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dc.contributor.advisorTwombly, Susan B.
dc.contributor.authorIrungu, Jane Njeri
dc.date.accessioned2010-04-20T00:32:07Z
dc.date.available2010-04-20T00:32:07Z
dc.date.issued2010-03-10
dc.date.submitted2010
dc.identifier.otherhttp://dissertations.umi.com/ku:10710
dc.identifier.urihttp://hdl.handle.net/1808/6157
dc.description.abstractThe purpose of this study was to examine the extent to which five engagement benchmarks that encompass educationally purposeful activities namely: (i) level of academic challenge , (ii) active and collaborative learning ,(iii) student-faculty interaction , (iv) enriching educational experiences and (v) supportive campus environment predict various dimensions of self- reported or perceived academic, personal, and social development/ growth for senior international students at Research Universities. The benchmarks were regressed against the following self-reported outcomes: i) acquiring a broad general education, acquiring job or work-related knowledge and skills, thinking critically and analytically, working effectively with others learning effectively on your own, and understanding yourself. Results indicated that for this sub-population, a supportive campus environment and the level of academic challenge were the best predictors of the self- assessed outcomes. Students had lower means in the student-faculty interaction and enriching educational experiences indicating less engagement in these benchmarks. On average, students reported gaining more in thinking critically and analytically and acquiring a broad and general education, although their average gains were still lower compared to the grand mean for the overall NSSE 2005 sample.
dc.format.extent178 pages
dc.language.isoEN
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectHigher education administration
dc.subjectEducation policy
dc.subjectHigher education
dc.subjectEngagement
dc.subjectInternational students
dc.subjectLearning outcomes
dc.titleTHE RELATIONSHIP BETWEEN ENGAGEMENT AND PERCEIVED ACADEMIC, PERSONAL, AND SOCIAL OUTCOMES FOR SENIOR INTERNATIONAL UNDERGRADUATE STUDENTS IN RESEARCH UNIVERSITIES
dc.typeDissertation
dc.contributor.cmtememberWolf-wendel, Lisa E.
dc.contributor.cmtememberKim, Dongbin
dc.contributor.cmtememberCarlin, Diana B.
dc.contributor.cmtememberBritton, Hannah E.
dc.thesis.degreeDisciplineEducational Leadership and Policy Studies
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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