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6/01 c:/CIRC/DateDue.p65-p. 15

THE UTILIZATION OF STUDENT SERVICE PROGRAMS TO SUPPORT
INTERNATIONAL STUDENTS

By

Chung-Bun Joo

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Educational Administration

2002

ABSTRACT

 

THE UTILIZATION OF STUDENT SERVICE PROGRAMS TO SUPPORT
INTERNATIONAL STUDENTS
By

Chung-Bun J 00

The purpose of this study is threefold: first, to investigate the concerns and
difficulties of international students attending Michigan State University in the spring
semester of 2001; second, to evaluate the support service programs provided by the
university, examining whether or not these programs meet the needs of international
students; and finally, to make recommendations to facilitate international students’
utilization of the services and improve the existing services.

The target population of this study consists of roughly 2,261 international students
who come from three different regions. The sample included 500 students from Asia, 227
from Europe, and 143 from Latin America, totaling 870. The data were collected using
the revised Michigan International Student Problem Inventory (MISPI). To measure the
variability of the perceived problems, I calculated means and standard deviations. Based
on these key demographic variables, I carried out Analysis of Variance (AN OVA) to
answer the research questions, which examine differences in the means of the perceived
problems and the utilization of the existing service programs according to cultural
backgrounds and demographic characteristics of international students.

Major findings were as follows: The most frequently encountered problems for
international student focused on English language, financial aid, placement services, and

social-personal difficulties. Less frequent were problems with health services, academic

records, living/dining, orientation services, admission and selection, and student
activities. Problems with religious services were seldom mentioned.

The most striking finding is the lack of awareness of existing services among
international students. Students are mostly satisfied with services when they take
advantage of them. International students reported the Community Volunteers for
International Programs (CVIP) was the most useful service program, followed by the
Office for International Students and Scholars (0188) and English Language Center
(ELC). With respect to CVIP services, international students reported the most usefulness
in orientation services, followed by cultural activities and the home stay program. For
0188 services, international students reported the most usefulness in administrative
services, followed by legal services and counseling services. Of ELC services,
international students reported the most usefulness in its academic purposes program and
group lesson programs, followed by intensive English programs. There were significant
differences in the problems of international students according to cultural group in two
high incidence problem areas: English language and social-personal. There were no
significant differences in the utilization of 0188 by cultural group, age, marital status, or
length of stay. There were significant differences in the utilization of 0188 by gender,
grade levels, and financial support. There were no significant differences in the utilization
of CVIP among the three cultural groups or by gender. However, there were significant
differences in the utilization of CVIP between the two age groups and according to
marital status, grade levels, financial support, and length of stay. There were no

significant differences in the utilization of ELC by age or grade

Copyright by
Chung-Bun J 00
2002

 

To the memory of my father, Reverend Sam-Yeol J 00

C.“

ACKNOWLEDGEMENTS

In pursuing my educational goals, I was guided by a number of special people.
Without their inspiration and support I would not have reached my goals. It is with
deep appreciation that I acknowledge those who have made the completion of this
dissertation possible. I wish to express my sincere appreciation and gratitude to Dr.
James Fairweather for his guidance, encouragement, understanding, and academic
support throughout the years as my academic advisor and committee chairman. I also
would like to express my appreciation to a former academic advisor, Dr. Mary Jim
Josephs, to the other members of my doctoral committee, Dr. Marylee Davis, Dr. John
Dirkx, and Dr. Mary Kennedy for their comments and criticism, which strengthened
major points of the research. My gratitude is extended to my family for their love,
support, and patience and to my friends who directly or indirectly provided their
support and encouragement. Special thanks is also given to the MSU VIPP staff and
international students for their sincere assistance and excellent cooperation. All praise

and thanks are given to my Lord and Jesus Christ, for his constant love and guidance.

vi

.‘ «a, --_._.1

TABLE OF CONTENTS

LIST OF TABLES ............................................................................ vii
CHAPTER
I. INTRODUCTION ................................................................ 1
The Problem and Significance of the Study ....................................... 1
Research Questions .................................................................... 8
Limitation of the Study ............................................................... 9
Definition of Terms .................................................................... 9
II. LITERATURE REVIEW ........................................................ 12
Overseas Study and Trends of International Students ............................ 12
Problems and Needs of International Students .................................... 17
Focus on Information Needs ..................................................... 17
Focus on Academic Needs ........................................................ 18
Focus on Career Goals ............................................................ 18
Focus on English Language Proficiency ........................................ 20
Focus on Living Environment ................................................... 21
Focus on Interpersonal/Social Relationship ................................... 22
Focus on Financial Aid ........................................................... 23
Focus on Extra Curricula Activities ............................................. 25
Demographic Factors .................................................................. 26
Marital Status ....................................................................... 26
Length of Stay ...................................................................... 27
Regional/Cultural Differences ................................................... 28
Gender ............................................................................... 29
Summary ................................................................................ 30
III. DESIGN AND METHODOLOGY ............................................. 32
Population and Sample ................................................................ 32
Instrument ............................................................................... 33
Procedure of DataCollection .......................................................... 40
MSU Support Services for International Students ................................. 41
Data Analysis ........................................................................... 43

vii

IV. FINDINGS AND DISCUSSION ................................................ 46

Demographic Characteristics of the Sample ....................................... 46
The Distribution of Respondents According to Demographic Characteristics
............................................................................................ 48
Problems Reported by Respondents ................................................. 53
Relationship between High Incidence Problem Areas and Demographic
Subgroups ............................................................................... 68

Means and ANOVA of High Incidence Problem Areas by Cultural

Group ................................................................................ 69

Means and ANOVA of High Incidence Problem Areas Age ................ 70

Means and ANOVA of High Incidence Problem Areas by Gender. . . . . . ...71
Means and ANOVA of High Incidence Problem Areas by Marital

Status ................................................................................ 73
Means and AN OVA of High Incidence Problem Areas by Grade Level .74
Means and ANOVA of High Incidence Problem Areas by Financial

Support .............................................................................. 75

Means and ANOVA of High Incidence Problem Areas by Length of

Stay in the US ...................................................................... 77
Responses to Open-Ended Questions ................................................ 78

Utilization of Existing Service Programs for International Students at

Michigan State University ............................................................ 83
The Distribution of Respondents ................................................ 83
Means and Standard Deviation of Each Service in Three Program Areas
....................................................................................... 91

Comparison between the Utilization of the Existing Service Programs at
MSU for International Students and Cultural Group and Demographic

Characteristics ...................................................................... 92
Relationship between Utilization of the Office for International
Students and Scholars(OISS) and Cultural Group ........................ 92
Relationship between Utilization of the Office for International
Students and Scholars (0188) and Age .................................... 94
Relationship between Utilization of the Office for International
Students and Scholars (OISS) and Gender ................................ 95
Relationship between Utilization of the Office for International
Students and Scholars (0188) and Marital Status ........................ 96
Relationship between Utilization of the Office for International
Students and Scholars (0188) and Grade Level ........................... 97

Relationship between Utilization of the Office for International
Students and Scholars (0188) and Source of Financial Support ........ 98
Relationship between Utilization of the Office for International

Students and Scholars (OISS) and Length of Stay in the US. . . . ..99
Relationship between Utilization of the Community Volunteers for
International Programs (CVIP) and Cultural Group .................... 100

viii

Relationship between Utilization of the Community Volunteers for

International Programs (CVIP) and Age ................................. 101
Relationship between Utilization of the Community Volunteers for
International Programs CVIP) and Gender .............................. 102
Relationship between Utilization of the Community Volunteers for
International Programs (CVIP) and Marital Status ..................... 104
Relationship between Utilization of the Community Volunteers for
International Programs (CVIP) and Grade Level ....................... 105

Relationship between Utilization of the Community Volunteers for
International Programs (CVIP) and Source of Financial Support. 106
Relationship between Utilization of the Community Volunteers for
International Programs (CVIP) and Length of Stay in the US ....... 107
Relationship between Utilization of the English Language Center

(ELC) and Cultural Group ................................................. 109
Relationship between Utilization of the English Language Center
(ELC) and Age ............................................................... 110
Relationship between Utilization of the English Language Center
(ELC) and Gender ........................................................... 111
Relationship between Utilization of the English Language Center
(ELC) and Marital Status ................................................... 112
Relationship between Utilization of the English Language Center
(ELC) and Grade Level ..................................................... 113
Relationship between Utilization of the English Language Center
(ELC) and Source of Financial Support .................................. 114
Relationship between Utilization of English Language Center (ELC)
and Length of Stay in the US ............................................. 115
V. SUMARY AND POLICY IMPLICATIONS ................................ 117
SUMMARY ............................................................................... 117
Research Question 1: What are the perceived needs of international students?
.......................................................................................... 117
Research Question 2: How do these needs vary by cultural groups? ......... 118

Research Question 3: How do these needs vary by demographic characteristics
(age, gender, marital status, grade level, source of financial support, length of

study)? ................................................................................. 118
Research Question 4: How does service programs meet the needs of
international students? ............................................................... 120

Research Question 5: How do these utilization vary by cultural group?. .....121
Research Question 6: How do these utilization vary by demographic
characteristics (age, gender, marital status, grade level, source of financial

support, length of study)? ........................................................... 122
POLICY IMPLICATIONS ............................................................... 123
High Incidence Problem 1: English Language .................................... 123
High Incidence Problem 2: Financial Aid ......................................... 124
High Incidence Problem 3: Placement Services .................................. 126
High Incidence Problem 4: Social-Personal ....................................... 128

ix

“”3

APPENDICES ................................................................................. 1 32

APPENDIX A:

REVISED VERSION OF THE MICHGAN INTERNATIONAL STUDENT

PROBLEM INVENTORY (MISPI) ................................................. 133

APPENDIX B:

APPROVAL LETTER FROM UNIVERSITY COMMITTEE ON RESEARCH

INVOLVING HUMAN SUBJECTS ................................................. 139

APPENDIX C:

LETTER OF PERMISSION FROM DR. PORTER TO USE THE MICHIGAN

INTERNATIONAL STUDENT PROBLEM INVENTORY ..................... 141

APPENDIX D:

FIRST LETTER TO INTERNATIONAL STUDENTS ........................... 143

APPENDIX E:

SECOND LETTER TO INTERNATIONAL STUDENTS ....................... 145
BIBLIOGRAPHY ............................................................................. 147

Q d .dl._,!

LIST OF TABLES

Table 1. Final return rate by cultural group ................................................ 48
Table 2. The numbers and percentages of population and sample ...................... 48
Table 3. Frequency Table of Cultural Group .............................................. 49
Table 4. Frequency Table of Age ............................................................ 50
Table 5. Frequency Table of Gender ........................................................ 50
Table 6. Frequency Table of Marital Status ................................................ 51
Table 7. Frequency Table of Grade Level ................................................. 51
Table 8. Frequency Table of Source of Financial Support .............................. 52
Table 9. Frequency Table of Length of Stay in US ...................................... 53

Table] 0. Mean Scores of Problems Encountered by International Students in Eleven
Problem Areas ........................................................................ 54

Table 11. The mean and standard deviation of the English language sub-scores. . . .. 56

Table 12. The mean and standard deviation of the financial aid sub-scores .......... 57
Table 13. The mean and standard deviation of the placement sub-scores ............. 58
Table 14 The mean and standard deviation of the social-personal sub-scores ........ 59
Table 15. The mean and standard deviation of the health services sub-scores ........ 61
Table 16 The mean and standard deviation of the academic record sub-scores ...... 62
Table 17 The mean and standard deviation of the living-dining sub-scores .......... 63

Table 18. The mean and standard deviation of the orientation and services sub-scores

.......................................................................................... 65
Table 19. The mean and standard deviation of the admission and selection sub-scores
.......................................................................................... 66
Table 20 The mean and standard deviation of the student activities sub-scores ...... 67

Table 21. The mean and standard deviation of the religious services sub-scores. . .. 68

Table 22. Relationship between Cultural group and Eleven Problem Areas .......... 70

xi

Table 23. Relationship between Age and Eleven Problem Areas ....................... 71
Table 24. Relationship b/w Gender and Eleven Problem Areas ........................ 73
Table 25. Relationship b/w Marital Status and Eleven Problem Areas ................ 74
Table 26. Relationship b/w Grade Level and Eleven Problem Areas .................. 75
Table 27. Relationship b/w Source of Financial Support and Eleven Problem Areas76
Table 28. Relationship b/w Length of Stay and Eleven Problem Areas ............... 78
Table 29 Relevance of the MISPI to Students’ Current Perceived Problems ........ 79
Table 30. Frequency of Additional Problems of Respondents .......................... 82
Table 31. Frequency Table of Administrative Services .................................. 84
Table 32. Frequency Table of Legal Services ............................................. 85
Table 33. Frequency Table of Counseling Services ...................................... 85
Table 34. Frequency Table of Orientation Programs .................................... 86
Table 35. Frequency Table of Cultural Activities ........................................ 87
Table 36. Frequency Table of Home Stay Program ...................................... 88
Table 37. Frequency Table of Intensive English Program .............................. 89
Table 38. Frequency Table of English for Academic Purposes Program ............. 90
Table 39. Frequency Table of Group Lesson Programs ................................. 91
Table 40. Mean Scores on Each Item in Three Student Serve Programs .............. 92
Table 41. ANOVA of Utilization of OISS According to Cultural Group ............. 94
Table 42. ANOVA of Utilization of the OISS According to Age ...................... 95
Table 43. ANOVA of Utilization of the OISS According to Gender .................. 96 ’
Table 44. ANOVA of Utilization of the OISS According to Marital Status ........... 97
Table 45. ANOVA of Utilization of the OISS According to Grade Level ............ 98
Table 46. ANOVA of Utilization of the OISS According to Source of Financial
Support ................................................................................. 99

xii

Table 47. ANOVA of Utilization of the OISS According to Length of Stay in US.

........................................................................................... 100
Table 48. ANOVA of Utilization of the CVIP According to Cultural Group ......... 101
Table 49. ANOVA of Utilization of CVIP According to Age .......................... 102
Table 50. ANOVA of Utilization of CVIP According to Gender ...................... 103
Table 51. ANOVA of Utilization of CVIP According to Marital Status ............... 105
Table 52. ANOVA of Utilization of CVIP According to Grade Level ................. 106

Table 53. ANOVA of Utilization of CVIP according to Source of Financial Support
.......................................................................................... 107

Table 54 ANOVA of Utilization of CVIP according to Length of Stay in the US. 108

Table 55. ANOVA of Utilization of ELC According to Cultural Group .............. 110
Table 56. ANOVA of Utilization of OISS According to Age .......................... 111
Table 57. ANOVA of Utilization of ELC According to Gender ....................... 112
Table 58. ANOVA of Utilization of ELC According to Marital Status ............... 113
Table 59. ANOVA of Utilization of ELC According to Grade Level .................. 114
Table 60 ANOVA of Utilization of ELC According to Source of Financial Support
.......................................................................................... 115
Table 61 ANOVA of Utilization of the ELC According to Length of Stay ........... 116

xiii

 

CHAPTER I: INTRODUCTION

The Problem and Significance of the study

The past 50 years has seen an influx of international students across the campuses
of colleges and universities in the United States (Howard & Keele, 1991). The number of
international students attending higher education institutions in the United States
increased from 50,000 in 1960, to 120,000 in 1970, to over 300,000 in 1980 (Boyan,
1981). By 1992, the figure was 420,000 (U .8. Bureau of the Census, 1993). During the
1998-1999 academic year, 490,933 foreign students studied in the United States,
approximately 3.0% of total enrollment in US. colleges and universities (NAF SA, 1998-
1999)

The increasing population of international students in the US. adds to the
diversity of the student bodies in educational communities, and enriches the learning
environment by exposing students to many cultures (Barber, 1985 in McIntire, 1992;
Heikinheimo & Shute, 1986). Chen (1996) found that a more optimal cultural atmosphere
can be established in teacher training programs by promoting social contacts among
international students and American students, and by increasing cross-cultural
discussions. Breitenbach(1970) stated that diversity of the student body establishes
friendly relationships between the various nations, promotes mutual understanding
between peoples, and contributes to securing world peace.

In graduate education, a high proportion of international students are found in
technical and scientific academic departments. International students at many institutions

make up more than half the graduate students in engineering, mathematics, chemistry,

and often physics (Council of Graduate Schools, 1983; NSF, 1986). They represent
significant proportions of students in the biological sciences and other natural and
agricultural science departments as well. Without international students in the graduate
programs, many departments would not have teaching assistants to teach basic math,
chemistry, physics, and engineering courses. Although this phenomenon waxes and
wanes depending on the pay scales in private industry and academia, the pattern has been
relatively consistent for the last 20 years in American higher education (McIntire, 1992).

Furthermore, International students also make considerable economic
contributions to their campuses and communities through full time payment and cost of
living expenses. According to the Institution of International Education (HE), over two-
thirds (67%) of all international students receive most of their funding for US. study
from personal and family sources. Three-quarters (75%) receive most of their funding
from sources outside the United States (Institute of International Education, 1998-1999).
The total combined foreign expenditures on tuition and cost-of-living exceeds $11.7
billion, making education the United States’ fifth largest service sector export in 1998.
The tuition estimate is based on cost data provided to the College Board and collected as
part of the College Board's Annual Survey of Colleges for 1997/98 (Institute of
International Education, 1997-1998). Cost of living expenses including books and
supplies, transportation, health insurance and other expenses, are estimated by NAF SA:
the Association of International Educators (Institute of International Education, 1997-
1998)

At Michigan State University, approximately 2,700 international students were

enrolled full time and paid full-time fees in the 1998-1999 academic year. The institution

collected approximately $33.4 million tuition and fees each year from these students
(NAF SA, 1998-1999). In 1998-1999, each international student spent approximately
$14,000 per year in living expenses, totaling at least $38.5 million spent annually in the
community. In short, approximately $72 million are brought into the community and
campus each year by international students, not including dependents’ living expenses
(NAF SA, 1998-1999). This revenue is of great importance to the economic well being of
any campus, city, and state to which international students come in pursuit of education.
International students face unique problems in adjusting to the collegiate
environment in the US. Students studying in a foreign country have to deal with both
academic challenges and culture shock (Domchot, 1989). Klineberg & Hull (1979)
pointed out that students who come to American colleges and universities with a cultural
background quite different from the culture they encounter upon arrival in the US. would
suffer “culture shock.” The greater the differences between the student's native culture
and the American culture, the more difficult the adjustment. Lehrfield (1975) found that
culture shock influences academic performance: familiarity with the new environment is
significantly related with a positive change in grade point average for foreign students.
Also, many international students are not aware of the academic principles and
practices in the American educational system. According to Robinson (1991), certain
values and assumptions function implicitly in the minds of instructors and students in the
world of American academe. These include individualism and competition, progress-
orientation and reasoning style, and attitude toward knowledge (Chen 1996). Many

international students are not familiar with an informal atmosphere in classes

(Cunningham & Kang, 1990) and have limited understanding of grading system and
course requirement (Bid, 1989).

Many colleges and universities established student support systems and developed
a variety of programs to assist international students overcome these barriers. Orientation
programs, counseling and guidance services, socio-cultural programs, and other facilities
have been organized in many colleges and universities. Some institutions have appointed
an official international student adviser to give help and guidance to any international
students with any personal or academic problems.

Endeavors to help international students have been somewhat successful. Luzzo,
Henao, and Wilson(1996) found in a small-scale exploratory that international students
expressed overall satisfaction regarding the way the university met their academic needs.
Lange(1989) also found in her study that international students were generally satisfied
with their relationships with other students, the adjustment to the American culture, their
English speaking abilities, and housing. On the other hand, many studies have showed
that some American universities do not provide policies and service programs based on
the needs of international students. These students continuously confront new and
difficult challenges and experience a high level of stress and distress in their learning and
living environments.

Pfau(1983) found in his study at the University of Connecticut that most of the
international students did not attend orientation. Many were not aware of the existence of
the program. The welcoming letters sent to new students were not sufficient to inform
students of the available orientation activities and other services. In a study at Brigham

Young University to assess the career needs of its 1,300 international students,

MacArthur found that foreign students already had selected career goals and did not need
the career-decision—making assistance that American students required. However, foreign
students expressed a strong need for assistance with job placement upon completion of
their educational programs.

Melony(1986) identified the major problems faced by international students on
US. colleges and universities. These problems include limited English proficiency,
difficulty in understanding lectures, limited participation in class discussions, and
concern about written and oral reports. Barakat(l988) found that one of the first problems
foreign students encounter, as many US. students do, is finding proper housing
accommodations. This problem is greater for students who arrive late at an institution
where there is a housing shortage. Even when housing is available, foreign students face
the difficulties of making a wise choice, finding suitable roommates, understanding what
is and is not covered by the rental charge, and coping with the rules and regulations of
housing including the provisions and obligations of the rental agreement.

According to Lange(1989), loneliness and homesickness are common problems
faced by foreign students. These problems can reach critical proportions if the foreign
student is unable to find assistance from co-nationals or American peers: “Loss of status
and identity and feelings of worthlessness may ensue for students who feel they have left
their identity behind and are groping for an identity in a culture they do not understand”
(Cadieux et al. in Pyle, 1986, p. 56).

The purpose of this study is two fold: first, to investigate the concerns and
difficulties of international students attending Michigan State University in the spring

semester of 2001 , second, to evaluate the support service programs provided by the

university, examining whether or not these programs meet the needs of international
students.

More specifically, the purposes of the study are:

1. To identify the problems perceived by international students attending
Michigan State University regarding the following student support services: (a)
admissions and selection, (b) orientation, (c) academic advising and records, ((1)
counseling and guidance, (6) room and board, (f) health services, (g) religious services,
(h) remedial reading programs, (i) student activities, 0) financial aid, and (k) placement.

2. To identify the existing support service programs available to international
students attending Michigan State University.

3. To evaluate the utilization of student support service programs available to
international students attending Michigan State University.

4. To make recommendations to facilitate international students’ utilization of the
services and improve the existing services.

Michigan State University (MSU) is one of leading universities in the field of
international education. The major service programs for international students provided
by the university are as follows:

- English language training: English Language Center (ELC), small group
tutoring classes, and so on for international students to improve their English proficiency.

- Cultural training: Community Volunteers for International Programs (CVIP),
and so forth to provide opportunity for international students and scholars, and their

families to meet Americans and to share customs and cultures.

- Legal/administrative support: Office for International Students and Scholars
(OISS) to provide services in relation to orientation, counseling, legal issues
(immigration, visa, working permit) and other administrative assistance.

