~n‘ 9 EGE’ANDS ADvI c JOB BEHAVIOR 'OF T THE VERSITY FOREIGN S 0N 'OLL: »sERs UDENT UNI EIVEDBY 'KNOWLEDGEA'B'LE‘- A'S' PERC CULTY MEMBERS FA "the-5D .. l‘; fbfi STAT GSIS .egi'e: Th, V'MIICH‘I SAN ALD- BENsoNiii.’ ucus if... x322... J . J... JJJJUJJJWJJJJJJCJJ.” I»... . .J as": p. .r... i J. . 1;. ”HT/IVWMVV IVAIJJ .mJ. 3:} 3r Jutuer!’ . J ..,y.. «mamas: J .IL J../£7.51}? 1.. :7 ...v« 1/! .1: .iv? r....J...JJ,; 33......z} J. .IJJ.r.J:.a.rt. . .3. I}. 51...: 1.. p v 73“» TfGER m 6.315 w“... ... . j. J i LIE-PAR Y Michigan State University This is to-Jeertifg that the L '- thesis entitled ON-THE‘JOB BEHAVIOR OF COLLEGE AND UNIVERSITY FOREIGN STUDENT ADVISERS AS PERCEIVED BY KNOWLEDGEABLE FACULTY MEMBERS presented by August Gerald Benson has been accepted towards fulfillment of the requirements for Ph.D. degree in Education %/ V“ ’ 2/ ,1: .' ,4/4/1'. V v, J // I. X’O/ -‘ ’7/ (Ml. Major profes r {VI/[SJ Date February I2, I969 0-169 IIIIIIIIIIIIIIIIIIIIIIIIIIIII ‘ , IIIIIIIIIII 3 1293 r' m. ‘- "7 WW1” ; _ .J 'J 'J "‘ :4 . ‘3" ' "u. ' -v m. I. s “V" 14‘ ‘- “~‘u‘ ABSTRACT On—the—Job—Behavior of College and University Foreign Student Advisers as Perceived by Knowledgeable Faculty Members August Gerald Benson The Problem The central problem investigated in this study was: Which if the many aspects git—hf Foreign Student Adviser's on—the—job behavior do Know— ledgeable Facultl Members perceive t_o_ _b_e significant infacilitating the academic progress and/or personal development githe foreign students enrolled fitheir institutions. Use of the Critical Incident Technique The CRITICAL INCIDENT TECHNIQUE was the primary research tool used in this study, serving both as the method of collecting the data and as an instrument for analyzing the data. The 110 Knowledgeable Faculty Members in this study were identified by the Foreign Student Adviser at their institution as having had extended contact with foreign students either in a teaching or advisory capacity and as being reasonably well informed on the operations of the foreign student office at their college or university. They were therefore considered as qualified observers to report critical incidents involving the on-the-job behavior August Gerald Benson of Foreign Student Advisers at their institution which the Knowledgeable Faculty Member perceived as having a significant effect on the academic progress and/or personal development of foreign students at his institu- tion. Each Knowledgeable Faculty Member used his own perspective and judgment in selecting and reporting critical incidents. All critical inci— dents were gathered by the researcher via personal interview with each of the 110 Knowledgeable Faculty Members. Summary of the Main Findings of the Study The primary purpose of this study was to identify these functions (on-the-job behavior) of the Foreign Student Adviser as perceived by Knowledgeable Faculty Members, which, if performed in an effective manner, have a significant effect on the successful performance of his job. In meeting this purpose, this study has revealed the following information: Knowledgeable Faculty Members perceive 156 significant common functions which are performed by most Foreign Student Advisers. These functions may be grouped into 16 areas of similar—type behavior. The 156 significant common functions identified by Know— ledgeable Faculty Members compare with 203 significant common functions identified by Foreign Student Advisers in a related study, a difference of 47 between the two groups. One hundred and forty-one Distinct Critical Ele— ments were common to both groups, 15 were unique to the Knowledgeable Faculty Member study and 62 were unique to the Foreign Student Adviser study. Much of the differ— ence between the KnOWIedgeable Faculty Member and the Foreign Student Adviser is represented in the 15 unique functions perceived by the Knowledgeable Faculty Mem_ bers and the 62 unique functions perceived by the Foreign Student Advisers, as well as the difference in the 2 ‘ August Gerald Benson percentage of satisfactory and unsatisfactory incidents reported. Knowledgeable Faculty Members initially held general opinions of the essential functions of the Foreign Student Adviser that differed markedly from subsequent percep— tions drawn from actual observation of critical incidents involving foreign students and the Foreign Student Adviser. Knowledgeable Faculty Members perceive the responsibility of the Foreign Student Adviser to include a wide range of duties and activities and expect the person filling this role to have the personality, experience, and motivation to cope with the divergent demands of foreign students and related faculty and staff. Knowledgeable Faculty Members perceive that some types of Foreign Student Advisers behavior are more recurring and common than other types of behavior. A secondary purpose of this study was to develop some generaliza- tions regarding which functions Foreign Student Advisers tend to perform most effectively and which functions they tend to perform least effectively as perceived by Knowledgeable Faculty Members. This study has pro— vided the following information: Knowledgeable Faculty Members tend to perceive Foreign Stu— dent Advisers as performing very satisfactorily in the areas involving personal contacts with students, community groups, and off—campus agencies, as well as in personal services and emergency situations. This includes the areas of Financial Guidance, Interviewed Students, Personal Counseling, Coor— dinates Community Activities, Relations With Outside Agencies, Emergency Situations, and Miscellaneous Personal Services. Knowledgeable Faculty Members tend to perceive Foreign Student Advisers as performing satisfactorily in areas more closely related to the KFM, Consultant and Advisory and Academic Guidance, as well as in Gathering Information. Knowledgeable Faculty Members perceive the Foreign Stu— dent Adviser as being heavily involved in the functions Con— sultant and Advisory and Academic Guidance (as the KFM perceives the FSA's role). August Gerald Benson Knowledgeable Faculty Members tend to perceive the For— eign Student Adviser as performing less satisfactorily in the administrative, management area involving: Administers Office and Planning and Program Development as well as in the functions of Foreign Student Activities and Immigration Expert. KFMs perceive the FSAs actively involved in the Immigration Expert area but performing below the satisfac- tory mean for all incidents reported. Knowledgeable Faculty Members do not perceive the Foreign Student Adviser as very active in the areas of Referral Ser— vices and Gives Advice although the FSA's performance is rated satisfactory for those incidents reported. KFM may sub-sume these areas in other related critical areas. a ON—THE-JOB BEHAVIOR OF COLLEGE AND UNIVERSITY FOREIGN STUDENT ADVISERS AS PERCEIVED BY KNOWLEDGEABLE FACULTY MEMBERS BY August Gerald Benson A THESIS Submitted To Michigan State University in partial fulfillment of the requirements for the degree of DOC TOR OF PHILOSOPH Y College of Education Department of Administration and Higher Education 1908 fl ( I (‘7 7/.) J MN I»? DEDICATION to Mary, Kathy, Susan and Debbie for their patience , understanding and support during these long years of graduate work. ii u ‘lH-I I . -. 1-iv ca .. ..-a u S \l -u.-.» -... h " "II D c II.. -.I 5" in“ x .u IO ACKNOWLEDGMENTS Many friends and colleagues have played a role in providing advice and encouragement to the writer during the long, arduous task and challenge of completing this dissertation. I express my appreciation to these individuals who have provided guidance, direction and support over the past two years and who have helped see this study through to comple— tion. My special gratitude goes to Dr. Walter F. Johnson, my major professor and doctoral committee chairman, whose guidance and direc- tion provided the moral support and encouragement that enabled me to pursue the study to eventual conclusion. I thank each of the other remain- ing members of my committee for their personal concern and professional interest in the successful completion of this study including: Dr. Cole S. Brembeck, Dr. James W. Costar, Dr. Hideya Kumata and Dr. Mary M. Leichty. I owe a debt of gratitude to my professional colleagues: Dr. M. Robert B. Klinger, Director of the International Center, Uni— versity of- Michigan, and Dr. Virgil Lougheed, Foreign Student Adviser, Wayne State University, for their expert assistance in the evaluation and analysis of much of the data. I particularly appreciate the opportunity to Consult regularly with Homer D. Hi gbee, Assistant Dean for Educational Exchange, Michigan State University, whose own study in 1961 served as a milestone in the efforts to evaluate the status of Foreign Student Advis- ing in the United States. ": "";‘3i .. w... \J. - . luv-n .‘ . -- .u-vn "lv . ”hi. -. ’u 'u .‘I‘ .._“ A... \‘H ‘u The encouragement of the officers of the National Association of Foreign Student Affairs, especially Albert G. Sims, President 1967—68; Dr. Clark Coan, President 1968—69; Hugh Jenkins, Executive Director; and Mrs. Charles Bang, Director, Field Service Office, NAFSA, and the interest and efforts of the many Foreign Student Advisers, Knowledge— able Faculty Members and administrators who provided critical data and information was critically important to the successful conclusion of this study. The timely support of Dean Glen L. Taggart and Assistant Dean Richard O.‘ Niehoff of the Office of International Programs and Dr. David K. Heenan, Associate Director, Institute of International Studies, all of Michigan State University, was helpful in the completion of this study as part of a larger research project. My personal thanks go to those members, of my own staff, past and present, whose cheerful support and personal interest helped convert this mass of data and information into a completed study. These include: Mrs. Susan G. Steffens, Mrs. Sharon S. Golden, Mrs. Beverly B. Van Houten, Mr. Michael Power and Mrs. Mary London Jackson. Special appreciation goes to my colleague in these related studies, Dr. Richard E. Miller, whose dedication to academic excellence and determination to pursue this major research project to a successful con- clusion, served as an important guidepost in my own attempts to make a contribution to the body of knowledge pertaining to Foreign Student Advising. CHAPTER 111 TABLE OF CONTENTS INTRODUCTION TO THE STUDY A Brie f History of Foreign Student Advising in the U. 5. Statement of the Problem Background for the Study Importance of the Study Basic Assumptions Design of the Study Scope and Limitation of the Study Definition of Terms Organization of the Thesis SURVEY OF RELATED LITERATURE Administration of Foreign Student Affairs in U.S. Universities Major Contributions to the Study Literature Related to the Critical Incident Technique Origin and Development of the Technique Application of the Technique Use of the Critical Incident Technique in the Field of Education METHODOLOGY AND PROCEDURE Introduction Selection of Method The Sample Developing the Critical Incident Report Form Establishing the General Aim of Foreign Student Advising Procedures and Criteria for Developing CIT Report Forms Collecting the Data PA GE ll 13 15 16 20 23 29 38 48 48 52 55 61 61 62 63 65 66 68 71 CHAPTER Procedure for Interviewing Knowledge— able Faculty Members Procedures for Analysis of the Data Classification of Critical Incidents into Categories of Foreign Student Adviser Responsibility Description of Categories of Foreign Student Adviser Responsibility Development of Critical Areas The Essential Responsibilities and the Desirable Professional Preparation and Personal Characteristics of Foreign Student Adviser as Perceived by Know- ledgeable Faculty Members Summary ORGANIZATION AND ANALYSIS OF THE DATA Introduction 1. Characteristics of the Responding Know- ledgeable Faculty Members and Their Universities General College and Departments Represented in 110 Knowledgeable Faculty Members II. Analysis of KFM Critical Incident Reports Critical Incidents Reported and Categories of FSA Responsibility Dispersion of Critical Incidents among FSA's Categories of Responsibility by Foreign Student Population Grouping III. Critical Elements and Critical Areas Implication of Critical Elements Significance of this Material Discussion of the Critical Areas of FSA Behavior as Perceived by Knowledgeable Faculty Members IV. Comparison of Critical Incidents, Ele— ments and Areas Reported by Know— ledgeable Faculty Members with those Reported by Foreign Student Advisers General Comparison of Critical Incidents Reported by Knowledgeable Faculty Members with those Reported by Foreign Student Advisers vi ‘A PA GE 73 74 76 79 86 91 93 96 96 98 98 102 107 107 109 117 118 119 165 165 I72 nu"\_ I'- ,_,l. o CHAPTER Summary Comparison of Critical Elements Reported by Knowledgeable Faculty Members with those Reported by Foreign Student Advisers ' Comparison of Distinct Critical Elements Reported by Knowledgeable Faculty Members with Those Reported by Foreign Student Advisers Summary ANALYSIS OF SUPPLEMENTARY DATA Introduction The Essential Functions of Foreign Student Adviser's Responsibility as Perceived by Knowledgeable Faculty Members General Comparison of Knowledgeable Faculty Members' Perceptions or Opinions of the Foreign Student Adviser‘s Responsibilities with the KFMs' Earlier Observations of the Critical Areas of Behavior of the FSA The Professional Qualifications Desirable in the Foreign Student Adviser as Perceived by Knowledgeable Faculty Members Desirable Educational Level of Foreign Student Advisers Desirable Field of Study of Foreign Student Advisers Desirable Foreign Experience of Foreign Student Advisers Desirable Work Experience of Foreign Student Advisers Desirable Areas of Knowledge of Foreign Student Advisers The Personal Characteristics Desirable in the Foreign Student Adviser as Perceived by Knowledgeable Faculty Members The Reaction of Knowledgeable Faculty Members to Potential Candidates for the Position of Foreign Student Adviser General Summary PA GE I78 180 186 196 197 I97 199 208 214 223 224 229 232 232 235 243 248 249 "u. a... CHAPTER PAGE VI SUMMARY, CONCLUSIONS, AND IMPLICA— TIONS FOR FURTHER RESEARCH 252 Design of the Study 252 Summary of the Main Findings of the Study 253 Critical Elements and Critical Areas 253 Satisfactory and Unsatisfactory Behavior 255 Summary of Supplementary Findings 256 Evaluation of the Main Findings 260 The Findings and Purposes of the Study 260 Usability of the Findings 262 Conclusions 264 Implications for Further Research 272 Some Closing Comments 275 BIBLIOGRAPHY Z82 APPENDICES 290 III-l 111—2 IV—l isz w-s w-4 1v-5 W—é IV—7 LIST OF TA BLES Midwestern Colleges and Universities Repre- sented in the Study Sample by Size of Institu— tion Dispersion of Critical Incidents Among the For— eign Student Adviser‘s Categories of Responsi- bility as Perceived by Knowledgeable Faculty Members Sources of Critical Incidents Summary of Critical Incidents and Elements Reported by Knowledgeable Faculty Members (KFM) by Colleges and Departments Percent of Satisfactory-Unsatisfactory Critical Incidents in Each of the FSA Categories of Responsibility as Perceived by Knowledgeable Faculty Members Dispersion of the 354 Critical Incidents Among the Foreign Student Advisers' Categories of Responsibility by Size of Foreign Student Enrollment Critical Incidents Reported by Knowledgeable Faculty Members and the Resultant Critical Elements Percent of Satisfactory—Unsatisfactory Raw Critical Elements in Each of the FSA‘s Critical Areas as Perceived by Knowledgeable Faculty Members PA GE 65 78 101 105 111 112 116 I48 Dispersion of Raw Critical Elements Among the Critical Areas of Foreign Student Adviser Behavior as Perceived by Knowledgeable Faculty Members IV—8 IV-9 V-l V-2 V—3 V-4 V-S V—6 V—7 PA GE Percent of Satisfactory—Unsatisfactory Raw Critical Elements in Each of the FSA's Critical Areas as Perceived by Foreign Stu- dent Advisers 171 Comparison of Distinct Critical Elements Reported by Knowledgeable Faculty Members with Those Reported by Foreign Student Advisers 187 Essential Functions of the Foreign Student Adviser's Responsibility as Perceived by Knowledgeable Faculty Members by Size of Foreign Student Enrollment 201 Comparison of Knowledgeable Faculty Mem— bers' Perceptions or Opinions of the Foreign Student Adviser's Responsibilities with the KFMs Earlier Observations of the Critical Areas of Behavior of the FSA 215 Desirable Educational Level of Foreign Stu— dent Advisers as Perceived by Knowledgeable Faculty Members by Size of Foreign Student Enrollment 225 Education Level of 48 Full—Time Foreign Stu- dent Advisers in Related Study by Size of Foreign Student Enrollment 228 Desirable Field of Study of Foreign Student Advisers as Perceived by Knowledgeable Faculty Members by Size of Foreign Student Enrollment 230 Desirable Foreign Experience of Foreign Student Advisers as Perceived by Knowledgeable Faculty Members by Size of Foreign Student Enrollment 233 Desirable Work Experience of Foreign Student Advisers as Perceived by Knowledgeable Faculty Members by Size of Foreign Student Enrollment 234 TABLE V-8 V—9 V-9 Desirable Areas of Knowledge of Foreign Student Advisers as Perceived by Knowledge- able Faculty Members by Size of Foreign Student Enrollment The Personal Characteristics Desirable in the Foreign Student Adviser as Perceived by Know— ledgeable Faculty Members by Size of Foreign Student Enrollment ' The Reaction of Knowledgeable Faculty Mem- bers to Potential Candidates for the Job of Foreign Student Adviser by Size of Foreign Student Enrollment xi PA GE 236 240 CHAPTER I INTRODUCTION TO THE STUDY Many American educational institutions are now deeply involved in educational programs abroad. 1 For the majority of institutions, how- ever, reception or enrollment of foreign students represents their most significant contact with the increasing involvement of the United States in international education. Understandably most American institutions tend to View the programming of foreign students as their contribution to improved international understanding, the advancement of less developed countries and United States foreign policy. 2 A few American universities attempt to treat foreign students the same as regularly enrolled American students and turn them loose in the university‘s maze of student services, activities, and requirements. Most educational institutions, however, recognize that foreign students do have problems and concerns that are differ- ent -- some in kind, some in degree —— from those of American stu- dents. Therefore, several particularly helpful services for foreign -__._ 1- ' The International Programs of American Universities (East Lansing: Institute of Research on Overseas Programs, 1958), p. 14. 2- Homer D. Higbee, The Status of Foreign Student Advising in United States Universities and Colleges (East Lansing: Insti- tute of Research on Overseas Programs, 1961), p. xxi. 2 students have been added to the normal student services program at most American colleges and universities. Higbee identifies three basic reasons why Western nations in general and institutions in the United States in particular provide additional services to foreign students: (a) to create a favorable image of the Western country, (b) a humanitarian desire to help the foreign student, (c) administra— tive necessity. 1 Normal student services include: admissions, registration, employment, social activities, housing, financial aid, discipline, counseling, health, and academic advising. Additional services for foreign students often include: Immigration assistance, community contacts, special orientation and English language programs. To facilitate foreign student utilization of all of these services and to insure the satisfaction of the institution's responsibilities, most colleges and universities have appointed a Foreign Student Adviser. The position varies greatly between institutions. 2 Those institutions with the largest enrollment of foreign students have appointed full—time Foreign Student Advisers. Among the re- maining institutions, foreign student advisers are appointed from the teaching faculty, the admissions office, the Dean of Students Office and some are academic deans or department heads. Adviser —___ 1. Higbee, pp. £1_t. , p. xiii. 2. Ibid., p. 5. I“ "as. .- _'.’.-~ " ." r. oug¥ --o .P. 9 -~ .04 \ ~~«.. _ . I.“ ~II ‘3 nu . . ‘ I .. . ‘ -~ . wi duties in these cases are being performed on a part—time basis with the percentage of time devoted to the job depending on the number of foreign students enrolled, the degree of responsibility assumed by the adviser for the various services listed above, and the philosophy of the institution toward the foreign student program. Higbee points out that the following five services stand out most clearly as distinc- tively foreign student adviser's functions: Immigration service liai- son, personal counseling, community contacts, social activities, . . 1 and information and correspondence. A Brief History of Foreign Student Advising in the Homer D. Higbee surveyed the status of foreign student advising in 1960-61 and found that only 16 of the 679 foreign student advisers who responded to his questionnaire had been in foreign student work prior to 1940. 2 Forty-two percent of the respondents reported that they were the first foreign student adviser to be appointed at their respective institutions. His following table summarizes the numerical expansion of foreign student advising in the United States during the period from 1940—1960. 1. Ibi'd., p. 15. 2. Higbee, 32. 53., p. 3. TABLE 1 —2 Dates of Entry into Position of Foreign Student Adviser Year Became Foreign Student Adviser Number Percent 1940 and before 16 2. 4 1940 — 1945 25 3. 7 1946 — 1950 127 18. 7 1951 — 1952 59 8.7 1953 — 1954 64 9.4 1955 — 1956 107 15. 7 1957 66 9.7 1958 81 11.9 1959 105 15.6 1960 6 .8 No answer 23 3. 4 TOTAL 679 100, 0 This great numerical expansion of foreign advisers for the 1940— 1960 era reflected the increased enrollment of foreign students at U. S. institutions and colleges during this same period. Enrollments had never exceeded 10, 000 foreign students before World War 11. They had approximated that figure in the 1930-31 school year, but. reflecting the depression, had dropped back to approximately 6000 annually in the years immediately preceding World War II. In 1945 there were 10, 341 foreign students enrolled in U. S. institutions and in the following year 18, 013. By 1954 the figure had nearly doubled to 34, 232 and by 1962 it was 64, 705 from 152 countries. By the 1966—67 academic year, the most recently reported, figures had reached 100, 262 representing 172 countries and territories enrolled 5 in 1797 institutions throughout the U. S. 1 This great increase in numbers represents the results of a number of educational exchange programs and objectives that provided for: leadership training, technical and educational assistance to developing countries, support for foreign policy, and promotion of international understanding, as well as the individual drive of countless young students from abroad to better their individual lot by studying in an American university. During this same period the foreign student population has moved steadily from a predominately undergraduate one to an almost even mix of graduate and undergraduate foreign students. This change in the nature of the foreign student population has been accompanied by a change in the image of foreign students on the American campus. Originally viewed as something of an "exotic" addition to campus life and later a ”problem" because he was foreign, we may now be moving into a period when most foreign student programs will be geared to the sophistication, needs and goals of the foreign student who may then be recognized as a responsible individual and student in his own right. 2 1. Open Doors 1967, (New York, 1967), p. 1. 2. John Bennet, Herbert Pas sir. and Robert McKnight, In Search of Identity: The Japanese Overseas Scholar in Amem Japan, (Minneapolis: University of Minnesota Press, 1958) pp. 307—310. “I .Zlii In her paper evaluating the research done on foreign students in the U. S. and discussing the "Impact of Foreign Students on the United States, ” Walton makes the interesting observation that foreign students don‘t so much have problems as pose them. It is quite probable in fact that it was the uni— versity administrators, faced suddenly with large numbers of students from Asia and later from Africa, who suffered from cultural shock. The problem of integrating him, a new kind of student, perceived as markedly different from an American student, into university life seemed more difficult at first than it turned out to be. This interesting contention, not without some substance, if followed to a logical conclusion would result in the appointment of someone to “assist” these ”different” students that would help give rise to a new administrative function at each institution, that of foreign student advising, and to the steady increase in numbers of foreign student advisers noted above. The universities' efforts to provide special services and to Come to grips With the problems of adjustment and cultural shock for an ever increasing number and variety of students from abroad, has kept the role of the foreign student adviser in a continuing state of evolution, In an effort to bring some consistency and meaning to their work, the National Association of Foreign Student Advisers \— ‘1. Barbara J. Walton, W (The Office of External Research, U- 5- Departmett ”f Slame’ 1968), p. 37. : m" n :3. 