Abstract

Abstract:

The purpose of this study was to explore early career professionals’ perceptions of how their higher education or student affairs (HESA) graduate program prepared them to work with international students in their postgraduation student affairs work. The following themes emerged: HESA curricula lack formalized coursework about international students, although this topic occasionally surfaces through general conversations related to social justice, through flexibility in course projects, and through faculty specialization. Out-of-class opportunities—including graduate assistantships (GAs), self-selected internships and practicums, and involvement in campus programs—helped prepare participants to work with international students. These findings lead to implications for graduate preparation programs to cultivate globally competent graduates.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 156-172
Launched on MUSE
2019-03-16
Open Access
No
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