a). Place of residence, student involvement, and first year marks. The Canadian Journal of Higher Education, 27(1), 1–23.
Grayson, J. P. (1997b). Academic achievement of first-generation students in a Canadian university. Research in Higher Education, 38(6).
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Mason, P. M., Steagall, J. W., & Fabritius, M. M. (1995). Student evaluations of faculty: A new procedure for using aggregate measures of performance. Economics of Education Review, 14(4), 403–416.
Mickle, K. (1885). The Adaptation of Hong Kong Students to Canada. Toronto: University of Toronto-York University Joint Center on Modern East Asia.
Pascarella, E., & Chapman, D. (1983). A multiinstitutional, path analytic validation of Tinto’s model of college withdrawal. American Educational Research Journal, 20(1), 87–102.
Pascarella, E., Duby, P. B., Miller, V. A., & Rasher, S. P. (1981). Preenrollment variables and academic performance as predictors of freshman year persistence, early withdrawal, and stopout behaviour in an urban, nonresidential university. Research in Higher Education, 15(4), 329–349.
Pascarella, E., Duby, P., & Iverson, B. (1983). A test and reconceptualization of college withdrawal in a commuter institution setting. Sociology of Education, 56 (April), 88–100.
Pascarella, E., Edison, M., Nora, A., Hagedorn, L., & Terenzini, P. (1996). Influence on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67(2), 174–195.
Perrucci, R., & Hu, H. (1995). Satisfaction with social and education experiences among international graduate students. Research in Higher Education, 36(4), 491–508.
Rice, R. E., Stewart, L. P., & Hujber, M. (2000). Extending the domain of instructional effectiveness assessment in student evaluations of communication courses. Communication Education, 49(3), 253–266.
Rohrlich, B. F. (1991). Host country and re-entry adjustment of student sojourners. International Journal of Intercultural Relations, 15(2), 163–182.
Sandler, M. (2000). Career decision-making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior, and career development. Research in Higher Education, 41(5), 537–580.
Sodowsky, G. R., & Plake, B. S. (1992). A study of acculturation differences among international people and suggestions for sensitivity to withingroup differences. Journal of Counseling and Development, 71(September/October), 53–59.
Terenzini, P., Springer, L., Pascarella, E., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36(1), 23–39.
Terenzini, P., Springer, L., Yaeger, P. M., Pascarella, E., & Nora, A. (1996). First-generation college students: characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1–22.
Tinto, V. (1993). Leaving College. Chicago: University of Chicago Press.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence.” The Journal of Higher Education, 68(6): 599–623.
UBC. (2001). The University of British Columbia internationalizing student success: Focus group research project. VP Students’ Office. Retrieved, from the World Wide Web: http://www.pair.ubc.ca/studies/ISI01.htm
Uehara, A., & Hicks, J. (1989). Institutional responses to socio-cultural adjustment: Problems of foreign students in Japan. In K. Ebuchi (Ed.), Foreign Students and Internationalization of Higher Education. Hiroshima: Research Institute for Higher Education, Hiroshima University.
Walker, J. L. (1999). Canada First: The 1999 Survey of International Students. Ottawa: The Canadian Bureau for International Education.
Zhao, C., Kuh, G., Carini, R., & Bunnage, J. (2002). A comparison of International student and American student engagement in effective educational practices. Paper presented at the Association for Institutional Research, Toronto.
Astin, A. (1993). What Matters in College? San Francisco: Jossey Bass.
Bartlett, K. (2002). National Report on International Students in Canada 2000/ 2001. Ottawa: The Canadian Bureau for International Education.
Benjamin, M. (1994). The quality of student life: Toward a coherent conceptualization. Social Indicators Research, 31(3), 205–264.
Benjamin, M., & Hollings, A. E. (1995). Toward a theory of student satisfaction: An exploratory study of the ‘Quality of student life’. Journal of College Student Development, 36(6), 574–586.