Few studies have focused on the needs of international students, particularly with
reference to student support services. As a result, most university policies and service
programs for international students are based on university personnel’s assumptions
about the adjustment needs of international students, not on documented needs. Many
services for international students are limited to basic academic or administrative help,
for example, to provide general information about admission, enrolhnent, graduation,
visa/immigration-related issues.

Few studies have evaluated the effectiveness of the existing service programs or
proposed strategies to improve support services for international students (Dunnett, 1977;
Kajorsin, 1979; Obong, 1984). As a result, many international students have confronted
personal, socio-cultural problems as well as educational problems over and over again.
They also have feelings of alienation and show negative attitudes toward university
service systems (Chongolnee, 1978; Saleh, 1980; Chen, 1996).

MSU has little information about the needs of international students and the
effectiveness of service programs it has provided for them. It is important to investigate
the needs of international students in relation to student support services. Such
information can serve as a basis for the student service personnel to develop their
strategies to improve those services. In particular, this study can help the OISS organize
and implement its orientation programs, counseling programs, cross-cultural programs,

and other related student support services for international students. Finally, this study

will clarify any significant differences among the needs of international students, based
upon their cultural backgrounds.

The majority of the research addresses the international student population as a
homogenous entity. Not enough consideration has been given to the different cultural
backgrounds of international students (Walter-Samli, and Coskun-Samli, 1979).
Although international students may have some problems in common, they also have
problems peculiar to their own cultural groups(Altscher, 1976; J i, 1993; Cunningham &
Kang, 1990).

This study focuses on three cultural groups with the largest representative
international student populations at Michigan State University for the Spring 2001:
people from Asia, Europe, and Latin America. These groups represent groups of people
from countries with similar geographical, religious, and cultural backgrounds. The
comparison will reveal specific issues or concerns particular to a cultural group that

would otherwise be overlooked in a general sampling of students.

Research Questions
The questions this study seeks to answer are the following:
1. What are the perceived needs of international students attending Michigan State
University?
2. How do these needs vary by cultural group?
3. How do these needs vary by demographic characteristics?
4. How do international students perceive the adequacy of the existing service programs

in meeting their needs?

5. How do these adequacy vary by cultural group?
6. How do these adequacy vary by demographic characteristics?
7. What are the strategies suggested by international students to improve the existing

service programs to support them?

Limitation of the study

1. The sample consists of subjects from one university. Human characteristics and
environmental factors may differ from one university to another. The findings from this
study cannot be generalized to other international student populations.

2. The sample size of this study is not sufficient enough and the response rate is
somewhat low, thus the subject cannot be the representative of target population and can
bring inadequate information. Therefore, a cautious approach to generalization {Tom the

findings of this study should be made.

Definition of Terms

Student Services- academic or non-academic assistance provided by educational
institutions to help students adapt themselves to their school environment and achieve
their academic goals successfully.

Student’s perception- student’s understanding or judgement as expressed in his responses
on the questionnaire.

Foreign student: all students who are defined as foreign students by the United States

Immigration and Naturalization Service (INS) as “bona-fides non-immigrant students

who qualify to pursue a full course of students” (AACRAO, 1985). In this study, the
terms international students and foreign students are synonymous (Guclu, 1993).
Med; A physiological or psychological need related to academic, personal, and social
issues associated with international students who are in the process of obtaining
education and training at educational institutions (Surdan & Collins, 1984).
Problems: This term refers to any difficulties, worries, concerns, troubles or frustrations
that students encounter while attending colleges and universities in the US (Guclu,
1993). There may be a close relationship between problems and needs in that the former
affects people’s perceptions of the latter.
Cultural Shock: This term refers to the accumulated stresses and strains which stem from
being forced to meet one’s everyday needs (e. g. food, cleanliness, companionship) in
unfamiliar ways (Brislin, 1981).
M.I.S.P Inventory: The Michigan International Student Problem Inventory, an instrument
developed from the problem of foreign students as reported in the literature and
elsewhere, compiled by the investigator and used for research purposes in this study
(Porter, 1962).

This inventory has been used to help measure the problems and needs experienced
by international students. MISPI is a set of 132 items derived from the Mooney Problem
Checklist-College form (Guclu, 1993).

Office for International Students and Schogrs (OISS): The OISS is the office supporting

 

and enhancing the international students' and scholars' academic, cultural, and social
interaction at Michigan State University. The OISS aims to serve as the primary link

between the international students/scholars and the university, community, federal

10

government, and public and private agencies. The OISS also desires to promote a positive

and symbiotic cross-cultural environment through international education and exchange.

11

CHAPTER II: LITERATURE REVIEW

Overseas Study and Trends of International Students

Overseas Study has a long history in higher education. Students from under-
developed countries go to first-world countries to acquire new knowledge and techniques
for improving their home countries. Students from well-developed countries are
encouraged to study abroad to foster personal growth through cross-cultural learning.

According to Dubois(1956), cross-cultural education is meant to (a) to acquire
and diffuse knowledge, (b) to complement the process of higher education, and (c) to
develop mutual understanding and good will on the international level(Barakat, 1988).
Among countries in the world, the US. has been the most popular country for overseas
study for several decades. Students with a variety of needs come to the US. every year
and study their fields to accomplish their personal goals. Several factors contribute to this
pattern. The US. offers the most extensive and diverse opportunities for higher education
anywhere in the world (Carnegie Council on Policy Studies in Higher Education, 1982 in
J i, 1993). US. institutions and society are also relatively free and open to ideas (Mauch
and Spaulding, 1992). The US. is a relatively multicultural society with less conformity
demanded than elsewhere. Religious and political dogmas tend to be suspect, more open
to question, debate, and investigation. These freedoms are attractive to many overseas
students.

Also, students who invest the time and energy to learn a language may choose
English because it has become the language of international trade, communication, and
scholarship, and it opens many opportunities (Mauch, 1984 in Mauch and Spaulding,

1992)

12

Most importantly, according to the annual survey of the Cooperative Institutional
Research Program (CIRP) foreign students choose U.S. institutions because of their
quality (Zikopouloss and Barber, 1986 in Solmon and Young, 1987). In 1991, CIRD data
showed that the most compelling reasons for choosing a particular institution were a good
academic reputation (51.6 percent) and the availability of special programs (22.2
percent). The ‘quality’ item was even more important to resident and non-resident aliens.

The international student population in the United States has grown substantially
over the last three decades. During the 1974-1975 academic year, there were 154,580
international students in American higher education institutions. They constituted 1.5%
of US. enrolhnent. During the 1884-85, the international student population exceeded
342,000 (HE, 1998), constituting 2.7% of total US enrolhnent. Byl997-98, 481,280
international students enrolled in American higher education institutions, representing
3.6%of all US. higher education enrollment (HE, 1998).

Although the United States hosts international students from virtually every
country, there is a marked concentration of enrolhnents from Asian countries. Asian
students constitute over half of all US. international student enrolhnents (56.7%). The
1997-98 academic year’s total of 277,508 reflects a market increase (6.4%) over the
1996-97 total. In particular, just 41% of all international students studying in this country
come from five countries: Japan, China, Korea, India and Taiwan. They collectively
account for 201,000 international students. (HE, 1998).

Europeans continue to be the second largest regional group after Asians. The
71,616 European students constitute 14.8% of all international students studying in the

United States. Enrolhnent trends from many of the leading countries of Western Europe

13

reflect modest but widely spread increases in the 1997-98 academic year (HE, 1998).
German enrolhnents increased 3.5%, from 8,990 in 1996 to 9,309 in 1997. Enrollments
from the United Kingdom increased by 2.4%, from 7,357 in 1996 to 7,534 in 1997.
Eastern European enrollments increased by 9.5%, from 19,471 in 1996 to 21,314 in 1997.
The largest component of this Eastern European countries is from Russia. Russian
enrollment increased by 3.6%, from 6,199 in 1996 to 6,424 in 1997(HE, 1998).

Enrolhnents of students fiom many Middle Eastern countries continue to fall,
with the exceptions of Turkey and Saudi Arabia. Turkish enrolhnents showed an 11.8%
increase, from 8,124 in 1996 to 9,081 in 1997. Turkey is the 14th largest sender of U.S.- '
bound international students (HE, 1998).

Canada ranks sixth among the leading sending nations. Canadian enrolhnents in
the United States continue to drop. The decrease from 22,984 students in 1996 to 22,050
in 1997 reflects a five-year pattern of stable or declining enrollments (HE, 1998).
Enrollments from Latin America, especially South and Central America, grew by 3.6%
between 1996 and 1997, from 23,272 in 1996 to 25,302 in 1997 (HE, 1998).

Business and management are the most popular fields of study, followed by
engineering, mathematics and computer sciences. Business and management accounted
for 20.9% of the entire international student population in the US. compared to 14.9% in
engineering. Enrollment in math and computer sciences accounts for 8% of total (HE,
1998)

Although foreign students represent 3.4% of all US. higher education
enrollments, they represent a larger proportion at higher academic levels. Foreign

students represented about 2.0% of all four-year undergraduate enrollments and 10.4% of

14

graduate enrolhnents in the 1997-98 school year (11E, 1998). The largest numbers of all
foreigners (43.1%) were enrolled in graduate schools, including 15% of doctoral students.
In 1997, these numbers rose by 9.1% compared to the previous year. Foreign students are
largely male. About 27% of the graduate students are manied, and many are
accompanied by their families (HE, 1998).

International graduate students are primarily full-time students. More of them are
self-financed than receive support from their host colleges and universities. Almost half
of the foreign graduate students draw the major part of their funding for study in this
country from personal and family sources (48.9%). This portion is much lower than the
proportion of undergraduates who rely on personal and family funds (81 .4%)(HE, 1998).

The Michigan State University enrollment of foreign students reflects gains
comparable to the national trends. In 1940, 35 foreign students were enrolled. The
number increased to 390 in 1950. In 1960 there were 506 foreign students, and in 1970,
1,194. A drop in foreign student enrollment occurred in 1975, when 1,124 students
enrolled. By 1980, the number had increased to 1,406. In 1990 foreign student enrollment
had grown to 2,282. By 1998, the number was 2,747(Enrollment Report by the Office for
International Students and Scholars, 1998). Some general observations regarding the fall
1998 international population by the Report are:

1. Enrolhnent Numbers:

Fall Semester 1998 total enrollment of international students of 2,747 was a decrease
of 76 students or 2.7% from fall of 1997.

- Undergraduate enrolhnent decreased 7.2% from 977 to 911.

- Graduate enrollment decreased .5% from 1,846 to 1,836.

15

- Men accounted for 60% (1,653); women 40% (1,094).
2. Sending countries:

- Although East Asia continues to send the largest number of students to MSU, the
economic crisis contributed to the reduction of students from Korea, Japan, Malaysia and
Thailand.

- Students from China increased 14% over last year to 339.

3. Colleges:

- The Colleges of Engineering (51 1), Business (486), Natural Science (395), Arts &
Letters (281) and Agriculture & Natural Resources (273) enroll the largest numbers of
international students.

4. The number of visiting scholars was 501 this year, representing 66 countries.

5. It is estimated by the Institute for International Education (HE) that in 1996-97 the
living expenditures of all international students in Michigan added over $281 million to
the state economy.

In general, many foreign students still come from Asia. By 1997-1998, Asian
students comprised more than 67% of undergraduate and 69%of graduate foreign student
enrollment at MSU. 1, 511 students from the leading five countries- Korea, China, India,
and Taiwan, J apan- constituted 55% of total MSU international students.

Foreign undergraduates are largely male (58.5%), single and full-time. Most are
self-financed. Graduate students are even more likely than undergraduates to be male
(60.7%). Graduate students are also primarily full-time students and more of them are

self-financed than those who receive support from the university (Hountras, 1957;

Stafford, 1977).

16

In sum, the MSU population of international students is composed of more Asian
students, more graduate and doctoral students, and more women than ever before. It is
expected that these numbers will increase significantly over the course of the decade.
These trends towards Asian, graduate, and female student enrolhnents in various
combinations means that the problems of adjustment to both academic and social life in
the United States may be different from those encountered in the past by international

advisors and counselors, faculty, and members of the community.

Problems and Needs of International Students

Several studies have looked at international students and their specific needs and
problems (Chongolee, 1978; Bid, 1989; Melony, 1986; Obong, 1993; Luzzo, Henao, and
Wilson, 1996). Just as American students face a variety of problems in leading their
academic lives, so too do international students. They must adjust to a new culture, new
language, and new academic environment. However, international students have both
common problems and unique problems based upon their own cultural background.
These problems include information needs, academic needs, career goals, English
language proficiency, living environment, interpersonal/social relationships, financial aid,
and extra curricular activities.
Focus on Information Needs

Many studies found inadequate information and poor on-campus orientation and
counseling programs for international students (Shepard, 1970; Pfau, 1983; Hull, 1978;
Bid, 1989; Tayeb, 1980). Mofiakhar (1976) found that most international students have

very little accurate information on US colleges and universities prior to their arrival.

l7

Shepard (1970) conducted a survey of 38 colleges and universities in the southern United
States. In that survey, 40% of the foreign students said they felt unwelcome, lonely, and
isolated. Many of them complained of inadequate pre-departure information and poor on-
campus orientation. Shepard also found that many of the colleges and universities had no
orientation programs for foreign students. Bid (1989) found that nearly half of the foreign
students (49%) indicated that the university library had no publications, such as
magazines and newspapers, from their home countries. When asked if they received
useful information about the college and community during the new student orientation
program, 45% agreed, 38% disagreed, and 17% were undecided. Hull (1978) reported
that students who participated in an orientation program called "East West Village"
showed far better adjustment after coming to the US. than those who did not participate.
Pfau (1983) conducted a study on the orientation of foreign students at the University of
Connecticut. Pfau found that most of the students did not attend orientation activities;
many were not aware of the existence of the program. Based on these findings, Pfau
recommended that: (a) the orientation for foreign students should be widely publicized,
(b) an article about the orientation program and activities should be printed in the
university newspaper at the beginning of the semester, and (c) the university should be
more active in sending students details about the orientation program before they arrive
on campus.
Focus on Academic Needs

Parson (1991) identified the academic and social adjustment needs of
international graduate students. He found that academic needs are ranked high because

most graduate students are intensely goal-oriented (Lee, et al., 1981; Moore, 1970). The

18

major goal was obtaining the degree. Students wanted to gain the knowledge applicable
to home country needs.

Eid (1989)’s study showed many foreign students were not familiar with course
requirements. Three-fourths of the respondents (76%) understood the grading system;
however, 39% reported difficulty in understanding course requirements. Students were
ahnost evenly divided about their interactions with faculty members. 47% discussed
coursework with the faculty, 53% did not. NAF SA (1972) reported that academic
departments tended not to accommodate foreign students’ special needs and problems.
Few departments offered courses to help foreign students understand how to transfer their
training to their home countries.

A few studies suggested improvements for academic programs. Chiang and
Klinzing (1975) suggested that foreign student programs should avoid breadth,
concentrate on practice and field work, and emphasize the benefits and pitfalls of
technological transfer. Moore (1970) proposed that study programs integrate and apply
class learning to situations in foreign students’ home countries, courses should be
relevant to international student development, and internships be provided to approximate
human and environmental conditions in foreign students’ home countries.

Focus on Career Goals

Samli (1979) stated that American colleges and universities rarely provide foreign
students with proper information and guidance in career development. This problem
results from a lack of adequate information regarding employment opportunities in the
home country, difficulty in determining the academic advisor’s sensitivity to international

concerns, lack of congruence between course work and desired work experience,

19

difficulty of expressing one's self in an unfamiliar culture, and lack of professionally
trained career counselors. Like Samli and his colleagues, MacArthur (1980) expressed
concern about the usefulness of career guidance for foreign students. He wrote,

“The current unpredictable worldwide economic situation and ever-
changing employment trends have created a more challenging job market for
international students attending American universities. To further complicate
the job hunt for the foreign students, the desired job market for any particular
student is often thousands of miles away and fairly inaccessible. Yet,
comparatively little has been done to assess the career needs of the numerous
international students on our American college and university campuses to
develop appropriate assistance programs for them. (p. 179).”

More recently, Boyer and Sedlacek (1986) administered a questionnaire to 164
incoming foreign students at the University of Maryland at College Park. Foreign
students took their education quite seriously, valuing it both for intrinsic reward of
academic pursuit and for career-related reasons. The majority of incoming international
students had clear vocational goals: 27 % had clearly defined vocational goals and another
48% were quite certain of their vocational goals. Most students decided on their
vocational goals during and shortly after secondary school.

Focus on English Language Proficiency

Many researchers found that the most serious problem areas for international
students focused on English language proficiency (Hosseni, 1981; Kangwanshirathada,
1983). Related problems include understanding lectures, participating in class
discussions, and preparing written and oral reports (Meloni, 1986). The majority of the
research findings agree that proficiency in English is positively related to academic
performance (e.g. Sugimota, 1986; Salim, 1984; Ellis, 1978; and Moore, 1987).
Spaulding and Flack (1976) concluded that students who had difficulties with oral or

written English tended to have both academic and social adjustment problems.

20

Parson (1991) also found that students with higher language proficiency adjusted
better personally and academically. Penn (1977) investigated the interrelationship
between loneliness and the barriers of interaction between international and American
students. International students considered difficulty in understanding the language and
their unfamiliarity with American customs as the major barriers to interaction with
Americans. Clearly, language proficiency is a critical variable in the amount and quality
of social interaction (Gullabom & Gullahom, 1966). A number of authors wrote about
the importance of verifying language proficiency before admitting students from abroad
or otherwise offering adequate language training before allowing international students to
enter academic programs (Meloni, 1986).

Focus on Living Environment

The residential environment is an important element of the student's extra-
curricular life. International students often have to find appropriate housing for
themselves and sometimes for their spouses and children. Finding housing early on is
crucial. According to Bang (1965), the living situation is an important consideration for
the foreign student who must make an immediate adjustment to the American society.
Althen (1983) adds:

“To some degree, most foreign students can be expected to face a
number of transitory problems. The obvious ones are adjusting to new food,
climate and type of housing (p. 58).”

Barakat’s (1988) study at North Carolina State University included 747 foreign

students from 71 countries. Barakat showed that the second most difficult area for foreign

students (out of 17 areas covered in the survey) was obtaining housing. Selltiz, et al.

(1963) found that living arrangement was significantly related to forming social

21

A a- ”an:

F

relationships. Foreign students who lived in dormitories established more social
relationships than those who lived in apartments. Lee et al. (1981) in a study of 1900
foreign students found that students living with American roommates were more satisfied
about their American life. For many students, a foreign roommate proves to be a
memorable educational experience (Althen, 1983) . Wilson (1975) also found that living
on campus and having an American roommate were related to high social activities and
involvement with Americans.

Focus on Interpersonal/Social Relationship

According to Das, the personal and social needs of many international students on
campus are inadequately met. International students generally feel socially isolated and
wanted more informal social contact with American students (J i, 1993). Yeung (1980)
reported that the personal and social lives of many foreign students are often marked by a
sense of social isolation and feelings of loneliness and homesickness.

Barakat (1988) found that whereas the social contact between foreign and
American students on campus is not as frequent or satisfying as expected, the
relationships between foreign students and people in the local community are even less
so. In a study at Western Michigan University, Boumazos and Leany (1974) found that
about half of the 102 foreign students in the sample reported feeling that community
members were superficially cordial but basically indifferent and aloof.

Using a qualitative research design Heikinheimo & Shute (1986) studied African
and Southeast Asian students at a Canadian university with a population of 1,147
international students (Heikinheimo & Shute, 1986). The central problem identified by

students was related to prejudice. Racial discrimination was perceived as very obvious,

22

even though it was characterized as subtle and silent. For example, participants in the
study stated that service workers at cafeterias seemed less polite and teachers seemed less
helpful toward international students. Grading was perceived as unfair and biased in
favor of Canadian students. Discrimination was seen by those interviewed as causing
another barrier to social interaction with the host community. Taj fel and Dawson (1968)
stated that the evidence of racial discrimination in American colleges and universities is
clear (Obong, 1984). Mortimer and Byce-Laporte found that race has become an
exceedingly important factor in the social adjustment process of a student (Mortimer and
Byce-Laporte, 198 l ).

On the other hand, many researches have been conducted on the social/ personal
adj ustment of foreign students. Many researchers have found it beneficial for foreign
students to live with Americans to enhance their cross-cultural experience (Klineberg &
Hull, 1979; Surdan & Collins, 1984; Lange, 1989). Sudham & Collins (1984) found that
international students who spent more leisure time with Americans were significantly
better adapted those who spent their leisure time with fellow country persons. This
finding was supported by Selltiz, Hopson, and Cook (1956) and by Antler (1970).

Focus on Financial Aid

Money for foreign students always has been a major concern. International
students experience difficulties earning money to meet financial obligations related to
education. Mukolu (1984) investigated the problems of 374 international students
studying in Texas. The results indicated that the students perceived problems in the
following order of magnitude: (a) financial aid, (b) placement services, (c) social-

personal, (d) academic advising and records, (e) living-dining, and (f) student activities.

23

Crumingham & Kang (1990) also investigated Korean student’s adjustment
problems in American higher education. Students at four universities in Texas rated the
most difficult problems in order as financial aid, communication-language, and social-
cultural. The least difficult problem was academic work.

According to Lee, Hountras found that sponsored students had better academic
performance than self-supporting students (Lee et al., 1981). According to Lee, Pavri,
Chongolnee, and others found that students who had some kind of financial support
performed better than those who did not (Lee et al., 1981). According to Lee, Pruitt found
that sponsorship was related to social adjustment to the US. environment and
government sponsored students were better adjusted (Lee et al., 1981). In general,
students with sponsorships and government grants had higher performance ratings than
those who did not (EI-Lakany, 1970 in Huntly, 1993).

American universities and colleges find it increasingly difficult to give financial
help to foreign students for two reasons. First, there has been a significant decrease in
assistance provided them by private and international agencies. Second, the demand for
financial assistance to low-income Americans has increased (Sanders, 1950 in Obong,
1993). In addition, many international graduate students have limited financial resources.
Visa restrictions also limit employment opportunities. Foreign students enrolled in insti-
tutions operating on the cooperative plan of education in the United States are permitted
to work only because such experience is required at institutions of this type (Obong,
1984). Thus, foreign students tend to cram as many courses as possible into as short a

time as possible, resulting in a vicious cycle of stress and overwork (Huntley, 1993).

24

For foreign students, as for all students, adequate financing of education is one of
the preconditions for students’ educational achievement (Kane, 1981).

