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Exploring a Theory of Ethical Leadership Practice in Helping International Students Meet the Challenges of Enrollment at a Historically Black College or University.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring a Theory of Ethical Leadership Practice in Helping International Students Meet the Challenges of Enrollment at a Historically Black College or University./
Author:	Sowell, Kimberly J.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29169200click for full text (PQDT)
ISBN:	9798837527531

Exploring a Theory of Ethical Leadership Practice in Helping International Students Meet the Challenges of Enrollment at a Historically Black College or University.
Sowell, Kimberly J.

Exploring a Theory of Ethical Leadership Practice in Helping International Students Meet the Challenges of Enrollment at a Historically Black College or University. - 1 online resource (217 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--North Carolina Agricultural and Technical State University, 2022.

Includes bibliographical references

Historically, research on the experiences of international students in the United States has overwhelmingly focused on students attending predominantly White institutions (PWIs) and very little empirical research has been conducted on the experiences of international students enrolled at Historically Black Colleges or Universities (HBCUs). It is extremely important to address the dearth of research at HBCUs because there are two very distinct cultures at HBCUs and PWIs that may cause international students to have a different experience depending upon the culture in which they matriculate. This transcendental phenomenological study explored the experiences of international students enrolled at an HBCU in the southeast United States in an effort to better inform HBCU administrators and faculty on the challenges and support needs of international students as they pursue higher education in an HBCU setting. A total of 12 international students participated in the study (8 females and 4 males; 2 undergraduate students, 6 master's level students, and 4 doctoral students). Data were collected via individual interviews and follow-up group interviews and analyzed utilizing the four-step process of transcendental phenomenological reduction. Eight major themes emerged out of the research. The following five themes related to challenges the participants experienced during enrollment: 1) challenges with English comprehension, 2) challenges with the classroom environment, 3) challenges with coursework, 4) challenges adjusting to a different culture, and 5) challenges forming diverse friendships. The other themes that emerged related to how participants felt the university could help international students meet enrollment challenges. Those 3 themes were: 1) university should foster an inclusive campus culture, 2) university should provide sustainable funding assistance, and 3) university should establish a framework of support.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798837527531Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

Ethical leadershipIndex Terms--Genre/Form:

542853
Electronic books.

Exploring a Theory of Ethical Leadership Practice in Helping International Students Meet the Challenges of Enrollment at a Historically Black College or University.
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504 $a Includes bibliographical references
520 $a Historically, research on the experiences of international students in the United States has overwhelmingly focused on students attending predominantly White institutions (PWIs) and very little empirical research has been conducted on the experiences of international students enrolled at Historically Black Colleges or Universities (HBCUs). It is extremely important to address the dearth of research at HBCUs because there are two very distinct cultures at HBCUs and PWIs that may cause international students to have a different experience depending upon the culture in which they matriculate. This transcendental phenomenological study explored the experiences of international students enrolled at an HBCU in the southeast United States in an effort to better inform HBCU administrators and faculty on the challenges and support needs of international students as they pursue higher education in an HBCU setting. A total of 12 international students participated in the study (8 females and 4 males; 2 undergraduate students, 6 master's level students, and 4 doctoral students). Data were collected via individual interviews and follow-up group interviews and analyzed utilizing the four-step process of transcendental phenomenological reduction. Eight major themes emerged out of the research. The following five themes related to challenges the participants experienced during enrollment: 1) challenges with English comprehension, 2) challenges with the classroom environment, 3) challenges with coursework, 4) challenges adjusting to a different culture, and 5) challenges forming diverse friendships. The other themes that emerged related to how participants felt the university could help international students meet enrollment challenges. Those 3 themes were: 1) university should foster an inclusive campus culture, 2) university should provide sustainable funding assistance, and 3) university should establish a framework of support.
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