1‘. (NAFSA), now the National Association of Foreign Student Affairs, was founded in 1948 as the professional organization for those per- sons having specific responsibility in this field. Since its founding, NAFSA has been primarily an organization for professional expres- sion and development of foreign student advisers. However, its grow- ing membership now includes a diversified group of people from many disciplines and private life who have a common interest in foreign students studying in the United States. A recent addition to NAFSA includes persons Who have responsibility for American students study- ing overseas. Statement of the Problem This study is intended to identify the ”critical areas" of the FOreign Student Adviser's behavior on the job as perceived by the knowledgeable faculty member. It represents the second part of a three-part project to study the on-the—job behavior of college and university Foreign Student Advisers from the perspective of the Foreign Student Adviser himself, knowledgeable faculty members, and the foreign students being served. The first part of this project involving the perception of the on—the-job behavior of Foreign Student Advisers by the Foreign Student Adviser himself is being conducted by Richard E, Miller. The third part, the perception of the on-the— 10b behavior of Foreign Student Advisers by the foreign students being Served, will be conducted jointly by Mr. Miller and the investigator. 8 A prerequisite for the development of a clear definition of the Foreign Student Adviser's role is that the Foreign Student Adviser and the administration of his institution concur on how the functions of the Foreign Student Adviser relate to the academic progress of foreign students and attainment of their professional goals. However, little effort has been made to clarify the particular contribution the Foreign Student Adviser can make to the academic community as he attempts to serve the special needs of students from abroad who come to his campus. Because of the general limitations of facilities and staff, it is essential that the Foreign Student Adviser be able to clearly identify and give priority to those services or functions per =1 formed by his office that best satisfy the needs which are most sig- nificant for the foreign student. While considerable attention has been devoted to the adjustment problems of foreign students and limited attention to the role of the Foreign Student Adviser, almost no attention has been directed to the perception of the fur; 155199, of the Foreign Student Office by the faculty or specifically the academia" adviser, Cluite likely the single most importaflt PETS”? 54" 3h“ foreign student during his stay at the institution. This study attempts to determine which of the ma:.,.y d'Uti“3 FBI" formed by the Foreign Student Adviser are perceived by hilWledge- able faculty members as being important or significant Progress and personal. development if the foreig-‘i Blind“; The “Sh: . ‘ ' ‘ . i l a': rimar ' mque employed in this study has the P'_t(:'rr.f-2.- of gs .,..._ g p y in the academic .... n. .‘—‘ LU.‘ l i w I l l \ 9 data concerning what the Foreign Student Adviser does which the faculty member considers significant. Background for the Study During recent years, increased attention has been focused on the role and functions of the Foreign Student Adviser or Office. As foreign student enrollments have increased at institutions, the office has often accepted a wide variety of duties or functions and has usually grown or expanded in piecemeal fashion. Historically, most of the research in this field has been devoted to the adjustment problems of the foreign student. 1 Very little attention has been de- voted to examining the functions of the Foreign Student Office until Higbee's report of 19612 which reviews the duties being performed in a broad sampling of foreign student offices by the Foreign Student Advisers and their attitudes toward their roles and responsibilities. More recently, over a period commencing in 1964, the Field Service Office of the National Association of Foreign Student Affairs has published a series of Guidelines to assist newcomers to the field to know and adjust to their jobs. 3 Cora DuBois, Foreign Students and Higher Education in the United States (Washington: American Council on Education, 1956), p. v. fi—s Z. Higbee, pp. cit. , p. l. 3- Guidelines (Cleveland: National Association for Foreign Student Affairs). I ~ .ie 1 l l 10 Factors influencing the development of the Foreign Student Adviser position include: (1) the mushrooming enrollment of foreign students at United States colleges and universities; (2) the divergent interests, backgrounds and goals of foreign students; (3) the varying structure of student personnel services within United States universi- ties; (4) the varying expectations of the Foreign Student Adviser held by administrators, faculty and the foreign students themselves; and (5) the tremendous diversity of the membership of the National Associa- tion of Foreign Student Affairs. Although NAFSA does not give an official membership number, the annual directoryl lists approximately 5, 500 individual pers‘u-ns and 2,100 institutions which have a continuing affiliation with the erganiza— tion. Foreign Student Advisers comprise less than 20% of the indi- vidual listings, and it is estimated that less than half of this number are active in the organization. Within NAFSA there are new four separate interest groups: Community Section (COMSEC), Admis- _- sions Section (ADSEC), Association of Teachers of English as a Second Language (ATESL), United States Students Abroad (USSA). Each of these sections has subsections for those with more particular interests. The peculiarity of this structure is that no sergticn has existed for Foreign Student Advisers, the original founders f the Organization. After considerable discussion and review of the need —‘ 1- The NAFSA Directory 1966—67 (Washington, D. C. : National Association for Foreign Student Affairs, November, 1966). 11 for more specific recognition for Foreign Student Advisers and im— proved clarification of their role in NAFSA and their relationship to other sections of NAFSA, a motion was made at the meeting of the Foreign Student Advisers'Comrnission on May 3, 1968 at the annual national conference of NAFSA to establish a "Council of Advisers to Foreign Students and Scholars” within NAFSA and that this recommendation be submitted to the Board of Directors of NAFSA at their June 1968 meeting. There does, however, seem to be a general concensus among NAFSA members that the major ob— jective of the Foreign Student Adviser is to assist forei n students in attaining their goals . Importance of the Study The increase in the enrollment of students from abroad, now reaching 100, 000, has been a dynamic development in higher educa- tion in the United States in the past two decades. While the rate of growth may be slowed, it is generally believed that the foreign stu: dent population will continue to in::rease consistent with the grsw‘th and admissions policies of our colleges and universities. * l. The researchers constructed the research design to check on this apparent concensus and found it to be accurate. Chapter Three relates to how the check was accomplished. Z. Qpen Doors, 1967 (New York: Institute of International Educam tion Report on International Exchange, 1967), p. l. 1.2. "Since most American colleges and universities have concluded that foreign students do have problems and concerns relating to the attainment of their educational goals, the institutions have usually appointed someone on their staff to serve as Foreign Student Adviser, often without a job description. The position and duties vary greatly among institutions, often due to the fact that some institutions wel- come foreign students to their campus without any clear-cut policy, commitment or program for this important part of international edu— cation. As a result, the institution may appoint someone to fill the foreign student adviser role who may have only limited interest or qualifications for this unique assignment. Investigative studies, surveys and research pertaining to the role of the Foreign Student Adviser have graphically demonstrated a limited definition of that role and have usually failed to include faculty Views or perceptions. Clarification of the Foreign Student Adviser role has often been lacking in imagination and sometimes non-existent. Consequently, foreign student advising may ran e from a very narrow activity to a wide-ranging pro gram with only limited relationship to the academic goals or objectives of the foreig: student. As the Foreign Student Adviser is willing and able to apply priorities and alter his program accordingly, he can improve the, effectiveness of his work and increase his professional. competence in contributing to the university‘s involvement in international l3 educational exchange. Thisincreased professional competence, togetherwith a concern for the larger context of higher education, will‘enhance his ability and interest in developing a more creative philosophy for foreign student advising. In addition it will assist the ForeignStudent Adviser to relate the responsibilities of his office more effectively to those responsi— bilities of other related offices such as the Dean of Students, the Counseling Center, flhesFinancial Aids Office, the Placement Bureau, the Health and/or Mental Hygiene Center, the Housing Office and the Office of International Programs or Services. Basic Assumptions Even though the duties and the responsibilities of Foreign Student Advisers varygreatly throughout the United States, there are enough common elements of the job to make a study worthwhile. This does not preclude studying specific differences within or between universities. The Foreign Student Adviser's primary purpose is to facilitate or-expedite the academic progress of the foreign students, and secondly, to assist foreign students in attaining personal develop- ment goals. In 1955, the Committee on Educational Interchange Policy. (CEIP) identified several such goals which are still appli-n cable todayzl a. To fosterthe general advancement of knowledge for its own sake and for the benefit of mankind. b. To help each individual through education achieve his fullest potential. c. To increase international understanding through scholarly effort and through association in an international community of scholars. d. To contribute to the development of other nations through i the education of their students. e. To enhance the international dimension of the education of United States students and the United States community_ in general through close association with foreign students and by using foreign students as resources for appropriate classes, club programs, etc. f. To fulfill the obligation to cooperate with the United States government and other influential national agencies in achieving their international goals. g. To help fill staff needs from student assistant and graduate research assistant to professor and research scholar which are difficult to meet from United States sources. 1. Ivan Putman, Jr. , The Foreign Student Adviser and His lnsti» t_u_tion in International Student Exchange, Part 1, in Handboat— for Student Advisers, (New York: National Association for Foreign Student Affairs, 1965)- 7% _ " 3. A The work of the Foreign Student Adviser is related, theoretically, at least, to a broader pattern of university involvement in inter-- national education. 1 4. The ForeignStudent Adviser will have potential to contribute to the stated objectives of the university in proportion to the clarity with which his role is defined. 2 .5. It is to the best interest of a foreign student program in a uni- versityto have the responsibilities of the Foreign Student Ad— viser expressed in writing by the university. administrators. 3 6. If a Foreign Student Adviser is able to perceive the elements of his work which relate most closely to attaining his primary ob- jectives of facilitating the academic progress of foreign students, he will be better able to define his role and to take steps toward improving services for the foreign students enrolled at his insti- tution. Design of the Study This is one of three related studies in which the CRiTiCAL INCL DENT TECHNIQUE will be used to identify the aspects of the Foreign 1. Higbee, op. c_:_i_t., pp. Z~3. 2. Ibid., Pp. 3—5. 3. Ibid., p. 9. Sta 0“. in 16 Student Adviser's on—the—job behavior which have a significant effect on the academic progress and personal development of foreign stu— dents. In this study, critical incidents will be gathered from know- ledgeable faculty members and analyzed in accordance with the CRITICAL INCIDENT TECHNIQUE as conceived and developed by Flanagan and his associates. 1 The first study conducted by Richard E. Miller used the same technique to analyze critical incidents from Foreign Student Advisers. The writer and Mr. Miller collaborated in gathering data. When one of the researchers visited a university campus, he interviewed both faculty members and Foreign Student Advisers. The two studies utilized different data in studying the same problem: (I) the first study analyzes critical incidents gathered from Foreign Student Advisers, and (2) this second study analyzes critical incidents gathered from faculty members. Both studies seek to identify aspects of the Foreign Student Adviser's on—theujob behavior which have a signifi— cant effect on the academic progress of foreign students. Eaah study is complete in itself, but this study will attempt to correlate the findings of the two. Scope and Limitation of the Study This study is limited in scope to 15 universities in a sevenastate, 1. John C. Flanagan, ”The Critical Incident Technique," P5 logical Bulletin, Vol. 51, No. 4, July, 1941. 11. he; s [—f 17 region of midwestern United States. All of the universities have at least one full—time Foreign Student Adviser and an enrollment of 200 or more foreign students. The results are, therefore, primarily applicable to institutions having full-time Foreign Student Advisers and a foreign student enrollment of at least 200 foreign students. The Critical Incident Technique is the primary, research tool, serving as both the method of collecting the data and an instrument for analysis of the data. Its limitations, which are applicable to this study, are discussed in detail in Chapter III. The Critical Incident Technique's main strengths are: (l) in providing a means of obtaining primary data regarding the job of the Foreign Student Adviser in terms of behavior which is not generally limited to sampm ling procedures frequently applicable in other techniques, and. (2.) in generating new hypotheses. However, the technique depends on the capability of the respondent to recall critical incidents accurately and his knowledge of the objectives of the activity. It also relies heavily upon subjective interpretation of the researcher in analyzing ’ and utilizing the data. The study is not an attempt to describe the complete riIe of the Egreign Student Adviser but emphasis was placed upon identifyin those specific aspects (elements) of the Foreign Student Adviser‘s behavior which have significant bearing upon the academic progress and personal development of foreign students. This dees n; t imply that only procedures or functions of the Foreign Student Adviser l8 involving foreign students were studied. All aspects relating to ulti- mate success or failure of the Foreign Student Adviser's work which have a significant effect on foreign students"academic progress were included. Definition of Terms The following. definitions are important terms relating to the Critical Incident Technique: 1. Incident. .An event in foreign student advising on-the-job per- formance (behavior; of the foreign student adviser or equivalent in his daily work) involving one specific matter. It will have a cause, some action will take place during its happening, and it will have a result. It will involve the foreign student adviser, one or more foreign students or faculty members, etc. It may take place in an hour,.it may consume several weeks from its beginning to its con- clusion, or it may not come to a definite end. 2.. Critical Incident. An incident which had marked effect in either improving or hindering a foreign student's adjustment (academic PI’O- gress or personal adjustment). The criteria for naming a critical incident are left to a competent observer. Thus, if a competen observer feels that an incident had marked effect, it is considered a critical incident. 3. Observer. One who has sufficient experience in fereign student affairs to be familiar with the foreign student adviser‘s job in gen... eral and the relationship with foreign students, faculty members, and Other significant persons who have a role in foreign student work. The observer should have participated sufficiently in foreign student activities to be able to judge the effect of incidents on the academic: progress or personal adjustment of the foreign student. 4. Element. A constituent part of an incident. An element is one Specific procedure used by a foreign student adviser during an inci— dent. An incident may, and usually will, contain several elements. 5, Critical Element. Those elements which occur most frequently in critical incidents. Consequently, they are the elements which, if carried out in a particularly effective or ineffective manner, lead to judgments by observers regarding the effectiveness cf the activity in which they occur. l9 6. Critical Area. .A part of the duties or. responsibilities of a foreign student adviser which involves a number of related critical elements. 7. Non-Critical Elements. Those elements which do not occur in critical incidents. Consequently, they are elements which either bear little relationship to success in the total activity, or in which there is almost no variability, of performance from foreign student adviser-to foreign student adviser. While the performance of these elements may be important in foreign student adviser-foreign student relations-hips (or in other relationships. which are part of the foreign student adviser's work), such performances are not found in critical incidents. If these elements are important, it must be assumed that the performance of the element varies little from foreign student adviser to foreign student adviser and, thus, the element is not critical. ‘ 8. apriori Categories. Grouping of the critical incidents into one of the pre-established categories according to the content of the incident. The National Association for Foreign Student Affairs has published a set of Guidelines which list eight categories which the work of the foreign student adviser usually comes under. The researchers have added three additional categories which also appear to be necessary. 9. a posteriori Categ_ories. Grouping of critical elements of foreign student adviser's behavior into areas of similar behavior. The cate— gories relate to functional areas of the foreign student adviserVS work and are developed from the analysis of the critical incidents. These will generally be referred to in this study as "Critical Areas. " The following definitions are of terms relating to foreign student advising: l. F0515? Student Adviser. A person officially designated or appointed (usually by Board of Trustees or equivalent group or by the University Administration.) to the faculty or staff of a United States [institution of higher education with full-time responsibility for advising foreign students and coordinating special services offered to foreign students. The most frequent title for this per- son is "'Foreign Student Adviser”, but this may vary between uni- versities. Other titles used are ”Foreign Student Counselor”, “"‘Adviser to Overseas Students}, “Dean of Foreign Students", ”Edu- cation Exchange Coordinator”, etc. His duties may vary widely from institution to institution but generally he is responsible for coordinating foreign student services. In some institutions the I .0 \ foreign student adviser may work alone, whilein others he may have a professional staff (i. e. , Assistant Foreign Student Adviser, Foreign Student Counselors, etc. ) who carry out essentially the same func- tions. All professional members of the Foreign Student Adviser‘s staff will be considered as foreign student advisers, since this allows for inter-university comparison .of foreign student adviser behavior. Therefore, the terms ”Foreign Student Adviser“ and "ForeignStudent Adviser‘s Office“ are interhhangeable. 2. Foreign Student. Any citizen of a foreign country (and not a citi- zen of the United States) who is enrolled as a full-time student in a U. S. institution of higher education and is working toward a desig- nated academic goal or degree. 3. Knowledgeable Faculty, Member. 'Any faculty member of the institution, whether teaching, advising {or serving as a department head or dean, who has had extended contact with foreign students either in a teaching or advisory capacity and who is reasonably well- informed on the operations of the foreign student office at his institu- tion. 4. Academic Progress. Progress of the student toward the educa» tional goals he has set for himself, or must meet as requirements of the institution and/or the U. S. Immigration Service. 5. Function (on—the-job behavior of the foreign student adviser). That activity which is performed by the foreign student adviser in fulfilling his position. It is not limited to those activities which are prescribed as being his "duties. ” It is anything which he does or says, or causes others to do or say, which in actual practice con- tributes to the fulfillment of his position and responsibilities. Organization of the Thesis In Chapter I, the primary concern has been to define the problem being studied and to identify its scope and limitations. The basic assumptions relating to the study are briefly discussed and the terms pertaining to the Critical Incident Technique and foreign student advis- ing are defined. up. no, vn. 21 Chapter II is a survey of literature relating to the field of foreign student advising and to the Critical Incident Technique. The profes— sional organization for Foreign Student Advisers (NAFSA) has begun to develop guidelines for the fields which are included in the survey. Also the particular uses of the Critical Incident Technique in educa- tion are discussed. Chapter III explains the methodology and procedures which were utilized in the study including the selection and development of the sample and instrumentation procedures for collecting and analyzing data are discussed in detail. Chapter IV deals specifically with organization and interpretation of critical incidents received from 110 faculty members included in .this study. It describes the characteristics of the participating Knowledgeable Faculty Members and the nature of their institutions. It analyzes the Critical Incidents reported and their categorization into _a priori categories of Foreign Student Adviser responsibility. In addition, it organizes and analyzes the grouping of critical elements into _a; posteriori critical areas of the Foreign Student Adviser's on— the-job behavior. It compares common data reported by Knowledge- able Faculty members in this study and Foreign Student Advisers in Mr. Miller's related study. In Chapter V an analysis of data, supplementary to the main findings, but important in their own right, is given. This data is 22 pertinent to the role of the Foreign Student Adviser but is placed in a separate chapter-in order to avoid confusing it with the primary findings. It describes and analyzes the essential responsibilities of the Foreign Student: Office and the professional qualifications (educa- tion and/or experience) and personal characteristics desirable in the Foreign Student Adviser, as perceived by the Knowledgeable Faculty members participating in this study. A summary of the findings and conclusions of the study are given in Chapter VI and a variety of hypotheses suggested. Implications and recommendations for university administrators, faculty, foreign student advisers and others involved with foreign students are clearly, identified. CHAPTER II SURVEY OF RELATED LITERATURE The purpose of this chapter is to review the literature pertaining to foreign student advising in the United States that relates to the problem being investigated in this study. Perhaps at the very out- set it would be well to recognize the difficulties and problems involved in the task of doing research with and on foreign students. Walton's introduction to her paper evaluating the research done on foreign students in the United States for the Department of State, probably the most current and possibly the most concentrated of various recent efforts to summarize foreign student research, commences with the following explanatory comment: However skeptical we may be about the useful- ness of social science research in guiding Government pro grams we must admire the courage, even the temerity, of the research— ers 'who have elected to study foreign students in the United States. If the results they have achieved to date are not fully satisfying to Government program officers, it is due as much to the complexity of the subject as to faculty reasoning or technique. The research- ers are faced, after all, with the almost impos- sible task of trying to make a few simple and universally applicable statements about 100, 000 or more human beings, representing 159 countries and perhaps twice that many cultures, located in 54 States and territories at l, 859 colleges and universities, and exploring the full range of man's knowledge and achievements over the 23 24 centuries. Add to this that all of these diverse elements are interacting, and that most research is conducted under the self—imposed handicap of demonstrating findings statistically, and it is remarkable that the researcher comes up with conclusions at all! Walton's efforts are devoted almost exclusively to the foreign student. Other efforts to review or identify research and literature on the foreign student, such as Crabbs and Holmquist recent annota— ted bibliography, 2 tend to place the foreign student within a wider con— text of Higher Education and World Affairs, International Exchange, or Cross—cultural Exchange and Understanding. Walton's review confirms the fact that the bulk of the research and literature published . . . 