Focus on Extra Curriculg Activities

Many studies show that international students have a strong need for extra
curricular activities. Kincaid (1951) studied a sample of foreign students from developing
nations on seven California campuses. Although foreign students had few problems with
English language, finance, housing, course of study or grades, many requested an
expansion of extra curricular activities (Lee, et al., 1981).

Luzzo, Henao, and Wilson’s (1996) small-scale exploratory study found that most
international students had some degree of dissatisfaction with intramural and
intercollegiate sports offerings. They expressed a clear desire for the university to offer
additional athletic activities, such as soccer and rugby. Yeung (1980) discussed some of
the reasons that prevented foreign students from participating in student activities. Most
student activities are designed to meet the needs of American students. The pressure of
studying and the fear of failure could also be reasons. In addition, poor language
acquisition could directly or indirectly isolate international students from supportive
American contacts on both personal and academic levels.

Boyer & Sedlacek (1986) showed that campus extracurricular activities of interest
to international students included special interest groups, i.e., sports, games, hobbies
(3 8%), departmental subject matter clubs (18%), and music or dramatic organizations
(14%). Of less interest to international students were intramural sports (4%), volunteer
services on or off campus (4%), political or social action groups (3%), and religious

groups (3%).

25

Parson’s(1991) study of international graduate students found that students
expressed needs for extra-curricular activities, which varied by nationality and marital
status. All students indicated a high need for practical experiences and professional
development, needs that apparently were not satisfied by the academic programs. Social
activities varied by marital status and age. The older married students judged the need to
travel in the US. as less important than younger, single students. The same was true for

sports events and the use of athletic facilities.

Demographic Factors

The success of international students in American universities is also affected by
marital status, length of stay in the US, regional /cultural differences, and gender.
Marital Status

Marital status is an important variable in studies of foreign students. Most, but not
all, studies show that married and unmarried foreign students on US. campuses have
different lifestyles, needs, and problems (Lee et al., 1981). Married foreign students had
higher academic achievement than singles (EI-Lakany, 1970, Chongolnee, 1978), greater
satisfaction with their US. experience (Clark, 1963, Siriboonma, 1978), and fewer major
problems than singles (Han, 1975, Collins, 1976). Cunningham & Kang also found
(1990) that the unmarried students perceived more difficulties in the academic and
psychological-personal problem areas.

In contrast, married students have unique problems. Lee et a1. (1981) reported that
married students expressed concern about housing and finances, particularly when

accompanied by spouses. They also expressed more needs for information on student life

26

and community activities. Al-Ihrahim (1983) found that married students and their
spouses felt isolated from interactions with Americans. They limited their contacts to
fellow nationals. Spouses, in particular, suffered intense isolation. Berendzen (1981) also
reported on the feeling of isolation experienced by many international students.

Finally, two researchers found no marital “effect.” Saleh (1980) found no
significant differences between married and single students. Akpan-Iquot and Efiong

(1981) found no significant relationships between married male and female foreign

‘\ 1? "._‘ i

students at selected Oklahoma colleges and universities (Sammour, 1992).
Leigh of Stay in the US.

After reviewing the literature, Spaulding and Flack (1976) concluded that length
of sojourn has remained a confirmed, significant variable related to adjustment problems,
academic performance, decisions to stay abroad, satisfaction with training, and alienation
and marginality (Lee et al., 1981). Length of stay particularly affects academic and social
adjustment. Hull (1978) found that length of stay related positively to adjustment.
Shankar (1987) found obvious improvement in communication skills during longer stays.
According to Cunningham & Kang (1990), length of stay affected students' level of
difficulties in communication-language, academic, social-cultural and international
student affairs. Cho (198 8) also showed that length of stay in US affected language
proficiency.

On the other hand, a few studies found no significant relationship between
adjustment and length of study. Sami (1986) found that length of stay did not influence
the level of satisfactory adjustment as reported by the students. Sharma (1971) also found

that length of stay had little effect on problems of foreign students (Parson, 1991).

27

Egional/Cultural Differences

Most of multi-national and multi- regional research on foreign students indicates
that foreign students from different regions in the world differ in their adjustment and the
problems they encounter in the US. (Spaulding & Flack, 1976; Hull, 1978; Lee et al.,
1981). Barakat (1988) found significant differences between Western and Non-westem
students regarding problems in the following areas: orientation, social/personal,
living/dining, health services, student activities, and international student office services.
Non-westem students encountered significantly more difficulty than Western students in
all eight areas of student personnel services.

Lange (1989) and Lee (1981) concluded that Europeans, Canadians, Oceanic
cultural groups, and Latin Americans fared the best in US. colleges and universities. Pyle
(1986) also supported these research findings. He stated that students from
underdeveloped countries experienced the most difficult transition. More specifically,
Hull (1978) reported that the research conducted by the International Committee for the
Study of Educational Exchange found that Asians and students from Arabic speaking
countries were the most unhappy with their sojourn experience, and were the most
isolated. Students from black African countries were the most likely to have experienced
discrimination. Asians and Arabic students had the most difficulty with the English

language (Lange, 1978).

28

GEM—er

Some studies examined sex differences in adjustment and problems (Dunnett,
1977; Lee et al., 1981; Church, 1982; Manese, 1988). Most studies showed that females
encounter more problems than males (Payind, 1977; Sammour, 1992). Cunningham &
Kang (1990) found that female students perceived the verbally-related adjustment
problems as more difficult than male students. Bid (1989) also found that female
international students at the University of Maryland - College Park had a greater need to
talk to a counselor about career plans than men.

In contrast, Collins (1976) found that male foreign students experienced
significantly more problems than females (Lee et al., 1981). Saleh (1980) studied the
adjustment problems of Arab students at selected Texas Universities. Saleh (1980) found
no significant differences between males and females.

J i’s (1993) study of international students at Mississippi State University found
that female and male international students did not differ significantly on perceived
academic, counseling, financial, health, housing, language, orientation, and racial/cultural
needs. This finding was similar to that of Smith (1990) who found no significant gender
differences in stress experienced by both domestic and international students at

Mississippi State University.

29

.‘.

Summary

This chapter was a review of the literature concerning the problems of foreign
students as they are related to cultural group and demographic characteristics. Although
variations existed in the findings of the authors, they were unanimous in pointing out the
major adjustment problems that foreign students face in an American school
environment. A review of the literature indicates that foreign students seem to experience
many problems similar to those experienced by United States students, but that a large
number of their concerns are unique because of being a foreign student. The review of
literature revealed that the color, language and culture of the international students play
an important role in how well their adjustment to the United States is achieved. Some
studies attempted to examine significant differences in the problems of international
students among the nationality groups considered in such variables as age, marital status,
source of financial support, length of stay, and other related variables. It was found that
students from westem countries adjust better than those from non-westem countries, and
that United States families tend to accept international students from western countries
more easily into their homes. Some studies found significant differences in the problems
of international students, while others found no differences according to demographic
variables such as age, marital status, grade level, source of financial support, etc.

A few of the studies reviewed attempted to determine the extent of the services
and problems specifically provided for foreign students in American educational
institutions. These studies revealed that services provided by US. colleges and
universities were not well known to international students and fail to satisfy these

students. The literature in this field further revealed that many writers proposed the

30

following recommendations for colleges and universities in meeting the problems of
foreign students: 1) continuous orientation programs, 2) improved counseling procedures,
3) better integration of foreign students to the American way of life.

Some significant points found in the literature are summarized below:

There is a need for a systematic approach to the evaluation and development of
student services program, but the primary expression of needs should be on evaluation.

Satisfaction with student services in an institution of higher education depends

primarily on how good the program is and how services make a difference in student

performance and behavior.

31

"V";‘.ffl

CHAPTER III: DESIGN AND METHODOLOGY

This study is designed to identify the problems of international students and
evaluate the utilization of student service programs provided by the university to support
them.

This study investigates the differences among international students who come
from three cultural groups (Asia, Europe, and Latin America) in their problems and
utilization of the support services available on the MSU campus. Also, the study
examines the differences between international students by grade level in their problems
and utilization of the support services available on the MSU campus. Furthermore, the
study identifies possible strategies to improve the existing support services and facilitate
international students’ utilization of the services.

This chapter describes the population under study. It discusses the Michigan
Student Problem Inventory (MISPI), the primary data collection instrument. Finally, I

describe the analytical strategies for the study.

Population and Sample

As already stated, one purpose of this study is to analyze the differences between
cultural groups of international students in perceived problems and utilization of existing
support programs. In consultation with personnel of the Office for International Students
and Scholars at MSU, I selected three cultural groups (Asian, European, and Latin
American) for study. These groups have the largest student populations with similar
geographical, religious, and cultural backgrounds. The target population of this study

consists of roughly 2,261 international students who come from these three different

32

regions (Asia, Europe, and Latin America). Enrollment statistics from MSU showed that
Asian students topped the list with a total population of 1,891, which is roughly 84% of
all international students from three cultural groups (Asia, Europe, and Latin America).
The remaining populations from Europe and Latin America include 370 students. Since
bigger sample size was necessary to get sufficient cases for data-analysis, I included all
European and Latin American students into the sample. I also included 500 Asian
students into the sample, which can represent the Asian population and is expected to be
manageable data under the circumstances of this study. I requested relevant data to the
Office of the Registra. The office selected 500 sample from 1,891Asian students by
random sampling. The population and sample will be discussed in detail along with

figures in Chapter 4.

Instrument

Many researchers advocate the use of a standardized and reliable instrument as a
means of better research on international students (Spaulding and Flack, 1976; Salim,
1984; Barakat, 1988). According to Spaulding and Flack (1976), most relevant
instrument for studying the perceived problems of international college students is the
MISPI (Michigan Student Problem Inventory). The MISPI is a quick and reliable way of
identifying problems perceived by students on an individual campus. The MISPI was
developed by John Porter (1962) to assist international students in identifying problems
and concerns they experienced in adapting to a new environment. Porter (1962) stated
that the MISPI is assumed to minimize cultural bias since it was specially designed for

the international students. According to Porter (1962), the instrument was developed

33

A ‘3 ._~* A“: in

based upon hundreds of interviews and contacts with students who had sojoumed in the
States. The problems identified were categorized and validated on similar groups of
students and provided results distinct from those for American students.

Porter (1962) found that the MISPI can differentiate the problems between
foreign students and US. students. He also found evidence to conclude that the MISPI
can be used as a tool to help foreign students express their areas of concern according to
recognized student personnel services. He also suggests that the MISPI can be used to
show differences among groups of foreign students regarding their problems and
concerns. Finally, the majority of the students who took the MISPI at MSU in 1962 felt
that the instrument covered most of their concerns, and that the procedure was
worthwhile (pp.4-5).

A total scale reliability estimate of .58 was found for MISPI by use of the Kuder-
Richardson—Formula. A total scale reliability estimate of .67 was found by using the
Spearman-Brown Split-Half Method. Sub-scale reliability estimates ranged from .47 to
.76 using the Kuder-Richardson Formula.

Porter validated the MISPI by using a sample of 108 international students and 50
American students. The concurrent validity was established by administering both the
MISPI and Mooney Problem Check List-College F orm'to the same students. The mean
scores of the international students and American students are all significantly different at
the .05 level for both scales. For the Mooney Problem Check List, the mean scores were
21.24 for the American students and 44.97 for international students. For the MISPI, the
mean scores were 11.26 for the American students and 15.06 for the international

students (Porter, 1977). The MISP Inventory was successfully used by Willard ( 197 3),

34

a .- av»:

Collins (1976), Mahdavi-Harsini (1981), and Guclu (1993), which reinforced the
selection of this instrument for the present study.

There are basically three sections to the revised MISPI (See Appendix A for the
complete instrument). The first is a section of biographical information including age,
gender, country of citizenship, country of residence, class in college, marital status, at the
present college course of study, number of years and months at present college, number
of years and months at a previous US. college, number of years and months in the US,
and language most easily spoken.

The second section contains 132 items covering eleven problem areas for
international students (12items for each area) regarding student services: (1) admissions
and selection, (2) orientation, (3) academic advising and records, (4) counseling and
guidance, (5) room and board, (6) health services, (7) religious services, (8) remedial
reading programs, (9) student activities, (10) financial aid, and (11) placement.

The statements in each of the areas were as follows:

AdmissioL and Selection

7. Frequent college examinations

8. Compulsory class attendance

9. Writing or typing term (semester) papers
40. Competitive college grading system

41. Objective examination (true-false, etc.)

42. Insufficient advice from academic advisor
73. Too much interference with studies

74. Feel unprepared for US. college work

75. Concerned about grades

106. Doing laboratory assignments

107. Insufficient personal help from professors
108. Relationship between US. students and faculty

35

Ac_ademic Records

1. Evaluation of my former school credentials

2. Concern about value of US. education

3. Choosing college subjects

34. Getting admitted to US. College

35. Registration for classes each term

36. Not attending college of my first choice

67. Understanding college catalogs

68. Immigration regulations

69. Lack of knowledge about US.

100. Differences in purposes among US. colleges
101. Difference in US. and home education systems
102. Not being met on arrival at campus

English Langaage

22. Speaking English

23. Giving oral reports in class

24. Ability to write English

55. Using of educational technology

56. Understanding lectures in English

57. Reading textbooks written in English

88. Understanding U.S. “slang”

89. My limited English Vocabulary

90. My pronunciation not being understood
121. Insufficient remedial English services
122. Having a non-English speaking roommate
123. Holding a conversation with US. fiiends

Financial Aids

28. Lack of money to meet expenses

29. Not receiving enough money from home

30. Having to do manual labor (work with hands)
61. Saving enough money for social events

62. Immigration work restrictions

63. Limited amount US. dollar will purchase
94. Finding part-time work

95. Unexpected financial needs

96. Money for clothing

127. Costs of an automobile

128. Finding employment between college terms
129. Finding jobs that pay well

36

Health Services

16. Poor eyesight

l7. Recurrent headaches

18. My physical height and physique
49. Hard of hearing

50. Nervousness

51. Finding adequate health services
82. Dietary problems

83. Needing more time to rest

84. Worried about mental health

1 15. Feeling under tension

116. Service received at health center
117. Health suffering due to academic pace

Living-Dining

13. Taste of food in United States

14. Problems regarding housing

15. Being told where one must live

46. Costs of buying food

47. Insufficient clothing

48. Not being able to room with US. student
79. Bathroom facilities cause problems

80. Distances to classes from residence

81. Relationship with roommate

112. Finding a place to live between college terms
113. Changes in weather conditions

114. Lack of invitations to visit in US. homes

Orientation and Services

4. Treatment received at orientation meetings

5. Unfavorable remarks about home country

6. Concept of being a “foreign” student

37. Relationship with foreign student advisor

38. Leisure time activities of US students

39. Law enforcement practices in the US

70. Campus size

71. US. emphasis on time and promptness

72. Understanding how to use the library

103. College orientation program insufficient

104. Trying to be student, tourist, and “ambassador
105. Attitude of some students toward “foreign” students

37

_P_lacement Services

31. Finding a job upon returning home

32. Not enough time in US. for study

33. Trying to extend stay in the United States
64. Becoming a citizen of the United States
65. Changes in home government

66. Desire to not return to home country

97. Uncertainties in the world today

98. Desire enrolling at another college

99. US. education not what was expected
130. Insufficient help from placement office
131. Staying in US. and getting a job

132. Wonder if US. education useful for job at home

Regious Services

19. Religious practices in United States

20. Attending church socials

21. Concern about my religious beliefs

52. Finding worship group of own faith

53. Christianity as a philosophy

54. Variety of religious faiths in US

85. Having time to devote to own religion
86. Spiritual versus materialistic values

87. Doubting the value of any religion

118. Criticisms of home land religion

119. Accepting differences in great religions
120. Confusion about religion and morals in US.

Social-Personal

10. Concern about becoming too “westemized”
11. Insufficient social-personal counseling

12. Being in love with someone

43. Being lonely

44. Feeling inferior to others

45. Trying to make friends

76. Sexual customs in United States

77. Homesickness

78. Feeling superior to others

109. US. emphasis on personal habits of cleanliness
110. Not feeling at ease in public

111. Attitude of some US. people to skin color

38

Student Activities
25. Regulations on student activities
26. Treatment received at social functions
27. Relationships of men and women in US
58. Dating practices of US. people
59. Being accepted in social groups
60. Not being able to find “dates”
91. Activities of international houses
92. US. emphasis on sports
93. Problems when shopping in US.
124. Activities of foreign student organizations

125. Lack of opportunities to meet more US. people
126. Concern about political discussions

The last section contains twelve questions used to evaluate the utilization of
student support service programs available on the MSU campus for international
students.

There are two kinds of questions:

1. Closed-end questions were designed to evaluate the students’ utilization toward the
services available on the MSU campus. A circle “A,” “B,” “C,” “D,” “E” response was
designed to measure usefulness of those services.

2. Open-ended questions were designed to obtain some strategic suggestions from
international students that would improve each service. This written response could be a
way of seeking constructive criticism and comments from the students who are the
consumers of these services. The questions were designed to be as brief and concise as
possible yet yield the desired information concerning the many facets of the nine
researched services.

The MISPI is self-administered and it takes about 25 minutes to complete. The
MISPI uses a checklist approach to record international students’ responses to each

statement in the problem inventory. In order to measure the scope of the problems

39

encountered by students I replaced the present checklist with a Likert type scale. The
inventory ranked the problems from those which cause the least concern (no problem) to
those which cause the greatest concern (major problems). All statements in the inventory
were scored from 0 to 2, indicating the extent of problems: O= no problem or not
applicable, 1: a problem, and 2 = a major problem. The numbers 0 through 2 was circled

to indicate the student’s perception of the degree of difficulty of that statement.

Procedure of Data Collection

The design for collection of data was submitted to the University Committee on
Research Involving Human Subjects in March 26, 2001. Approval was granted April 20,
2001 by the chairperson of the committee (See Appendix B). A request for two sets of
labels, a roster for each cell, and randomization of those cells, to a sample of 870, was
submitted to the Office of the Registra in April 20, 2001. The requested data was
obtained from the Data Service, Office of Registra in April 25, 2001.

The first mailing was sent in April 26, 2001 to 870 students. It contained the
survey (with an identification number) and a cover letter requesting the student’s
cooperation and assuring confidentiality. A cover letter was designed by the researcher
in order to explain the purpose of the study as well as to request the spontaneous
cooperation of these students. Additionally, a post-paid return envelope was enclosed.
Each of the envelopes was numbered. The numbering allowed for determining those
students who would require a second mailing because they did not return a survey.
Within two weeks 158 questionnaires (20%) had been returned. The second mailing was

done in May 11, 2001 to 712 students. It contained an unnumbered survey, an

40

accompanying letter authored by this researcher and a stamped return envelope. By May
25, 2001 an additional 116 (14.6%) questionnaires were returned, for a total return of

274. This study started data analysis in the end of May, 2001.

MSU Support Services for International Students

Through MSU intemet home page and other brochures, I found MSU has three
major offices providing various support services for international students. The services
in each of the office were as follows:

Office for International Students and Scholars (OISS)

The mission of the Office for International Students and Scholars (OISS) is to
support and enhance the international students’ and scholars’ academic, cultural, and
social interaction at Michigan State University. It also aims to serve as the primary link
between the international students/scholars and the university, community, federal
government, and public and private agencies (Michigan State University, 2002).

The major functions of the office include providing orientation programs on
arrival to make new students feel welcome and to assist them in entering the academic
mainstream with the least amount of difficulty (Michigan State University, 1977). The
office maintains interaction with administrative units at MSU. These administrative
relationships at MSU include those with Admissions, Controller, Financial Aid,
Registrar, Graduate School, Alumni, and Student Affairs and Services (Michigan State
University, 2002). The office serves liaison function with the Immigration Office to assist
students and faculty in fulfilling their legal (alien) responsibilities (Michigan State

University, 1977). The OISS makes recommendations regarding appropriate visa

41

requirements and provides support in the adjustment of status for permanent employment

and residency (Michigan State University, 2002).

Communig Volunteers for International Programs (CVIP)

 

Community Volunteers for International Programs (CVIP) exists to increase
international understanding between foreign visitors, scholars, students and their families,
and members of the American community by participation in mutually enriching
educational and cross-cultural activities. This non-profit volunteer organization has the
opportunity to extend a warm and generous welcome to approximately 3,000
internationals from 110 countries who are associated with Michigan State University
(Michigan State University, 2002). CVIP offers special services and activities to foreign
students, visitors, scholars, and their families. The services include: providing
transportation to those foreigners who are in need; providing English conversation groups
to improve communication skills for foreign wives; providing Host Family Programs for
visiting American families; and providing Speakers Bureau for foreigners to meet and
talk with local groups (Kajomsin, 1979).

English Langaage Center (ELC)

The aim of the English Language Center is to develop the students; skills of
spoken and written English so that they may successfully communicate with American
and start their degree work in US. colleges and universities. The English Language
Center runs two main programs each semester: English for Academic Purposes Program
(EAP) and Intensive English Program (IEP). EAP provides instruction to international
students who need to improve their English language skills before beginning academic

course work, while IEP serves individuals who are not seeking a degree at MSU but who

42

seriously want to improve their English skills (Michigan State University, 2002). Each
program consists of a modified oral-aural approach, with classes emphasizing listening,
speaking, reading, and writing. For most students, classes meet five hours a day, five
days a week, for ten-week term. Part-time English instruction is also available for

students with more advanced proficiency (Michigan State University, 1977).

Data Analysis

I coded the MISPI questionnaire data on data sheets and entered them into the
Statistical Package for the Social Science(SPSS) for analysis. I used frequency and
percentage distributions to analyze the biographical information. To measure the
variability of the perceived problems, I calculated means and standard deviations.

International student problem areas comprise the data used to answer research
question 1. The 132 questionnaire items were grouped into eleven problem areas and a
mean was calculated for each category of problem area. For each area, mean scores were
ranked to identify the relative importance of the eleven problem areas for international
students at Michigan State University.

This study focuses on identifying situational variations affecting the needs of
students based upon heterogeneous socio-cultural experiences and current social
situations. The following demographic variables selected from literature review are
included: age, gender, marital status, grade level, source of financial support, and length
of stay in the US. Age, gender and marital status as independent variables have been
investigated in relation to academic performance and adjustment problems, and

satisfaction with US. experience (Hountras, 1956, El-Lakany, 1970, Chongolneee, 1978,

43

Sharma, 1971, Han, 1975, Dunnett, 1977, Church, 1982, and Cunningham & Kang,
1990). Many studies investigated academic level, financial aid, and length of stay in
relation to academic performance, adjustment problems, and satisfaction with US.
experience (Porter, 1962, Collins, 1976, Spaulding and Flack, 1976, Hull, 1978, Myer,
1979, Lee, et al., 1981, Obong, 1984, and Parson, 1988). Based on these key
demographic variables, I carried out Analysis of Variance (AN OVA) to answer research
questions 2&3, which examine differences in the means of the perceived problems
according to cultural backgrounds of international students.

