Early Career Professionals' Perceptions of Higher Education and Student Affairs Graduate Programs: Preparation to Work with International Students

Autor/inn/en	Shelton, Leslie Jo; Yao, Christina W.
Titel	Early Career Professionals' Perceptions of Higher Education and Student Affairs Graduate Programs: Preparation to Work with International Students
Quelle	In: Journal of College Student Development, 60 (2019) 2, S.156-172 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Student Financial Aid; Cultural Awareness; Student Personnel Services; Student Personnel Workers; Graduate Students; Outcomes of Education; Foreign Students; Job Skills; Course Content; Social Justice; Student Projects; Course Descriptions; Internship Programs; Practicums; Campuses; Standards; Role; Professional Development; Professional Associations; Participant Characteristics + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Cultural identity; Kulturelle Identität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Produktive Fertigkeit; Kursprogramm; Soziale Gerechtigkeit; Schulprojekt; Kursstrukturplan; Berufspraktische Ausbildung; Practicum; Praktikum; Praktika; Standard; Rollen
Abstract	The purpose of this study was to explore early career professionals' perceptions of how their higher education or student affairs (HESA) graduate program prepared them to work with international students in their postgraduation student affairs work. The following themes emerged: HESA curricula lack formalized coursework about international students, although this topic occasionally surfaces through general conversations related to social justice, through flexibility in course projects, and through faculty specialization. Out-of-class opportunities--including graduate assistantships (GAs), self-selected internships and practicums, and involvement in campus programs--helped prepare participants to work with international students. These findings lead to implications for graduate preparation programs to cultivate globally competent graduates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01