3 has concentrated on the areas of selection and admissmns, 1' Walton, _(E' cit. , Introduction, p. l. 2- Richard F. Crabbs and Frank W. Holmquist, ”United States Higher Education and World Affairs"_é_P_8;___1"Cia-11YA____n_n_0£§£3i Bibliography, (Indiana University, Bloomington: The Unl- versity Committee on International Affairs, September, 1965)- 3' Ivan J- Putman, Jr. , Admission Data and the Academic Per— fOrmance of Foreign Graduate Students at Columbia Univert- sity, (Unpublished Ph. D. Dissertation, Columbia Univer51 y, 1953L 25 orientation,l language problems and proficiency, Z adjustment pro— 3 blems, attitudes toward the United States, 4 problems and perform— 5 . . 6 ence on return home and migration. In at least one case the researcher 1. John Bennet, Herbert Passin and Robert McKnight, In Search of Identity: The Japanese Overseas Scholar in America and Japan, (Minneapolis: University of Minnesota Press, 1958). Stuart W. Cook, Joan Havel, and Jane R. Christ, The Effects on an Orientation Program for Foreign Students, (New York: Research Center for Human Relations, New York University, 1957, Vols. Ito IX, mimeographed.) Clark Coan, A Study of Initial Orientation of Foreign Students At the University of Kansas, (University of Kansas, In progress, 1966). 2- Shigeo Imamura, Correlation Between Iflguaje‘Proficiency and Grade Point Average in Progressive Stages of the Foreign Student's Academic Career, (In Progress, for publication Fall Term, 1968). 3. John T. Gullahorn and Jeanne E. Gullahorn. "A“ Extension Of the U-Curve Hypothesis, " Journal of Social Issues, Vol. XIX, No. 3, 1965, pp. 33—47. 4~ Martena Sasnett (ed. ), Foreign Students Look at the United States, (Los Angeles: Cole—Holmquist Press, 1960). 5. John Useem and Ruth Hill Useem, The Western—Educated Man in India: A Study of His Role and Influence, (New York: The Dryden Press, 1955)- 6‘ Walter Adams, The Brain Drain, (New York: The MacMillan Company, 1968). 26 has attempted to summarize many of these problem areas in a single research effort. 1 The most recent and comprehensive study of foreign students in the United States was done in 1966 by the U. S. Advisory Commission on International Educational and Cultural Affairs. 2 Personal inter- views were conducted with l, 486 foreign students from 88 countries. These students came from 110 colleges and universities in 37 states. The sample was structured in an attempt to get representativeness of the foreign student population, e. g. , geographical distribution, sex, type of institution, academic status, region of origin, etc. The questionnaire, forming the basis of the interview, consisted of 73 questions, some of which had several parts. Cooperation of the foreign students interviewed was reported as excellent, and the only (Illestion which a sizable proportion expressed reticence about answer- ing was in regard to their chief SOurce of financial support. The purpose of the study was to secure gross data on the foreign student population in the United States, which it apparently has accomplished well. It delineates the external characteristics of the R— 1. JOhn W. Porter, ”The Development of an Inventory to Petermine Problems of Foreign Students, " (Unpublished Dissertation—Ph. D. , Michigan State University, East Lansing, Michigan! 1962). 2. Forei Students in the United States, A National Survey, A E . - I 1; national report from the U. S. Advisory commlssmn on n er 1966: Educational and Cultural Affairs, Washington, D- C' 9 ' r 10! 27 foreign student population and exposes the surface of students' sub- jective experiences. -It also provides statistical profiles of various (national, cultural, regional, and educational aggregates and identi- fies actual and potential problem areas. Research and literature on the function of foreign student advis— ing its-elf tends to be almost limited to the efforts of those within the foreign student advising field. In addition to Higbee1 and Putman, 2 others well recognized in the field include Klinger, 3 -Moore, 4 Neal, 5 Mestenhauser6 and others Within the foreign student advising field l. Higbee, 2p. £i_t_. 2. Ivan Putman, Jr. , The Foreign Student Adviser and His Insti- tution-in International Student Exchange, (New York: National Association for Foreign Student Affairs, 1964 and 1965). 3. M. Robert B. Klinger, . "Foreign Student Adviser: A Necessary Profession, ” International Educational and Cultural Exchange. (Washington, D. C. : U. S. Advisory Commission on International Educational and Cultural Affairs, Summer, 1967). 4. Forrest G. Moore, . "Trends in Counseling the Foreign Student, " Trends in Student Personnel Work, E. G- Williamson (ed. ), (Minneapolis: University of Minnesota Press, 1949). 5. Joe W. Neal, “The Office of the Foreign Student Adviser, " Institute of International Education News Bulletin, XXMII, No. 5, (February 1, 1952). 6. Josef A. Mestenhauser (ed. ), Research in Programs for Foreign Students, A Report of the Waldenwoods Seminar, (New York: National Association of Foreign Student Advisers, 1961). lLE 4—— 28 itself. Research and literature on the relationship of the faculty member to the foreign student and foreign student office is even more limited. . Simerville has published a brief brochure titled ”The Foreign Student in Your Classroom — a critical opportunity. "1 This was developed in an effort to provide some guidance to interested profes- sors to insure "the. best possible experience for our foreign students. "2 Simerville discusses briefly the foreign s-tudents' English proficiency, study, habits, laboratory and library experience, and his behavior in tests and examinations; as well as his self-image and image of the professor, and his needs and resources. She encourages the foreign student toward his academic and personal goals. It is recognized that the role of the faculty either directly or in- directly is reflected in research involving both the academic success3 or achievement4 and the migration of foreign students5 (in the latter 1. Clara L. Simerville, ”The Foreign Student in Your Classroom-- a critical opportunity, " (Corvallis, Oregon: Oregon State Board of Higher Education at Oregon State University, 1965). 2. Ibid. 3. Forrest G. Moore, Factors Affectingthe Academic Success of _Fpreign Students in American Universities, (Unpublished Ph. D. Dissertation, University of Minnesota, 1953). 4. Peter T. Hountras, Factors Associated with Academic Achieve- _m_ent of Foreign Students at the University of Michigan from 1947-1949, (Unpublished Ph. D. Dissertation, University of Michigan, 1955). 5. .Walter Adams, The Brain Drain, (New York: The MacMillan Company, 1968). 29 the faculty often play an important role in encouraging students to stay for advanced degrees, departmental appointments, etc. ). How— ever, seldom has this role been clearly identified or been made the subject of specific research objectives. While much of this research and literature is relevant, it is not necessarily important to this particular study. In addition, it has been covered in detail by Mr. Miller in his part of this total research effort. Therefore, the author does not plan to retrace these steps or delve in detail into the whole wide (spectrum of research findings and literature in the extended foreign student field. This chapter will include two sections: one on the administration of foreign student affairs with emphasis on the development of the position of Foreign Student Adviser and the second on the literature related to the Critical Incident Technique as it has been employed in research. Administration of Foreign Student Affairs in U. S. Universities The need for special services for foreign students is now widely accepted by American colleges and universities. The person generally assigned the responsibility for the administration of these services is the Foreign Student Adviser. For the purposes of his related study, Miller defines the Foreign Student Adviser as, "the person officially designated or appointed to the faculty or staff of a United States institution of higher education with full—time responsi- bility for advising foreign students and coordinating special services F—— 30 1 for them. " It should be recalled that there are many persons serv- ing as Foreign Student Advisers on a part-time basis, depending largely on the size of the foreign student population on their campus and the commitment of the institution to provide adequate services for foreign students. C. L. Linton, the first president of the National Association of Foreign Student Advisers (NAFSA), with assistance from other mem— bers of the organization, wrote the first Handbook for Counselors of Foreign Students. 2 It was an experimental edition providing some direction for Foreign Student Advisers in the early stages of profes- sional development. It has subsequently been rewritten and pub- lished in a sectional notebook format. Shortly thereafter the Committee On Student Personnel Services, chaired by E. G. Williamson of the University of Minnesota, appointed a subcommittee to “summarize the best thinking of its members on the problems of the foreign student. " Under the chairmanship of Theodore C. Blegen, the subcommittee published the first booklet on counseling foreign students. 3 The pamphlet was written 1. Richard E. Miller, A Study of the Significant Elements in the Qn-the-Job Behavior of Collegg and University Foreign Student Advisers, (Unpublished Ph. D. Dissertation, Michigan State University, 1968). 2. C. L. Linton and others, Handbook for Counselors of Students from Abroad, (Experiment Edition, New York: National Associa- tion of Foreign Student Advisers, 1949). 3. Theodore C. Blegen and others, Counseling Foreign Students, (Washington, D. C. : American Council on Education Studies, Series VI — Student Personnel Work - No. 15, Vol. XIV, September, 1950). ?—— 3l primarily for persons relatively new to the field of educational ex- change and is characterized by a simple explanatory styler Blegen perceives of counseling as generic to the Foreign Student Adviser's work: The primary task of the foreign student adviser is professional counseling. It involves inter- viewing and counseling foreign students who seek assistance in the solution of their personal, family, vocational, and educational problems, as well as problems relating to currency ex- change, visas, passports, government regula— tions, and other legal and technical matters. It includes also specialized services to all 1 students from other countries in matters of admission, college requirements, housing, finances, orientation to American culture, social regulations, and language problems. ‘ It means systematic and periodic interviews to obtain information about the foreign stu- dent's background and individual need for guidance in a new and unfamiliar culture. It means analysis and appraisal of the status, liabilities, and assets of each foreign student, It means giving assistance in planning his edu- cational and recreational program so that he may adjust as effectively as possible to a new environment. This early work by Williamson, Blegen and others placed the role or function of’Foreign Student Advisers within the framework of Student Personnel Services. An early (1952) abortive attempt by NAFSA, through a continuing subcommittee to study the status of the Foreign Student Adviser, to extend the conception of the Foreign Student Adviser's role went unheeded by the universities: _— 1. Blegen, op. g_i_t., p. 48. _ "7‘ 32 The office of the foreign student adviser (or some other similar title) should be located with or directly, under that of the university president or chief administrative official. Within the adviser's office should be centered and coordinated all international activities of the campus, including foreign students, Fulbright, Chinese Aid, Smith—Mundt, Point Four, foreign government relations, and all international projects involving the exchange of persons. Budgetarily this office should be financed on a per unity basis of approximately fifty dollars per foreign student per long ses— sion. There should be additional provision for summer terms and all other separate activities. These initial efforts were followed in the mid-1950's by signifi- cant publications dealing with foreign students in American institu- tions by Cieslak, 2 DuBois, 3 and Beebe. 4 Cieslak's study was designed to ascertain the prevailing problems and policies regarding foreign students in the U. S. from the point of view of foreign stu— dents as well as from the perspective of the institutions. In rewrit- ing the study for publication, he broadened it to include administra- tive organization of the Foreign Student Office- \_ 1. Neal, 3. it” p. 38. 2- Edward C. Cieslak, The Foreign Student in American Collegesa (Detroit: Wayne State University Press, 1955)- 3. Cora DuBois, Foreign Students and Higher Education in the United States, (Washington, D. C. : American CounCil on Education, 1956). 4' George A. Beebe, A Study of Foreign Students in Greater New York, (New York: Greater New York Counc1l for Foreign Students, 1955). 33 Cora DuBois' study has probably served as the most basic refer- ence work for the new Foreign Student Adviser since it attempts to correlate the social and psychological factors related to the adjust— ment problems of foreign students. It provides a brief presentation of contemporary (1955-56) trends with respect to study abroad, stresses some of the psychological and sociological factors that affect foreign students from the time they plan their foreign study sojourn until they return home, and discusses the role that American educational institutions can or do play with respect to foreign students. Beebe conducted a one—year study of foreign students in the New York City area funded by Ford Foundation and the Rockefeller Founda~ tion. A series of specialized committees were formed to study major aspects of foreign student service. The study included a multi—discipline approach which probes into the perceptual and actual environment in depth. Beebe's efforts to define the functions of the Foreign Student Office were accompanied by efforts to define the nature of the person best qualified to fill this role and the manner in which he Shflil1d approach or pursue his duties. Beebe's conclusions serve to sum— marize a variety of opinions on this aspect of the Foreign Student Adviser's role:l \— 1. Beebe, op. cit., pp. 8—11. 34 1) The foreign Student Adviser should be a mature man, since most foreign students are sensitive about status and a mature man as Foreign Stu- dent Adviser would represent the desirable symbol of authority. 2) The Foreign Student Adviser should structure his office to create an atmosphere of cordiality for foreign students. 3) Because of the foreign student's reluctance to ask questions, the Foreign Student Adviser should say a good deal more than he does in the first interview with the foreign student. 4) The Foreign Student Adviser should make every attempt to keep his institution informed of the nature of his work and to encourage maximum support and interest of the administration. 5) The Foreign Student Adviser's office should provide a place for intimate counseling or relaxed conversation. 6) "It appears that many schools have moved rapidly toward a concentration of tasks on one man but without any commitment to make the task possible for the man to accomplish. " In 1960 the first Seminar on Research in Programs for Foreign Students was held at Waldenwoods, Michigan. Its stated purpose was "'to enable a representative group of foreign student advisers in Universities, colleges and communities, and of teachers 0f English as a foreign language to study the implications of research for their daily tasks. ” This ”representative group: ” numbering twenty-four, dedicated themselves to studying the implications Of research In fOreign Student affairs which was to be found in the literature upjio that time. The consensus of the partic1pants recognized that. Whl E 35 past studies would continue to be of lasting value, more important new studies were underway. 1 A committee of the NAFSA Research Seminar2 reviewed the literature pertaining to academic achievement of foreign students and related academic problems. It was the consensus of the seminar participants, representing top—level leadership in the NAFSA organi- zation, that the area of the foreign student's academic achievement should be foremost in the professional publications, and that research in this area should be encouraged: Primacy of the Academic Purpose. A successful academic experience is gen— erally regarded in research and practice _ as the primary purpose of international student exchanges. It is, therefore, essential that this purpose be a central concern of all with whom the foreign student comes in contact, his fellow students, the faculty, his academic adviser, foreign student adviser, and the community. The partnership of many in maintaining the proper balance between the academic and non-academic is essential to a successful experience abroad. \ 1- The National Association of Foreign Student Advisers CUEVGDEd a seminar at Waldenwoods, Michigan, in 1961, for the purpose of reviewing relevant research in the International Educational Exchange field. The results of the Seminar were PUbllshEd in a Special ”Waldenwoods Seminar" report- 2. Mestenhauser, OP- ii}; 3- Mestenhauser, _o_p. cit, P- 36- 36 A second committee on "Counseling the Foreign Student” per— ceived of the problems brought to the counselor of foreign students as being classified in one of three areas: (1) personal; (2) develop- mental; (3) situational. 1 Under the ”personal" classification, the committee grouped such aspects as personality structure, motiva— tion, expectations, attitudes, cultural and national influences, and personal adjustment. Developmental factors included the adjustment phase of the student on the U-curve, position in his educational career, and status of self and country. Situational factors included such areas as housing, health and safety, language, finances, admini— strative and academic setting, and social contacts. This kind of classification was helpful in reviewing research and literature relat— ing to counseling foreign students, but it is of questionable value in developing a philosophy and technique, for counseling foreign students, since there is so much overlapping between the classifications. One important conclusion which can be drawn from reviewing the several Studies cited by the committee in the area of counseling foreign students is that there is still very little known about cross-cultural counseling. A second NAFSA Seminar on Research in Programs for Foreign Students was held seven years later, in the summer of 1967, at Michigan State University to review the research accomplished iT-l . . . 2 I’Cih that the Intervening seven years and to encourage further resea '\ 1. Ibid., pp. 64—69. 37 would improve the effectiveness of programs of international exchange and the professional preparation and capability of those working in the field. 1 It was patterned broadly after the first seminar held in Waldenwoods. The following four areas were selected for study: Admissions, Academic Achievement, Orientation and Impact of Foreign Students on Campus, Re—entry and Impact at Home (Includ- ing the Brain Drain). Spencer delivered the paper on academic achievement and pro— vided on extensive review of the amount and quality of the research accomplished in this area 1960—67. His summary is terse and to the point: In short, the research suffers from restricted and biased sampling, unrepresentativeness, and lack of control over intellectual, linguisn tic and cultural factors which might be the ”causal" factors in the interpretation of results. No control groups or treatment groups are used, and there is no evidence of replication. The usual scientific method- ology does not seeém to be evident in foreign student research. \— 1. The National Association for Foreign Student Affairs ct. nvened a. seminar at Michigan State University, East Lansing, Michigan in the summer of 1967 for the purpose Of reviewing relevant research in the International Exchange Field for the perlfid 1960—1967, Unpublished manuscript — advance copy. 2. Richard E. Spencer, The Academic Performance f: Fcreign Students in American Colleges and Universities: Commel’ls 0n the Literature 1960-196? with Bibliograph . at: uflp‘iblishéd , Paper delivered at the Second Seminar on Research in PI’«rgram5 . -,, 10 7 for Foreign Students, East LanSLLS’ * '6 " 38 Major Contributions to the Study The major contribution to this study is the 1961 publication. The Status of Foreign Student Advising in U. S. Universities and Colleges, by Homer D. Higbee.1 It is a report of a year—long study of services rendered to foreign students by institutions of higher education in the United States and a profile of the people primarilyresponsible for these services. At the time of study, Higbee was serving as the Assistant Director of the Institute of Research on Overseas Programs, Michigan State University with an appointment as Assistant Profes- sor in the Department of Political Science. Whereas most research on the function of foreign student advising itself has been approached from a student services orientation, Higbee brought an academic background and approach to his study. The study consisted of three major parts: 1) A written questionnaire was distributed to l, 073 persons in United States institutions of higher education who were known to serve in the position of Foreign Student Adviser or its equi— valent. There were 679 (63 percent) replies which could be used in machine tabulation. A second questionnaire was mailed to a selected sample of 620 foreign students. Names for the sample were selected from the foreign student rosters of the 43 institutions where personal interviews were conducted. There were 3l8 (51 percent) responses. Homer D. Hi gbee, The Status of Foreign Student Advising in United States Universities and Colleges, (East Lansing: Insti- tute of Research on Overseas Programs, Michigan State Uni- versity, 1961). 3.9 3) Personal interviews were conducted at 43 selected campuses. The 43 campuses repre- sented four different size ranges of foreign student population which were utilized in the study. A total of 220 interviews were con- ducted according to a schedule at each uni- versity visited. Persons interviewed included: president or equivalent administrative officer, highest academic officer, Foreign Student Adviser, supervisor of the Foreign Student Adviser, Director of Admissions, Dean of Students, and others involved in the foreign student program. Higbee designates the intent of the study: . . . . to survey the range and scope of services provided for foreign students at institutions (of higher education) in the United States as they exist today; it pre- sents a profile of the people primarily responsible for providing these services; it attempts to discover the personal moti— vations of those in foreign student work; and it attempts to discover the basic rationale for these services. Higbee does not attempt to define Foreign Student Adviser. Possibly this is due to the tremendous diversity of the persons who responded to the survey as a Forei :1 Student Adviser. Oun‘; of the 679 respondents, 84 percent were spending one-fourth time :r less as Foreign Student Adviser. Only 3. 