The 12 questionnaire items in the last section of the instrument are used to answer
the question 5, the students’ perception of adequacy of the existing service programs
available on campus for international students. These 12 items are grouped into three
areas: (a) utilization of the OISS (Office for International Students and Scholars), (b)
utilization of the CVIP(Community Volunteers for International Programs), and (c)
utilization of the ELC(English Language Center). For each area, I calculated mean score
and standard deviation to rank the importance of the three utilization areas for
international students at Michigan State University. I used AN OVAs to compare
differences by cultural groups (Asia, Europe, and Latin America) and demographic
characteristics (age, gender, marital status, grade level, source of financial support, and
length of stay in US).

To measure the utilization of the selected services available for international
students on campus, I scored all statements in the last section of the questionnaire from 1
to 5 indicating the extent of usefulness. The choices rank the utilization from the least

useful to most useful: l=no useful, 2=minor useful, 3= moderately usefirl, 4=very useful,

44

5= do not know about it. The open-ended answers provided suggestions to improve

services.

45

CHAPTER IV: FINDINGS AND DISCUSSION

The primary purpose of this study was to investigate the concerns and problems
of international students, and to evaluate the adequacy of existing support services and
programs for them at Michigan State University. This chapter is divided into five
sections. The first section describes the sample and population in more detail, showing
how the subjects compare with the entire population of international students. This
section also describes the demographics of respondents. The second section presents
findings on the problems perceived by international students. The third section compares
reported problems by international students’ demographic characteristics. The fourth
section describes results from open-ended questions. The fifth section assesses the

adequacy of existing service programs available on campus.

Demographic Characteristics of the Sample

According to the MSU office of the Registrar, 2261 international students from
three cultural groups (Asian, European, and Latin American) were enrolled in Spring of
2001. Students from Asian countries were the largest group (n=1 891, 83.6 % of the target
population), followed by students from Europe (n=227, 10.0 %), and Latin America
(n=143, 6.4 %). As stated in a previous chapter, the sample included 500 students from
Asia, 227 fi‘om Europe, and 143 from Latin America, totaling 870. To obtain a sufficient
sample size, all students from Europe and Latin America were included along with a
random sample of Asian students in the study. After 870 questionnaires were sent out, 78

were returned as undeliverable. These students could not be located for various reasons:

46

their names were misspelled, the wrong address was listed, they were on temporary leave
of absence, or they had left the university. The effective sample size was reduced to 792.
Of these, 274 were returned, a return rate of 34.6%. Table 1 shows the final return rate by
cultural group. For some items, the total number of responses did not equal 274 because
some subjects did not answer all of the items. 149 Asian students returned the
questionnaires (29.8 % of the sample). 71 European students and 54 Latin American
students, 31.3 % and 37.8 % of the sample respectively, also returned questionnaires.
Table 2 shows the numbers and percentages of respondents in relation to the sample and
population. Fraenkel and Wallen (1996) recommended that for descriptive studies, a
sample with a minimum number of 100 is essential. Scheaffer, Mendenhall HI, and Ott
(1996) stated “that the objective of survey sampling is to draw inferences about a
population from information contained in a sample... The experimenter controls the
quantity of information contained in the sample by the number of sampling units he or
she includes in the sample... If the number of observations included in the sample is too
small, inadequate information will be brought.”

The respondents inadequately represent the true proportion of the three cultural group in
the population. Accordingly, I weighted responses by cultural group to reflect their actual
proportion in the population (Table3). All quantitative analyses are based on this

weighted sample.

47

Table 1. Final return rate by cultural group

 

Questionnaire Questionnaire Questionnaire

Mailed Returned Undelivered

N % N % N %
Asia 500 100% 149 29.8 56 11.2
Europe 227 100% 71 31.3 14 6.2
Latin American 143 100% 54 37.8 8 5.6
Total 870 100% 274 31.5 78 28.5
Adjusted Total 792 274 34.6

 

Table 2. The numbers and percentages of population and sample

 

Population Sample Respondent
N (%) N (%) N (%)
Asia 1891 (83.6) 500 (57.5) 149 (54.4)
Europe 227 (10.0) 227 (26.1) 71 (25.9)
Latin America 143 (6.4) 143 (16.4) 54 (19.7)
Total 2261 (100.0) 870* (100.0) 274 (100.0)

 

* Among 870, 78 were undelivered.

The Distribution of Respondents According to the Demographic Characteristics

The followings present the distribution of respondents according to the demographic

characteristics included in this study.

48

Cultural Group

The frequency of cultural groups of respondents was tabulated according to three

cultural groups as shown in Table 3. Using weighted responses, the majority of

respondents (81.8%) were Asian students, while 10.3% were European students. The

smallest group was Latin American students (7.8%).

Table 3. Frequency Table of Cultural Group

 

 

Variable N % Wtd. %
Cultural Group
Asian 149 54.4 81.8
Latin American 54 19.7 7.8
European 71 25.9 10.3
Total 274 100.0 100.0
Aga

The frequency of age respondents is shown in Table 4. Of those who responded to

the questionnaire, approximately three-fourths of the respondents (74.1%) were 24-44

years of age. The smallest age group (1.0%) was 45years of age and older. 24.9% of the

respondents were young students with ages of less than 24 years old.

49

Table 4. Frequency Table of Age

 

 

Variable % Wtd. %
Age
Under 24 Years Old 21.9 24.9
Over and Equal to 24 Years Old 78.1 75.1
Total 100.0 100.0
@1512:

Table 5 shows the frequency of respondents by gender. Slightly more than half

(54.7%) of the respondents were male.

Table 5. Frequency Table of Gender

 

Variable N % Wtd. %
Gender
Female 131 47.8 45 .3
Male 143 52.2 54.7
Total 274 100.0 100.0

 

Marital Status

Table 6 presents the frequency of respondents by marital status. Approximately

two-thirds (62.4%) were single students, while a third (37.0%) were married. Only 0.6%

were widowed students.

50

Table 6. Frequency Table of Marital Status

 

Variable N

Marital Status

Single 1 77

Married 96
Widowed 1

Total 274

%

64.5

35.2

100.0

Wtd. %

62.4

37.0

100

 

Grade Level

Table 7 shows the frequency of respondents by grade level. Four-fifths (79.5%)

were graduate students, while a fifth (20.5%) were undergraduates.

Table 7. Frequency Table of Grade Level

 

Variable N
Grade Level
Undergraduate 52
Graduate 222
Total 274

%

19.0

81.0

100.0

Wtd. %

20.5

79.5

100.0

 

Source of Financial Syport

As shown in Table 8, half of the respondents (51.1%) received financial

sponsorship from themselves or their families while 8.4% of respondents received

51

scholarships from their governments. Only .8% were supported by companies. In

addition, 39.6% received financial sponsorship from MSU scholarships or assistantships.

Table 8. Frequency Table of Source of Financial Support

 

Variable N % Wtd. %
Source of

Financial Support

Myself/Family 135 49.3 51.1
Govemment/ Company 25 9. l 9.2
MSU l 14 41.6 39.6
Total 274 100.0 100.0

 

Length of Stay in the US.

Table 9 presents the frequency of respondents by length of stay in US. About 30
% have been in the United States for less than lyear. Most respondents have been in the
US. for between one year and 6 years (59.2%). Only 10.9% of the respondents have

stayed in US. for more than 6 years.

52

Table 9. Frequency Table of Length of Stay in US.

 

Variable N % Wtd. %
Length of Stay in US
Less than 1 year 81 29.6 29.9
Between 1 year and 34.3
97 35.4
Less than 3 years
Between 3 years and 24.9
71 25.9
Less than 6 years
6 years or more 25 9.1 10.9
Total 274 100.0 100.0

 

Problems Reported by Respondents
Mean and Standard Deviation of Eleven Problem Areas

This section investigated the problems of international students, which focuses on
the research question 1: what are the perceived needs of international students attending
Michigan State University? As shown in Table 10, respondents' scores were averaged to
get an overall picture of the eleven problem areas. The four most problematic areas in
order of importance were English language (mean=.35), financial aid (mean=.24),
placement services (mean=.22), social-personal (mean=.21). Health services (mean=. l 7),
academic records (mean=.16), living-dining (mean=.l4), and orientation and services
(mean=.l4) fell into a second tier of problems. Admission and selection (mean=.12),
student activities (mean=.12), and religious services (mean=.05) were least frequently

mentioned. Intemational students reported the most difficulties in the area of English

53

language. Meyer (1984) and Hart (1974) reported that English language were also the
most problematic, while McCoy (1996) and Pendar (1987) found placement and financial

aid to be the top-most problems.

TablelO. Mean Scores of Problems Encountered by International Students in Eleven

 

Problem Areas

Problem Area Mean (Wtd.)* S.D. (Wtd.) No. of Subscores >.40
English Language .35 .32 6
Financial Aids .24 .27 3
Placement Services .22 .24 1
Social - Personal .21 .20 1
Health Service .17 .19 0
Academic Records .16 .15 1
Living — Dining .14 .19 O
Orientation & Services .14 .16 l
Admission & Selection .12 .18 0
Student Activities . 12 . 1 5 0
Religious Services .05 .13 0

 

N=274 Weighted N=689

* A higher means indicates a greater number of problems.

54

Mean and Standard Deviation of Each Item in Eleven Problem Areaa

As in the previous section, mean scores for sub-items were calculated to get an
overall picture of each of the eleven problem areas. ‘
English Langaage

The problem area of most concern for international students was English
language. Table 11 presents the mean and standard deviation of the scores made on each
of the twelve items in the English Language area. The problem items of most concern for
international students were giving oral reports in class (M=.62), speaking English
(M=.60), understanding U.S. slang (M=.59), pronunciation not being understood
(M=.57), limited English vocabulary (M=.52), and ability to write English (M=.48).
Most problems were in the areas of speaking, writing, and vocabulary.

English proficiency is the major problem for international students according to a
number of researchers, including Spaulding and Flack (197 6), Hosseni (1981), Vigushin
(1982), and Meloni (1986). According to Vigushin (1982), proficiency in the English
language is an important factor in communication and affects the adjustment of
international students. Spaulding and Flack (1976) concluded that students who had
difficulties with oral or written English tended to have both academic and social

adjustment problems.

55

Table 11. The mean and standard deviation of the English language sub-scores

 

Problem Items Mean (Wtd)* SD (Wtd.)
22. Speaking English .60 .78
23. Giving oral reports in class .62 .76
24. Ability to write English .48 .71
55. Using of educational technology .07 .27
56. Understanding lectures in English .27 .60
57. Reading textbooks written in English .16 .45
88. Understanding U.S. “slang” .59 .68
89. My limited English Vocabulary .52 .69
90. My pronunciation not being understood .57 .77
121. Insufficient remedial English services .09 .32
122. Having a non-English speaking roommate .02 .13
123. Holding a conversation with US. friends .21 .48

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Financial Aid

The second highest-ranked problem area for international students was financial
aid. Table 12 presents the mean and standard deviation of the scores on each of the
twelve items in the financial aids area. The problems that caused the greatest concern for
the respondents were lack of money to meet expenses (M=.60), immigration work
restrictions (M=.49), and finding jobs that pay well (M=.44). Cost of an automobile was
mentioned by 30% of respondents. Money for international students has always been a
major concenr. The results were consistent with the findings of Collins,1976, Mukolu,
1984, and Guclu (1993). Guclu (1993) found that many international students have
limited financial resources and that the financial difficulties were related to lack of

56

money, insufficient work opportunities, and immigration restrictions on off-campus jobs.
Lee et al. (1981) and Huntly (1993) maintained that financial support was positively

related to social adjustment to the US. environment and academic performance.

Table 12. The mean and standard deviation of the financial aid sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
28. Lack of money to meet expenses .60 .77
29. Not receiving enough money from home .09 .34
30. Having to do manual labor (work with hands) .06 .27
61. Saving enough money for social events .16 .47
62. Immigration work restrictions .49 .72
63. Limited amount US. dollar will purchase .11 .36
94. Finding part-time work .20 .49
95 . Unexpected financial needs .27 .57
96. Money for clothing .05 .25
127 . Costs of an automobile .30 .57
128. Finding employment between college terms .16 .49
129. Finding jobs that pay well .44 .70

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Pigment Services

The third highest-ranked problem area was placement services. Table 13 presents
the mean and standard deviation of the scores on each of the twelve items in this area.
The most problematic items were staying in US. and getting a job (M=.56), finding a job
upon returning home (M=.37), and trying to extend the length of stay in the United States
(M=.28). Samli (1979) mentioned that US. higher education institutions do not provide

57

international students with sufficient information and guidance in career development.
Karjorsin (1979) found that only about 20% of international students were aware of some
services of the Career Development Center and knew how they firnctioned. The results of
this study are supported by MacArthur (1980), who expressed concern about the
usefulness of career guidance for foreign students. He wrote that little has been to assess
the career needs of the numerous international students on American college and

university campuses to develop appropriate assistance programs for them.

Table 13. The mean and standard deviation of the placement sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
31. Finding a job upon returning home .37 .65
32. Not enough time in US. for study .15 .46
33. Trying to extend stay in the United States .28 .58
64. Becoming a citizen of the United States .25 .57
65. Changes in home government .13 .44
66. Desire to not return to home country .21 .54
97. Uncertainties in the world today .16 .47
98. Desire enrolling at another college .07 .30
99. US. education not what was expected .10 .36
130. Insufficient help fi'om placement office .09 .35
131. Staying in US. and getting ajob .56 .80
132. Wonder if US. education useful for job at home .25 .61

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

58

Social-Personal

The forth highest ranked area of concern was social-personal. Table 14 shows that
the items of most concern in the social-personal area were homesickness (M=.45),
attitude of some US. people to skin color (M=.38), being lonely (M=.35), and trying to
make fiiends (M=.35). The results indicate that their main problems in the social-
personal area are social maladjustment and discrimination. These findings support several
previous studies. Lozada (1970) reported that about one-fourth of international students
in his study were disassociated from the mainstream of American life. Klien and her
associates (1971) reported that at least half of the surveyed foreign students had not
established any close relationships with Americans. Heikinheimo and Shute (1986)
reported that the critical problems identified by international students were in relation to
prejudice and discrimination. As discussed later, responses of open-ended questions
support these results. Many students reported racial discrimination, superficial
fiiendships, and isolation from US. students as significant barriers for international

students to adjust to life in the US.

Table 14 The mean and standard deviation of the social-personal sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
10. Concern about becoming too “westemized” .08 .29
1 1. Insufficient social-personal counseling .27 .53
12. Being in love with someone .13 .41
43. Being lonely .35 .63
44. Feeling inferior to others .23 .51
45. Trying to make fiiends .35 .60
76. Sexual customs in United States .06 .29

 

59

 

Table 14 (cont’d)

77. Homesickness .45 .69
78. Feeling superior to others .03 .20
109. US. emphasis on personal habits of cleanliness .01 .04
110. Not feeling at ease in public .18 .48
111. Attitude of some US. people to skin color .38 .65

 

N=274 Weighted N=689

* The higher means indicate a greater nrunber of problems

Health Services

The fifth highest-ranked problem area of most concern to the respondents was
health services. Table 15 shows the mean and standard deviation of the scores on each of
the twelve items in the health services. The items of most concern for the respondents
were needing more time to rest (M=.32), finding adequate health services (M=.27),
feeling under tension (M=.27), and nervousness (M=.22). Guclu (1993) and Nikelly and
his associates (1964) support these results. Guclu (1993) reported that finding adequate
services was one of most problematic items in the area of health services. Nikelly and his
associates (1964) reported that international students required more psychiatric assistance
than American students and that international students’ complaints were predominantly
of a somatic nature (headaches, insomnia, fatigue, tension and worry, nervousness,
muscular pains, and gastro-intestinal disorders). These results show that international
students perceived that they do not receive effective service from the health centers at

their universities.

60

Table 15. The mean and standard deviation of the health services sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
16. Poor eyesight .12 .38
17. Recurrent headaches .12 .41
18. My physical height and physique .1 1 .37
49. Hard of hearing .12 .42
50. Nervousness .22 .48
51. Finding adequate health services .27 .58
82. Dietary problems .16 .44
83. Needing more time to rest .32 .61
84. Worried about mental health .11 .39
115. Feeling under tension .27 .55
116. Service received at health center .14 .41
117. Health suffering due to academic pace .11 .37

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Agademic Records

The sixth-highest ranked problem area for international students was academic
records. Table 16 shows the mean and standard deviation of the scores on each of twelve
items in the academic records area. The problems of most concern for the international
students were writing or typing term (semester) papers (M=.46), concern about grades
(M=.32), and insufficient advice from academic advisors (M=.29). The relationship
between US. students and faculty also was mentioned fairly often (M=.17). The results
were consistent with those of Guclu (1993), who also found that writing or typing term

papers and concern about grades were of most concern for international students. Open-

61

ended questions also supported this perspective. Some students mentioned that they have
difficulties in writing term papers, doing group projects, and establishing relationship

with an academic advisor.

Table 16 The mean and standard deviation of the academic record sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
7. Frequent college examinations .11 .38
8. Compulsory class attendance .06 .25
9. Writing or typing term (semester) papers .46 .66
40. Competitive college grading system .10 .34
41. Objective examination (true-false, etc.) .07 .29
42. Insufficient advice from academic advisor .29 .64
73. Too much interference with studies .10 .35
74. Feel unprepared for US. college work .08 .31
75. Concerned about grades .32 .61
106. Doing laboratory assignments .05 .23
107. Insufficient personal help from professors .13 .41
108. Relationship between US. students and faculty .17 .43 .

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Living-Dining

Living-Dining ranked seventh as an area of concern for international students at
MSU. Table 17 presents the mean and standard deviation of the scores of each twelve
items in this area. As indicated in Table 16, problems regarding the taste of food in US.
(M=.36), changes in weather conditions (M=.28), problems regarding housing (M=.26),
and costs of buying food (M=.20) were troublesome items in the Living-Dining area. The

62

findings of some studies (Porter, 1962; Lee, et al., 1981; Barakat, 1988, Guclu, 1993)
support these results. Barakat (1988) reported the following food-service problems for
international students: lack of variety, tastelessness of American food, high cost of food,
and inability to adjust to American food. Porter (1962) indicated that a number of
problems with housing facilities often face international students as well. These problems
include the distance to college from residence, transportation, discrimination by home
owners, unnaturalness of the dormitory, high rent, lack of privacy, and so on.

Some open-ended-question responses indicated that some students have had hard
time in adapting to the cold weather in Michigan. A freshman from India stated that "I
had a slightly harder time due to the extremely harsh winter. Coming from one of the
warmest regions of India, I came right into the center of the Michigan winter. Coping

with the cold was extremely tough for me."

Table 17 The mean and standard deviation of the living-dining sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
13. Taste of food in United States .36 .60
14. Problems regarding housing .26 .51
15. Being told where one must live .02 .16
46. Costs of buying food .20 .49
47 . Insufficient clothing .05 .23
48. Not being able to room with US. student .05 .24
79. Bathroom facilities cause problems .04 .23
80. Distances to classes from residence .13 .39
81. Relationship with roommate .07 .26
112. Finding a place to live between college terms .06 .29

 

63

 

Table 17 (cont’d)
113. Changes in weather conditions .28 .56

114. Lack of invitations to visit in US. homes .18 .45

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Orientziion and Services

Orientation and services was the eighth-ranked problem area for international
students. As shown in Table 18, international students rated the attitude of some students
toward “foreign” students (M=.46), the concept of being a “foreign” student (M=.37),
and unfavorable remarks about home country (M=.24) as the highest problem items in
the area of orientation and services. The results supported Shepard (1970)’s study.
Shepard conducted a survey of 38 colleges and universities in the southern United States.
In that survey, 40% of the foreign students said they felt unwelcome, lonely, and isolated.
Many of them complained of inadequate pre-departure information and poor on-campus
orientation.
Regarding the orientation for international students, Barakat (1988) stated that major
universities in the US. should provide an overall awareness of the way of life of the host
country, as well as the services offered by the institution by their on-arrival and post-
arrival orientation. Pruitt (1977) found that international students had more positive
impressions of American culture if they came from prominent families, attended

orientation programs, and visited the international office.

64

Table 18. The mean and standard deviation of the orientation and services sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
4. Treatment received at orientation meetings .04 .25
5. Unfavorable remarks about home country .24 .54
6. Concept of being a “foreign” student .37 .60
37. Relationship with foreign student advisor .09 .33
38. Leisure time activities of US students .15 .40
39. Law enforcement practices in the US .08 .31
70. Campus size .02 .14
71. US. emphasis on time and promptness .06 .29
72. Understanding how to use the library .07 .30
103. College orientation program insufficient .06 .27
104. Trying to be student, tourist, and “ambassador .06 .24
105. Attitude of some students toward “foreign” students .46 .69

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Admission and Selection

The ninth-ranked problem area was admission-selection. Table 19 presents the
mean and standard deviation of the scores on each of the twelve items in this area.
Among the problem items, immigration regulation (M=.30), difference in US. and home
education systems (M=. 19), and lack of knowledge about US. (M=.l6) were relatively
highly ranked problem items. Guclu (1993) found that educational systems’ differences
affect the academic experiences of international students. Curriculum structure, testing
and evaluation procedures, instructor-student relationships, and instructional style and

classroom interaction affect the students’ academic success.

65

Table 19. The mean and standard deviation of the admission and selection sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)

1. Evaluation of my former school credentials .09 .35

2. Concern about value of US. education .12 .41

3. Choosing college subjects .15 .42

34. Getting admitted to US. College .10 .35

35 . Registration for classes each term .13 .41

36. Not attending college of my first choice .07 .27 l
67. Understanding college catalogs .02 .14 l
68. Immigration regulations .30 .58 ‘
69. Lack of knowledge about US. .16 .46

100. Differences in purposes among US. colleges .04 .26

101. Difference in US. and home education systems .19 .47

102. Not being met on arrival at campus .04 .24

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Student Activities

The student activities area was the tenth-ranked problem area of concern. Table
20 presents the mean and standard deviation of the scores made on each of the twelve
items. As revealed in Table 20, the problem items of most concern for international
students were lack of opportunities to meet more US. people (M=.36), being accepted in
social groups (M=.23), and treatment received at social functions (M=.11). The result
shows that international students are relatively satisfied with student activity services

provided by the university.

