Page 85 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

Satisfaction at IBCs and Home Campuses
Academic Environment were significantly different (p=.025), however the variance ratio was calculated to be 1.06, indicating that variances are likely homogenous (Field, 2016).
Academic/Teaching Quality
There was a significant effect of enrollment type on international student satisfaction with Academic/Teaching Quality after controlling for gender, stage of study, and university F(1, 1426)=45.13, p<.05 (Table 4.3). Effect sizes were small but significant. Specifically, international students enrolled at home campuses demonstrate higher mean satisfaction with Academic and Teaching Quality than international students enrolled at international branch campuses (Table 4.4). The control variables did not have a significant effect on satisfaction.
Academic Environment
There was a significant effect of enrollment type on international students satisfaction with Academic Environment after controlling for gender, stage of study, and university F(1, 1420)= 95.39, p=<.05 (Table 4.5). Specifically, international students enrolled at home campuses demonstrate higher mean satisfaction with Academic Environment than students enrolled at international branch campuses (Table 4.6). The model showed a small but significant effect of university on satisfaction with Academic Environment after controlling for gender, stage of study, and enrollment type. While satisfaction with Academic Environment varied significantly between universities, this study does not wish to highlight differences among specific universities, only to account for the different academic experiences provided by universities to international students.
Academic Engagement
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There was a significant effect of enrollment type on international students’ Academic Engagement after controlling for gender, stage of study, and university F(1,1418)=31.11, p<.05 (Table 4.7). Specifically, international students enrolled at home campuses demonstrate higher Academic Engagement than international students enrolled at international branch campuses (Table 4.8). The model demonstrated