5 percent of the respondents reported spending fullutime on forei gn student affairs. These fi games are so striking that it seems very dwabtful that one cox-lid devise a definition which would comprehend the vast majority of resptngdegqtg _¥ 1. Higbee, op. cit., p. XVI. f 40 whose major identity. is obviously something other than Foreign Student Adviser. One of the major reasons that the related studies of Miller and the author involve or relate only to full—time Foreign Student Advisers is to reduce the number of variables in an already complex situation. One of the most significant of these is the lack of written guidelines, within institutions, regarding the work of the Foreign Student Adviser. Higbee reports: ”It is not common for institutions to indicate in writing their concept of the program and responsibilities of the Foreign Student Adviser's Office. "1 He also points out that 32. percent of the respondents had never discussed their program with the president or next highest officer. Higbee's identification of 16 areas of service which Foreign Student Advisers generally offer is helpful in giving an overview of the Foreign Student Adviser's work. Of course. the lanai situation seems to account for variations in emphasis on different: s«-;rvi<:—,— 42 TABLE I-5 .PERCENTAGE OF FOREIGN STUDENT ADVISERS IN EACH FOREIGN STUDENT ENROLLMENT CATEGORY HAVING TOTAL RESPONSIBILITY FOR ENUMERATED SERVICE Number of Foreign Students Enrolled :: :2: "c3 73‘ 76' f3 {3 l5 8 3 o o o +4 4* +4 g... u 44 9.4 t-H ‘4-4 0 9-4 8 M O O O O 2 o m o o Be 0 g he :s :s 1w $0 em ., °‘. —~ “3 . x; . m' . o' 2: is s: :3 43 Service Admissions 7% 12% 24% 19% 22% Re gistration 7% 15% 24% 2 3% 25% Immigration- Visa Assistance 85% 78% 66% 55% 44% Employment 7% 7% 2 0% 21% 2 4% Academic Advising 4% 7% 25% 29% 14% PrOgramming Foreign Visitors 15% 12% 25% 22% 19% Housing Foreign Students 26% 14% 22% 16% 19% Arranging Scholarships 22% 24% 21% 20% 23% Arranging Loans 26% 19% 19% 15% 16% Discipline 1 1% 21% 2 3% 20% 20% Assistance to U. S. Students Planning to Study Abroad 26% 21% 29% 19% 30% Community and Family Contacts 33% 50% 55% 43% 44% Counseling on Personal Problems 60% 57% 56% 58% 46% Information Giving and Correspondence 67% 76% 64% 52% 47% Formal Orientation Pro gram 26% 41% 29% 24% 17% Social Activities 44% 45% 42% 32% 29% — One of the surprising findings of Hi gbee’s study is the apparent. Paradox regarding the role of the Foreign Student Adviser: It is paradoxical that there should be both a high level of interest and enthusiasm for seeking a more satisfactory role definition and concurrent general satisfaction with the present Foreign Student Adviser role. The whole area of thought about the role of the Foreign Student Adviser and —_—"f’ 43 the program he should provide is trans-fixed in what might be called suspended animation. Great energy is expended to identify a satis- factory role, but there seems to be a barrier to thinking beyond acertain point. One promin— ent Dean of Students, the superior of the Foreign ‘Student Adviser at his institution, aptly described the situation saying, "We seem to have come to a certain point in our thinking about the foreign student program, then lost our imaginativeness, our facility for social inventiveness. " Perhaps, as Higbee suggests, one barrier to role reconsidera- tion was the inability of Foreign Student Advisers to think beyond a service—oriented program. This may well be the key to the paradex. Higbee further elaborates his concern for the role of the Foreign Stu-A dent Adviser: Further, the confused role of the Foreign Stu- dent Adviser at most institutions places him on the fringe of both the academic and admini— strative communities, thus creating an uncer» tain status. He is “in" with neither group. It might also be suggested that the traditional image of the Foreign Student Adviser held by his academic colleagues presents a barrier to easy communication on the basis of common interests. That image is one related to the conduct of a service-oriented prggram with a, more—than—necessary amount of aggressive humanitarianism. Such an image does not serve to provide a basis of common interest with the academic community. 2 (Note: Under- lining is done by the writer. 1 To the extent that this last observation is true, there seems tr; be a definite stereotype which the Forei :1 Student Adviser either _‘_ 1. Higbee,£p_. _(_:_i_T_.;., p. 35. 2. Ibid., p. 38. advertently or inadvertently has manipulated himself into. The impli— cations for the role of the Foreign Student Adviser within the academic community seem clear. Under a grant from the Dean Langmuir Foundation, the National Association of Foreign Student Advisers appointed a national ad hoc committee of individual distinguished educators to set forth their recommendations for an immediate strengthening of educational ex— change programs at American institutions of higher learning. The committee, under the chairmanship of Dean E. G. Williamson of the University of Minnesota, became known as the "Committee on the Foreign Student in American Colleges and Universities. " Their report makes specific recommendations in areas of need revealed by Higbee's study. The major thrust of- the report is to specify the obligations and responsibilities of American colleges and universities in the area of educational exchange. The report puts it rather strongly: The basic point, however, is that those pro- grams cannot be strengthened in any meaning— ful or lasting way unless they are seen in the context of the total international activities, at home and abroad, of any given institution. Those international activities in turn must be placed in the context of the raison d'etre of university. 1- The College, the University, and the Foreign Student, (Committee on the Foreign Student in American Colleges and Universities. New York, 1963). 2. Ibid., p. l. —__———’——H 45 l The report makes it very clear that the Foreign Student Adviser should be a part of the faculty: ”The Foreign Student Adviser works with the faculty, and he must be one of them. And his role, no less than that of the faculty, is to educate the foreign students. "1 One of the major sources of guidance, especially for newcomers ! to the field of educational exchange, is the NAFSA Handbook for Foreigi Student Advisers. 2 The Handbook consists of 11 individual sections dealing with different aspects of educational exchange, all of which may be kept in a loose-leaf binder. From time to time various sec— tions are up—dated to keep the Handbook timely and useful. The I section (Part I) most closely related to this study was revised in 1 December , 1965. Putman presents a history of academic study abroad and the development of a professional organization for Foreign Student Advisers (NAFSA).3 Also included in Part I are the goals of educational exchange from the perspective of the foreign student, his country, the United States, and the educational institutions of the ' United States. By comparing the four lists, Putman draws several generalizations: n 1. Ibid., p. 21. 3. Handbook for Foreign Student Advisers, Parts leI, (New York: National Association for Foreign Student Affairs. ) ' 3. Ivan Putman, Jr. , "The Foreign Student Adviser and His Insti- tution in International Student Exchange, ” 1965, Part I of Hand- book for Foreign Student Advisers, op. cit. _i—"’ 46 l) The education of the foreign student is very high on all four lists. The educational experi- ence is central to the whole enterprise, and it must be successful if any other purpose is to be realized for any of the interested parties. 2) Each list contains a mixture of altruistic and self—interest motives. 3) There may well be conflict among the para- mount interests of the student, his sponsor, his country, the United States, and the college or university. Putman's section of the Handbook also lists a number of helpful suggestions for the Foreign Student Adviser in developing his program, including a lengthy list of suggestive functions which the Foreign. Stun dent Adviser may be engaged in. In its efforts to develop as a profession, encourage research and keep members informed of developments, problems, opportunities, etc. in the field, the National Association for Foreign Student Affairs, maintains an active publications committee and program. In his report to the June, 1968 meeting of the NAFSA National Board, BerteZ reviewed the status of various NAFSA publications: 1. NAFSA Newsletter. This is a monthly publication to all members, reporting National, Regional, and Sectional activities and Programs as well as reviewing current literature in. the field and pro-u viding a. personnel or "job" registry. 1. Ibid., p. 10. 2- Neal R. Berte, Chairman, Publications Committee, NAFSA, report submitted to the NAFSA Board of Directors, June 14, 1968. quart: devek pro. .1 If: . Q \\~ .t . o .l1 7L. . 1 ‘ F n “In - o 1 «\N . .LA Wm 41». v-.. IX- 01. . HHV 0 k X Yul“ r C \t w I, o H u at .5 Iii ‘6 null“ all Ann ‘i- A 0 VC “Mb I“ t“ A » ~\. .\5 M n h“ s... ~ \Hu Vmfik \VNW v M .\l sh ‘ Tn .u m «\u .. ~\J. PU n M NH MC C. I ‘u \l. .v‘ .HQ of, 47 2. NAFSA Journal. This is a planned publication, perhaps quarterly, with primary emphasis on scholarly research and profes=~ sional development. This publication has been in the planning and developmental stages for some time and is now beginning to show promise of publication. 3. The NAFSA Directory. This is published on an annual basis and in the past has included both members and non-members of NAFSA workingin the Foreign Student Field at Educational and other related institutions. While remaining an essential and useful publication, it is currently «subject to some revision. 4. Foreign Student Adviser Annotated Bibliography. This serves as a useful resource for both old and new members in the Foreign Student field. In addition to the above and the GUIDELINES and HANDBOOK cited earlier, NAFSA also distributes more specialized publications relat- ing to the activities of the Admissions and Community Sections as well as a NAFSA GRAM that includes urgent items that cannot wait until the next Newsletter for distribution to NAFSA membership. It would seem at this poin‘ that there are sufficie:::t publications either active or planned to serve the internal functioning of the National Association for Foreign Student Affairs as an organization and foreign Student advising as a professional field. However a critical question exists at this point whether these publications reach and influence faculty and administration who have a major stake in foreign students ————w*’ 48 and international exchange programs. Foreign Student Advisers and their associates must regularly remind themselves that: The participation of foreign students in the program of higher education in the United States is an important part of a wider pro— gram of cross-cultural education that includes the enrollment of American stu- dents in colleges abroad and the exchange of professors, teachers, scholars and research personnel between the colleges and universi- ties of the United States and those of many other countries. Literature Related to the Critical Incident Technique Origin and Development of the Technique The idea of the Critical Incident Technique was conceived primarily through the efforts of John C. Flanagan and associates while working with the Aviation Psychology Program of the United States Army Air Force during the second World War. Their assignment was to develop procedures for the selection and classification of aircrews. The ante- cedent of the Critical Incident Technique grew out of their attempt to set up a systematic approach to analyzing and synthesizing observa- tions of cn~the~job behavior cf pilots and airplane crew members. Flana gan states: The critical incident technique. . . can best be regarded as an. outgrowth of studies in the 1. August G. Benson, Foreign Students in United States Higher Education, Unpublished Paper, Michigan State University, 1964. .‘m —0 .A4. A r. 0‘ .n . u M s. .- ~nw . i.» .u ~. 3‘“ \ | r. )~u 49 Aviation Psychology Program of the U. S. Army Air Force in World War II. In 1944 a series of studies was planned to analyze combat leader- ship in the U. S. A. A. F. The most important feature of these studies was the systematic effort, on a large scale, to gather specific inci- dents of effective or ineffective behavior regarding a designated activity. Persons asked to report incidents were given criteria for their observa— tions: The instructions asked the combat veterans to report incidents observed by them that involved behavior which was especially helpful or inade— quate in accomplishing the assigned mission. In the study of combat leadership, several thousand incidents relating to the designated activity were collected and analyzed, resulting in a set of descriptive categories called ”critical requirements" of combat leadership. Gradually a theoretical framework for this approach to studying job requiremen nts was developed. The Aviation Psychology Program Research Reports contain a good discussion of this thecretu a1 basis: The principal. objective of the job analysis procedures should be the determination of critical requirements. These requirements include those which have been demonstrated to have made the difference between success and failure in carryir g out an important part 1. John C. Flanagan ”The Critical IffllgethEIGChQI%ue " Psycho- logical Bulletin, Vol.51, No. 4, 2. Flanagan, "The Critical. Incident Techniquep"_9_p_. cit. ——— 50 of the job assigned in a significant number of instances. Too often, statements regarding job requirements are merely lists of all the desirable traits of human beings. These are practically no help in selecting, classifying, or trainingindividuals for specific jobs. To obtain valid information regarding the truly critical requirements for success in a specific assignment, procedures were developed in the Aviation Psychology Program for making sys- tematic analyses of cause of good and poor per- formance. Essentially, the procedure was to obtain first- hand reports or reports from objective records, of satisfactory and unsatisfactory execution of the task assigned. The cooperating individual described a situation in which success or failure was determined by specific reported causes. This procedure was found very effective in obtaining information from individuals concerning their own errors or their superiors, from supervisors with respect to their subordinates, and also from participants with respect to co-participants. It was not until after World War II that the Critical Incident Tech- nique was formally developed and given its present name. A group of the psychologists who had worked in the U. S. A. A. F. Aviation Ps y- Chology Program established the American Institute: f; r Research. Flanagan stated the aim of the organization as: . . . the systematic study of human behavior through a coordinated program of scientific research that follows the same general prin-' Ciples dev loped in the Aviation PsychOIOgy Program. 1. John C. Flanagan, The Aviation chhology Program in the Army £13 Forces, (Washington, D. C.: U. S. Government Printing Office (AAF Aviation Psychology Prc gram Research Rep: rt 1‘3). 1? 1947), pp. 273—274. 2. Flanagan, "The Critical Incident Technique."_c_)_}_3_. 13:. p. 32.9. ’ f 51 In addition .to his work with the American Institute for Research, Flanagan had opportunity to direct the theses of several advanced graduate students at the University of Pittsburgh. Since many of these studies attempted to determine the critical requirements for a specific occupational group or activity, the Critical Incident Technique was adapted to a variety of situations, resulting in new contributions to the technique. In 1949, Flanagan outlined the methodology of the Critical Inci- dent Technique1 and stated the necessary requirements for its use. 2 The first complete explanation of the development, fundamental prin- ciples, various applications, and current status of the technique was written by Flanagan almost eight years after he and his colleagues began their systematic formulation of principles and procedures. 3 Flanagan describes the technique in the following manner: The critical incident technique consists of a set of procedures for collecting direct obser- vations of human behavior in such a way as to facilitate their potential usefulness in solvin practical problems and developing broad psychoc logical principles. The critical incident tech-— nique outlines procedures for collecting observed 1. Flanagan, Critical Requirements for Research Personnel: A §tudy of Observed Behaviors of Personnel in Research Labora— tories, (Pittsburgh: American Institute for Research, March, 1949). Z. The requirements are described in detail in Chapter III. 3. Flanagan, "The Critical Incident Technique," _o_p_. 1.1.3 ‘— 52 incidents having special significance and meet- ing systematically defined criteria.1 There are five basic steps included in the Critical Incident Techw nique procedure which are most commonly used. 2 1) Determination of the general aim of the activity. 2) Development of plans and specifications for collecting factual incidents regarding the activity. 3) Collection of the data. 4) Analysis of the data. 5) Interpretation of the data analysis and reporting of the statement of the requirements of the activity. These five steps will be explained and illustrated in Chapter III as applied to this study. Application of the Techniqie Flanagan grouped the various applications of the Critical Incident Technique under nine headings or functional areas: 1) Measures of typical performance (criteria) 2) Measures of proficiency (standard samples) 3) Training 4) Selection and classification 5) Job design and purification 1. Ibid. 2. Ibid. 3. Flanagan, "The Critical Incident Technique,”_o_& 2: , p. 346. 53 6) Operating procedures 7) Equipment design 8) Motivation and leadership (attitudes) 9) Counseling and psychotherapy Flanagan-identifies specific studies to illustrate each area of applica- tion. 1 It should be noted that these nine headings represent studies that were conducted prior. to 1943 and that they are not mutually exclu- sive, i. e. , some studies involve several types of applications. Further- more, these types of applications are not intended to be inclusive. Flanagan says, "The variety of situations in which the collection of critical incidents will prove of value has only been partially explored. "2 The Critical Incident Technique has been utilized to study many 3 different occupations including life insurance heads, research 1. Ibid., pp. 346-354. 2. Flanagan, "The Critical Incident Technique,” 313. cit. , p. 346. 3. R. L.. Weislogel, ”Critical Requirements for Life Insurance Agency Heads, " University of Pittsburgh Bulletin, 1952, Volume 48, pp. 300—305, (abstract of unpublished doctoral dissertation, University of Pittsburgh, 1952). 363i .l “4‘ J t 5‘ 54 personnel, 1 dentists, 2 retail sales personnel, 3 shop foremen, bookkeepers, 5 and pilot instructors. Since Flanagan and associates who helped develop the Critical Incident Technique are psychologists, it is to be expected that the technique would be widely utilized in the field of psychology. Allen7 1. Mary H. Weislogel, Procedures for Evaluating Research Person- nel with a Performance Record of Critical Incidents, (Pittsburgh: American Institute for Research, 1950). 2. R. F. .Wagner, "A Study of the Critical Requirements for Dentists, ” University of Pittsburgh Bulletin, 1950, Vol. 47, pp. 331-339, (abstract of unpublished doctoral dissertation, University of Pittsburgh, 1950). 3. J. D. Folley, Jr. , "Development of a List of Critical Require— ments for Retail Sales Personnel from the Standpoint of Customer Satisfactions, ” (unpublished master's thesis, University of Pittsburgh, 1953). 4. R. B. Finkle, ”A Study of the Critical Requirements of Fore- manship, ” University of Pittsburgh Bulletin, 1950, Vol. 46, pp. 291-297, (abstract of unpublished doctoral dissertation). 5. Charlotte I. Nevins, ”An Analysis of Reasons for the Success or Failure of Bookkeepers in Sales Companies, ” (unpublished master's thesis, University of Pittsburgh, 1949). 6., R. L. Krumm, "Critical Requirements of Pilot Instructors, ” USAF Human Resources Research Center, Tech. Rep. , 1952, No. 52-1. 7» C. D. Allen, "Critical Requirements in Interpersonal Behavior, ” (Unpublished thesis, Princeton University, 1950). .1( .... l :m .u. L—f 55 studied critical requirements of interpersonal behavior. Smitl studied the critical requirements for instructors of general psychology courses. Goldfarbz used the Critical Incident Technique to establish areas of change accompanying psychotherapy. Eilbert3 used the Critical Incident Technique to study emotional immaturity. Use of the Critical Incident Technique in the Field of Education Several positions in the field of education have been investigated 6 by utilizing the Critical Incide‘: _t Technique. Domas, 4 Jensen,5 Merritt, 1. Jo Anne Smit, "A Study of the Critical Requirements for Instructors of General Psychology Courses, " University of Pittsburgh Bulletin, Vol. 48,1952, pp 279- 284 (abstract). 2. _A. Goldfarb, "Use of the Critical Incident Technique to Establish Areas of Change Accompanying Psychotherapy: II. Relationship to Diagnostic Group, " (unpublished master's thesis, University of Pittsburgh, 1952). 3. L. R. Eilbert, f'A Study of Emotional Immaturity Utilizing the Critical Incident Technique, " University of Pittsburgh Bulletin, Vol. 49, 1.953, 00. 199—204 (abstract). 4. S. J. Domas, Report of an Exploratory Study of Teacher Com’pe- tence, New England School Development Council, Cambridge, Massachusetts, 1950. 5. A. C. Jensen, "Determining Critical Requirements for Teachers,” Lournal of Experimental Education, Vol. 20, 1951, pp. 79-86. 6. Edith P. Merritt, "Critical Competencies for Elementary'Teach- ers in Selected Curriculum Areas, " (unpublished doctoral disser— tation, Stanford University, 1955). v 0" .L’ ‘V‘ v.4 56 Goldin, 1 Blank, 2 and Roth3 studied elements of behavior of public school teachers which had significant effect on designated aspects of their work. Sternloff, 4 Robson, 5 Kirk, 6 and Dunn? studied critical requirements of school superintendents using the Critical l. M. Goldin, "Behaviors Related to Effective Teaching, " (unpub— lished doctoral dissertation, University of Wisconsin, 1957,). 2. Lane B. Blank, "Critical. Incidents in the Behavior of Secondary School Physical. Education Instructors, " The Research Quarterly, Vol. 29, March, 1958, pp. 1-6. 3. Lois H. Roth, ”Criteria for the Selection of Supervising Teach— ers Using the Critical Incident Technique, " Journal of Teacher Education, Vol. 12, 1961, pp. 476—481. 4. Robert E. Sternloff, ”The Critical Requirements for School Administrators Based Upon an Analysis of Critical Incidents, ” (unpublished doctoral dissertation, University of Wisconsin, 1953). 5. Howard N. Robson, “Success and Failure of Small School Super- intendents, " a publication of the Curriculum and Research Center, University of Wyoming, Laramie, Wyoming, 1956. 6- George V. Kirk, ”The Critical Requirements for Public School Superintendents, ” (unpublished doctoral dissertation, University of Pennsylvania, 1959). 7. Bruce J, Dunn, "An Analysis and Identification of Instructional Leadership Acts asPerformed and Perceived by the Superinten- dent of Schools, " (unpublished doctoral dissertation, Michigan State University. 1964). ha— 11d l_——7 57 Incident Technique. Job requirements for secondary school princi— pals were studied by Phillips, 1 Harris, 2 and Walters. 3 Other areas of education which have been studied by use of the Critical Incident Technique are school board—community relation— ships, 4 school board membership, 5 the school public relations pro- 6 cess, and in—service training. 1. H. E. Phillips, "Critical Behaviors of ElementaryPrincipals in the Improvement of Instruction, " (unpublished doctoral disser- tation, Stanford University, 1955). 2. X. J. Harris, ”Critical Requirements for the Principalship in Georgia as Observed by, Superintendents of Schools, " (unpub— lished doctoral dissertation, University of Georgia, 1955). 3. Thomas W. Walters, "The Job of the High School Principal as Perceived by California City Superintendents, " (unpublished doctoral dissertation, Stanford University, 1955). 4. John E. Corbally, Jr. , "A Study of the Critical Elements of School Board-Community Relations, " (unpublished doctoral dissertation, University of California, 1955). 5. Richard E. Barnhart, ”The Critical Requirements for School Board Membership Based Upon an Analysis of Critical Incidents, " (unpublished doctoral dissertation, Indiana University, 1952). 