66

Table 20 The mean and standard deviation of the student activities sub—scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)
25. Regulations on student activities .08 .29
26. Treatment received at social functions .11 .39
27. Relationships of men and women in US .17 .45
58. Dating practices of US. people .09 .31
59. Being accepted in social groups .23 .50
60. Not being able to find “dates” .11 .38
91. Activities of international houses .02 .18
92. US. emphasis on sports .07 .30
93. Problems when shopping in US. .05 .27
124. Activities of foreign student organizations .05 .23
125. Lack of opportunities to meet more US. people .36 .58
126. Concern about political discussions .05 .26

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Religious Services

The problem area of least concern for international students was religious
services. Table 21 presents the mean and standard deviation of the scores on each of the
twelve items in the religious services area. Among the problem items, the most relatively
problematic items were spiritual versus materialistic values (M=.11), criticisms of home
land religion (M=.O7), and concern about personal religious belief (M=.O6). The result

shows that international students do not have many difficulties in this problem area.

67

Table 21. The mean and standard deviation of the religious services sub-scores

 

Problem Items Mean (Wtd.)* SD (Wtd.)

19. Religious practices in United States .04 .21

20. Attending church socials .04 .22

21. Concern about my religious beliefs .06 .29

52. Finding worship group of own faith .04 .24

53. Christianity as a philosophy .06 .29

54. Variety of religious faiths in US .03 .20 in
85. Having time to devote to own religion .04 .22 f,
86. Spiritual versus materialistic values .11 .40 --
87. Doubting the value of any religion .05 .22

118. Criticisms of home land religion .07 .32

119. Accepting differences in great religions .02 .21

120. Confusion about religion and morals in US. .06 .27

 

N=274 Weighted N=689

* The higher means indicate a greater number of problems

Relationship between High Incidence Problem Areas and Demographic Subgroups
This section investigated the differences among international students by cultural

groups and demographic characteristics in their problems. I focused on the four high

incidence problem areas which I defined as having at least 20% (.20) of respondents

indicating the problem area. These are English language, financial aid, placement

services, and social-personal. In this section I answer two research questions:

Research Question 2: How do these needs vary by cultural groups?

Research Question 3: How do these needs vary by demographic characteristics?

68

Analysis of Variance (ANOVA) was employed to test whether significant differences
exist in each high incidence problem area between subgroups. The significance level was

established at 0.05 to reduce the possibility of Type I error.

Means and ANOVA of High Incidence Problem Areas by Cultural Group

The analysis of variance in Table 22 indicates that there are significant differences
in problems among the students from the three cultural groups in two high incidence
problem areas: English language and social-personal. The results show that Asian
students reported more problems than the other two cultural groups in those two problem
areas. These results are consistent with many studies (e. g. Porter, 1962; Lange; 1981;
1977; McMillen, 1981; Barakat, 1988; Lee, 1989). Porter (1962) and Barakat ( 1988)
reported that "non-western" students had more problems in all of the statements on which
there were significant differences. According to McMillen (1981), Asian students
experienced significantly more problems in the eleven problem areas of the
MISPI(Michigan International Students Problem Inventory) than did European and Latin
American. Lange (1989) and Lee (1981) also reported that Europeans, Canadians,
Oceanic Cultural Groups, and Latin Americans adapted the best to US. higher education
institutions. Honjo (1977) concluded that cultural variations between the US. and
students’ home countries were major factors affecting their adjustment. Ben Soud (1975)
stated that the greater the cultural contrast between home and host countries, the more

problems are identified and the greater the difficulty in adjustment.

69

Table 22. Relationship between Cultural group and Most Frequent Problem Areas

 

Cultural Group
Problem Asian Latin American European F* P*
Area (N=149) (N=54) (N=71) '

Mean" SD* Mean* SD* Mean“ SD*

English
.40 .32 .23 .25 .08 .12 40.59 .00
Language
Financial
.24 .27 .24 .26 .30 .32 1.88 .15
Aid
Placement
_ .21 .24 .21 .25 .28 .29 2.47 .09
Servrces
Social—
.22 .20 .16 .19 .14 .18 6.34 .00
Personal

 

* Weighted value P<.05

M and ANOVA of High Incidence Problem Areas by Age

The analysis of variance in Table 23, indicates that there are significant
differences in the importance of problems among the three age groups in three high
incidence problem areas: financial aid, placement services, and social personal. In these
three high incidence problem areas, the age group of under 24 years old tends to
experience significantly more problems than the other group. These results are consistent
with those studies conducted by Porter(1962), Arubayi (1980), and Al-Shedokhi (1986).
They found that younger students reported significantly more problems than did older

students. On the other hand, some studies found no relationship between age and

70

adjustment problems. Barakat (1988) and Guclu (1993) reported that there were no

significant differences in the means of perceived problems according to age. Parson

(1991) also contended that age was not a significant factor in causing problems for

international students.

Table 23. Relationship between Age and Most Frequent Problem Areas

 

Under 24 years old
Problem (N=60)
Area
Mean* SD*
English
.32 .33
Language
Financial
. .31 .30
Ard
Placement
. .27 .29
Servrces
Social-
.25 .23
Personal

Mean*

.36

.22

.20

.19

Over and equal to 24
years old (N=214)

SD“

.32

.26

.22

.19

Fill

1.91

15.53

11.14

10.84

P*

.17

.00

.00

.00

 

* Weighted value P<.05

Means and ANOVA of High Incidence Problem Areas by Gender

As shown in Table 24, the analysis of variance indicates that there are significant

differences in the importance of problems between female and male students in three

high incidence problem areas: financial aids, placement services, and social-personal. In
these three high incidence problem areas, female students experienced significantly more

problems than male students. Many studies reported gender differences in the perceived

71

problems of international students (Arubayi, 1980; Lee et al., 1981; Church, 1982;
Barakat, 1988; Manese, Sedlacek, and Leong, 1988; Guclu, 1993; Ji, 1993). Some studies
showed that females encounter more problems than males(Arubayi, 1980; Manese,
Sedlacek, and Leong, 1988; Guclu, 1993; Ji, 1993). Arubayi (1980) and Guclu (1993)
found that female students reported more problems than male students in the areas of
academic records and health services. Guclu (1993) contended that cultural factors might
have played a significant role in these results. It could be that in most Afiican, Asian, and
Middle Eastern countries female depend on males, but when the females come in
America this dependency was no longer available for them and consequently they might
feel helpless. Naidoo (1990) concluded that many Asian students commented that
restrictions imposed on the role of the women as homemaker and caretaker of the
children still had their impact on the career aspirations of females.

In contrast, some studies disclosed that male students confronted more problems
than female students (Collins, 1976; Salim, 1984; Razarri, 1988), and some studies
showed no significant gender differences(Saleh, 1980; Smith, 1990; Ji, 1993). Collins
(1976) found that male international students experienced more problems than female
international Students. Salim (1984) also reported that male students and male students
who work experienced more problems than female students in the area of financial aids.

J i ( 1993) found that female and male international students did not differ
significantly on perceived academic, counseling, financial, health, housing, language,

orientation, and racial/cultural needs.

72

Table 24. Relationship b/w Gender and Most Frequent Problem Areas

 

 

finder
Female Male
Problem Area (N=131) (5:143) F_* E

 

Mean* SD* Mean“ SD*

 

 

English Language .36 .32 .34 .32 .69 .41
Financial Aid .28 .27 .22 .27 7.85 .01
Placement Services .25 .25 .19 .24 12.45 .00
Social — Personal .26 .21 .17 .18 32.81 .00

 

* Weighted value P<.05

Ms and ANOVA of High Incidence Problem Areas by Marital Status

The results in Table 25 show the comparisons in terms of marital status in the four
high incidence scale scores. The analysis of variance reveals that there were significant
differences in the problems between single and married students in two high incidence
problem areas: placement services and social-personal. In these problem areas, single
international students reported significantly more problems than their married
counterparts. These results are compatible with the results found by Chongolnee (1978),
Siriboonma (1978), and Cunningham & Kang (1990), who found that married
international students had higher academic achievement, greater satisfaction with their
experiences, and fewer major problems than their single counterparts. These results are
not consistent with Porter and other researchers (McMillen, 1981; Lee, et al., 1981;

Berendzen, 1981; Al-Ihrahim, 1983), who found that married students reported

73

significantly more problems than did single students. Problems related to housing, family,

social activities, and finances are mainly experienced by married students.

Table 25. Relationship b/w Marital Status and Most Frequent Problem Areas

 

Martial Status"

Problem Area Single Married F* P*
(N =1 77) =96)

Mean* SD* Mean* SD*

EngliSh Language .35 .33 .35 .29 .12 .73
Finmia‘ Aid .24 .28 .24 .26 .02 .88
Placement Services .25 .26 .16 .19 2052 .00
Social — Personal .23 _21 .17 .16 17.83 .00

 

* Weighted value P<.05
** I excluded the 1 widow from this analysis, which can distorts results because of a

small size of respondents

mm ANOVA of High Incidence Problem Areas by Grade Level

As shown in Table 26, the analysis of variance indicates that there are significant
differences in the problems of undergraduate and graduate students in three high
incidence problem areas: financial aids, placement services, and social-personal. In these
three high incidence problem areas, undergraduate students experienced significantly
more problems than graduate students. These results are supported by Barakat (1988),
who found that undergraduate students encountered more problems than graduate

students in orientation, social-personal, living-dining, and student activities. These

74

findings are not consistent with those of Pendar (1987), who examined the problems of
social, financial, academic and language adjustment of Cameroonian students pursuing
higher education in the San Francisco Bay Area of Northern California. Pendar (1987)
found that graduate students reported more adjustment problems than undergraduate

students.

Table 26. Relationship b/w Grade Level and Most Frequent Problem Areas

 

Grade Level
Problem Area Undgggaguate 3:121:25; F* P*
Mean* SD* Mean* SD*
English Language .36 .34 .35 .32 .05 .82
Financial Aid .32 .32 .22 .25 14.83 .00
Placement Services .29 .29 .20 .23 17.35 .00
Social — Personal .25 .22 .21 .20 6.03 .01

 

* Weighted value P<.05

Means and ANOVA of High Incidence Problem Areas by Financial Support

As shown in Table 27 the analysis of variance indicates that significant
differences are found in three high incidence problem areas: English language, financial
aid, and placement services according to the source of financial support. The group
supported by personal funds tended to experience significantly more problems than the
other groups in financial aid and placement services. The group supported by

govemment/company reported more problems than the other groups in English language.

75

The group receiving funding from MSU had the fewest problems. These findings are

supported by the studies of Hountras (1957), Pruitt (1977), and EI-Lakany (1970). They

found that students who had sponsorships and grants from government or other agencies

had better adjustment than those who did not. These findings are not consistent with

those of Naidoo (1990). Naidoo reported that those students who were sponsored by

some agency expressed significantly more problems in finance than those who were .....
supported by private funds. The implication of these results stated above may be that

financial sources from the home country have been interrupted at times and the sponsor is

not providing enough money to meet expenses.

Table 27. Relationship b/w Source of Financial Support and Most Frequent Problem

 

Areas
Source of Financial Support
Problem Myself/Family Government/ MSU F* P*
(N=135) Company (N=25) (N=114)

Mean* SD* Mean* SD* Mean* SD*
Engl‘Sh .36 .32 .42 .27 .32 .32 2.95 .05
Language
Financial Aid .28 .29 .21 .26 .21 .24 5.36 .01
glacfmem .28 .26 .16 .21 .16 .21 21.31 .00
ervrces
3°C“- .23 .21 .19 .17 .19 .19 2.84 .06
ersonal

 

* Weighted value P<.05

76

Means and ANOVA of High Incidence Problem Areas by Length of Stay in the US

 

As shown in Table 28, the analysis of variance indicates that there are significant
differences in the problems among length of stay groups in one high incidence problem
area: placement services. Students who stayed in the US. for longer years reported more
problems than those newly arrived in the US in the areas of placement services. Porter

(1962) reported that international students who had been on the Michigan State

. ‘ —.-_.~._._1

University campus for thirteen months or longer checked more problems than those a- ~
international students who had been on the campus for one year or less. These findings
are not supported by those of Lee (1981), Sami (1986), and Parson (1991). Lee et al.
(1981) and Sami (1986) found that length of stay either in the US. or at the university did
not significantly influence expressed needs or satisfaction. These studies did not
demonstrate that international students who stayed in the US. for longer terms had fewer

adjustment problems than those recently arrived in the US.

77

Table 28. Relationship b/w Length of Stay and Most Frequent Problem Areas

 

Length of Stay in US.
< lyear l - 3years 3 - 6years > 6 years
Problem (N=81) (N=97) (N =7 l) (N=25) F * P*

Mean* SD* Mean* SD* Mean* SD* Mean* SD*

EnghSh .35 .33 .36 .29 .38 .35 .27 .30 2.25 .08
Language

Financial .22 .23 .26 .27 .26 .31 .23 .31 .94 .42
Ard

“3°me .19 .23 .20 .22 .26 .28 .25 .26 3.61 .01
Servrces

3001““ .21 .21 .23 .21 .20 .17 .18 .18 1.21 .31
Personal

 

* Weighted value P<.05

Responses to Open-Ended Questions

The questionnaire included an open-ended item to ask students (a) to firrther
explain their scorers and (b) to add additional items not included on the survey. As shown
in Table 29, most students (77.4%, N=212) thought that the MISPI (Michigan
International Students Problem Inventory) statements about particular difficulties
provided a fairly complete picture of the problem areas they encountered. However,
22.6% (N=62) of the respondents thought the questionnaire was not representative of
their problem areas. These results are similar to Porter's (1962) study, where more than
75% of the students thought that the MISPI provided a fairly a complete picture of the

problem areas.

78

1 ‘f'

Table 29 Relevance of the MISPI to Students’ Current Perceived Problems

 

N %
Yes 212 77.4
No 62 22.6
No Response
Total 274 100

 

The second question allowed respondents to reply freely within their own frames
of reference and enabled them to mention other concerns not in the inventory. Although
the problem items of MISPI covered most additional problems students reported in the
open-ended question, some problems were not listed on the inventory. The following are
some examples reported repeatedly and considered to be real problems: "The only thing
that is troubling me is a very high tuition fee. There is not really enough help for
international students to find scholarship or other sources of financial help. Moreover we
do not have the legal right to work off-campus in terms of making more money, but MSU
does not pay enough for student employees (junior student from Russia)" "Its' hard to
change one’s visa status (e.g., J 1 -)Fl). " "A big university like MSU should offer more
English classes for new international graduate students and staff. Even if you have a
TOEFL score of 600, this does not mean you can easily interact with American students
or faculty when you first come in the US. It would be helpful to have evening classes for
new international students and for dependents and children (graduate student fiom
Italy)." "Very expensive health insurance and complicated health system. Whenever I had
health problems, I had to pay some money out of my pocket although I had health

insurance" (graduate students from Uruguay and Columbia)" "Health insurance does not

79

cover dental treatment and does not cover children and other dependents (graduate
students from Nepal). " "Problems with certain administrators at both college and
university levels who delayed paperwork for an extended period" (graduate student from
Malaysia). " "Lack of cultural events, social gathering places (for example, non-
American theatre, art galleries, etc.) (graduate student from Chile)" "Though already
mentioned it once or twice among my problems listed in the previous pages, I think a
greater emphasis should be placed on resolving the problems of lack of knowledge about
other countries among US. citizens. Improper behavior and feeling of superiority among
US. citizens are also problems to be solved" (junior student from India).

There were some simple impressions or complaints about school life in the US,
which seem trivial and somewhat different from real problems international students
confront. The followings are some examples: "I have difficulties in handling junk bulk
mails and calls from credit card companies (graduate student from Greece). " "Americans
are senseless because they waste lots of food, paper, and paper products (graduate
student from Columbia)" "American students have fake fiiendship and untruthfulness
(graduate student from Russia)" "Constantly being told that the US. is the best country
in the world (graduate student from Argentina)"

Even though some problems are categorized in the eleven problem areas of the
MISPI, these problems are stated more clearly and in detail in the open-ended questions.
Some examples are as follows:

"Some problems are fairly easily resolved, but there are still some problems.
When I first came, I was totally lost during the orientation. So, I think MSU should

provide better orientations for international students. I heard from some US. students

80

think that the orientation for these students is well-organized. Besides that, some of the
staff in an administration building are not friendly enough. Since we are foreign students,
we are learning, but they seemed to be impatient and do not like us (junior students from
Indonesia)" "The concept of hiring some students in the university parking office to
supervise students and punish through ticketing is the most obvious example of divide

and rule. Also, MSU police are lacking in politeness to foreigners who were thought to

"1

deal with authorities in an argumentative manners. I have argued about 4 parking tickets
(sophomore student from Brazil)" "In 4 years, I got 3 different academic advisors, in the
same department and field of study, who had no clue about how to handle the progression
of my studies (lack of knowledge, information, and interests) (graduate student from
France). " "I feel that most of the university faculty do not work together. Having all
kinds of technology, they hardly ever communicate to better help students. It is not an
unusual thing for a student to go through more than 3 persons to get an override for a
class. I also do not understand why international students have to pay more tuition than
US. students. I see it as a sort of discrimination. We are bringing money, business, etc.,
to the US. from an economic point of view. Just because we are from far away, another
part of the world, do we have to pay more? (senior student from Hong Kong)"

New problems stated on the open-ended questions were grouped into fourteen
problem areas. Of all the respondents, 29.7% (N=81) reported additional problems. These
81 respondents reported 147 problems. I matched a complete sentence to a scale and
counted it as one item. If a student mentioned two different problem items, I counted
these items as two. The newly categorized problem areas are as the follows: financial

difficulties, cultural understanding/activities, academic support services, social

81

relationship, discrimination, job/career development, health services,
parking/transportation, housing problems, orientation services, law enforcement, English
language, living environment (weather, food, neighbor, and etc.), and administrative
services.

The results showed that financial difficulties (N=17, 13.0%) was the most
frequently encountered problem area, followed by the areas of cultural
understanding/activities (N=16, 12.2%) and academic support services (N=l6, 12.2%).
Table 30 presents the frequency of responses for the additional problematic areas which

are not listed on page 2 and 3 of the questionnaire.

Table 30. Frequency of Additional Problems of Respondents

 

Additional Problems N %
Financial Difficulties 1 7 13.0
Cultural Understanding/Activities 16 12.2
Academic Support Services 16 12.2
Social Relationship 13 9.9
Discrimination 1 1 8.4
J ob/Career Development 10 7.6
Health Services 9 6.8
Parking/Transportation 9 6.8
Housing Problems 7 5.3
Orientation Services 6 4.6
Law Enforcement 5 3.8
English Language 5 3.8
Living Environment(weather, food, neighbor, and etc.) 4 3.1
Administrative Services 3 2.3
Total 131 100

 

82

Utilization of Existing Service Programs for International Students at Michigan
State University

This section analyzed the utilization of the existing service programs for
international students available on campus at MSU, in answer to research question 4:
"How do international students perceive the adequacy of the programs in meeting their
needs?" To determine the level of adequacy, I first examined means and standard
deviation. Next I used AN OVA to analyze the relationship between the utilization of the
existing programs for international students at MSU among three cultural groups and by

demographic variables.

The Distribution of Respondents
Office for International Students and Scholars @188)

As showed in Table 31, 32, and 33, among the sample 8.9 % were not aware of
the administrative services of OISS while 90.9 % were aware of the service. 40.5% of
respondents were not aware of the legal services of OISS, while 59.4 % of respondents
were aware of the service. 31.5% of respondents were not aware of OISS counseling
services, while 67.8% of respondents were aware of it.

42.0 % of those who were aware of administrative services reported those
services were moderately useful; 36.5 % of respondents reported those services were very
useful; 19.2 % of respondents reported those services were of minor use; and 2.3 % of

respondents reported those services were not useful (table 31).

83

Table 31. Frequency Table of Administrative Services

 

 

OISS
Administrative services Number Percent (*) Valid Percent (*)
Not Useful 6 2.2 (2.1) 2.5 (2.3)
Of Minor Use 45 16.4 (17.4) 18.6 (19.2)
Moderately Useful 99 36.1 (38.2) 40.9 (42.0)
Very useful 92 33.6 (33.2) 38.0 (36.5)
Subtotal 242 88.3 (90.9) 100.0 (100.0)
Do Not Know About It 31 11.3 (8.9)
Missing 1 .4 (.1)
Subtotal 32 11.7 (9.1)
Grand Total 274 100.0 (100)

 

*Weighted value Weighted N=689

48.1 % of respondents among those who were aware of legal services reported

those services were moderately useful; 30.3 % of respondents reported those services

were very useful; 15.6 % of respondents reported those services were of minor use; and

6.0 %of respondents reported those services were not useful (Table 32).

84

Table 32. Frequency Table of Legal Services

 

 

OISS
Legal services Frequency Percent (*) Valid Percent (*)
Not Useful 16 5.8 (3.5) 10.5 (6.0)
OfMinor Use 25 9.1 (9.3) 16.3 (15.6)
Moderately Usefrrl 63 23.0 (28.5) 41.2 (48.1) 3'1
Very Useful 49 17.9 (18.0) 32.0 (30.3)
Sub Total 153 55.8 (59.4) 100.0 (100.0)
Do Not Know About It 120 43.8 (40.5)
Missing 1 .4 (.1)
Subtotal 121 44.2 (40.6)
Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

43.4 % of respondents among those who were aware of counseling services

reported those services were moderately useful; 24.9 % of respondents reported those

services were very useful; 25.7 % of respondents reported those services were of minor

use; and 6.0 % of respondents reported those services were not useful (Table 33).

Table 33. Frequency Table of Counseling Services

 

 

OISS

Counseling services Frequency Percent (*) Valid Percent (*)
Not Useful 14 5.1 (4.1) 8.1 (6.0)

Of Minor Use 42 15.3 (17.4) 24.4 (25.7)

85

Moderately Useful 72 26.3 (29.4) 41.9 (43.4)

Very Useful 44 16.1 (16.9) 25.6 (24.9)
Table 33 (cont’d)

Subtotal 172 62.8 (67.8) 100.0 (100.0)
Do Not Know About It 100 36.5 (31.5)
Missing 2 .7 (.7)

Subtotal 102 37.2 (32.2)
Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

Community Volunteers for International Programs (CVIID

As shown in Tables 34, 35, and 36, among the sample 48.6 % were not aware of
the orientation services of CVIP, while 50.2 % were aware of the services. 51.9 % of
respondents were not aware of the cultural activities provided by CVIP, while 46.8 % of
respondents were aware of the services. 73.0 % of respondents were not aware of the
CVIP homestay program, while 25.7 % of respondents were aware of this program.

