Page 127 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

student engages in academic and extracurricular activities, the more they can learn, develop, and build connections with the campus community, which in turn will increase the likelihood of graduation. In addition, research suggests that international students are more involved in activities that benefit academic performance than in social and/or extracurricular activities (Costa-String, 2016).
Despite its widespread use, Astin’s theory does not specifically consider international students. The findings of the studies in this thesis suggest that international students exhibit unique patterns of involvement that need to be examined through the lens of student involvement theory. For example, is academic integration more effective than social integration in promoting the learning, development, and growth of international students, thereby increasing the likelihood of graduation? Applying Student Involvement Theory to research on student experiences can help understand which forms of involvement are most beneficial for international students.
Our research suggests other principles that may fit with Student Involvement Theory. Specifically, the data show that the proportion of international students can influence students’ sense of belonging and inclusion. Applied to SIT, this means that a student’s learning and personal development is directly proportional to the quantity and quality of their involvement. The reasons for this relationship remain to be explored: Perhaps a higher proportion of international students hinders engagement because it decreases interaction with domestic students and use of support services. It is also possible that a higher proportion of international students reduces English language learning, which in turn hinders involvement. The findings provide interesting starting points for further investigation of student involvement theory as it relates to international students.
Student Involvement Theory may also be supported by findings from interviews with students enrolled in IBCs about how the academic experience changed as a result of the COVID-19 pandemic. Astin suggests that students’ time is their most valuable institutional
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Discussion and Conclusions
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