Berry, J. W., & Kostovcik, N. (1983). Psychological adaptation of Malaysian students in Canada. Paper presented at the Third Asian Regional Conference of the International Association for Cross-Cultural Psychology, University of Malaysia, Bangi, Malaysia.
Braxton, J. & Brier, E. (1989). Melding organizational and interactional theories of student attrition. Review of Higher Education, 13(1), 47–61.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models. Newbury Park, CA: Sage.
Chataway, C. J., & Berry, J. W. (1989). Acculturation experiences, appraisal, coping and adaptation: A comparison of Hong Kong Chinese, French, and English students in Canada. Canadian Journal of Behavioral Sciences, 21, 295–309.
Chen, G. (1990). Intercultural communication competence: Some perspectives of research. Paper presented at the Annual meeting of the Eastern Communication Association, Philadelphia.
Church, A. T. (1982). Sojourner adjustment. Psychological Bulletin, 91(May), 540–572.
Dietsche, P. (1990). Freshman attrition in a college of applied arts and technology of Ontario. The Canadian Journal of Higher Education, 20(3), 65–84.
Dyal, J. A., & Chan, C. (1985). Stress and distress: A study of Hong Kong Chinese and Euro-Canadian students. Journal of Cross-Cultural Psychology, 16, 447–466.
Feldman, K. A. (1976). The superior college teacher from the students’ view. Research in Higher Education, 5(3), 243–248.
Fidler, P., & Moore, P. (1996). A comparison of effects of campus residence and freshman seminar attendance on freshman dropout rates. Journal of the Freshman Year Experience, 8, 7–16.
Finsterbusch, K. (Ed.). (1992). Sociology 92/93. Guilford, CT: Duschkin Publishing Group.
Fradd, S. H., & Weismantel, M. J. (Eds.). (1989). Meeting the Needs of Culturally and Linguistically Different Students: A Handbook for Educators. Boston: College Hill Press.
Grayson, J. P. (1995). Does race matter? — Outcomes of the first year experience in a Canadian university. The Canadian Journal of Higher Education, 25(2), 79–109.
Grayson, J. P. (1997a). Place of residence, student involvement, and first year marks. The Canadian Journal of Higher Education, 27(1), 1–23.
Grayson, J. P. (1997b). Academic achievement of first-generation students in a Canadian university. Research in Higher Education, 38(6).
Grayson, J. P. (1998). Race and retention in a Canadian university. Higher Education, 36(3), 323–352.
Grayson, J. P. (1999a). The impact of university experiences on self-assessed skills. Journal of College Student Development, 40(2), 687–700.
Grayson, J. P. (1999b). Measuring ‘value added’ in skills in four faculties using surveys. The Canadian Journal of Higher Education, 29(1), 111–142.
Grayson, J. P. (1999c). The Student Experience at York University: The Effects of Income, Race, and Gender Over Four Years. Toronto: York University, Institute for Social Research.
Grayson, J. P. (2003). The consequences of early adjustment to university. Higher Education, 46, 411–429.
Grayson, J. P. & Grayson, K. (2003) Research on Retention and Attrition. Montreal: Canadian Millennium Scholarship Foundation.
Heikinheimo, P. S., & Shute, J. C. M. (1986). The adaptation of foreign students: Student views and institutional implications. Journal of College Student Personnel, 27(September), 399–406.
Huff, M., Cook, D., & Price, C. (1996). The first five years of freshman seminars at Dalton College: Student success and retention. Journal of the Freshman Year Experience, 8, 17–33.
Hyers, D., & Joslin, M. (1998). The first year seminar as a predictor of academic achievement and persistence. Journal of the Freshman Year Experience, 10, 7–30.
Johnson, D. R. (1991). Formulating a Conceptual Model of Nontraditional Student Attrition and Persistence in Post-Secondary Vocational Education Programs. Berkeley: National Center for Research in Vocational Education (ed 332012).