35.1 % of respondents among those who were aware of CVIP orientation services
reported those services were moderately useful; 36.7% of respondents reported those
services were very useful; 22.1 % of respondents reported those services were of minor

use; and 6.1 % of respondents reported those services were not useful (Table 34).

Table 34. Frequency Table of Orientation Programs

 

 

CVIP
Orientation Programs Frequency Percent (*) Valid Percent (*)
Not Usefirl 10 3.6 (3.1) 7.5 (6.1)

86

OfMinor Use 29 10.6 (11.1) 21.6 (22.1)

Moderately Useful 46 16.8 (17.6) 34.3 (35.1)
Table 34 (cont’d)
Very Useful 49 17.9 (18.4) 36.6 (36.7)
Subtotal 134 48.9 (50.2) 100.0 (100.0)
Do Not Know About It 137 50.0 (48.6)
Missing 3 1.1 (1.2)
Subtotal 140 51.1 (49.8) _ 1
Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

34.9 % of respondents among those who were aware of CVIP cultural activities
reported these services were moderately useful; 35.7 % of respondents reported those
services were very useful; 19.2 % of respondents reported those services were of minor

use; and 10.1%o f respondents reported those services were not useful(Table 35).

Table 35. Frequency Table of Cultural Activities

 

 

CVIP
Cultural Activities Frequency Percent (*) Valid Percent (*)
Not Useful 16 5.8 (4.7) 13.1 (10.1)
Of Minor Use 23 8.4 (9.0) 18.9 (19.2)
Moderately Useful 43 15.7 (16.3) 35.2 (34.9)
Very Useful 40 14.6 (16.7) 32.8 (35.7)
Subtotal 122 44.5 (46.8) 100.0 (100.0)
Do Not Know About It 149 54.4 (51.9)
Missing 3 1.1 (1.2)
Subtotal 152 55.5 (53.2)

87

Grand Total 274 100.0

 

*Weighted value Weighted N=689

36.5 % of respondents among those who were aware of the CVIP homestay
program reported these services were moderately useful; 33.3% of respondents reported
those services were very useful; 19.9% of respondents reported those services were of

minor use; and 10.3 %o f respondents reported those services were not useful (Table 36).

Table 36. Frequency Table of Home Stay Program

 

 

CVIP
Home Stay Program Frequency Percent (*) Valid Percent (*)
Not Useful 10 3.6 (2.7) 15.2 (10.3)
OfMinor Use 13 4.7 (5.1) 19.7 (19.9)
Moderately Useful 23 8.4 (9.4) 34.8 (36.5)
Very Useful 20 7.3 (8.6) 30.3 (33.3)
Subtotal 66 24.1 (25.7) 100.0 (100.0)
Do Not Know About It 205 74.8 (73.0)
Missing 3 1.1 (1.2)
Subtotal 208 75.9 (74.3)
Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

English Langu_age Center (ELC)

As shown in Table 37, 38, and 39, among the sample 57.6 % were not aware of
the Intensive English Program (IEP) of the ELC, while 41.6 % were aware of the service.
55.4 % of respondents were not aware of the English for Academic Purposes Program
(EAP) of the ELC, while 43.8 % of respondents were aware of the service. 64.2 % of

88

respondents were not aware of the group lesson programs of the ELC, while 35.1 % of
respondents were aware of them.

35.4 % of respondents among those who were aware of the Intensive English
Program reported those services were moderately useful; 25.6 % of respondents reported
those services were very useful; 14.6% of respondents reported those services were of

minor use; and 24.4 %of respondents reported those services were not useful (Table 37).

Table 37. Frequency Table of Intensive English Program

 

 

ELC
Intensive English Program Frequency Percent (*) Valid Percent (*)
Not Usefirl 28 10.2 (10.1) 28.9 (24.4)
Of Minor Use 14 5.1 (6.1) 14.4 (14.6)
Moderately Useful 29 10.6 (14.7) 29.9 (35.4)
Very Useful 26 9.5 (10.6) 26.8 (25.6)
Subtotal 97 35.4 (41.6) 100.0 (100.0)
Do Not Know About It 174 63.5 (57.6)
Missing 3 1.1 (.8)
Subtotal 177 64.6 (58.4)
Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

37.8 % of respondents among those who were aware of the English for Academic
Purpose Program reported those services were moderately useful; 24.6 % of respondents

reported those services were very useful; 18.2 % of respondents reported those services

89

. .‘ . .-u-1

were of minor use; and 19.4 % of respondents reported those services were not useful

(Table 38).

Table 38. Frequency Table of English for Academic Purposes Program

 

 

ELC

Academic Purposes Program Frequency Percent (*) Valid Percent (*)

Not Useful 25 9.1 (8.5) 24.8 (19.4)
OfMinor Use 16 5.8 (8.0) 15.8 (18.2)
Moderately Useful 36 13.1 (16.5) 35.6 (37.8)

Very Useful 24 8.8 (10.8) 23.8 (24.6)

Subtotal 101 36.9 (43.8) 100.0 (100.0)

Do Not Know About It 170 62.0 (55.4)

Missing 1 .4 (.8)

Subtotal 171 62.4 (56.2)

Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

37.3 % of respondents among those who were aware of group lesson programs
reported those services were moderately useful; 24.8 % of respondents reported those
services were very useful; 18.9 % of respondents reported those services were of minor

use; and 19.0 % of respondents reported those services were not useful (Table 39).

90

Table 39. Frequency Table of Group Lesson Programs

 

 

ELC

Group Lesson Programs Frequency Percent (*) Valid Percent (*)

Not Useful 21 7.7 (6.7) 24.4 (19.0)

Of Minor Use 15 5.5 (6.6) 17.4 (18.9)

Moderately Useful 29 10.6 (13.1) 33.7 (37.3)

Very Useful 21 7.7 (8.7) 24.4 (24.8) 1""
Sub Total 86 31.4 (35.1) 100.0 (100.0) ;

Do Not Know About It 186 67.9 (64.2) 1. -.

Missing 2 .7 (.7) i
Sub Total 188 68.6 (64.9)

Grand Total 274 100.0 (100.0)

 

*Weighted value Weighted N=689

M_ean_ and Standard Deviation of Each Service in Three Program Areas

The results indicated the following perceived levels of utilization in the three
student service programs from greatest to least usefulness: CVIP (mean=3.01), OISS
(mean=2.96), and ELC (mean=2.5 7). As shown in Table 40, international students
reported the most usefulness in administrative services (mean=3.13) in the OISS
program, orientation services (mean=3.02) in the CVIP program, and academic purpose

program and the group lessons program (mean=2.68) in the ELC program.

91

Table 40. Mean Scores on Each Item in Three Student Service Programs

 

N (Wtd.) Mean (Wtd.)* SD (Wtd.)

OISS 345 2.96 .73

Administrative Services 242 3.13 .80

Legal Services 153 3.03 .84

Counseling Services 172 2.87 .85 l-
CVIP 165 3.01 .88 ',_
Orientation 134 3.02 .91 1

Cultural Activities 122 2.96 .98

Homestay Program 66 2.93 .97

ELC 214 2.57 1.07

Intensive English Program 97 2.62 1.11

Academic Purpose Program 101 2.68 1.05

Group Lesson Program 86 2.68 1.05

 

*The high mean scores indicate a greater level of utilization.

Comparison between the Utilization of the Existing Service Pragrams at MSU for

International Students and Cultural Group and Demographic Chagcteristics

filationship between Utilization of the Office for Interaationfitudents aml Scholaas
(OISS) and Cultural Group

The analysis of variance, shown in Table 41, indicated that there were no
significant differences in the utilization of OISS among three cultural groups. Asian,
Latin American, and European. These results for use of OISS were consistent with earlier

92

findings of this study identifying the problems of international students based upon
cultural groups, reported in a previous section. As shown in Table 22, the analysis of
variance indicated that there existed no significant differences in perceived problems
among cultural groups in admission & selection, financial aid, orientation, and
placement services related to OISS. Similarly, Lather (1978) in a study of foreign student
perceptions found no difference on the basis of region with regard to the satisfaction of

educational experiences. Kajomsin (1979) also found that there were no significant

A A - them-.1-
' if

differences in the utilization of the services among students who came from different .. .
geographical regions. On the other hand, many researchers found that the needs of

foreign students tended to vary depending on the country or region of the world from

which they come (Porter, 1962; Spaulding and Flack, 1976; Quinn, 1975; McMillen,

1981; and Barakat, 1988). McMillen ( 1981) and Barakat (1988) reported that non-

westem students experienced significantly more problems than western students in all

problem areas of the MISPI. Quinn (1975) found successful adjustment depended upon

the regions from which students came. He reported that European and Canadian students

had the fewest problems, followed by Middle Eastern students

93

Table 41. AN OVA of Utilization of OISS According to Cultural Group

 

Cultural Group

Asian Latin European F * P*
(N=149) American(N=54) =71)

Mean* SD* Mean* SD* Mean* SD*

OISS 2.98 .69 2.92 1.02 2.76 .91 1.27 .28

 

*Weighted value P<.05

Re_lation_s_hip between Utilization of the Office for International Students and Scholars_
(OISS) M Age

The analysis of variance, shown in Table 42, indicated that there were no

significant differences in the utilization of OISS between two age groups: under 24 years

old and over and equal to 24 years old. Lather (1978) also found no differences between

age groups in utility of university activities and services.

These results for use of OISS are not consistent with the findings of Clark (1963)
and Arubayi (1980). Clark (1963) found that older students were more satisfied with their

overall experience in US. universities. Arubayi (1980) also found that younger students

reported significantly more problems than older students in their academic life.

94

i a"? .. urn K!

r“

Table 42. ANOVA of Utilization of the OISS According to Age

 

Age
Under 24 years old Over and equal to F P*
=60) 24years old (N=214)
Mean* SD* Mean* SD*
OISS 2.90 .73 2.99 .73 .93 .34

 

*Weighted value P<.05

Relationship between Utilization of the Office for International Students and Scholara
(OISS) and Gender

The analysis of variance, shown in Table 43, indicated that there were significant
differences in the utilization of OISS between two gender groups. In this service male
students reported more utilization than female students. These results for use of OISS are
consistent with earlier findings of this study, identifying the problems of international
students based upon gender, reported in a previous section. As shown in Table 24, the
analysis of variance indicated that there were significant differences in their perceived
problems between male and female students in admission & selection, financial aid,
orientation & services, and placement services related to OISS. In these areas, female
students reported more problems than male students. These results are supported by the
findings of many studies that showed there were gender differences in the perceptions of
international students (Porter, 1962; Arubai, 1980; Salim, 1984; and Guclu, 1993).
Arubai (1980) and Guclu (1993) reported that female students experienced more
problems than male students in the areas of academic and administrative services. On the
other hand, Salim (1984) reported male students had more problems than female students

95

 

in the area of financial aids. However, J i (1993) found that there were no significant
differences between female and male international students in the areas of academic,

counseling, financial, health, housing, language, orientation, and racial/cultural needs.

Table 43. ANOVA of Utilization of the OISS According to Gender

 

Gender
F
Female(N =1 3 1) Male(N=143) 1
Far: pa:
Mean* SD* Mean* SD* r
OISS 2.85 .78 3.07 .66 8.16 .01

 

*Weighted value P<.05

Relationship between Utilization of the Office for International Students and Scholag

(OISS) and Marital Status

 

The analysis of variance, shown in Table 44, indicated that there were no
significant differences in the utilization of OISS according to marital status. These results
for use of OISS are not consistent with earlier findings of this study, identifying the
problems of international students based upon marital status, reported in a previous
section. As shown in Table 25, the analysis of variance indicated that there were
significant differences in their perceived problems between married and single students in
admission & selection, orientation & services, and placement services related to OISS. In
these areas, single students reported more problems than married students. Many studies
found that marital status was found to be related to the adaptation of international

students and their satisfaction with the US. experience (Clark, 1963; Collins, 1976;

96

Chongolnee, 1978; Siriboonma, 1978; and Cunningham & Kang; 1990). Clark ( 1963)
and Siriboonma (1978) found that married students were more satisfied with their
experiences in US. universities than single students. Collins (1976) also concluded that
unmarried students encountered more problems than married students, while other
researchers (Porter, 1962; Lee, et al., 1981; and Al-lhrahim, 1983) found that married

students reported significantly more problems than did single students.

Table 44. ANOVA of Utilization of the OISS According to Marital Status

 

—--I‘-- -O— -q "j

Marital StatusM
Single(N=177) Married(N=96) F* P“

Mean* SD* Mean* SD*

OISS 2.97 .71 2.96 .77 .00 .96

 

*Weighted value P<.05

** I excluded the 1 widow for this analysis.

Relationship between Utilization of the Office for International Students and Scholars
LOISS) and Grade Level

As shown in Table 45, the analysis of variance indicated that there were
significant differences in the utilization of OISS between undergraduate and graduate
students. In this service, graduate students experienced more utilization than
undergraduate students. These results for use of OISS are consistent with earlier findings
of this study, identifying the problems of international students based upon grade level,

reported in a previous section. As shown in Table 26, the analysis of variance indicated

97

that there were significant differences in their perceived problems between undergraduate
and graduate students in admission & selection, financial aids, orientation & services, and
placement services related to OISS. In these areas, undergraduate students experienced
more problems than graduate students. These results are supported by Barakat (1988),
who found that undergraduate students reported more problems than graduate students in
the area of orientation services, while Quinn (1975) and Pendar (1987) found that

graduate students reported more adjustment problems than undergraduate students.

Table 45. ANOVA of Utilization of the OISS According to Grade Level

 

Grade Level
Undergraduate(N =52) Graduate(N=222)

II! #1
Mean* SD* Mean* SD* F P

OISS 2.75 .64 3.04 .75 11.01 .00

 

*Weighted value P<.05

Relationship between Utilization of the Office for International Students and Scholfi
(OISS) and Source of Financial Support

As shown in Table 46, the analysis of variance indicated that there were
significant differences in the utilization of OISS among three financial support groups
(myself/family, govemment/company, and MSU). In this service, students supported by
MSU experienced significantly more utilization than the other groups. It is assumed that
students who have an MSU assistantship or scholarship have more confidence and

stability in their academic lives, and have more satisfaction with the services provided by

98

the university. These results for use of OISS were consistent with earlier findings of this
study, identifying the problems of international students based upon sources of financial
support, reported in a previous section. As shown in Table 27, the analysis of variance
tests indicated that there existed significant differences in their perceived problems
among financial support groups in financial aid, orientation & services, and placement
services related to OISS. In these areas students supported by personal/family firnd

reported more problems than students by govemment/company or MSU.

Table 46. AN OVA of Utilization of the OISS According to Source of Financial Support

 

Source of Financial Support

Myself/Family Govemment/ MSU
(N=135) Company (N=25) (N=114) F* P*

Mean* SD* Mean* SD* Mean* SD*

OISS 2.80 .71 2.83 .71 3.30 .67 18.58 .00

 

*Weighted value P<.05

Rilationship between Utilization of the Office for IntematiopaL Students and Scholar_s_
(OISS) and Length of Stay in the US.

The analysis of variance, shown in Table 47, indicated that there were no
significant differences in the utilization of OISS according to length of stay. These results
for use of OISS are consistent with earlier findings of this study, identifying the problems
of international students based upon length of stay in the US, reported in a previous
section. As shown in Table 28, the analysis of variance did not indicate any significant

differences in their perceived problems among length of stay groups in any of problem

99

_._ .‘ g..__._..~.-.'
.

 

 

areas related to OISS. Karjorsin (1979) also found that there were no significant
differences in the utilization of the Office for International Students and Scholars
between students who have been on campus more than two terms and new students.
However, these results are not supported by those of Porter (1962), Spaulding and Flack
(1976), who found that length of stay was related to the adjustment of international
students. Porter (1962) found that foreign students who had been at Michigan State
University for 13 or more months experienced more problems than did those who had

been there for one year or less.

Table 47. ANOVA of Utilization of the OISS According to Length of Stay in US.

 

Length of Stay in US.
< 1 year 1 - 3 years 3 — 6 years > 6 years
(N=81) (N=97) (N=7l) (N=25) F* P“

Mean* SD* Mean* SD* Mean* SD* Mean* SD*

OISS 2.93 .62 3.07 .75 2.94 .76 2.76 .84 2.01 .11

 

*Weighted value P<.05

Relationship between Utilization of the Community Volunteers for Integrational
Programs (CVIP) and Cultural Group

The analysis of variance, shown in Table 48, indicated that there were no
significant differences in the utilization of CVIP among three cultural groups: Asian,
Latin American, and European. These results for use of CVIP are not consistent with
earlier findings of this study, identifying the problems of international students based

upon cultural group, reported in a previous section. As shown in Table 22, the analysis of

100

 

- .L- -‘ -.L-‘fl

 

variance indicated that there were significant differences in their perceived problems
among three cultural groups in social-personal and student activities related to CVIP.
Spaulding (197 8) found that the problems of international students tended to vary
depending on the country or region of the world from which they came. Stafford (1977)
found that Afiicans had the greatest difficulty with the perceived unfriendliness of the
community, Asians had the greatest difficulty with social relations, while Latin American

had the least difficulties socially.

: .-- _Q 9-.....
a 91

Table 48. ANOVA of Utilization of the CVIP According to Cultural Group

 

Culture Group
Asian Latin American European F * P“
(N =149) (N = 54) (N = 71)

Mean* SD* Mean* SD* Mean* SD*

CVIP 3.08 .85 2.69 1.00 2.58 1.04 2.74 0.68

 

*Weighted value P<.05

Relationship between Utilization of the Community Volunteers for International
Programs (CVIP) and Age

The analysis of variance, shown in Table 49, indicated that there were significant
differences in the utilization of CVIP between two age groups: under 24 years old and
over and equal to 24 years old. In this service, the group of over and equal to 24 years old
reported more utilization than the other group. These results for use of CVIP were
consistent with earlier findings of this study, identifying the problems of international

students based upon age, reported in a previous section. As shown in Table 23, the

101

analysis of variance indicated that the group of under 24years old reported more
problems than the other group. Elting (197 0) also found older students were more
satisfied with their performance in the US. than younger students. On the other hand,
there were some studies that found age has no relation to the problems or satisfaction of
international students. Shanna (1971) found that age upon arrival in the US. had little
effect on international student problems. Lather (197 8), in the study of international
student perception of US. experiences, found that there was no relationship between
satisfaction and age. Lather (1 97 8) observed no difference between age groups on any of
the four measures he used: the utility of faculty advisor’s activities, course work,

university activities and services, and cross-cultural communication.

Table 49. ANOVA of Utilization of CVIP According to Age

 

Age
Under 24 Years Old Over and Equal to
(N = 60) 24Years Old (N = 214) F* P*
Mean* SD* Mean* SD*
CVIP 2.71 1.17 3.11 .75 6.35 .01

 

*Weighted value P<.05

Relationship between Utiligtion of the Community Volunteers for International
Programs CVIPLand Gender

The analysis of variance, shown in Table 50, indicated that there were no
significant differences in the utilization of CVIP between females and males. These

results for use of CVIP are not consistent with earlier findings of this study, identifying

102

 

 

 

the problems of international students based upon gender, reported in a previous section.
As shown in Table 24, the analysis of variance indicated that female students reported
more problems than male students in living-dining, social-personal, and student activities
related to CVIP. Dunnett (1977) stated that the gender difference of foreign students was
an important factor in adaptation in the US. Some studies showed that the female
students reported significantly more problems than male students (Porter, 1962;.Manese,
Sedlacek, and Leong, 1988; and Guclu, 1993). Porter (1962) reported that females
encountered more problems than male students. Pruitt (1977) reported that male African
students were better adjusted to the US. environment than female counterparts, while
Collins (1976) and Salim (1984) reported that male students experienced more problems

than female students in adjusting to social-personal mores.

Table 50. ANOVA of Utilization of CVIP According to Gender

 

Gender
Female’s Male’s
(N = 131) (N = 143)
F* P*
Mean* SD* Mean* SD*
CVIP 2.98 .93 3.05 .83 .22 .64

 

*Weighted value P<.05

103

 

ml

 

Relationship between Utilization of the CommunitLVolunteers for International
Prawns (CVIP) and Marital Statas

The analysis of variance, shown in Table 51, indicated that there were significant
differences in the utilization of CVIP according to marital status. In this service, single
students reported more utilization than married students.

These results for use of CVIP are consistent with earlier findings of this study,
identifying the problems of international students based upon marital status, reported in a
previous section. As shown in Table 25, the analysis of variance indicated that there were
significant differences in their perceived problems between single and married students in
living-dining, social-personal, and student activities related to CVIP. The results showed
that single students reported more problems than married students. Dunnett (1977) found
that marital status was an important factor in the adaptation and satisfaction of
international students. Han (1975) and Collins (1976) reported that single international
students encountered more problems than married students. Cunningham & Kang (1990)
found that married students had greater satisfaction with their experiences and fewer
problems than single students. On the other hand, the ANOVA results by Barakat (1988)

showed that single and married students did not differ significantly in any problem area.

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Table 51. ANOVA of Utilization of CVIP According to Marital Status

 

Marital StatusM

Single Married
(N = 177) (N = 96) F* P*
Mean* SD* Mean* SD*
CVIP 3.14 .81 2.75 .97 7.47 .01

 

*Weighted value P<05
** I excluded the 1 widow for this analysis.
Relationship between Utilization of the Community Volunteers for Intemahphal
Programs (CVIP) and Grade Level

As shown in Table 52, the analysis of variance indicated that there were
significant differences in the utilization of CVIP between undergraduate and graduate
students. In this service, graduate students reported more utilization than undergraduate
students. These results for use of CVIP are consistent with earlier findings of this study,
identifying the problems of international students based upon grade level, reported in a
previous section. As shown in Table 26, the analysis of variance indicated that there were
significant differences in their perceived problems between undergraduate and graduate
in living-dining, social-personal, and student activities related to CVIP. In theses problem
areas, undergraduate students reported more problems than graduate students. A number
of studies investigated academic grade level in relation to satisfaction in the US. (Porter,
1962; Quinn, 1975; Collins, 1976; Stafford, 1977; and Barakat, 1988). Collins (1976)
found that the kinds of problems encountered by foreign students vary by academic grade
level. Porter(1962) found that undergraduates checked more problems in the MISPI than

graduate students. Stafford (1977) found that undergraduate foreign students reported

105

E: r.‘ Q grmnfi

 

"l

greater difficulty with the unfriendliness of the community and maintaining cultural
customs than did graduate students. However, Quinn (1975) found that undergraduate
foreign students had the most successful adjustments, while Ph.D. students had the least
successful adjustment. Selltiz et a1. (1963) also found that undergraduate established

more social relationships than graduate students.