6. Sylvia Ciernick, "The Development and Use of a Conceptual Scheme for Analyzing the School Public Relations Process, " (unpublished doctoral dissertation, Michigan State University, 1962). 7. Jack W. Fleming, "The Critical Incident Technique as an Aid to In-Service Training, “ American Journal of Mental Deficiency, Vol. 67, July, 1962, pp. 41—52. ————7 58 Trauxl studied effective and ineffective performance of secondary school counselors. The critical incidents used in the study were reported by school administrators, teachers, counselor trainers, state directors of guidance, guidance supervisors, and by counselors themselves. Traux grouped effective and ineffective acts of coun- selors into seven major categories. King2 also used the Critical Incident Technique to identify the aspects of the behavior of secondary school counselors which were regarded as effective or ineffective by teachers. He was able to group these aspects of behavior under four categories. A study by Rodgers, 3 in which he investigated the critical aspects of the function of the Student Personnel Dean, has similar structure and methodology to the present study. The Foreign Student Adviser may be compared to the Student Personnel Dean in areas as range and 1. William E. Traux, "A Comparison of Behavior Factors which Distinguish Between Effective and Ineffective Performance of Public. School Counselors, ” (unpublished doctoral dissertation, University of Wisconsin, 1953). 2. William B. King, ”Certain Critical Requirements for the Secondary School Counselor Determined from an Analysis of Critical Incidents Reported by Teachers, " (unpublished doc- toral dissertation, New York University, 1956). 3. Allan W. Rodgers, "An Investigation of the Critical Aspects Of the Function of the Student Personnel Dean as Seen by His Professional Peers Using the Critical Incident Technique, " (unpublished doctoral thesis, Michigan State University, 1963), 59 kinds of responsibilities. Little had been done prior to Rodger's.‘ study to identifythe aspects of Student Personnel Deans' Behavior which bore a significant relationship to his success or failure. Rodgers grouped the critical elements he had extracted from critical incidents into seven critical areas of behavior. Despite the growing interest and utilization of the Critical Inci— dent Technique, Walker and Alcorn1 were presumably the first to apply the technique to the role of the foreign student advising in an effort to develop a preliminary job description model for the Foreign Student Adviser. Critical Incident booklets were mailed to the 1293 Foreign Student Advisers listed in the 1965 NAFSA directory. Responses were obtained from 666 contributors in 48 states plus the District of Columbia. Three hundred sixty—two usable incidents were thus grouped into seven critical areas of behavior. In reviewing this article both the author and Mr. Miller have reservations concerning the sampling procedure, the results, and the conclusions drawn by Walker and Alcorn. In his part of this total research project, involv- ing the on-the—job behavior of Foreign Student Advisers, Mr. Miller will review the questions and concerns posed by the Walker and Alcorn article. 1. B111 R, Walker and JohniD, Alcorn, "Critical Requirements of Foreign Student Advisers, ” The Journal. of College Student Personnel, Vol. 9, No. 3, May, 1968. 60 Research involving the perception of the Foreign Student Adviser's role by knowledgeable faculty is even more limited and practically non-existant despite the increasing recognition that the paramount concern of both the foreign student and those assisting him is that he have a successful academic experience during his stay in this country. Because the ability of the Foreign Student Adviser to promote the academic progress and individual development of the foreign student is retarded or enhanced by the manner in which Knowledgeable Faculty perceive his role, the importance of focusing more attention and research on faculty becomes imperative. CHAPTER III METHODOLOGY AND PROCEDURE Introduction This study was designed to identify and describe aspects of the Foreign Student Adviser's on—the -job behavior which Knowledgeable Faculty Members consider to have a significant effect on the academic 2 progress1 and/or personal development of foreign students. One hundred ten Knowledgeable Faculty Members from 15 universities reported significant (critical) incidents which they perceived to be related to the academic progress and/or personal development of foreign students. From these ”critical incidents" significant aspects of the Foreign Student Adviser's behavior as perceived by Know— ledgeable Faculty Members, either satisfactory or unsatisfactory, were identified and described. 1. Academic progress is defined in this study as progress of the student toward educational goals he has set for himself, or must meet as requirements of the institution and/or the U. S. Immigration and Naturalization Service (INS). (In cases of sponsored students, the student must also meet the require- ments of his scholarship. ) 3. Personal development is defined in this study as change in the behavior or environment of the foreign student which is to his best interests in the judgment of the observer. 61 62 Selection of Method Afterrthe problem had been defined, several methods of research- ing it were examined. The CRITICAL INCIDENT TECHNIQUE1 was selected as the most appropriate for obtaining and analyzing primary data regarding onwthe—job behavior of Foreign Student Advisers. The CIT focuses attention on behavior. It is a technique that involves reporting of incidents by qualified observers (respondents) who des- cribe the behavior of the person being observed as either satisfactory (effective) or unsatisfactory (ineffective) according to a previously defined aim or objective. To list activities, traits, or characteristics with little or‘no regard for the varying situation in which these come into play would provide an incomplete basis for conclusions, at best. The CIT seemed to eliminate many of the disadvantages of other methods used to study the job of Foreign Student Advisers. It is a technique which is used to gain a description of effectiveness in terms of behavior rather than traditional lists of traits or characteristics. Observations of the behavior of the individual and of the effectiveness of this behavior in accomplishing the desired results in a satisfactory 1. The abbreviation CIT will be substituted for Critical Incident Technique in sections where the terminology is repeated fre- quently. 63 manner constitute not just one source of data, but the only source of primary data regarding the critical requirements of the job in terms of behavior. The Sample The 110 Knowledgeable Faculty Members included in the sample for this study were from 15 colleges and universities in a seven—state region of Midwestern United States. This sample included Knowledge- able Faculty Members from ten of the twelve institutions of higher learning in the seven—state region which enrolled over 500 foreign students during the 1966-67 academic year and from five of the nine institutions in the same region enrolling between 200 and 500 foreign students. In addition to selecting institutions for the study on the basis of a minimum enrollment of 200 foreign students, several other criteria were established for selecting the Knowledgeable Faculty Member sample as well as the Foreign Student Adviser sample (for Miller's related study): 1. Re-gzognition of the Forei. n Student Adviser by the admini- stration of the institution as an officially designated officer for hand- W 'ng foreign student affairs. 1- John C. Flanagan, “Critical Requirements: A New Approach to Employee Evaluation, " Personnel. Psychology, Vol. 2, pp. 419425, Winter, 1949. 64 2.. Primary identification as Foreign Student Adviser (or equivalentlworking full- time in the area of foreign student affairs. 3. At least one year of experience in foreign student advisi_ng. There were two exceptions to this requirement which were waived due to the respondentS' experiences in closely related areas. 4. The Foreign Student Adviser's institution must have had a foreign student program, i. e. , an established Foreign Student Adviser‘s Office, for at least five years. The only exception to this was an institution which employed its first full—time Foreign Student Adviser only three years ago but had personnel designated to advise foreign students on a partutime basis prior to that time. 5. Knowledgeable Faculty Members were identified by the Foreign Student Adviser or members of his staff. This was largely accomplished by identifying those departments at the university with the largest enrollment of foreign students. 6. Knowledgeable Faculty Members were also identified _directly by the chairmen of these departments at the university with the largest enrollment of foreign students. These criteria were necessary in order to obtain a representa- tive sampling, by college department. of Knowledgeable Faculty Members from which useful and valid cx nclusions might be drawn. The Knowledgeable Faculty Members obviously met Flanagan’s criteria for observers: 1) observed the activity reported on; 2) knew the aims of the activity; and 3) capable of judging the outcomes. 65 The disbursement of Knowledgeable Faculty Members is included in Table III - 1. TABLE III—l MIDWESTERN COLLEGES AND UNIVERSITIES REPRESENTED IN THE STUDY SAMPLE BY SIZE OF INSTITUTION No. Foreign No. Knowledgeable No. Institutions Students Enrolled Faculty Responding 5 Over 1,000 45(1) 5 501 - 1,0»0-0 33(1) 5 201 — 500 32 (3) 1? 110 (5)=:< *Repdrted no critical incidents Developing the Critical Incident Report Form In discussing the development of the critical incident report forms, it is helpful to review the five basic steps of the CRITICAL INCIDENT TECHNIQUE: 1- Determination of the general aim of the activity: A clear statement which identifies the objective of the activity PerfOrmed by the Foreign Student Adviser. In this study the statement agreed upon by all respondents, with only minor reservations or suggestions, was: "The primary purpose of the Foreign Student Adviser is to facilitate the academic progress and/or personal development of foreign students. " 2' Development of plans and specific procedures for gather- Iing Significant incidents regarding Foreign Student Adv1sers On—the—job behavior as perceived by Knowledgeable Faculty Members. This involves a plan to communicate expli- CitlY to respondents the general aim of the activ1ty they. are asked to report on and the methods they are to use in reporting the incidents. F_— 66 3. Collection of the data. . Whether the data is to be gathered by personal interviews or questionnaire is to be decided. A schedule must be established to guide collection of the data . 4. Analysis of the dataaccording to the procedure suggested by the CIT. A posteriori categories usually are developed from the data:- 5. Interpretation and reportirg of the data includes a descriptive report of the data in which the investigator discusses the results, draws conclusions, and frequently deve10ps hypotheses commensurate with the judged credi- bility of the study. Establishing the General Aim of Foreign Student Advising One of the basic conditions necessary for formulating a func- tional description of an activity is a fundamental orientation in terms of the general aim of the activity. Flanagan emphasizes the import- ance of a precise description of what the activity is intended to accomplish: in its simplest form, the functional description of an activity specifies pre- cisely what it is necessary to do and not to do. if participation in the activity is to be judged successful or effective. It is dearly impossible to report that a per— son has been either effective or ineffec- tive in a particular activity by perform- in g a specific act unless we know what he is expected to acx'zcmpiish. The Critical Incident Technique requires establishment of the general aim as the first step prior to gathering of any incidents. This 1. John C. Flana gan, “The. Critical. Incident Technique,“ Pey— _chc»logica1 Bulletin, Vol... 51, No. 4, July. 1954, p. 336. *7— 67 phase of the study began many months before the development of the CIT report forms. The researcher and partner (Miller) interviewed ten authorities in the field of foreign student advising using Flanagan's suggested "Outline for Interview to Establish the General Aim for an Activity. ”1 l. Introductoristatement: ”We are planning on making a study of the significant aspects of the Foreign Student Adviser's on-the—job behavior or function. We believe you are especially qualified to tell us about what you believe is essential to the Foreign Student Adviser‘s work. " Z. Recgiest forjeneral aim: "What would you say is the primary purpose of the Foreign Student Adviser's func- tion? " Respondents generally reported a variety of duties and activities which they felt the Foreign Student Adviser should perform on behalf of foreign students. Significantly, all respondents referred to the foreign student and his welfare as being central to the Foreign Student Adviserls job. 3. Reguest for summary: ”In a few words how would you summarize the general aim of the Foreign Student Adviser's work?” Responses were much briefer, as expected, and invariably mentioned something like help- ing , assisting, providing guidance, counseling. . .foreign students, or coordinating, administering, . . .a foreign student program. The ideas of the ten authorities were pooled and three trial forms of a statement of general. aim were developed and submitted to the authorities for their comments. The. statement which received strongest support from all of the authorities was: “The purpose of foreign student advising is to facilitate the academic progress and 1 personal development of foreign students.‘ The one reservation _— 1- Flanagan, 22° cit- a P» 337- 68 mentioned by two or three authorities was that academic progress and personal development of a foreign student might not necessarily be compatible in specific instances. They preferred to have the state- ment read: ". . . academic progress and/or personal development. . . " This addition of the word ”or” was satisfactory to all of the authorities. Procedures and Criteria for Developing CIT Report Forms After the general aim of the activity to be investigated was clearly identifed (Step 1) —= the aspects of the Foreign Student Adviser‘s on-the -job behavior which significantly affect the academic progress and/or personal development of foreign students - a form for report- ing critical incidents was developed, entitled, CRITICAL INCIDENT TECHNIQUE REPORT (Step 2). 1 Several criteria were considered in developing the report form: Brevity .. The report form must be kept as short as possible and yet give clear and precise directions. The original report forms were six pages long (8 l/Z” X 11", typewritten). Several persons were asked to» writique the forms, and they were eventually shortened to ftaur pages in length. The firms included a. cover page with a Short description of the. study and l. 1. items of personal and general information as well as three upen~end questions that provided for identifying: five functions that are essential parts of the Foreign Student Adviser‘s responsibility, the prefessional qualifications * 1. See Appendix Bel. *— 69 (degrees or experience) desirable for a Foreign Student Adviser, and the personal characteristics desirable in a Foreign Student Adviser — all as perceived by the Knowledgeable Faculty Member. They also included a second page of "Suggestions for completing the attached forms” with examples of "significant" incidents, and two pages structured for reporting two satisfactory and unsatisfactory incidents. Accuracy - Respondents were asked to report significant inci- 1 pointed dents which had occurred within the past two years. Flanagan out the importance of placing a time limit on the period of recall for incidents since it tended to reduce unusual behavior to proper perspec— tive and to reduce errors due to memory lapses and exaggeration. Basis for Judgment — The most difficult criterion of the report form is the necessity of clearly expressing what is being measured, 1. e. , effectiveness of the Foreign Student Adviser's on—the-job behavior as perceived by Knowledgeable Faculty Members in facilitat- ing academic. p12,; gross and/or perse:7:.;al development of the foreign sf:x_'.de7::f:s. The researcher c;.e..::::.. ‘: impc $9: his own standards 0f effec- T‘tf.*;ru:zese, but: must. rely ‘-‘.‘z.pon the c .mpt—flience of the respondent to do the ludging frat In his .i-wn 'perspevtive . Flanagan argues that this | b epprraczh has femxreyz restrictic,:xs than imptsing stereotyped standards: l. Jzthn C. Fla.‘:;.=..gan, Critical Requirements for Research Person- —;4-;;-_-‘. _ ML: _1 —-'-~ nel, Ameriuan Institute f' r Restzar ch, Pittsburgh, 1949, p. 5. "Fr 70 It is important that these behaviors be identified by those who describe them as especially effective according to their own standards, not those of any outside person or group; also they should not be derived from stereotyped concepts traditionally listed whenever definitions of successful researchers are requested. Thus, the report forms must clearly state that the respondent is to use his own judgment regarding the significance of an incident in affecting the designated purpose of the activity. The term "critical" was not used in the report forms as it was found from the critique of the forms by several persons that the word connoted "crisis" and tended to solicit crisis-like events. There- fore, the term ”significant" was substituted for "critical" on the report forms . Although all incidents from Knowledgeable Faculty Members were gathered by personal interview, the discipline of constructing report fatarms accordin to these criteria enabled the researcher to communicate effectively with the respondents in the interview situa- tion. The report forms used by Miller in interviewing Foreign Stu- dent Advisers and. these later mailed to foreign students as part of another study adhered closely 1! the criteria. 1. Flanagan, Critical Requirements for Research Personnel, op. cit., p. 6. Z. See Appendix B-r- 2.. 71 Collecting the Data The original plan for collecting data (Step 3) was to mail critical incident report forms to some Knowledgeable Faculty, Members, and to gather approximately 25 percent of the total sample by personal interview. However, discussions with a representative number of faculty members led to concern about the percentage of mail returns which might be expected from Knowledgeable Faculty Members who are reluctant to take the time necessary to recall and report four significant incidents. A personal interview with the chairman of the NAFSA Research Committee and with the president of NAFSA con- firmed these concerns. It was pointed out, however, that a. return of 20 percent from a mail survey of Knowledgeable Faculty Members would be considered good. Another important factor which was considered in deciding upon the method of data collection is the quality of critical incidents which are reported from the different methods, i. e. , lower quality from mail surveys than from personal interviews. Most StUdieS WhiCh have used the Critical Incident Technique in a mail survey have also included an intensive field study to validate the results 0f mail returns. Flanaganl emphasized that the interview method was bY far the most satisfactory means of gathering critical incidents and Mm— 1- Flanagan, Critical Requirements for Research Personnel, 3p. cit., p. 6. ~- aw 72 that all other methods were only substitutes. He recommended that wherever possible, the interview method' be used. After considering the prospect of a low return rate and lesser quality of critical incidents from a mail survey, the decision was made to collect all data from KnOWIedgeable FacultyMembers and Foreign Student Advisers by personal interview. Although this deci— sion involved a commitment. of 40 interviewing days and 8, 000 miles of travel, it was considered to be the only dependable way of'obtain- ing valid critical incidents. During the actual interviewing, another advantage of the personal interview method was discovered. Know- ledgeable Faculty Members were willing to spend much more time in a personal interview situation and cited at least twice as many critical incidents as might otherwise have been the case. The incidents reported in personal interviews tended to cover a wider range of activities and therefore yielded a more comprehensive understanding of the Know- 1St‘lgeable Faculty Member‘s perception of the aspects of the Foreign Student Adviser's on—thewj 0b behavior which significantly affected the academic progress and/or personal development of foreign students. Other obvious advantages of the personal interview method are the opportunity to inquire about unclear incidents and to determine the respondent‘s' criteria for significant incidents as well as their basis for deciding between satisfactory and unsatisfactory behav10r. w» I?» : 73 Procedure for Interviewing Knowledgeable Faculty Members An important prerequisite for full cooperation cf Knowledgeable Faculty Members and Foreign Student Advisers in the study was the sanction of the National Association for Foreign Student Affairs. The writer was serving as Chairman of Region V (Illinois, Michigan, Wisconsin) at the time the study was initiated. Subsequently, he was elected to the National Board of NAFSA and also to the position of Vice—President Elect for Regional Affairs for 1968—69to take office as Vice—President for Regional Affairs for the 1969—70 year. (NAFSA is divided into 11 regions. ) The President and Executive Secretary of NAFSA wrote a letter sanctioning the study and encouraged partici- pation of Knowledgeable Faculty Members and Foreign Student Advisers. 1 The initial contact with Knowledgeable Faculty Members was via a letter to the Foreign Student Adviser at the various institutions which included: the supporting letter from NAFSA leaders, an ab- stract and description of the research proposal to be delivered to Knowledgeable Faculty Members2 and a request that the Foreign Student Adviser identify and establish appointments with a representa— tive group of Knowledgeable Faculty Members at his institution. A 1- See Appendix A. ber was defined in Chapter l as:. titution whether teaching, adws- d or dean who has had extend— 2' Knxivwledgeable Faculty Mem ”Any faculty member of the ins 11g, or Serving as department hea . . _ ed contact with fcreign students either in a teachmg or adgtiisoigy CaPaC-ity and who is reasonably well informednon the oper Of the foreign student office at his institution. ”7r 74 two- or three day visit was suggested and the Foreign Student Adviser was asked to suggest appropriate dates that would be convenient for the faculty member as well as the researcher. After dates had been established for a visit to the institution, critical incident report forms were sent to the Foreign Student Adviser for distribution to Knowledgeable Faculty Members one to two weeks prior to the visit. At most universities, the researcher reported directly to the Foreign Student Adviser and obtained from him the schedule of visits and campus directions so that the researcher could go directly to the office of the selected Knowledgeable Faculty Members. A During the visit the researcher initially reviewed both the abstract and the critical incident form that had been previously forwarded to the Knowledgeable Faculty Member and reiterated the purpose of the research study. The Knowledgeable Faculty Member was then asked to cite incidents of the Foreign Student Adviser's behavior which in his perception had significant effect on the academic progress and/or personal development of one or more foreign students. The Knowledge— able Faculty Member reported an average of approximately 3. 25 critical incidents with a ratio of 5 satisfactory incidents to 3 unsatis- factory incidents . Procedures for Analysis of the Data The analysis of the 354 critical incidents received from 110 Knowledgeable Faculty Members in 15 midwestern universities 75 involved the cooperative efforts of the researcher and his associate Mr. Miller, in first classifying the incidents into eleven-a pr-iori categories of Foreign Student Adviser Responsibility1 and secondly into a group of_a posteriori categories of specific behaviors (critical areas). To insure the general accuracy of both operations, two pro- fessional associates reviewed the findings and recommendations of . 