Klineberg, O., & Hull, W. F. (1979). At a Foreign University: An International Study of Adaptation and Coping. New York: Praeger.
Levitz, R., & Noel, L. (1989). Connecting students to institutions: Keys to retention and success. In M. Upcraft & J. Gardner (Eds.), The Freshman Year Experience. San Francisco: Jossey-Bass.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(130–149).
Marsh, H., & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A multidimensional perspective. Higher Education: Handbook of Theory and Research, 8, 143–233.
Mason, P. M., Steagall, J. W., & Fabritius, M. M. (1995). Student evaluations of faculty: A new procedure for using aggregate measures of performance. Economics of Education Review, 14(4), 403–416.
Mickle, K. (1885). The Adaptation of Hong Kong Students to Canada. Toronto: University of Toronto-York University Joint Center on Modern East Asia.
Pascarella, E., & Chapman, D. (1983). A multiinstitutional, path analytic validation of Tinto’s model of college withdrawal. American Educational Research Journal, 20(1), 87–102.
Pascarella, E., Duby, P. B., Miller, V. A., & Rasher, S. P. (1981). Preenrollment variables and academic performance as predictors of freshman year persistence, early withdrawal, and stopout behaviour in an urban, nonresidential university. Research in Higher Education, 15(4), 329–349.
Pascarella, E., Duby, P., & Iverson, B. (1983). A test and reconceptualization of college withdrawal in a commuter institution setting. Sociology of Education, 56 (April), 88–100.
Pascarella, E., Edison, M., Nora, A., Hagedorn, L., & Terenzini, P. (1996). Influence on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67(2), 174–195.
Perrucci, R., & Hu, H. (1995). Satisfaction with social and education experiences among international graduate students. Research in Higher Education, 36(4), 491–508.
Rice, R. E., Stewart, L. P., & Hujber, M. (2000). Extending the domain of instructional effectiveness assessment in student evaluations of communication courses. Communication Education, 49(3), 253–266.
Rohrlich, B. F. (1991). Host country and re-entry adjustment of student sojourners. International Journal of Intercultural Relations, 15(2), 163–182.
Sandler, M. (2000). Career decision-making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior, and career development. Research in Higher Education, 41(5), 537–580.
Sodowsky, G. R., & Plake, B. S. (1992). A study of acculturation differences among international people and suggestions for sensitivity to withingroup differences. Journal of Counseling and Development, 71(September/October), 53–59.
Terenzini, P., Springer, L., Pascarella, E., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36(1), 23–39.
Terenzini, P., Springer, L., Yaeger, P. M., Pascarella, E., & Nora, A. (1996). First-generation college students: characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1–22.
Tinto, V. (1993). Leaving College. Chicago: University of Chicago Press.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence.” The Journal of Higher Education, 68(6): 599–623.
UBC. (2001). The University of British Columbia internationalizing student success: Focus group research project. VP Students’ Office. Retrieved, from the World Wide Web: http://www.pair.ubc.ca/studies/ISI01.htm
Uehara, A., & Hicks, J. (1989). Institutional responses to socio-cultural adjustment: Problems of foreign students in Japan. In K. Ebuchi (Ed.), Foreign Students and Internationalization of Higher Education. Hiroshima: Research Institute for Higher Education, Hiroshima University.
Walker, J. L. (1999). Canada First: The 1999 Survey of International Students. Ottawa: The Canadian Bureau for International Education.
Zhao, C., Kuh, G., Carini, R., & Bunnage, J. (2002). A comparison of International student and American student engagement in effective educational practices. Paper presented at the Association for Institutional Research, Toronto.
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Published
2005-08-15
How to Cite
Grayson, J. P. (2005). The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada. Frontiers: The Interdisciplinary Journal of Study Abroad, 11(1), 71–97. https://doi.org/10.36366/frontiers.v11i1.152
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