Table 52. ANOVA of Utilization of CVIP According to Grade Level

 

Grade Level
Undergraduate Graduate
(N = 52) (N = 222)
31‘ ill
Mean* SD* Mean* SD* F P
CVIP 2.64 1.08 3.08 0.83 5.25 .02

 

*Weighted value P<.05

Relationship between Utilization of the Community Volunteers for Interniiogl
Programs (CVIP) and Source of F inflial Support

As shown in Table 53, the analysis of variance indicated that there were
significant differences in the utilization of CVIP among three financial support groups:
myself/family, govemment/company, and MSU. In this service, the group supported by
MSU reported significantly more utilization than the other two groups. These results for
use of CVIP are not consistent with earlier findings of this study, identifying the
problems of international students based upon source of financial support, reported in a
previous section. As shown in Table 27, the analysis of variance indicated that there
existed no significant differences in their perceived problems among financial support

106

urn-2'

~A .1..-

"1. ...V

 

 

groups in social services and student activities related to CVIP. Kane (1981) found that
sponsorship was positively related to students’ educational achievement. Clark (1963)
and El—Lakany (1970) reported that students who had some kind of financial support
performed better than those who did not. On the other hand, Guclu (1993) revealed that
students sponsored by their home governments experienced significantly more problems
in the areas of living-dining and social personal. Hull (1978) also found that foreign

students without scholarships were more likely to interact with US. nationals.

Table 53. AN OVA of Utilization of CVIP according to Source of Financial Support

 

Source of Financial Support

Myself/Family Government/ MSU F * P*
(N = 135) Company (N = 25) (N = 114)

Mean* SD* Mean* SD* Mean* SD*

CVIP 2.96 .91 2.48 .76 3.26 .78 5.66 .00

 

*Weighted value P<.05

Relationship between Utilization of the Community Volunteers for Intqnational

Proggams (CVIP) and Length of Stay in the US.

As shown in Table 54, the analysis of variance indicated that there were

 

significant differences in the utilization of CVIP among four length of stay groups: less
than 1 year, 1through 3 years, 3 through 6years, and more than 6years. The group of less
than lyear experienced more utilization than the other groups. These results for use of
CVIP are consistent with earlier findings of this study identifying the problems of

international students based upon length of study in the US. reported in a previous

107

 

section. As shown in Table 28, the analysis of variance tests indicated that less than 1
year reported more problems than other groups in living-dining and student activities
related to CVIP. Spaulding and Flack (1976) concluded that length of sojourn has
remained a confirmed, significant variable related to adjustment problems, academic
performance, satisfaction with training, and so on. Tanenhaus and Roth (1962) found that
students who had been at New York University for less than six months complained
much more frequently about the lack of opportunity to meet other people than those who
had been there for six months or more. In Porter (1962)’s study, length of stay at MSU
was significantly related to the number of problems foreign students encountered.
Students who had been on campus for 13 months or more perceived more problems than
those who had been on campus 12 months or less. On the other hand, Sami (1986) found
that length of stay did not affect perceived needs or overall satisfactory adjustment of
international students. Barakat (1988) reported that there existed no significant
differences between length of stay and the problems international students confi'ont.
Shanna (1971) also found that length of stay had little effect on the problems of foreign

students.

Table 54 ANOVA of Utilization of CVIP according to Length of Stay in the US.

 

Length of Stay in the US.
< lyear l - 3years 3 - 6 years > 6years F* P*
(N=81) (N=97) (N=71) (N=25)

Mean* SD* Mean* SD* Mean* SD* Mean* SD*

CVIP 3.15 .73 3.10 .96 2.92 .82 2.45 1.09 3.06 .03

 

*Weighted value P<.05

108

 

Relationship between Utilization of the English Langpage Center (ELC ) and Cultural

 

Group

The analysis of variance shown in Table 55 indicated that there were significant

differences in the utilization of ELC among three cultural groups: Asian, Latin American,

and European. In this service, Asian students reported the most utilization, Latin
American students the least. These results for use of ELC are consistent with earlier
findings of this study identifying the problems of international students based upon
cultural group reported in a previous section. As shown in Table 22, the analysis of
variance indicated that there existed significant differences in their perceived problems
among three cultural groups in English language. The results showed that Asian students
reported more problems than the other two cultural groups. Collins (1976) found that the
number of problems faced by foreign students varied by region of origin. Guclu (1993)
found that there were significant differences among the students from five geographical
regions in the area of English language. Lange (1978) reported that Asian and Arabic
students had the most difficulties with the English language. Stafford (1977) found that
Afiicans had the most difficulty in the US. and Latin Americans the least in general and
found that in terms of English, Southeast Asians had the greatest difficulty, while those

from India, Pakistan, and Africa had the least.

109

 

 

 

Table 55. ANOVA of Utilization of ELC According to Cultural Group

 

Cultural Group
Asian Latin American European F* P*

(N=149) (N=54) (N=71)

Mean* SD* Mean* SD* Mean* SD*

ELC 2.64 1.04 1.93 1.19 2.27 1.31 3.41 .04

 

*Weighted value P<.05

Relationship between Utilization of the English Language Center (ELC) and Age

The analysis of variance, shown in Table 56, indicated that there were no
significant differences in the utilization of ELC between two age groups: under 24 years
old, over and equal to 24 years old. These results for use of ELC are consistent with
earlier findings of this study identifying the problems of international students based
upon age, reported in a previous section. As shown in Table 23, the analysis of variance
indicated that there existed no significant differences in their perceived problems among
three age groups in English language. Lather (1978) reported no significant difference
between age groups in terms of cross-cultural communication. Parson (1991) and J i
(1993) also reported no significant relationship between needs of international students
and age. On the other hand, Porter (1962) and Arubayi (1980) reported that there were
significant differences between adjustment problems and age and that younger students

had more problems than did older students.

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Table 56. ANOVA of Utilization of OISS According to Age

 

Age
Under 24 Years Old Over and Equal to 24 F* P*
(N = 60) Years Old (N = 214)
Mean* SD* Mean* SD*
ELC 2.42 .99 2.65 1.10 2.00 .16

 

*Weighted value P<.05

Relation_ship between Utilization of the English Language Center (ELC) and Gender

The analysis of variance, shown in Table 57, indicated that there were significant

differences in the utilization of ELC between female and male students. In this service,

male students reported more utilization than female students. These results for use of

ELC are not consistent with earlier findings of this study identifying the problems of

international students based upon gender, reported in a previous section. As shown in
Table 24, the analysis of variance indicated that there existed no significant differences in
their perceived problems between male and female in English language. Most researchers

found that lack of proficiency in English was often thought of as the source of foreign

student social problems (Seltiz et al, 1963; Nenyod, 1975; Hull, 1978; and Hosseni,

1981). Nenyod (1975) concluded that some social, housing, and food problems were also

attributable to the lack of proficiency in English. Seltiz et al. (1963) and Hull (1978)

found that English language proficiency was related to social and emotional adjustment.

Morris (1960) found that difficulty with English was negatively related to foreign

students’ satisfaction with their stay and contact with US. nationals. Some studies found

gender differences in international students’ adjustment problems (Collins, 1976; Lee, et

lll

 

 

 

al., 1981; Church, 1982; and Cunningham & Kang, 1990). Cunningham & Kang (1990)
found that female students perceive verbally related adj ustment problems as more
difficult than male students. Porter (1962) and Naidoo (1990) also found that female
student reported more problems than male counterparts in the academic record and
English language areas. However these findings are not supported by the findings of
Collins (1978), who found that male international students experienced more problems

than female counterparts.

Table 57. ANOVA of Utilization of ELC According to Gender

 

Gender
Female Male
(N = 131) (N = 143)
F * P*
Mean* SD* Mean* SD*
ELC 2.33 1.01 2.76 1.08 9.04 .00

 

*Weighted value P<.05

Mtionship between Utilization of the English Language Center (ELC) and Marital
m

The analysis of variance, shown in Table 58, indicated that there were significant
differences in the utilization of ELC according to marital status: single or married. In this
service, married students reported more utilization than single students. These results for
use of ELC are not consistent with earlier findings of this study identifying the problems
of international students based upon marital status, reported in a previous section. As

shown in Table 25, the analysis of variance indicated that there existed no significant

112

 

“a "7‘” ”T“?!
: El

differences in their perceived problems between single and married students in English
language. Many studies, though, showed that single and married students do have
different expectations, needs, and problems (Clark, 1963; Chongolnee, 197 8; Lee, et al.,
1981; and Cunningham & Kang, 1990). Clark (1963) and Siriboonma (1978) found that
married foreign students had greater satisfaction than single foreign students and fewer
significant problems than single students. On the other hand, Saleh (1980) and Akpan-
Iquot and Efiong (1981) reported no significant relationship between married and single
students. Guclu (1993) also found that there were no significant differences in their

problems between single and married students in all problem areas.

Table 58. ANOVA of Utilization of ELC According to Marital Status

 

Martial Status"

Single (N = 177) Married (N = 96)
F* P*
Mean* SD* Mean* SD*

ELC 2.46 .95 2.75 1.22 3.81 .05

 

*Weighted value P<.05

** I excluded the 1 widow for this analysis.

Relationshh) between Utilization of the English Language Center (ELC) and Graade Level
As shown in Table 59, the analysis of variance indicated that there were no
significant differences in the utilization of ELC between undergraduate and graduate

students. These results for use of ELC are consistent with earlier findings of this study

identifying the problems of international students based upon grade level, as reported in a

113

 

 

previous section. As shown in Table 26, the analysis of variance indicated that there
existed no significant differences in their perceived problems in English language among
grade levels. Siriboonma (1978) reported that grade level was positively related to
satisfaction with the US. experience. Porter (1962) reported that undergraduate
experienced more problems than graduate students. Stafford (1977) found that
undergraduate foreign students reported greater difficulty in English language than did
graduate foreign students, while J i (1993) reported no significant differences in the

perceived needs of international students pursuing different degrees.

Table 59. ANOVA of Utilization of ELC According to Grade Level

 

Grade Level
Undergraduate Graduate
(N = 52) (N = 222)
F* P*
Mean* SD* Mean* SD*
ELC 2.51 .88 2.60 1.14 .37 .54

 

:Weighted value P<.05

Igehaionship between Utilization of the English Language Center (ELC) and Source of
Financial Support

As shown in Table 60, the analysis of variance indicated that there were
significant differences in the utilization of ELC among three financial support groups
(myself/family, govemment/company, and MSU). The group supported by
govemment/company reported more utilization than the other groups. These results for

use of ELC are consistent with earlier findings of this study identifying the problems of

114

 

 

international students based upon source of financial support reported in a previous
section. As shown in Table 27 , the analysis of variance indicated that there existed
significant differences in perceived problems in English language among financial
support groups. The group supported by personal/ family fund experienced more
problems than the other groups. Some studies found that students who had financial
support had better performance than those who did not (Hountras, 1957; Clark, 1963; and
Chongolee, 1978). Clark (1963) found that foreign students who had received
government grants had higher performance than those who did not, while Ohuche (1967)
found no difference in academic performance between Nigerian undergraduates who had

government scholarships and those who did not.

Table 60 ANOVA of Utilization of ELC According to Source of Financial Support

 

Source of Financial Support

Myself Govemment/ MSU
(N = 135) Company(N = 25) (N = 114) F* P*

Mean* SD* Mean* SD* Mean* SD*

OISS 2.40 1.01 2.91 .85 2.75 1.19 3.72 .03

 

:Weighted value P<.05

Relationship between Utilization of English Largrarge Center (ELC) and Length of Stay
in the US.

As shown in Table 61, the analysis of variance indicated that there were
significant differences in the utilization of ELC based on length of study in the US: less
that 1 year, 1through 3 years, 3 through 6years, and more than 6years. In this service, the

115

 

 

group of less than lyear experienced more utilization than the other groups. These results
for use of ELC are not consistent with earlier findings of this study identifying the
problems of international students based upon length of stay in the US. reported in a
previous section. As shown in Table 28, the analysis of variance indicated that there
existed no significant differences in their perceived problems among length of stay
groups in English language. Karjorsin(1979) also found that there were no significant
differences in utilization of the English Language Center between students who have
been on campus more than two terms and new students.

On the other hand, some researchers found that there were significant
relationships between foreign student problems and length of stay. Some reported that the
problems of foreign students decreased by staying longer in the US, while others found
these problems increased (Hull, 1978; Sami, 1986; and Shankar, 1987). With regard to
problems with English, some researchers showed that foreign students experienced
English difficulties during the first year but that the difficulties decreased after one year

(Lazada, 1970 and Gabriel, 1973).

Table 61 AN OVA of Utilization of the ELC According to Length of Stay

 

Length of Stay in the US.
< lyear 1 — 3 years 3 - 6 years > 6 years
F“ Sig*
Mean* SD* Mean* SD* Mean* SD* Mean* SD*

ELC 3.01 .99 2.34 1.07 2.20 .98 2.83 1.02 8.32 .00

 

*Weighted value P<.05

116

 

— .-‘~.r -‘..A -r' ‘ ufiT
l-

CHAPTER V: SUMMARY AND POLICY IMPLICATIONS

 

Chapter V contains a summary and policy implications to improve the existing

service programs.
Summary i
The following is a summary of the findings of this study: . .-

Question 1: What are the perceived needs of international students?

The most frequently encountered problems for international students focused on
English language, financial aid, placement services, and social-personal. Less frequent
were problems with health services, academic records, living/dining, orientation services,
admission and selection, and student activities. Problems with religious services were
seldom mentioned. International students reported the most difficulties in the area of
English language. Giving oral reports in class, speaking English, understanding U.S.
slang, and pronunciation not being understood were the salient problem items in the
English language area. Financial aid was the second most problematic area for
international students. Maj or problems were the lack of money to meet expenses,
immigration work restrictions, finding jobs that pay well, and cost of an automobile.
Placement was the third major concern of international students. Staying in the US and
getting a job, finding a job upon returning home, trying to extend a stay in the United

States, and being a citizen of the United States were emphasized as major problems of the

117

placement office. Students reported moderate problems in the areas of academic records,
health services, living/dining, and social/personal. In the areas of academic records,
writing or typing term papers, concern about grades, and insufficient advice fi'om
academic advisor were of most concern for international students. In the health services,
needing more time to rest, finding adequate health services, and feeling under tension
were the most troublesome problems for international students. In the living/dining and
social /personal, the taste of food in the US, changes in weather conditions,
homesickness, and being lonely were the most problematic areas. Students reported
minor problems in the areas of admission and selection, orientation, and religious
services. Immigration regulations, attitudes of some students toward foreign students, and
spiritual versus materialistic values were major concerns for international students in

each problem area.

Question 2: How do these needs vary by cultural groups?

There were significant differences in the problems of international students
among the three cultural groups in two high incidence problem areas: English language
and social-personal. The results showed that Asian students have more problems in these

problem areas than other cultural groups.

Question 3: How do these needs vary by demographic characteristics (age, gender,
marital status, grade level, source of financial support, length of study)?
There were significant differences in the problems of international students

between age groups in three high incidence problem areas: financial aid, placement

118

 

 

services, and social-personal. The results showed that the age group of under 24 years old
have more problems than the other group.

There were significant differences in the problems of female and male students in
three high incidence problem areas: financial aid, placement services, and social-
personal. The results showed that female students reported significantly more problems
than male students.

There were significant differences in the problems of international students
according to marital status in two high incidence problem areas: placement services and
social-personal. The results showed that single students reported significantly more
problems than their married counterparts.

There were significant differences in the problems of undergraduate and graduate
students in three high incidence problem areas: financial aid, placement services, and
social-personal. The results showed that undergraduate students reported significantly
more problems than graduate students.

There were significant differences between problems and source of financial
support in three high incidence problem areas: English language, financial aid, and
placement services. The results showed that the group supported by personal funds had
more problems than the other groups in financial aid and placement services. The group
supported by govemments/companies reported more problems than the other groups in
English language. Those receiving MSU support had the fewest problems.

There were significant differences in the problems of international students
according to length of study in one high incidence problem area: placement services. In

this area, the group of 3 through 6 years reported more problems than other groups.

119

is —- -—A-a n—‘u-r'
’ \
. '2 -

 

Question 4: How do service programs meet the needs of international students?

The most striking finding is the lack of the awareness of the existing services
among the international students. Students are mostly satisfied with services when they
take advantage of them. Michigan State University provides extensive services in
facilitating the academic progress and personal development of its students. The
international students are eligible to use the services provided by the university.
However, many students did not know that many of the services were available. Among
the sample, 8.9 % were not aware of the administrative services of OISS(Office for
International Students and Scholars). 40.5% of respondents were not aware of the legal
services of OISS, while 31.5% of respondents were not aware of the counseling services
of OISS. Among the sample, 48.6% of respondents were not aware of the orientation
service program of CVIP(Community Volunteers for International Programs). 51.9% of
respondents were not aware of the cultural activities of CVIP, while 73.0% of
respondents were net aware of the home stay program of CVIP. Among the sample,
57.6% of respondents were not aware of the Intensive English Program of ELC(English
Language Center). 55.4% of respondents were not aware of the English for Academic
Purposes program of ELC, and 64.2% of respondents were not aware of the group lesson
programs of ELC.

In general, international students who were aware of the service programs
available on campus for international students reported using those service programs.
78.5% of respondents reported that the administrative services of OISS were moderately
and very useful. 78.4% of respondents reported that the legal services of OISS were

moderately and very useful, while 68.3% of respondents reported that the counseling

120

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4

 

services of OISS were moderately or very useful. 71.8% of respondents reported that the
orientation program of CVIP was moderately or very useful. 70.6% of respondents
reported that the cultural activities of CVIP were moderately or very useful while 69.8%
of respondents reported the homestay programs of CVIP were moderately or very useful.
61.0% of respondents reported that the Intensive English Program of the ELC was
moderately or very useful. 62.4% of respondents reported that the English for Academic
Purposes of ELC was moderately or very useful while 62.1% of respondents reported the
group lesson programs of ELC were moderately or very useful.

International students reported CVIP was the most useful service program,
followed by OISS and ELC. With respect to CVIP services, international students
reported the most usefulness in orientation services, followed by cultural activities and
the home stay program. For OISS services, international students found administrative
services the most useful, followed by legal services and counseling services. Of ELC
services, international students found the academic purposes program and group lesson

programs the most useful, followed by Intensive English Programs.

Question 5: How do these utilizations vary by cultural group?

There were no significant differences in the utilization of OISS among three
cultural groups: Asian, Latin American, and European. This finding fits the finding of
Kaj omsin (1979) who also found that there were no significant differences in the
utilization of the services among students who came from different geographical regions.

Many researchers, however, found that the problems of international students varied

121

depending on the country or region of the world from which they come (Porter, 1962;

Spaulding and Flack, 1976; Quinn, 1975; McMillen, 1981; and Barakat, 1988).

Question 6: How do these utilizations vary by demographic characteristics (age, gender,
marital status, grade level, source of financial support, length of study)?
There were no significant differences in the utilization of OISS by age, marital

status, or length of stay.

I'

There were significant differences in the utilization of OISS by gender (male
students experienced more utilization than female students), grade levels (graduate
students reported more utilization than undergraduate students), and financial support
(students supported by MSU experienced significantly more utilization than the other
groups).

There were no significant differences in the utilization of CVIP among three
cultural groups (Asian, Latin American, and European), or by gender.

There were significant differences in the utilization of CVIP between two age
groups (the group of over and equal to 24 years old reported more utilization than the
younger group), marital status (single students reported more utilization than married
students), grade levels (graduate students reported more utilization than undergraduate
students), financial support (the group supported by MSU reported more utilization than
the other groups), and length of stay (students in residence for less than lyear
experienced reported more utilization than the other groups).

There were no significant differences in the utilization of ELC by age or grade

level.

122

 

There were significant differences in the utilization of ELC by cultural groups
(Asians reported more utilization than the other groups), gender (male students reported
more utilization than female students), marital status (married students reported more
utilization than single students), financial support (the group supported by a
government/company reported more utilization than other groups), and length of study in

the US. (the group of less than lyear experienced more utilization than the other groups).

\.4 “'fl
3
. I

Policy Implications

Iiigh Incidence Problem 1: Enghsh Languagg [
The English Language Center (ELC) at MSU provides two full-time English

language training programs for international students each semester. The English for

Academic Purposes Program (EAP) provides instruction to international students who

need to improve their English language proficiency before starting their academic

courses/curriculum. The Intensive English Program (IEP) serves international students

who are not seeking a degree at MSU but who want to improve their English skills. The

ELC also offers part-time English instruction or group lesson programs for students with

more advanced proficiency. Even though MSU provides special English training services,

many international students reported dissatisfaction with those services. About 40% of

respondents among those who aware of the English training services available on campus

reported those services were not satisfactory. Moreover, more than half of the total

number of respondents reported they were not aware of English training classes provided

by MSU. In particular, international students reported severe problems in improving their

listening and speaking skills although they experienced significant help in some training

123

areas such as grammar and writing. They mentioned problems such as a lack of native
speakers, a high tuition fee, and large class sizes. Implications of these findings suggest
that international students with poor language and communication skills should be
encouraged and motivated to participate in programs and activities that will improve their
spoken English. To improve life in the university, community international students
should become more actively involved in ELC group lesson programs or CVIP host
family programs. The English Language Center should consider hiring more native

speakers with professional job experience. The ELC should also reconsider its fee

 

structures. Many people are reluctant to take English classes because of high costs, even
though they need to improve their English. Tutoring programs and English workshops
could help meet the speaking and listening needs of the students. One study result
showed that students supported by their governments reported more problems than other
financial support groups in learning English. The implication of this finding suggests that
foreign governments should be strict in selecting students studying abroad. They need to
strengthen the criteria of English language proficiency to select a higher caliber of

scholarship students.

Iiigh Incidence Problem 2: Financial Aid

Within International Studies and Programs (ISP) there are several financial aid
programs to support and recognize international faculty and students. The list below
provides information on these programs:
- Thoman Fellows Program: For MSU doctoral candidates from developing countries

who are committed to solving problems of poverty and hunger.

124

- Walker Hill Scholarship: An annual scholarship for MSU doctoral candidates involved
in pre-dissertational research. Provides funding for international travel.

