International, Inaccessible, and Incomplete

A Texas Case Study of International Student Websites

Keywords: access, admissions, application, institutional websites, internet


As the number of international students applying to and attending United States institutions of higher education has declined in two consecutive years for the first time in decades (Saul, 2018), several U.S. institutions of higher education are exploring ways to increase international student interest. In Texas specifically, the sociopolitical climate has become increasingly anti-immigrant (Watkins, 2017), leading many international students to question whether study in the U.S. is feasible and safe. As institutional websites have been found to be important sources of international student information (Huang & Bilal, 2017; Taylor & Bicak, 2018), this study examines international student information on institutional websites at all public, four-year institutions in Texas. Findings suggest international student materials are difficult to read, are rarely translated, and lack basic information such as cost of attendance and housing information. Implications for future research and practice are addressed.


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Huang, L.-M., & Bilal, D. (2017). “Not what I thought!”: Information seeking behaviors of international students during the application for graduate study in the USA. Proceedings of the Association for Information Science and Technology, 54(1), 709-711.

Marcus, J. (2017). The decline of the midwest's public universities threatens to wreck its most vibrant economies. Retrieved from

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Taylor, Z. W., & Bicak, I. (2018). Institutional, informational, international: Predicting international student enrollment and rate by online information. Journal of Comparative and International Higher Education, 10, 61-65. Retrieved from

Watkins, M. (2017). Texas universities forced to trim their budgets, even with big state cuts averted. Retrieved from

How to Cite
Taylor, Z. W., & Bicak, I. (2019). International, Inaccessible, and Incomplete. Journal of International Students, 9(4).
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