Survival Strategies of International Undergraduate Students at a Public Research Midwestern University in the United States: A Case Study

  • Linda Tsevi University of Ghana, Ghana
Keywords: challenges, persistence, international undergraduate students, strategies, survive

Abstract

In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto’s (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.

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Author Biography

Linda Tsevi, University of Ghana, Ghana

LINDA TSEVI graduated with a PhD from the Department of Educational Administration and Policy Studies, State University of New York at Albany in 2015. Currently, Linda Tsevi is a Lecturer at the University of Ghana Learning Centers, School of Continuing and Distance Education, College of Education. Correspondence concerning this article should be addressed to Linda Tsevi, PhD, University of Ghana Learning Centers, School of Continuing and Distance Education, College of Education, P. O. Box LG 1181, Accra, Ghana.

Published
2018-04-01
How to Cite
Tsevi, L. (2018). Survival Strategies of International Undergraduate Students at a Public Research Midwestern University in the United States: A Case Study. Journal of International Students, 8(2), 1034-1058. https://doi.org/10.32674/jis.v8i2.131
Section
Research Articles