- Study Abroad Student Scholarships: A variety of scholarships and grants for MSU
students in MSU study abroad programs.

- Global Spartan Scholarship (GSS): Scholarships for incoming international freshmen at
MSU.

- Graduate Student International Travel Grant (formerly the Global Young Scholars
Grant) provides funding for graduate students to present papers with an international
focus at international professional conferences at international locations.

Even though MSU provides several financial aid programs for international
students the surveyed students reported one of most troublesome areas was financial aid.
Approximately 40% of respondents were aware of the existence of financial aid
counseling services. Among the students who aware of these services only 50% reported
satisfaction. The surveyed international students answered in open-ended questions that
the tuition rate and other fees are too expensive for international students, and at the same
time the pay rate for teaching/research assistantships or part-time work is too low. They
also reported that it is very hard for international students to find out about these
positions. There are also many restrictions for international students in applying for loan
programs. The financial aid office, in cooperation with other ruriversity and community
programs, should consider improving financial aid services for international students.
Specifically, the use of the number of loans available for US. students should be
extended to international students. The tuition gap between international students and

domestic students should also be narrowed. Home governments also should play a more

125

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significant role in screening prospective students in terms of available financial support

and also in helping students meet their financial needs through loans and grants.

High Incidence Problem Bfllcement Services

There are many career and placement services available on campus for MSU
students. The Career Development Center provides a variety of services including
individual advising and self-assessment tools for personal feedback on career interests.
This center also provides career resources for all career stages and tips on tools &
strategies for successful job searches and employer information. The Service Learning
Center provides experiential, community-based leanring opportunities for students,
enhancing their commitment to academics and career as well as building a sense of civic
responsibility. This service contributes to the larger goal of graduating men and women
who actively contribute to society through community work service. Through placement
with a local community partner, students contribute to the improvement of the
community while applying critical thinking and problem-solving skills learned in the
classroom. Faculty and staff members can participate by structuring courses and
programs to include meaningful service, as well as reflection and evaluation of the
experience. This element of intentional, purposeful service is one of the key components
of service-learning. The Student Employment Office (SEO) offers a wide variety of job
services to MSU students, including part-time, seasonal and internship opportunities.
This office also provides employers with the resources to connect with students. On-
carnpus employers are offered a variety of services, including job listings, workshops and

student payroll authorization.

126

Some international students, however, reported a lack of guidance for job
searches and career development. Some also reported difficulties in job security and
immigration regulations for working in the US. One of the most significant causes of
these complaints is the lack of awareness of the existence of placement service programs.
To have more useful services for their careers and placement, international students
should try to find necessary resources on and off campus. They should go to the Office $
for International Students and Scholars to seek help to prepare for their career and future -
jobs. They can also try an Internet search for the relevant information to develop their
career. The career counseling office may provide special programs and services that i
could fulfill international students' basic needs for employment opportunities on and off
campus and within and outside the United States. The career counselors employed by the
university can work closely with the Office for International Studies and Programs to
accomplish that task. In addition, the placement office can more adequately publicize to
international students the services it provides, such as job-search techniques, resume
writing, and interview preparation. Home governments also should play an important
role in helping students get jobs after studying in the US. Many international students
have difficulties in finding necessary information or resources to get jobs both in the US.
and their home countries, since they lack language proficiency, have many restrictions on
their status in the US, and have been out of country for several years. It is recommended
that home governments develop a web site to give their students a variety of information
in relation to career development or employment in their home and other countries. They
also can provide workshops or recruiting events to recruit more talented students to work

for their countries.

127

 

High Incidence Problem 4: Small-Personal

Through the Community Volunteers for International Programs (CVIP) MSU
provides a variety of social programs for international students and scholars. The list
below provides information on these programs:

- Couples Supper Club: American couples and international student couples enrolled at
MSU meet in groups of eight for a potluck supper and conversation in an American home
each term.

- The Friendship Family Program: Seeks to introduce MSU international students to life
in the US. and to acquaint Lansing area residents with other cultures through personal
interaction in an atmosphere of mutual respect.

- Global Festival: Helps present the many international displays, demonstrations, and
stage performances that make up this annual international extravaganza. The festival is
open and free to the entire Greater Lansing community and features an afiemoon of
international activities, exhibits, demonstrations, entertainment, and food.

- Home Hospitality: Members arrange home visits and short-term home stays for
international visitors at the request of MSU or the CVIP International Visitors Committee
of Mid-Michigan.

Even though there are many useful social programs available on campus, the
findings show that many international students do not know about these programs.
Among the students who know of these programs, many do not interact actively with
American people and the community, resulting in dissatisfaction with these services.
Many students reported the most difficulties in the areas of homesickness, loneliness, and

making friends. They also reported experiencing prejudice or discrimination by color or

128

—"-"‘““ ~* ”‘1‘,

 

pronunciation. The data revealed that students felt a great need to be accorded proper
respect as foreign nationals. International students indicated that they would like to see a
greater appreciation of cultural diversity and equity on the part of MSU faculty and staff.
Loneliness and alienation could be reduced by planning non-academic activities for
international students. The university should establish a system of direct communication
between foreign students and student personnel professionals, administrators, foreign
student advisors, and faculty to enhance these students' adjustment to the campus and to
the American environment. For example, the CVIP (Community Volunteers for
International Programs) host family program is a good way for international students to
learn more about American culture and to increase friendly relationships with Americans.
More conferences and workshops in cross-cultural education should be made available to
foreign student advisors to help them serve the diverse needs of this unique population.
International students should also be more actively involved in on/off-campus non-

academic activities. International students should try to understand cultural differences

between their countries and the US. and interact actively and respectfully with American.

The university also should make every effort to welcome international students as equals
on campus and prevent prejudicial or discriminatory behaviors. The center for cultural
diversity should conduct special sessions addressing racial and cultural issues. Such
sessions should be designed to improve mutual understanding and communication
between the US. and international students and reduce racial discrimination.

In addition, the CVIP (Community Volunteers for International Programs) should
improve its services for international students, making students better informed about

services such as the home hospitality program and the scholarship program for students'

129

 

; _‘T-T -__.._..'
3

 

wives. This office should work closely with the Community Aide Program and other
community-based volunteer organizations. Some social activities should be organized for
children and spouses of international students. The center for cultural diversity should
conduct special sessions addressing racial and cultural issues. Such sessions should be
designed to improve mutual understanding and communication between the American

and international students and reduce racial discrimination.

.r. v, . .1. no..."
. I

In summary, many problems international students confront result from a lack of
awareness of the student support services provided by the university. As shown in the '
findings of this study, utilization of the services depends on how much the foreign
students know about the services and how each service was necessary to them. For
instance, most students who knew about OISS and CVIP reported satisfactory utilization
of their services. Some services such as the ELC that were not well known among
international students were rarely used and reported as being less useful.

Students identified certain types of information as helpful in their initial
adjustment efforts. It is very important that proper pre-arrival information be conveyed to
new students before they leave their home countries. Pro-arrival information must include
information about English, financial aid, placement service, and social-personal programs.
Students must have a better understanding of housing, insurance, the US. academic
system, and administrative procedures. In addition, international students should be
strongly encouraged to anive on campus one to two weeks before beginning their studies,
to become better acquainted with their specific living environment and the community in

general. All new international students should be required to attend an orientation

 

130

program. New international students should be required to show evidence of attending
orientation sessions before they are issued registration materials. The current orientation
program should be revised so that it reaches more foreign students, especially those
arriving at various times throughout the year. It is highly recommended that the
orientation program be expanded to cover a full term, beginning with whatever term the

student arrives at MSU.

131

 

APPENDICES

132

9.. A. 9t ”. 1F"
.11

 

APPENDIX A

REVISED VERSION OF THE MICHGAN H\ITERNATIONAL STUDENT PROBLEM

INVENTORY (MISPD

133

 

 

 

MICHIGAN INTERNATIONAL STUDENT PROBLEM INVENTORY
John W. Porter
And A.O.Haller

 

Date of Birth Sex Today’s Date

Country of Citizenship Class in College

 

Wreshq Soph., etc.

 

Marital Status If you are married, your spouse is - - - _ g
Wing , ame here With you, in home country, etc

Present College Course of Study
Education, Socral SCICI'ICC, Engrneenng, CE

How did you choose your studies at MSU

 

TchoserrmyserfiMy—govmW
Who is your financial supporter at MSU

 

 

 

Mysell, My gOVCIIlIIlCIlL, CID

Number of and at present College. At a previous US. College

Tears monllis monlll§

You are not being tested. There are no right or wrong answers. This is a list of statements about
situations that occasionally trouble (perturb, distress, grieve, annoy, or worry) students from other countries
who are attending colleges in the United States. The statements are related to areas of admissions,
academic work, language, religion, and so forth.

PLEASE FOLLOW THESE FOUR STEPS

Step One Read the list of statements carefully, pause at each statement, and if it suggests a situation
which is troubling you, circle the number to the left of the statement, as follows,0
“Giving Oral Reports in Class.”
Continue through the entire list in this way.

Step Two After completing Step One, go back over the numbers you have circled, and place on X
in the circle of the statements which are of most concern to you, as followseGiving
Oral Reports in Class.”

Step Three After completing Steps One and Two, please answer the open ended question on page 4.

&ep Four After completing Steps One, Two, and Three, please answer the questions on page 5.

Printed by International Programs
Michigan State University
East Lansing, Michigan

134

 

l'
i
l

 

Step One Read the list of statements below carefully, if a statement suggests a situation, which is
troubling you, circle the number to the left of it, as folloyoriting or typing term

(semester) papers.

 

1. Evaluation of my former school credentials
2. Concern about value of an US. education
3. Choosing college subjects

4. Treatment received at orientation meetings
5. Unfavorable remarks about home country
6. Concept of being a “foreign” student

7. Frequent college examinations
8. Compulsory class attendance
9. Writing or typing term (semester) papers

10. Concern about becoming too “westernized
11. Insufficient personal-social counseling
12. Being in love with someone

13. Taste of food in United States
14. Problems regarding housing
15. Being told where one must live

16. Poor eye sight
17. Recurrent headaches
18. My physical height and physique

19. Religious practices in United States
20. Attending church socials
21. Concern about my religious beliefs

22. Speaking English
23. Giving oral reports in class
24. Ability to write English

25. Regulations on student activities
26. Treatment received at social functions
27. Relationship of men and women in US

28. Lack of money to meet expenses
29. Not receiving enough money from home
30. Having to do manual labor (work with hands)

31. Finding a job upon returning home
32. Not enough time in US. for study
33. Trying to extend stay in United States

34.
35.
36.

37.
38.
39.

40.
41.
42.

43.
. Feeling in inferior to others
45.

46.
47.
48.

49.
50.
51.

52.
53.
54.

55.
56.
57.

58.
59.
60.

61.
62.
63.

Getting admitted to US. College
Registration for classes each term
Not attending college of my first choice

Relationship with foreign student advisor
Leisure time activities of US students
Low enforcement practices in the US

Competitive college grading system
Objective examination (true-false, etc)
Insufficient advice from academic advisor

Being lonely
Trying to make friends

Costs of buying food
Insufficient clothing
Not being able to room with US. student

Hard of hearing
Nervousness
Finding adequate health services

Finding worship group of own faith
Christianity as a philosophy
Variety of religious faiths in US

Using of educational technology
Understanding lectures in English
Reading textbooks written in English

Dating practices of US. people
Being accepted in social groups
Not being able to find “dates”

Saving enough money for social events
Immigration work restrictions
Limited amount US. dollar will purchase

. Becoming a citizen of the United States
65.
66.

Changes in home government
Desire to not return to home country

 

135

-_.-., M1
:1

 

 

 

67.
68.
69.

70.
71.
72.

Understanding college catalogs
Immigration regulations
Lack of knowledge about US.

Campus size
U.S. emphasis on time and promptness
Understanding how to use the library

students

73
74

75.

76.
77.
78.

79.
80.
81.

82.
83.
84.

85.
86.
87.

88.
89.
90.

91.
92.
93.

94.
95.
96.

97.
98.
99.

Too much interference with studies
Feel unprepared for US. college work
Concerned about grades

Sexual customs in United States
Homesickness
Feeling superior to others

Bathroom facilities cause problems
Distances to classes from residence
Relationship with roorrrrnate

Dietary problems
Need more time to rest
Worried about mental health

Having time to devote to own religion
Spiritual versus materialistic values
Doubting the value of any religion

Understanding U.S. “slang”
My limited English Vocabulary
My pronunciation not understood

Activities of International Houses
U.S. emphasis on sports
Problems when shopping in US.

Finding part-time work
Unexpected financial needs
Money for clothing

Uncertainties in the world today
Desire enrolling at another college
U.S. education not what was expected

100
101

102.

103.
104.
105.

106.
107.
108.

109.
110.
111.

112.
113.
114.

115.
116.

117

118.
119.
120.

121.
122.
123.

124.
125.
126.

127.
128.
129.

130.
131.
132.

. Differences in purposes among US. colleges
. Difference in US. and home education systems
Not being met on arrival at campus

College orientation program insulfrcient
Trying to be student, tourist and “ambassador”

Doing laboratory assignments
Insufiicient personal help from professors
Relationship between US. students and faculty

U.S. emphasis on personal habits of cleanliness
Not feeling at ease in public
Attitude of some US. people to skin color

Finding a place to live between college terms
Changes in weather conditions
Lack of invitations to visit in US. homes

Feeling under tension
Service received at health center

. Health suffering due to academic pace

Criticisms of home land religion
Accepting differences in great religions
Confusion about religion and morals in US.

Insufficient remedial English services
Having a non-English speaking roommate
Holding a conversation with US. friends

Activities of foreign student organizations
Lack of opportunities to meet more US. people
Concern about political discussions

Costs of an automobile
Finding employment between college terms
Finding jobs that pay well

Insufficient help from placement office
Staying in US. and getting a job
Wonder if US. education useful for job at home

Attitude of some students toward “foreign”

 

136

“a xs-‘xa‘ .rAdlAm
I
l

 

Step Two Now go back over the numbers you have circled, and pl X in the circle of
statements which are of most concern to you, as followwriting or typing term

(semester) papers.

Step Three Would you please answer the following questions

 

Do you feel that the statements which you have marked on page 2 and 3 provide a fairly complete of the

problems you are currently experiencing? Yes No

If you have additional problems, and they are not listed on page 2 and 3, Please indicate what they are in the

space below.

 

137

CI

 

Step Four

 

1. Please use the following scale. Circle the number which best reflects your answer to
each individual statement.
A = No Useful B = Of Minor Use C = Moderately Useful D = Very Useful
E = Do Not Know About It

2. Fill a verbal response in the space provided.

 

 

 

 

 

 

Utilization of the Office for International Students and Scholars (OISS) !’
a. The administrative services provided by OISS have been ............................. A B C D E f
b. The legal services provided by OISS have been ....................................... A B C D E i
c. The counseling services provided by OISS have been ................................ .A B C D E I

d. What suggestions do you have for the OISS personnel to improve the services?

 

 

Utilization of the Communig Volunteers for International Programa (CVIP)

a. The orientation provided by CVIP has been ............................................ A B C D E
b. The cultural activities provided by CVIP have been .................................. A B C D E
c. The home-stay program provided by CVIP has been ................................... A B C D E

 

d. What suggestions do you have for the personnel in chare of cultural training programs to improve

the services?

 

 

Utilization of English Langhage Center (ELC)

a. The intensive English program provided by ELC has been .......................... A B C D E
b. The English for Academic Purposes program provided by ELC has been ........ A B C D E
c. The group lesson programs available on campus have been ......................... A B C D E

 

d. What suggestions do you have for the personnel in charge of English language training programs

to improve the services?

 

 

138

APPENDIX B

APPROVAL LETTER FROM UNIVERSITY COMMITTEE ON RESEARCH
H\IVOLVING HUMAN SUBJECTS

139

 

A .- ' 1'09”.

 

OFFICE OF
RESEARCH
AND
GRADUATE
STUDIES

ilty Committee on
stretch Involving
Human Subjects

iqan State University
mnislralion Building
it Lansing, Michigan

48824-1046

517/355-2180
FAX 517/353-2976
nsu.e0u/user/ucrihs
Ill: ucrihs©rnsuedu

”'93": State Universrly
'Ifltiilulrmal Diversrty.‘
Ural/circa in Aclron.

33" ailments-action.

MICHIGAN STATE

 

UNIVERSITY

April 20, 2001

TO: James FAIRWEATHER
416 Erickson Hall
MSU

RE: IRB# 01-229 CATEGORY: EXEMPT ‘l-C
APPROVAL DATE: April 20, 2001

TITLE: THE STUDY TO ANALYZE THE NEEDS OF INTERNATIONAL STUDENTS
AND TO EVALUATE THE UTILIZATION OF STUDENT SERVICE
PROGRAMS TO SUPPORT THEM

The University Committee on Research Involving Human Subjects' (UCRIHS) review of this
project is complete and I am pleased to advise that the rights and welfare of the human
subjects appear to be adequately protected and methods to obtain informed consent are
appropriate. Therefore, the UCRIHS approved this project.

RENEWALS: UCRIHS approval is valid for one calendar year, beginning with the approval
date shown above. Projects continuing beyond oneyear must be renewed with the green
renewal form. A maximum of four such expedited renewals possible. Investigators wishing to
continue a project beyond that time need to submit it again for a complete review.

REVISIONS: UCRIHS must review any changes in procedures involving human subjects, prior
to initiation of the change. If this is done at the time of renewal, please use the green renewal
form. To revise an approved protocol at any other time during the year, send your written
request to the UCRIHS Chair, requesting revised approval and referencing the project's IRB#
and title. Include in your request a description of the change and any revised instruments,
consent forms or advertisements that are applicable.

PROBLEMS/CHANGES: Should either of the following arise during the course of the work.
notify UCRIHS promptly: 1) problems (unexpected side effects, complaints, etc.) involving
human subjects or 2) changes in the research environment or new information indicating
greater risk to the human subjects than existed when the protocol was previously reviewed'and
approved. , -

If we can be of further assistance, please contact us at (517) 355-2180 or via email:
UCRIHS@msu.edu. Please note that all UCRIHS forms are located on the web:
http://www.msu.edu/user/ucrihs

Sincerely,

Ashir Kumar, MD.
Interim Chair, UCRIHS

AK: rj
CCI Chung-Eun J00
2900 Beaujardin #106
East Lansing, MI 48910 140

rm.-

' 1'. .1-

 

APPENDIX C

LETTER OF PERMISSION FROM DR. PORTER TO USE THE MICHIGAN
INTERNATIONAL STUDENT PROBLEM INVENTORY

141

 

 

 

JOHN W. PORTER, Ph.D.

CEO. Urban Education Alliance. Inc.. one
Pres'dent Emeritus. Eastern Michigan University

1547 Fall Creek Lone - Ann Arbor. Mi 48108 . (734) 669-2820 - Fox (734) 669-4450 - educationuoorg

May 21, 2001

Chung-Eun J 00

International Studies and Programs
Visiting International Professional Program
1 International Center

Michigan State University

East Lansing, MI 48824-1035

Dear Chung-Eun J 00:

I received your letter on April 10, 2001. With this acknowledgment, I
do hereby grant you permission to use the Michigan International Student
Problem Inventory (MISPI). You may adjust the instrument consistent with
your research design, if necessary.

As you may know, the original research was conducted on the campus
at Michigan State University over 40 years ago. It is gratifying to know that
the instrument continues to be well received throughout the United States.
Over 100 studies have been reported to our office in this regard. I have
enclosed a copy of the most recent acknowledgment. Other references are
available upon request.

Also enclosed is a copy of the original instrument and handbook for
your reference. Best wishes for a successful completion of your research
project.

Sincerely,

J n W. Porter

Enclosures

142

. -L_...t

 

APPENDD( D

FIRST LETTER TO INTERNATIONAL STUDENTS

143

 

UCRIHS APPROVAL FOR
THIS project EXPIRES:

APR 2 0 7mm?

SUBMIT RENEWAL APPLICATION
. ONE MONTH PRIOR TO
Dear International Students: ABOVE DATE TO CONTINUE

As a doctoral student in the department of Educational Administration at Michigan State
University, I am conducting a research project to study the needs of international students
and the utilization of the existing service programs to support them.

This study is limited to international students at Michigan State University and you have
been randomly selected as a representative of international students. Hence, your
cooperation is very important to complete this study. Enclosed is the revised MISPI
(Michigan International Student Problem Inventory), which is not a test but an inventory to
identify the problems of international students and evaluate the existing service programs
available on campus for international students. The questionnaire is designed so that the
questions can be answered quickly and should take about 15 to 20 minutes to complete.

Your participation in completing the inventory may have significant implications to improve
student service programs for international students. It may enable MSU to decide what
services need more attention and what can be done in redirecting parts of present programs
or developing new programs in order to provide appropriate services for meeting the needs
of international students.

Please provide the necessary information as completely as possible and kindly return the
completed form in the enclosed self-addressed envelope as soon as you can. Your
participation, however, is completely voluntary. You may choose not to participate at all,
may refuse to participate in certain questions, or may discontinue your participation at any
time. You indicate your voluntary agreement to participate by completing and returning this
questionnaire. All information you give will be treated confidentially and your privacy will
be protected to the maximum extent allowable by law.

Thank you for your time and cooperation.

Chung-Bun Joo Dr. James Fairweather .
Doctoral Candidate - Chairperson and Advisor, Professor
(517) 432-3663 (0)

*If you have any questions regarding your role and rights as a subject of research, please
contact David E. Wright, Ph.D. Chair, University Committee on Research Involving Human
Subjects, (517) 355-2180

144

 

APPENDIX E

SECOND LETTER TO INTERNATIONAL STUDENTS

145

 

Dear International Students:

I thank you for your c00peration in the study concerning the needs of international
students and the utilization of the existing service programs on campus to support them.

I
It is important that I receive completed questionnaires from you because you are a part !
of a small random sample of international students. Your participation may have l
significant implications to improve student service programs for international students. ‘
It may enable MSU to decide what services need more attention and what can be done
in redirecting parts of present programs or developing new programs in order to provide
apprOpriate services for meeting the needs of international students.
If you have already responded to the questionnaires I thank you very much. If not, may
I ask you to return the completed form at the earliest possible time? Youroresponses will
be held in strictest confidence, and the data will be tabulated without names of
respondents.

Hoping for your needed cooperation

Thank you.
Chung-Eun J 00
Doctoral Candidate

(517) 432-3663; j oochung@msu.edu

146

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147

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