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dc.contributor.advisorTwombly, Susan
dc.contributor.authorAkobirova, Zamira
dc.date.accessioned2012-06-03T16:30:31Z
dc.date.available2012-06-03T16:30:31Z
dc.date.issued2011-12-31
dc.date.submitted2011
dc.identifier.otherhttp://dissertations.umi.com/ku:11875
dc.identifier.urihttp://hdl.handle.net/1808/9819
dc.description.abstractThe purpose of this study was to examine the extent to which international doctoral students in six research universities engage in academic and social activities and how this engagement is related to their academic gains as measured by the international students' survey responses. This study employed a quantitative research design to investigate the relationships between student engagement and six academic gains during doctoral education: (a) acquisition of academic knowledge and skills, (b) writing clearly and effectively, (c) presenting research, (d) publishing research, (e) career preparation, and (f) satisfaction with academic gains. Overall satisfaction from the academic gains of participants was low. Two types of student engagement - the supportive campus environment and participation in co-curricular activities - were percieved as key contributors to international doctoral students' satisfaction with their academic gains. The active and collaborative learning, supportive campus environment, usage of technology, and programmatic emphasis on studying and socializing were significantly related to the students' acquisition of academic knowledge and skills in their doctoral area . The student participation in co-curricular activities, supportive campus environment, and time that they spent on academic work had a significant relationship with presenting and publishing research among the international doctoral students. Student-faculty interaction and a supportive campus environment were found to have a significant relationship with the career preparation of international students in doctoral programs. The financial assistance was found to be a significant contributor to the overall satisfaction of international students. In conclusion, this research indicated a definite relationship between international students' academic and social engagement and their academic achievement in doctoral study.
dc.format.extent145 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
dc.subjectAcademic gains
dc.subjectDoctoral education
dc.subjectInternational students
dc.subjectStudent engagement
dc.titleInternational Doctoral Students: Relationships between Engagement in Academic-Social Activities and Self-Perceived Academic Gains
dc.typeDissertation
dc.contributor.cmtememberWolf-Wendel, Lisa
dc.contributor.cmtememberKim, Dongbin
dc.contributor.cmtememberPierce, Ardith
dc.contributor.cmtememberMarkham, Paul
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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