Graduate School Experiences And Post-graduation Plans Of International Science And Engineering Doctoral Students At A Public University

Author

Dorothy N. Ugwu

Graduation Semester and Year

2014

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Maria Trache

Abstract

This quantitative study examines the graduate school experiences of international science and engineering doctoral students at a public University and aims at understanding to what extent graduate school experience influences their post-graduation plans. It highlights problems international doctoral students go through such as adapting to a new culture, struggling with English language difficulties, experiencing cultural, social, and academic adjustment problems. Recommendations include development of institutional initiatives to provide socio-cultural and academic support and also changes in immigration policies that can sustain the retention of more international doctoral students in science and engineering fields upon the completion of their studies. Finally, implications of these findings and recommendations for future studies, policy and practice are discussed.

Disciplines

Education | Educational Leadership

License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Comments

Degree granted by The University of Texas at Arlington

Recommended Citation

Ugwu, Dorothy N., "Graduate School Experiences And Post-graduation Plans Of International Science And Engineering Doctoral Students At A Public University" (2014). Educational Leadership & Policy Studies Dissertations. 210.
https://mavmatrix.uta.edu/edleadershippolicy_dissertations/210