2. . . . . researcher and assoc1ate. They evaluated the a priori categorization 1. These Categories of Foreign Student Adviser Resppnsibility are based on the National Association for Foreign Student Affairs ”Guidelines. ” The National Association for Foreign Student Affairs, Field Service Pro gram, directed by Mrs. Charles N. Bang, has published (during the past 3 - 4 years) a set of "Guidelines" which describe the eight areas of special concern that represent essential services in effective programs for foreign students. Foreign Student Advisers' offices commonly have all or partial responsibility for coordinat- ing services in these "areas of special concern. “ They were renamed Categories of Foreign Student Adviser Responsibility and have been used in this study as the basis for categorizing the critical incidents. However, the judgment of the researcher and associate that these categories were not comprehensive was supported early in the categorization of the critical inci- dentswhezrg it became necessary to add three more categories: 0. immigration and Le gal; 9. Organization and Administration; and 10. Emergencies and Other Complex Situations. Of the 354 Critical Incidents received for the study, 35. 9 percent fell into these three additional. categories. The researcher consulted with Dr. M. Robert B. Klinger, former president of NAFSA, prior to adding the three areas. 2. Dr. M. Robert B. Klinger, Director of the University of Michigan Laternational Center, 833d Dr. Virgil Lougheed, Foreign Student Adviser at Wayne State University. 76 of individual. incidents, the reason given whyan incident was considered satisfactory or unsatisfactory, and the accuracyof extracting elements toestablisha posteriori categories of specific behaviors (critical areas). The data collected using the Critical Incident Technique and vali— dated by professional associates reflect the perception of the on-the- job behavior of foreign student advisers as revealed by the number and nature of incidents observed by the Knowledgeable Faculty Member. As nosed earlier (see page 68) a preliminary cover page or question- naire was included with the CIT forms that provided the Knowledge- able Faculty Member with the opportunity to express his opinion or perception of the most essential responsibilities of the foreign student office and the professional experience and personal characteristics desirable in the foreign student adviser. The responses to these ques- tions serve as an important addition to the basic CIT study. Classification iiCritical Incidents into Categories of Foreign Student Adviser Responsibility Each cf the 354 critical incidents received from the 110 Know- ledgeable Faculty Members were transposed from the original inter- view fu-irms to individually typed 5“ X 8” cards (critical incident card) for ease in handlin the data. Each critical incident card was care- fully reviewed and examined by the researcher and his associate and then classified into one of the eleven major categories of Foreigi §_’:udent Adviser Responsibility. When questions of classification of 77 individual incidents arose the researcher and his associate conferred together and arrived at a judgment as to the appropriate category and whether the incident should be considered satisfactory or unsatis— factory. To confirm the validity and soundness of the categorization of the 354 critical incidents they were referred to Drs. Klinger and Lougheed for evaluation. 1 Because of the broad and general nature of the eleven categories of Foreign Student Adviser Responsibility the categorization process was not a difficult one and few corrections were suggested by the two additional expert professional authorities. The reason for using the_a priori categories is to provide a basis for comparing the critical. areas (specific behavior) identified later in this study with the most comprehensive published description of essential. services (categories of Responsibility) of foreign student advisers. The results of the categorization of the 354 critical inci- dents into one of the eleven major categories of Foreign Student Adviser Resporrsibility are included in Table III—2. Descriptions “-A ' of each of the major categories of Femeign Student Adviser Responsi- bility follow the Table together with the number of satisfactory and unsatisfactory incidents classified into each category. 1. Dr. M. Robert B. Klinger, Director of the University of Michigan International Center, and Dr. Virgil Lougheed, Foreign Student Adviser at Wayne State University. 78 TABLE III - 2 DISPERSION OF CRITICAL INCIDENTS AMONG THE FOREIGN STUDENT ADVISER'S CATEGORIES OF RESPONSIBILITY AS PERCEIVED BY KNOWLEDGEA BLE FACULTY MEMBERS > g 8 .3 5 E . .. t: ‘8 2 8 .. 8 .2 8 23 B 53 3 f; o :1 <1) 0 o (I) (L D (L E-1 04 0. Immigration and Legal (IL) 23 10.3 18 13. 9 41 11.6 1. Admissions and Selection (AS) 8 3. 6 5 3. 8 l3 3. 7 2. English Language Proficiency 14 6. 3 7 5. 4 21 5. 9 3. Initial Orientation (IO) 4 l. 8 8 6. Z 12 3. 4 4. Academic and Personal Advising (APA) 63 28.1 33 25. 4 96 27.1 5. Housing (H0) 16 7.1 7 5. 4 23 6. 5 6. Finances and Employment (FE) 24 10. 7 12 9. Z 36 10. 2 7. Interpretation of U. S. to Foreign Students (Com— munity Relations) (CR) 16 7. 1 4 3.1 20 5. 6 8. American-Foreign Student Relationships (Student - Activities) (SA) 6 2.7 O 0.0 6 1. 7 9. Organization and Admini- stration (0A) 18 8. 0 31 23. 8 49 13. 8 10. Emergencies and Other Complex Situations (E0) 32 14. 3 5 3. 8 37 10.5 233? 100.0 1361000 3871’ 100.0 79 Description of Categories of Foreign Student Adviser Responsibility o. IMMIGRATION AND LEGAL (IL) Almost without exception the office of the Foreign Student Adviser is charged with the responsibility of providing immigration and legal assistance and advice to students coming to the United States from abroad. The Foreign Student Adviser advises foreign students of the requirements they must satisfy in order to remain in good standing with the Immigration and Naturalization Service and assists the stu— dent to extend the student's stay permit, visa and passport as required and to obtain work permission and practical training permit. He also provides advice on eligibility for immigrant or permanent residence status for the student (and family if appropriate). The Foreign Stu- dent Adviser discharges the obligation accepted by the university in bringing foreign students to the United States, insuring that each student is in good standing, taking a full academic load, leadind to— ward a degree or other acceptable academic goal (according to INS regulations). The Foreign Student Adviser serves as an intermediate between the foreign student and the United States Immigration and Naturalization Service in these and other matters of a legal nature. He is not, how— ever, an enforcement arm of the INS. Since many legal matters which involve the foreign student in the United States' legal system are closely related to the foreign student‘s INS status, they are included in this category, i. e. , incidents which necessitate the foreign student‘s seek- ing legal advice. There were 41 critical incidents reported by Knowledgeable Faculty Members in this category: _2_3 satisfactory and_l_8_ unsatisfactory. 1. ADMISSIONS AND SELECTION (AS) The selection and admission of foreign students should involve a Clearly thought out policy that reflects the institution‘s capabilities and resources and ability to serve growing numbers of foreign stu— dents. It involves the evaluation of services to foreign students which the institution is prepared to offer and the dissemination abroad 0f information about the university, including information on the cost of American education (both for individual and family). The final decision to admit or refuse a foreign student should always be the result of a careful review of his academic preparation and the ability Of the institution to serve his needs and tentative academic objectives. 80 The participation of the Foreign Student Adviser in the selection and the admissions process may vary from complete responsibility to none at all depending on the size and nature of the institution and the size and specialization of the Admissions Office or process. He should contribute to materials which are forwarded to prospective foreign students, serve as a liaison person or committee member in the selection process where appropriate, and serve as an important resource in the total foreign student admissions process. There were .1}. critical incidents reported in this category: 1% satis— factory and 2 unsatisfactory. 2. ENGLISH LANGUAGE PROFICIENCY (EL) Any college or university admitting foreign students should require that students have demonstrated an adequate language proficiency or be prepared to provide for further English language training opportunities for foreign students who lack this proficiency. The Foreign Student Adviser may often be called on to help evaluate and interpret English language capability or progress of foreign stu- dents or may take the initiative himself in identification of English language criteria for admission of foreign students. If a university finds that an ad hoc committee is necessary to review English language . requirements, it should include the Foreign Student Adviser. The Foreign Student Adviser cooperates with the person responsible for the English language training program in the university and often supervises community volunteer efforts that support the English’ language program of the institution. There were_2_1 critical incidents in this category: Lil satisfactory and 7 unsatisfactory. _- 3. INITIAL ORIENTATION (IO) It is essential that every college or university enrolling foreign stu— dents makes some provision for their initial orientation, and this responsibility generally is assigned to the Foreign Student Adviser. Each Foreign Student Adviser should work out the orientation pro— gram based on resources and time available to him. Initial orienta- tion introduces the new student to the academic system of the univer~ SitY and to his campus and community environment. Initial orienta- tion must reflect respect for the student's sensitivity and pride in his own culture and help him to function effectively in his new host culture. —»—f 81 Orientation pro grams must relate to the English language proficiency of new foreign students, realistic assessment of the institution's possibilities and limitation, and the student's needs. The foreign student should emerge with the impression that“ his studies are prim— ary and of a competitive nature but that a congenial and sympathetic environment directly supports his academic purposes and experiences in an American educational setting. There were _13 critical incidents in this category: 3 satisfactory andfi unsatisfactory. 4. ACADEMIC AND PERSONAL ADVISING (APA) The terminology "Academic and Personal Advising" is deliberately used to include the many persons who are not specifically trained in counseling techniques but who still ably and conscientiously fill the role of Foreign Student Adviser. Advising is the major responsibility of the Foreign Student Adviser and reflects recognition by his ins-titu- tion of the need for special advisory services for foreign students. New and old students must be madeaware of the services offered by the Foreign Student Office on a voluntary basis. Advising is also best done when‘it utilizes the total resources of the institution. The Foreign Student Adviser's responsibilities should not be confused or interfere with the academic adviser, who will likely be the most important and influential person for the foreign student during his stay at the university. The academic adviser is not only an academic focal point but may be the student's closest identification point, espe -.- cially at the graduate level. These factors make open lines of com.- munication between academic advisers and Foreign Student Advisers absolutely essential. The Foreign Student Adviser mayoccasionally serve as liaison person (between the academic adviser and the foreign student. The Foreign Student Adviser may need to consider whether his role is that of adviser or of counselor, or both, and what the difference is in terms of his (and his staff"s) responsibility at his institution. Most work with foreign students usually involves advising. Some Foreign Student Advisers counsel in the professional sense. Important to advising is the awareness at what point referrals should be made to more specialized colleagues. It is important here to use the full resources of the campus and community. There were 96 critical incidents in this category: _€)_§_ satisfactory and 2 unsatisfactory. W? l ! 82 5. HOUSING (HO) Since housing is an important supporting service for foreign students and has a significant effect on the foreign student's total educational experience, the Foreign Student Adviser generally attempts to insure that adequate housing is available for foreign students. He works closely with university offices responsible for off-campus, on-campus, and married housing. He either sends or insures that advance informa- tion is sent to foreign students regarding the local housing situation, provides assistance to newly arrived foreign students, and advises them of kinds of housing available and rules and regulations governing their use. The Forei -1 Stu dent Adviser also insures that housing is available to foreign students during vacation periods. He consults regularly with representatives or managers of residence halls, fraternities, sororities, cooperatives, international houses, graduate dormitories, and married housing concerning the special needs and problems of foreign students. The Foreign Student Adviser is frequently called on to represent foreign students in cases of dispute, discrimination, isolation, or other problems related to housing situations. There were 2.3 critical incidents in this category: 16 satisfactory and 7 uns anti 5 facto r y. 6. FINANCES AND EMPLOYMENT (FE) The FCleElgl’l Student Adviser serves as coordinator or referral agent fer the varied financial services offered by the university. These include assistantships, scholarships, grants, loans, part-time jobs. during the academic year, full-«time work during the summer, and ctical . ain1 ng. In coordinating financial and employment services 1731‘ foreign immens, the F orei gn Student Adviser may be involved in: 1. Consulting with the university admissions office regarding the fi :23 nc ial requirements and the policy of the university on financial assistance t:- foreign students. 2. Sendin g informa tion on finances and financial aid to foreign persons who inquire about admissions and financial support. 3. Coordinating an d enc ouraging ac ademic departments to award graduate as 51 ta ntships to qualified foreign students. 83 4. Advising university administration on need for adequate scholar— ship program for foreign students. Participating in scholarship committee actively, and informing foreign students of nature of scholarship program and. criteria for eligibility for scholarship support 5. .Encouraging development of financial support for foreign stu— dents from sources outside the university. 6. Advising administration of need for adequate financial loan pro- gram for foreign students which provides for emergency situa- tions as well as tuition and maintenance assistance. He may be required to evaluate financial needs of foreign students and coordinate with Financial Aids Office and university Business Office. 7. Advising new foreign students on budgeting, use of credit, con- tractual commitments, and handling of personal funds. 8. Coordinating with University Placement Office in assisting foreign students to obtain part—time employment during academic year and/or full—time employment during summer to augment other source(s) of income. 9. Couns sling foreign students on practical training opportunities upon completion of their academic work, and processing their applications to INS. There were 36 critical incidents in this category: 24 satisfactory and 12. unsatisfactory. 7. lNTERPRE‘TATlOl‘l OF THE U. S. TO FOREIGN STUDENTS (Community Relations) (CR) The Foreign Student Adviser is responsible for implementing a prOgra-m commensurate with the resources of his institution and his community to help interpret the United States to foreign students. “If the foreign student has a basis on which to live fairly comfortably in a new culture, he will have more in common with his peers, his teachers and advisers, and the American public at large. “1 It is assumed that foreign students 1- NAFSA GUIDELENES: Field Service Publication G-8, The National Association for Foreign Student Affairs: Field Service Program, Cleveland, Ohio, 1965, p. l. 84 who have an adequate basis for interpreting the UnitedStates willhave better preparation for a correspondingly more meaningful and produc— tive educational experience in a United States university. There are a great variety. of approaches possible for the Foreign ,Stu— dent Adviserto attempt to interpret the U. S. .to foreignstudents. , The resources available for him to use vary widely. in accordance with the local situation, including size and location of the campus and commun- . ity, human resources both on— campus and in the community, and the amount of time and effort he is willing to expend. He must develop cooperative community relations as he takes into consideration the value and effect of community interaction with foreign students as well as the advantage gained by the foreign students from interacting with the community. The ForeignStudent Adviser coordinates the available resources and attempts to develop programs ‘which will. involve foreign students with Americansfrom allwalks ‘of life. He works closely with volun- teer community groups in providing opportunities for foreign students to relate to American families and social institutions. Keeping in mind both the activities within the university and in the greater- com- munity, the Foreign Student Adviser attempts .to guide or assist foreign students to select those activities which will be most meaningful to them. , Efforts here are more productive and effective whenthey support or relate to the academic goals or objectives-of the foreign student as well as his personal or individual development. There were 20 critical incidents in this category: 16 satisfactory andiunsatisfactory. 8. AMERICAN—FOREIGN STUDENT RELATIONSHIPS (Student Activities) (SA) The Foreign Student Adviser primarily plays the role of a catalyst in developing American—foreign student relationships. He may function: 1) as a coordinator of studen activities; 2) in support of activities which include foreign students; 3) as a facilitator to bring continuity to the variety of student activities which foreign students may participate in; 4) as an evaluator of the relevance of student activities offered on the campus to encourage foreign student and American student rela- tionships; or 5) as an initiator of change. _hn 1. NAFSA GUIDELINES, op. 313., p. 9. f— ‘Ffifi‘m ’ " 85 Nationality. Clubs or International Clubsare oftenuseful means of encouraging interaction and understanding between students from different cultures. The ForeignStudent Adviser'works with established campus groups in encouraging development of the international dimen- , sion, and assists in organizing new groups-where needed to facilitate meaningful cross—cultural interaction. In developing, supporting, and coordinating social and educational activities for~American and foreign students, the Foreign Student Advisermust always bear in mind the importance of relating these activities as closely as possible to the educational goals of the foreign students. Since the majority .of foreign students are on the graduate level, many of the inter-cul- tural opportunities should stem spontaneously from their areas of academic specialization. There were 6 critical incidents in this category: _€_> satisfactory and_()_ unsatisfactory. 9. ORGANIZATION AND ADMINISTRATION (0A) The organization and administration of the Foreign Student Adviser's Office is Obviously closely related to the quality and quantity of ser- vices which the university provides for foreign students. Many admini— strative functions, when carried out in an effective orvineffective manner can have a significant effect on the academic progress and/or personal development of foreign students. included in this area are: l) the Foreign Student Adviser‘s manage- ment and training of his staff; 2) the kind and extent of cooperative relationships which he develops with virtually all facets of the aca- demic community, 3) the organization of materials and resources which he makes available in assisting foreign students to make full use of the university's facilities; 4) the development and implementa- tion of ideas and programs to improve educational exchange; 5) the tremendous variety of personal services which he provides for foreign students; 6) participation in developing the university‘s policies and procedures for meeting the needs of foreign students, and enforce- ment of the university's rules and regulations which relate to foreign students; 7) developing and maintaining cooperative relationships with individuals and agencies outside the university who have continuing interest in foreign students; and 8) arranging for his own professional development through relating to professional peers and co-workers in the promotion of effective foreign student services. In summary, the Foreign Student Adviser performs best when he combines a personal interest in foreign students with a professional approach to his responsibilities. 86 There werefi critical incidents in this category: 18 satisfactory and El unsatisfactory. lO. .EMERGENCY AND OTHER COMPLEX SITUATIONS (E0) Emergency situations involving foreign students are much more com- plex than similar situations involving American students due to such added factors as distance from home, non-availability of parents or relatives, financial difficulties, cultural differences, and U. S. govern- ment regulations concerning the activities of aliens. Consequently, whenever a foreign student is involved in a death, a serious accident, a major crime, or other unusual circumstances, the Foreign Student Adviser is notified and expected to participate in the disposition of the resultant problems. Usually emergencies involving foreign stu- dents consume large portions of the Foreign Student Adviser's time, require a great deal of attention to detail, and include working with many different persons outside of the university, i. e. , physician, lawyer, police officer, coroner, travel agent, insurance adjustor, psychiatrist, sponsor, foreign government, representative of U. S. INS authorities, etc. , in addition to cooperating with and coordinating resources within the university. It would be impractical to attempt to further describe “emergency situationsH since they are so varied and each one is virtually unique. Klingerl has recently written a sec- tion for the Foreign Student Adviser's Handbook which deals more comprehensively with this area. There were 37 critical. incidents in this category: 2 satisfactory and 2 unsatisfactory. Development of Critical Areas Following the classification of all 354 critical incidents intoa priori categories of Foreign Student Adviser Responsibility, critical eiements were extracted from each critical incident and inductively “_a_— grouped irto a posteriori categories of specific behaviors of the Foreign 1. M. Robert B. Klinger, ”Emergency Situations Involving Foreign Students, ” The Foreign Student Adviser's Handbook: Section XI, National Association for Foreign Student Affairs, New YGrk, 1967. Student Adviser as perceived by the Knowledgeable Faculty. Member, using the Critical. Incident Technique. Zero to ten critical incidents resulted from each interview with a Knowledgeable Faculty. Member. The incidents contained elements of the Foreign Student Adviser‘s behavior in a particular situation with a stated result -—- all as per-— ceived by the Knowledgeable Faculty Member. Each incident was typed on a separate 5“ x 8“ card (Critical Incident Card), for ease in handling the data. To work with these data, a system was developed for extracting the elemen:s of the Foreign Student Adviser's behavior from each gem and recording them on another 5” x 8" card which was used as a Worksheet. The 5” x 8" cards, which were used as worksheets, were set up as follows: Each critical incident had been typed on a separate 5" x 8" Critical incident Card and numbered. The elements were extracted from each incident and recorded on an attached card (Critical Element Card) which was given the same number as the Critical incident Card. The extraction of elements from incidents involved the isolation of the actual elements of behavior (or procedures) which the Fereign Student Adviser used during the course of the inci- dent. Elements, as defined 1:1 Chapter I, are specific procedures or actions taken by the Foreign Student Adviser. The reports of critical incidents £_'.L?*IT;?'Z';L§.Il6:d more information than these elements. Some discus-siege. was devoted. to the nature of the problem and the results We re given. .88 To insure accuracy in the extraction of elements from each Critical Incident, the researcher and associate worked in collaboration isolating and extracting the elements. Each researcher worked with part of the incidents in the initial extraction of elements and the . researchers then checked each other's results. A high level of agree- ment was reached regarding the elements contained in the critical incidents. In cases of particularly complex incidents where there was the possiblity of different interpretations of elements to be extracted, the researchers consulted and reached a joint agreement. This type of consultation was necessary in less than 10 percent of the incidents. To further insure accuracy in the extraction of elements, two 1 reviewed the Critical Incident Cards other professional associates and the Critical Element Cards. They checked for accuracy of extract— ing elements and also judged the a priori categorization of individual incidents and the reason given regarding why an incident was con— sidered Satisfactory or Unsatisfactory. The researcher and associate again reviewed all of the Critical Element Cards and discussed the comments and changes suggested by the two professional associates. Minor changes were made in categorizing about 3 percent of the Critical Incidents as a result of these suggested changes. However, 1. Dr. M. Robert B. Klinger, Director of the University of Michigan International Center, and Dr. Virgil Lougheed, Foreign Student Adviser at Wayne State University. —>— 89 there was virtually, unanimous agreement regarding the elements extracted from the incidents. . The next step in analysis was a mechanical procedure whereby each of the 1171 elements was typed on a separate 5” x 8" card. vThus, there were the same number of. £1331: element cards for each critical incident as there were elements recorded on the correspondingCritical Element Card, 1. e. , for a Critical Element Card with five elements recorded on it there were five single element cards typed -- one for each individual element. There was a separate card for each of the 1171 specific Foreign Student Adviser actions (or procedures) reported in the 354 critical incidents. The single element cards were used for development of} posteriori categories of the Foreign Student Adviser's behavior in accordance with Flanagan's accepted guidelines for analyzing critical incident data. 1 Flanagan called these groups (categories) of like behaviors Critical Areas. Flanagan points out that this “ . . . is a task requiring insight, experience, and judgment. “2 Since there are no Simple rules available, the skill and sophistication of the researcher in formulating the categories is the most important determinant of their quality and usability. It soon became evident that working with an associate who had professional experience in advising foreign 1. John C. Flanagan, ”The Critical Incident Technique,“ Psycho- logical Bulletin, Vol. 51, No. 4, July, 1954, p. 343 ff. 2. Ibid. , p. 344. —+ 90 students was a definite asset in formulating the categories. Another important consideration in the induction of categories is the question of comprehensiveness of the categories. The question must be raised regarding what assurance there is that the addition of more critical incidents would not necessitate development of new categories. Both the concern for validating the subjective decisions of the researchers (in inducting categories) and the concern for comprehensiveness of the sample were taken into consideration in grouping similar behaviors of the Foreign Student Adviser into Critical Areas. Twenty—two Critical Areas resulted from the original inductive grouping of distinct critical elements. As a result of further consulta- tion with Dr. Klinger1 the 22. critical areas were again carefully re- examined and refinedto 16 Critical Areas. While there is under— standably some difference in the number of distinct critical elements (203) induced from the critical incidents reported by Foreign Student Advisers and those reported by Knowledgeable Faculty Members (156), the number of Critical Areas (16) proved to be both valid and compre- hensive. 'A more detailed explanation of the process of inducting the mass of individual elements into distinct critical elements and then into Critical Areas is contained in Mr. Miller‘s related study. The final step in analysis of the critical incident data was a series of tabulations given in Chapter IV showing the significance of 1. Dr. M. Robert B. Klinger, _op. Cit. —>— 91 the 16 critical areas. , This involved presentation of the total findings as well as breakdowns showing the results by type of respondent, size of university, and major areas of the Foreign Student Adviser's responsi— bility. Further meaning was given by the fact that all data was collected by personal interview and comments were recorded which clarified the intent of the respondent. The Essential Responsibilities and the Desirable Professional Prepara- tipn and Personal Characteristics of ForeignStudent Advisers as Per- ceived by Knowledgeable Faculty Members The questionnaire that enclosed the Critical Incident Report Forms is an important additional instrument in this study that enabled the Knowledgeable Faculty Member to present his perceptions or opinions about the foreign student office and the Foreign Student Adviser as well as his observations of the on—the—job behavior of the Foreign Student Adviser. In addition to determining information about his institution himself, it provided for the Knowledgeable Faculty Member to identify the five (or more) most essential parts of the Foreign Student Adviser's responsibility, the professional qualifica— tions (experience and education) and the personal characteristics desirable in the person filling the role of Foreign Student Adviser. if: the majority of cases the Knowledgeable Faculty Member had received the Critical Incident Report Forms and the accompanying questionnaire and instructions pricr to the arrival of the researcher. In a few cases the faculty member had already completed both the 92 questionnaire and the CIT report forms. In these cases the faculty member was encouraged to discuss his opinions and observations and expand or enlarge on them where he so desired. In most cases, however, both the questionnaire and the CIT forms were completed by the researcher during the interview with the Know- ledgeable FacultyMember. This provided the researcher with the opportunity to further explain the nature of the study and the importance of the role and participation of the faculty member. This personal interview approach resulted in almost complete cooperation of the faculty members involved. All 110 Knowledgeable Faculty Members cooperated in completing the questionnaire and only five failed to report critical incidents involving the on-the-job behavior of Foreign Student Advisers. This was not a lack of cooperation but a lack of personal knowledge of any incidents involving the foreign student office. The interviews were generally conducted in a one-to-one situa- tion with a few exceptions where the faculty member, Department head, or'Dean called in other faculty members to confirm or substantiate the incident. The interviews were approximately one hour long and so structured as to encourage maximum contribution from the faculty member while staying within the general framework of the objectives of the study. Most faculty members appeared to appreciate the opportunity to voice their interests and concerns for the foreign student and the ..".‘ _..u 93 foreign student office and many contributed timely suggestions that are included in the organization and analysis of the data and conclu- sions and recommendations that follow in succeeding chapters. win This chapter included a detailed description of the methodology of this study in order that the reader might have a basis for evaluating, the findings which are to be given in the next chapter. The purpose of this study was to identify and describe the aspects of the on—the-job behavior of Foreign Student Advisers, as perceived by Knowledgeable Faculty Members, considered to have a significant effect on the academic progress and/or personal development of forei in students. The Critical Incident Technique was selected as the method for studying the problem because it can be used to obtain a description of effectiveness in terms of behavior rather than a traditional list of traits. The sample population for this study consisted of 110 Know- ledgeable Faculty Members from 15 imix'ersities having a minimum enrollment of 200 foreign students and a full-time Foreign Student Adviser or staff in a seven—state region of Midwestern United States. The Critical Incident Technique was the primary research instru~ ment used in this study. It is a technique which focuses on behavior and provides: 1) a suggested method for gathering the data, and 2) general procedures for analyzing the data. 94 The procedures for this study were developed to implement the five. basic steps of the Critical Incident Technique which were discussed in this chapter: 1) determination of the general aim of the activity; 2) development of plans and specific procedures for gathering signifi- cant incidents; 3) collection of the data; 4) analysis of the data; and 5) interpretation and reporting of the data. The implementation of each of these steps in this study were also reviewed. All data from Knowledgeable Faculty Members were gathered by personal interview. The researcher interviewed each Knowledge- able Faculty Member for approximately one hour. The advantages of a personal interview over a mail survey are identified. A system for categorizing similar behavior was developed in accordance with Flanagan’s accepted procedures. The system was determined from the data rather than by use of a pre-determined classification arrangement. This procedure resulted in compiling QM of 1171 critical elements, identifying 156 distinct critical elements of Foreign Student Adviser behavior as perceived by Knowledgeable Faculty Members which were grouped into 16 Critical w of similar types of Foreign Student Adviser behavior. The 156 distinct critical elements represented only a fraction of the total 1171 raw critical elements, as many of them were repeated by different observers. A preliminary cover page or questionnaire was included with the CIT forms that enabled the Knowledgeable Faculty Member to 95 express his opinion or perception of the most essential responsibilities of the foreign student office and the professional qualifications (educa- tion and/or experience) and personal characteristics desirable in the Foreign Student Adviser. The responses to these questions serve as an important addition to the basic CIT study. The final step of data analysis of critical incident data is the tabulations which show the significance of the 16 Critical Areas. These tabulations were briefly discussed. {4 .i‘fi CHAPTERIV ORGANIZATION AND ANALYSIS or THE DATA Introduction In the preceding chapters the need for this study and its purpose have been discussed, the literature pertaining to advising foreign students reviewed, and the methodology and procedures used in this study explained. The CRITICAL INCIDENT TECHNIQUE has been used in attempting to identify the elements of the on—the —job behavior of Foreign Student Advisers that Knowledgeable Faculty Members per- ceive to have a significant effect on the academic progress and/or personal development of foreign students. In Chapter IV the principal findings of this study are introduced and discussed. In the first section the characteristics of the partici— pating 110 Knowledgeable Faculty Members and their 15 universities are described. Section 2 is an analysis of the 354 critical incidents which the 110 Knowledgeable Faculty Members reported. Eleven hundred and seventy—one (1171) critical elements (or actions of the Foreign Student Advisers) were inductively extracted from the 354. Critical incidents. Many of these 1171 critical elements had been reported several times by the Knowledgeable Faculty Members and it was possible to reduce them down to 156 distinct (different) critical elements. The procedure followed for this operation was described 96 _____, 97 in Chapter III and in considerable detail by Mr. Miller in his related study. - The 156 distinct critical elements were grouped by the researcher and associate into 16 areas of similar behavior called Critical Areas. These 16 critical areas are defined and presented as the basic findings of this study and are presented as "Critical Elements and Critical Areas. ” A definition was written for each of the 16 critical areas which summarizes and comprehends the distinct critical elements grouped in the area. .The 354 critical incidents reported by the 110 Knowledgeable Faculty Members meet the requirements which were specified by Flanagan for a representative sample: . . . the critical incident technique attempts to gain representativeness by providing that data be collected systematically from respondents in every major activity of the job until no new types of behavior are reported in significant numbers. 1 Section three compares common data reported by the 110 Know— ledgeable Faculty Members in this study and the 48 Foreign Student Advisers included in Mr. Miller's related study. These comparisons particularly involve the categorization of Critical Incidents into the eleven categories of Foreign Student Advisers' Responsibility and the induction of the Critical Incidents into ”Critical Elements and Critical .Areas. " .Q—I—o— km 1- John C. Flanagan, Critical Requirements for Research Personnel: fitudy of Observed Behaviors of Personnel in Research Labora- tories, -Pittsburgh: American Institute for Research, March, 1949, p. 6. 98 1. Characteristics of the Responding Knowledgeable Faculty Members and Their Univers itie 5 General Table IVvl presents a summary of data regarding the 110 Know— ledgeable Faculty Members and the universities they represent. The Table includes the critical incidents reported by the Knowledgeable Faculty Members at each of the universities and other information illustrating the relationship between the universities, the Knowledge— able Faculty Members, and the critical incidents reported. The 15 institutions included in the study are: Eastern Michigan University Illinois Institute of Technology Indiana University Iowa State University Michigan State University Northwestern University Ohio State University Purdue University University of Chicago University of Illinois University of Michigan University of Minnesota University of Wisconsin at Milwaukee Wayne State University Western Michigan University For purpose of comparison, the 15 institutions are grouped according to the number of foreign students enrolled. Group 1 con- sists of 5 universities with foreign student enrollments of 1,000 or Over. In this group the total student enrollment per university ranged from 30, 000 to 42, 000, with an average of 35, 080 students. The 99 foreign student enrollment ranged from 1, 000 to l, 500, with an average of 1,180 foreign students. Knowledgeable Faculty Members reporting from the respective institutions ranged from 6 to 12 with an average of 9. Theaverage number of critical incidents reported per Knowledgeable Faculty Member was 3. Eighty—four (63 percent) of the 133 critical incidents reported in this group were identified as satisfactory. Group II consists of 5 universities with foreign student enrollments between 500 and 999. In this group the total student enrollment per uni— versity ranged from 7, 500 to 40, 000 with an average of 22, 640 students. The foreign student enrollment ranged from 525 to 900 with an average of 735 foreign students. Knowledgeable Faculty Members reporting from the respective institutions ranged from 6 to 8 with an average of 6. 6. The average number of critical incidents reported per Knowledgeable Faculty Member was 4. Eighty-six (65. 6 percent) of the 131 critical incidents in this group were identified as satisfactory. Group III consists of 5 Universities with foreign student enrollments between 200 and 499. In this group the total student enrollment per university ranged from 5,100 to 14, 500 with an average of ll, 220 stu— dents. The foreign student enrollment ranged from 200 to 460 with an average of 297 foreign students. Knowledgeable Faculty Members reporting from the respective institutions ranged from 5 to 8 with an average of 6. 4. The average number of critical incidents reported 100 per Knowledgeable Faculty Member was 2.8. Fifty—four (60 percent) of the 90'incidents reported in this group were identified as satisfactory. The 11, 060 foreign students enrolled at the 15 universities included in this study represent approximately 11 percent of the total foreign stu- dent population in the United States. The total enrollment of 11, 060 foreign students is 3. 2 percent of the 15 institutions' total student enroll— ment of 344, 700. In the 58 United States institutions of higher education which enroll over 400 foreign students, the mean percent of foreign stu— dents is 4.2 percent. 1 Eleven of the 15 institutions included in this study were listed in the Institute of International Education's summary of the 58 United States institutions which enrolled over 400 foreign students during the academic ' year 1966-67. The five universities in Group I of this study were in the top 15 universities in the United States with the highest enrollment of foreign students. Five of the 110 Knowledgeable Faculty Members reported that they had no knowledge of critical incidents involving foreign students and/or the Foreign Student Office. Three of the five were from the same insti- tution. These five, like the remaining 105, were identified to the re— searcher by the Foreign Student Adviser involved as likely candidates to Participate in this study. This feature will be discussed in more detail at the end of this chapter. K 1- Figures for the statistics given in this paragraph are taken from: Open Doors, 1967, The Institute of International Education: New York, July, 1967. lOl .mudopflosm $000330 OZ potomomn. 000 000 000 0A000Ha 000.H0 000.000 :0 40.0 nos 00.0 0.00 00.0 00.0a 00.0 0.000 000.00 HHH.HH.0 02< 0.00 00.0 m0.0a 00.0 0.000 000.0%. 0:.0000e>< H0.0 0.00 00.00 00.00 00.00 000.0 00a.0m .0<00VH 00.0 0H 0 0 0 000 000.0a m :0 00.0 0H 0H 0 0 000 000.0a n. 0: 00.0 00 0 0H 0 000 000.00 0 a: 00.0 00 0 0H 0 000 000.0H m 0: 00_H 0a 0a 0 A000 000 000.0 < a: 0.00 00.0 00.0a 00.0 mxmmmst. 000.00 000000m>< 00.0 0.a0a 00.00 00.00 00.00 mk000.0 m00.00s .u<0xos 00.0 00 00 00 0 000 000.00 m : 0a.0 0H 0 0 0 000 000.00 Q 00 00.0 00 0 0a 0 000 000.0 0 : 00.0 00 0 0H A000 000 000.00 m : 00.0 00 0 0H 0 000 000.0a < 00 m.00 00.0 00.0a 00.0 mtmmwww .b00.00 H00000>< 00.0 0.00M 00.00 00.00 mmymw. 0.000.0 000.000 .0<0xoe 0H.0 00 0 0H 0 000.0 000.00 m H 00.0 00 0a 00 00 00a.0 000.00 Q 0 00.0 00 0a 0a 0 000.s 000.00 0 0 00.0 00 0 0H 0 000.0 000.00 m 0 00.0 00 0 0H Asvsa 000.a 000.00 <. 0 20mm Mom Hmuoh 0.000.008 030qu PEEK cmfioporm HEOH 05330305 muflmmquCH MO .02 ImfidmCD vmflmw .02 no.0 3050602: 00 Hogans on“ was 006363.030: A ISM—Ema: flown um. noflumfidmom pampdum cmfiohg 603 , 0.2mm .3 00080000 00532: masopdam mo .H @3552 0.003862 >fijowh ofinmompofiaocfi 003 >n notom Emmy 9003882 >Sdomh ofinmmwpmHBOdvfi mo Hongdc 603 £003 Swab 003 0: 25305300: 003 mo oufim 603 mopsfloca £an mEH. mHZHQHUZH 4H quANH. 102 College and Departments Represented in 110 Knowledgeable Faculty Members ' Initial contact with the faculty member was made through the Foreign Student Office. That office identified departments on campus with the largest enrollment of foreign students and faculty members who had served as academic advisers to foreign students and/or who had some knowledge of the ope ration of the Foreign Student Office at the institution. , That this approach proved representative is best reflected in Table IV—Z that provides a list of the academic departments and colleges represented by the 110 Knowledgeable Faculty Members. It should be noted that a number of faculty members (27) are identi- fied at the college level. This reflects the inclusion of a number of assis- tant deans (and an occasional clean) in the study and the fact that a number of faculty from the College of Education did not designate a specific aca— demic department. Foreign Student Advisers did not hesitate to identify faculty serving as assistant deans as meeting the criteria of Knowledge- 31113 Faculty Members. There appears to be considerable consistency among the numbers and percentage of Knowledgeable Faculty Members in each college and the number and percentage of incidents and elements reported by college in relation to the total incidents and elements included in this study. With eleven (11) Knowledgeable Faculty Members reporting, Civil Engineering has over double the number of the next largest departments: Economics (5); Chemical Engineering (5); Electrical Engineering (5); and 103 ”Chemistry (5). Civil Engineering faculty represent 10 percent of the total faculty -- 11 percent of the total incidents and 12 percent of the total elements. While this may appear unusual, it was learned that at many universities foreign students represent fifty or more percent of the‘gradu— ate enrollment in the Department of Civil Engineering. It was natural then that many of the Foreign Student Advisers contacted would identify one or more members of the Civil Engineering Department as Knowledge- able Faculty Members. This representation in the Civil Engineering Department is reflected in the College of Engineering which has approximately twice the number of Knowledgeable Faculty Members (30) than that of the next largest college, Natural Science (16). The preponderance of Knowledgeable Faculty Mem— bers from the Colleges of Engineering and Natural Science is understand- able since a number of countries tend to restrict their release of foreign exchange to students enrolled in Engineering and the Sciences. This leads to heavier enrollment of foreign students in these colleges and an under- standably large number of Knowledgeable Faculty Members in these Colleges and Departments. In most of the colleges represented in this study, the ratio of satis- factory to unsatisfactory incidents is reasonably close to the general average 63. 3 percent satisfactory to 36. 7 percent unsatisfactory among the total (354) incidents. The College of Natural Science reports the highest percentage of satisfactory incidents, almost 80 percent. Only Agric satisr 104 Agriculture 35. 9 percent and Social Science 42. 4 percent report less Satisfactory than unsatisfactory incidents. 105 TABLE IV - 2 SUMMARY OF CRITICAL INCIDENTS AND ELEMENTS REPORTED BY KNOWLEDGEABLE FACULTY MEMBERS (KFM) BY COLLEGES AND DEPARTMENTS C ritical Incidents College and Department KFM S U T Elements College of Agriculture 2 3 3 6 23 Agricultural Economics 1 O 2 2 4 Agricultural Engineering 1 1 2 3 16 Animal Science 8.: Husbandry 1 0 1 l 3 Horticulture l l _1_ E 5 Total ’6 5 9 14 ET Percent 5.3 3.9 4.4 College of Arts and Letters 1 2 1 3 8 English 3 4 3 7 25 Foreign Languages 2 2 l 3 9 History 1 3 2 5 19 Indian Studies 1 4 l 5 14 Linguistics _3_ _7_ E _9 26 Total 11 22 10 32 131' Percent 10.0 9.5 8.6 College of Business & Public Service 1 4 1 5 11 Accounting 2 4 4 8 28 Business Administration 3 9 1 10 34 Economics 5 7 7 14 43 Industrial Administration 1 _3 _2_ __5_ 26 Total 12 27 15 42 142 Percent 10.8 11.7 12.1 College of Communication Arts Communications 1 2 1 3 9 Speech 1 6 _4 10 42 Total 2 8 5 73 ET Percent 1.7 3.6 4.4 College of Education 9 22 ll 33 104 Guidance 8: Counseling 1 2 2 4 13 Comparative Education _1_ _i i 6 18 Total 11 28 15 4'3“ TEE Percent 10.0 12-1 11.5 106 TABLE IV — 2 (cont'd) C ritical Incidents College and Department KFM S U T Elements College of Engineering 3 5 1 6 l9 Aeronautical Engineering 1 4 1 5 25 Chemical Engineering 5 6 5 11 44 Civil Engineering 11 29 10 39 139 Electrical Engineering 5 4 4 8 20 Industrial Engineering 2 1 4 5 12 Mechanical Engineering 1 2 2 4 13 Metallurgy 2 2 3 2 _1_6 Total 36 53 30 83 288 Percent 27.1 23.4 24.6 College of Medicine 1 5 1 6 20 Anatomy 1 2 2 4 17 Pharmacy 1 2 E :1 _13 Total 3 9 5 14 50 Percent 2.6 3.9 4.3 College of Natural Science Chemistry 5 12 4 16 50 Entomology 1 2 2 4 9 Mathematics 3 8 1 9 23 Nursing 1 4 0 4 14 Physics 3 4 O 4 11 Plant Breeding 1 4 O 4 9 Statistics 1 3 3 6 2‘6 Zoology _1_ _2_ _Q 2 _6 Total 16 39 10 49 148 Percent 14_5 13.7 12.6 College of Social Science 1 2 3 5 24 Anthropology 1 1 2 3 29 Geography 2 4 5 9 1: Political Science 2 l 4 5 Social Service 1 2 l 3 9 Sociolo 2 f: _A.}. .8— 1—9— gY — 19 33 102 Total 9 14 8 7 Percent 8. 1 9' 5 ' Miscellaneous Colleges 3 7 22 Arts and Sciences 3 4 (T) 107 TABLE IV - 2 (cont‘d) C ritical Inc idents College and Department KFM S U T Elements Graduate School 3 7 4 11 38 Home Economics 2 5 3 8 29 Law 2: 2 .2. _5. .13. Total 10 19 12 31 103 Percent 9.9 8. 7 8.8 Grand Total 110 224 130 354 1171 Percent Total 100 100 100 II. Analysis of KFM Critical Incident Reports The 110 Knowledgeable Faculty Members reported a total of 354 critical incidents: 224 satisfactory critical incidents (63. 3 percent) and 130 unsatisfactory critical incidents (36. 7 percent). A summary of reported critical incidents by institution and by group of institutions with similar size foreign student enrollments was given in Table IV — 1. The dispersion of the 354 critical incidents among the 11 Foreign Student Adviser Categories of Responsibility developed from the NAFSA "Guide— lines" was given in Chapter III, Table III — 1 (page 65). Each of the 11 categories was defined as an a priori category. Critical Incidents Reported and Categories of FSA Responsibility In reviewing the 11 categories of Foreign Student Adviser Responsi— bilitz in Table III - Z (page 78), it is evident that all categories are not equally represented. Category 4, Academic and Personal Advising (27. l 108 percent of the total number) includes almost twice the percentage of the next largest category -— 9, Organization and Administration (13. 8 per- cent) and stands out as the single most important category of Foreign Student Adviser Responsibility as perceived by Knowledgeable Faculty Members. Three other categories of Foreign Student Adviser Responsi— bility had sizeable numbers of critical incidents: (l) 0. Immigration and Legal (11.6 percent), (2) 10. Emergencies and other Complex Situations (10.5 percent), (3) 6. Finances and Employment (10. 2 percent). These five categories (0, 4, 6, 9, and 10) represent 73. 2 percent of the total critical incidents reported in the 11 categories of Foreign Student Adviser Responsibility. The significance of these Categories of Responsibility will have greater meaning in conjunction with the Critical Areas of Foreign _Siudent Adviser Behavior and will be discussed further in the section, "Critical Elements and Critical Areas. ” The 110 Knowledgeable Faculty Members reported 224 critical incidents which they perceived as satisfactory and 130 critical incidents which they perceived as unsatisfactory. The overall percentage of satis— factory incidents was 63. 3 percent. The percent of satisfactory incidents within each of the 11 Categories of Responsibility ranged from 33. 3 per— cent (Initial Orientation -— 12 incidents) to 100 percent (student activi— ties -— 6 incidents). However, a more realistic or representative range would be from 36. 7 percent (Organization and Administration -- 49 inci~ dents) to 86.5 percent (Emergency and other Complex Situations -— 37 "1‘: .0. nu. tn 109 incidents). Table IV - 3 (page 111) gives the percent of satisfactory and unsatisfactory incidents in each category as perceived by the respondents. The reader is reminded that these findings, although informative and helpful in understanding the study, are not the main findings of the study. The M findings of this study are given later in this Chapter in the section ”Critical Elements and Critical Areas, " which will include LITE elements (grouped into critical areas by use of the Critical Incident Technique) _o_f_the Foreign Student Adviser‘s on—the-job behavior which Knowledgeable Faculty Members considered to have a significant effect on the academic progress and/or personal development of foreign students. In Table IV — 3 the 100 percent satisfactory critical incidents in the category of "Student Activities, " the 86.5 percent in ”Emergency and other Complex Situations" and the 80 percent in ”Community Relations" are considerably higher than the 63. 3 percent for satisfactory critical incidents in all 11 categories. By the same token the 33. 3 percent satis— factory critical incidents in HInitial Orientation" and the 36. 7 percent in “Organization and Administration" (of the Foreign Student Office) are considerably lower than the average 63. 3 percent satisfactory incidents in all 11 categories. Pispersion of Critical Incidents among FSA‘s Categories of Responsibility ELForeign Student Population Grouping. Table IV - 4 presents the dispersion of the 354 critical incidents among the Foreign Student Adviser's Categories of Responsibility by the size of the Foreign Student Enrollment in the three groups of colleges 110 and universities included in this study. As might be expected, all cate— gories are not equally represented in the three groups. While Category 4 (Academic and Personal Advising) ranks number one in each group, in Group 3 it represents 37. 8 percent of the incidents reported or almost twice Group 1 with 19. 5 percent. Group 2 is almost mid—point with 27. 5 percent of the critical incidents reported in Category 4. k 111 TABLE IV -3 PERCENT OF SATISFACTORY-UNSATISFACTORY CRITICAL INCIDENTS IN EACH OF THE FSA CATEGORIES OF RESPONSIBILITY AS PERCEIVED BY KNOW LEDGEABLE FACULTY MEMBERS ( ) Number of Critical Incidents Reported See Table IV - 4, page 112 for category titles. UNSATISFACTORY SATISFACTORY . IL* 44% . fi 56% (18) (23) . AS 38% L J 62% (5) (8) . ELP 33% L J 67% (7) (l4) . Io 67% C J 33% (8) (4) .APA 35% L _, 65% (33) (63) . H0 30% r j 70% (7) i (16) I . FE 33% r ,L _, 67% (12) ) (24) I (4) 1 (16) . SA 1: . 100% ' (6) . 0A 63% L.— J 37% (31) g (18) . E0 14% ,L 86% (5) (32) 112 .HZHHZJAOMWZH HZHQDHm 2053000000 .mO MNHW th .WHHJNmszOnHmmm MO mHHmQDHHQ< HZHQDHW ZONHMOM HEM. 02020» mHZmNQNUZH AOH@EH 0030 0000000000 .0 .m .0 mm N. .0 0 0 .Nl 0: m .m N NOT: 0005003 .m NFN 00 w .N.m 0m m SN 0m m .00 0M N0< .N0000m000m 0:0 00000000000 .0 0 .0 00 m .N 0 0 .0 0. o .0 0 AC: 053000200 000:0: .0 mu .m MN N. .0 0 H .0 w m .m N. £va .0000000000nm 0w00m004 Lmfiwcm .N N. .m m0 N .N N m .m Ni O .m w NmH Himquflfi A 0 .-f v.. 113 Both. Groups 2 and 3 report Category 9 (Organization and Administra— tion) second among incidents reported -- 16.0 percent and 15.3 percent respectively -— while Group 1 reports Category 10 (Emergencies and Other Complex Situations) second among incidents reported (15. 8 percent). In Group 1, Category 10 is closely followed by Category 6 (Finances and Employment — 14. 3 percent), Category 0 (Immigration and Legal - 13. 5 percent) and Category 9 (Organization and Administration - 12. 0 percent). Five categories (0, 4, 6, 9 and 10) represent 75.1 percent of the critical incidents reported in Group 1. In Group 2, Categories 4 and 9 are followed by Category 0 (Immi- gration and Legal - 11. 5 percent), Category 6 (Finances and Employment — 8. 4 percent), Category 10 (Emergencies and Other Complex Situations — 8. 4 percent) and Category 5 (Housing — 7. 6 percent). These six cate— gories (O, 4, 5, 6, 9 and 10) represent 79. 4 percent of the critical inci- dents reported in Group 2. In Group 3, Categories 4 and 9 are followed by Category 0 (Immigration and Legal - 8. 9 percent). These three cate— gories (O, 4 and 9) represent 60.0 percent of the Critical Incidents reported in Group 3. At the other end of the scale, all three groups have reported Category 8 (Student Activities) lag} in number and percentage of critical incidents reported. Percentages range from 2. 3 in Group 1 to 0.8 in Group 2. Group 3 reported Categories 1 (Admissions and Selections) and 3 (Initial Orientation) at the same low percentage (2.2) as Category 8 in the number of critical incidents reported. Group 2 also identifies 114 Category 3 at the next low level 0- 1. 5 percent of critical incidents reported. Group 1 identifies Categories 1 and 7 (Interpretation of the United States to Foreign Students) at the next low level to Category 8 with 1 and 7 reporting 3. 0 percent each of the critical incidents in Group 1. In summarizing the dispersion of the 354 critical incidents reported by the three groupings of colleges and universities into the eleven cate- gories of Foreign Student Adviser's Responsibility, it appears that similarities exist among the groups in critical incident reporting; at a high numerical level for Categories 0 and 4 (Immigration and Le gal and . Academic and Personal Advising); at a low numerical level for Categories 1 and 8 (Admissions and Selections and Student Activities); and at an inter— mediate level for Category 2 (English Language Proficiency). General agreement, meaning one of the three groups differs slightly, seems to exist among the three groups in reporting Categories 6 and 9 (Finances and Employment and Organization and Administration) actively, while tending to report Categories 5 and 7 (Housing and Interpretation of the United States to Foreign Students) at an intermediate level. Category 3 (Initial Orientation) received only limited reporting or attention. The major difference among the groups centered on Category 10 (Emergency and Other Complex Situations). Group 1 reported the second highest number of incidents in this category while in Group 3 it rated 8th in the number of critical incidents reported in this group. There seems to be some reasonable explanation for this wide difference that will be discussed in detail in the conclusions in the final chapter. 115 Each of the 354 incidents reported involved a specific problem or category of Foreign Student Adviser Responsibility or specific Foreign Student Adviser behavior. Table IV — 5 presents a summary of the participating institutions and Knowledgeable Faculty Members, together with the satisfactory and unsatisfactory critical incidents reported and the resultant total of critical elements. The next section will consider critical elements of Foreign Student Adviser behavior. This presentation will reveal the actual things which Foreign Student Advisers did, either satisfactorily or unsatisfactorily in the perception of Knowledgeable Faculty Members, which made the inci- dents critical. However, these critical elements are not presented in terms of their importance for any given FSA Category of Responsibility. It cannot be said, for example, that a certain behavior is critical in deal— ing with a foreign student's financial need, and another is critical in deal- ing with his academic problems, but rather that the critical elements are significant in each of the categories presented he re. This is a distinction which is important and which should be understood before beginning the Consideration of the critical elements of Foreign Student Adviser behavior in relation to the academic progress and/or personal development of foreign Students. The Foreign Student Adviser Categories of Responsibility which have been discussed will be referred to again, but it should not be inferred that they are the major findings of this study. 116 TABLE IV - 5 CRITICAL INCIDENTS REPORTED BY KNOWLEDGEABLE FACULTY MEMBERS AND THE RESULTANT CRITICAL ELEMENTS Number Incidents Reported by KFM's Number Satis- Unsatis- Number KFM's factory factory Total Elements 1A 11 (1) 16 7 23 59 IB 7 17 8 25 85 IC 9 16 10 26 99 ID 12 19 15 34 112 IE 6 16 9 2g 93 TOTAL '45 (1) - 871' 49 133 448- (PERCENT) (63) (37) (100) 11A 6 18 9 27 87 1113 7 (1) 17 8 25 81 11C 6 18 6 24 68 111) 6 9 4 13 35 11E 8 24 lg _4_2_ 188 TOTAL ‘73" (1) 86" 45 131 459 (PERCENT) (65. 6) (34. 4) (100) 111A 8 (3) 10 14 40 11113 6 6 22 69 IIIC 7 7 4 21 60 1111) 5 8 10 18 43 111E 6 9 6 lg 52 TOTAL 32' (3) 571' 3'6 90 26? (PERCENT) (60) (40) (100) TOTAL 110 (5)4 224 130 354 1171 (PERCENT) (63.3) (36. 7) (100) —_ *Reported No Critical Incidents 117 111. _Critical Elements and Critical Areas This section presents the main findings of this study: THE ELE— MENTS OF THE FOREIGN STUDENT ADVISER'S ON-THE—JOB BE— HAVIOR WHICH KNOWLEDGEA BLE FACULTY MEMBERS PERCEIVED TO HAVE A SIGNIFICANT EFFECT ON THE ACADEMIC PROGRESS AND/OR PERSONAL DEVELOPMENT OF FOREIGN STUDENTS. The critical elements presented here are given as a series of positive statements of Foreign Student Adviser activity. One thousand one hundred and seventy—one critical elements or aspects of the Foreign Student Adviser's behavior were extracted from the original 354 critical incidents reported by the 110 Knowledgeable Faculty Members (see Table IV — 5, page 116). Many of the 1171 original "raw“ critical ele- ments were repeated several times, and it was possible to reduce these elements to 156 distinct critical elements -- or actions of Foreign Stu- dent Advisers which Knowledgeable Faculty Members perceived had a significant effect on the academic progress and/or personal development of foreign students. To clarify this list and present it in an orderly manner, elements of similar behavior in the 156 distinct critical elements were grouped into 16 critical areas. The 156 critical elements Of behavior, when carried out effectively, caused the Foreign Student Adviser to perform in a satisfactory manner; if done ineffectively, his Performance was unsatisfactory. A critical elemeiit is an element which, if carried out in a par- ticularly satisfactory or unsatisfactory manner, leads to judgments regarding the effectiveness of the activity in which it is used. A non- critical element is one which has no great importance in affecting the effectiveness of the activity in which it is used. Mr. Miller has explain- ed this concept in detail in his related study. Critical elements have an effect on the satisfactory or unsatisfactory outcome of an incident involv- ing on-the -job behavior of Foreign Student Advisers as perceived by Knowledgeable Faculty Members. A critical area is a part of the behavior of a Foreign Student Adviser which involves a number of related critical elemen£s_. Each of the critical elements is included in one, and only one, critical area. Implication of Critical Elements In presenting the critical elements, some distinction will be made as to whether they have been reported most often in incidents which were perceived by the respondent to have satisfactory results or in incidents which were perceived by the respondent to have unsatisfactory results. This should not be construed to mean that certain elements are critical in satisfactory incidents and others in unsatisfactory incidents. An element is a procedure. It is the manner in which it is carried Out which determines whether the incident is satisfactory or unsatis~ factory. If a critical element occurs in more satisfactory than unsatis— factory incidents, this indicates that the element has been performed effectively more often than ineffectively. However, when it is performed in an ineffective manner, the results are just as unsatisfactory as they are satisfactory when it is done effectively. Therefore, regardless of I'm 119 the types of inCidents in which the critical elements are found, the aim of FOreign Student Advisers should be to perform each of them in an effective manner. The reader is reminded that the 16 critical areas have been arrived at subjectively after a long and careful process of analysis. The researcher and associate conferred with professional colleagues during the process of formulating the categories. Other persons might group the .156 critical elements somewhat differently. In any case, some organiza— I tional pattern is necessary to comprehend such a large number (156) of critical elements. Each of the 16 critical areas of behavior has a brief caption intended to indicate, in the shortest possible form, the content of the _clitical area. A statement describing the critical area is given and is follOwed by a list'of the critical elements (or similar acts of Foreign Student Adviser behavior) which pertain to the area of behavior as identi- fied by the KnOwledgeable Faculty Members. The frequencies for each element are given in parentheses. Elements that appear in this study but not in Mr. Miller‘s related study are so identified. Likewise, ele- ments that appeared in Mr. Miller‘s study, that included 203 critical elements, that do not appear in this study are also so identified. Micance of this Material Certain critical areas are referred to more often in critical ele— ments because they have more critical elements in them than do other 120 areas. The following discussion with accompanying graphical presenta— tions will indicate the degree to which the 16 critical areas were found to enter into the 354 critical incidents reported for this study. It must be strongly emphasized that this presentation does not imply the degree of criticalness for each of the 16 areas. Because Critical Area I was mentioned twice as many times as Critical Area XIV does not mean it is twice as critical. Any critical element mentioned is deemed to be vital for success. No critical element can be ignored. The value of the material to follow is that it will indicate to uni— versity administrators, faculty, and Foreign Student Advisers the extent to which the various areas are occurring presently in critical incidents of Foreign Student Adviser behavior. It will show with what areas Foreign Student Advisers seem to be having the greatest success and with what areas Foreign Student Advisers seem to be least effective, all as per- ceived by Knowledgeable Faculty Members. THE SIXTEEN CRITICAL AREAS AND 156 CRITICAL ELEMENTS OF LOREIGN STUDENT ADVISER BEHAVIOR WHICH ARE PERCEIVED fl KNOWLEDGEABLE FACULTY MEMBERS 11:9 HAVE A SIGNIFICANT EFFECT ON THE ACADEMIC PROGRESS AND/OR PERSONAL DEVELOP- MEET 9f FOREIGN STUDENTS. I~ édministered Foreign Student Adviser's Office (A0) The Foreign Student Adviser served as director of the Foreign Stu- —-——.——-—_———-—~_ dent CLffice and staff, including such functions is. establishment of office 31' 1.. 121 . procedureg and services, maintenance of records and reports, p_rovid— ing general assistance to students, developing programs and communica— tions 2.9. needed and enforcing university and INS policies and procedures. (Total Elements in this section 2 60) 1. Defined his role and job description as Foreign Student Adviser and the functions which the Foreign Student Office would attempt to serve. (21) 2. Established internal Foreign Student Office procedures and trained the office staff. (5) 3. Handled correspondence regarding foreign students' admission, requirements, and general information regarding university academic curriculum. (10) 4. Responsible for enforcement of university and INS policies and regulations pertaining to foreign students, including administration of health insurance program for foreign students. (6) 5. Maintained individual student files on all foreign students and kept records of his own involvement in working with problems of foreign students. (7) 6. Administered withdrawal procedures regarding foreign students. (2) 7. Compiled reports of foreign student population for general university use. (2) 8. Assisted Housing Office placement of foreign students in university housing. (1) 9. Administered English Language Center program of the university for foreign students. (1) 10. Provided liaison service between Immigration Office and foreign students. (4) 11. Served on Dean of Students or faculty disciplinary com— mittee when a foreign student was involved. (1) 122 The above elements were common to and included in Mr. Miller's related study. There were no elements in this critical area that were unique to this study alone. The following elements were unique to Mr. Miller's study and are not'included in this critical area in this study. 1. Received and forwarded personal mail of foreign stu— dents who have no established address. (4) 2. Utilized student's file and other records to support action or make decisions regarding foreign student. (12) 3. Promoted alumni communication through International Newsletter. (7) 4. Held meetings or personal conferences with Foreign Student Office staff to discuss policy, new ideas and program improvement. (2) 5. Maintained public information (name, address, etc. ) on foreign students and discriminately provided such information upon request. (4) 6. Required foreign students to make appointments to see him, especially during busy periods. (6) 11. _Cpnsultant and Advisory (Internal Communications) (CA) The Foreign Student Adviser served _i_n_a_consultant and advisorz Capacity t_o_all constituents _o_f_the university 22 matters pertaining to individual foreign students and £9 th___e total foreign student program. (Total elements in this section 0 215) 1. Received referral from President's office involving special requests and kept the President informed of extreme cases involving foreign students and/or the university. (2) 123 2. Reported to the Dean of Students Office and consulted with him on: general administration of the Foreign Student Office and relationship to other university offices, special individual cases involving foreign students (rape, etc. ), unusual general situations (Arabs vs. Israelis), and kept him informed of activi— ties and pro grams of Foreign Student Office and unique needs of foreign students. (3) 3. Consulted with Financial Aids Office or Committee con— cerning loans and scholarships for foreign students, and processed or approved requests (applications) of students, where appropriate. (2) 4. Consulted regularly with the university Housing Office concerning housing policies and available facilities for single and married foreign students, both on campus and off campus. (1) 5. Represented or interceded for foreign students with university Housing Office in situations involving dis- crimination, contract renewal or release, or miscon— duct charges. (7) 6. Kept Housing Office informed of size and variety of foreign student population and occasionally asked for special consideration for foreign student and/or family where the situation justified it. (2) 7. Consulted with the Mental Health Center concerning foreign student experiencing emotional difficulties and requested written reports of recommendation from the psychiatrist. (4) 8. Consulted with hospital administrator and/or attend- ing physicians regarding medical care of foreign stu- dent. (5) 9. Informed the faculty scholastic committee of his per- ception of the quality of academic advising of foreign students at the university. (1) 10. Consulted and conferred with the Graduate Dean con— cerning special case involving graduate foreign student and kept the Graduate Office informed of position and policy of Foreign Student Office toward further Support of foreign student with poor or questionable academic record. (12) — - 11. 12. l3. 14. 15. 16. 17. 18. 19. 124 Consulted with Deans of various colleges concern- ing size and nature of academic loads and stand- ings of foreign students and received notice of drop—outs from various colleges. (3) Encouraged academic departments to assist deserv- ing foreign students both academically and financially to withdraw or terminate marginal foreign students, and interceded with departments to obtain leniency or cooperation in assisting foreign students to complete their degrees. (10) Consulted with departments or department chairmen regarding the department providing financial support for a foreign student. (20) Consulted with academic departments regarding admis- sion, re—admission, or evaluation of transfer credits for foreign students. (16) Met with academic departments and advisors to dis— cuss problems of foreign students, to provide informa- tion, and to solicit suggestions from the faculty while interpreting foreign student needs and clarifying mutual concern for academic progress of foreign students. (17) Consulted with academic department and advisors con- cerning foreign student with problems (academic, per - sonal or disciplinary) that could interfere with his aca— demic progress and advised department of possible solutions. (24) Consulted with Academic Advisers and Instructors regarding the academic performance of foreign stu- dent and provided advice or information on particular situations involving foreign students, including: size of course load, dropping courses, changing majors, enrollment requirements, and returning home. (41) Consulted with Academic Adviser regarding actions or suicidal tendencies and personal problems of foreign student. (41) Consulted regularly with the Director of the English Language Institute and/or his staff concerning the English language capability or progress of individual foreign students. (4) u." w _t. .11 125 The above elements were common to and included in Mr. Miller's related study. There were no elements in this critical area that were unique to this study alone. The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. 1. Assisted both the Admissions Office and the foreign students by providing the Admissions Office with realistic and current budgets for foreign students — married, single, graduate and undergraduate. (See also Academic Counseling #1) (4) 2. Consulted with University Business Office (or bursar) regarding disbursement of sponsored student's funds and regarding indebtedness of foreign student to the university. (2) 3. Consulted with University Employment Bureau con- cerning employment opportunities for foreign students. (1) 4. Explained to Faculty Senate the process used by the Foreign Student Office to screen foreign student admis- sions. (1) 5. Encouraged Academic Adviser to recommend deserv- ing foreign students for scholarships. (1) 6. Consulted with University Reading Laboratory Person- nel regarding special rapid-reading program for foreign students. (3) 111. Planning and Program Development (PPD) The Foreign Student Adviser planned agd developed (new) programs £3 facilitate academic pgogress and/gfirsonal development giforeign W, including initial orientation, language and cultural programs, ind Programs for special needs and situations _o_f_ foreign students. (Total elements in this section = 66) 126 1. Initiated and arranged for his university to participate in Exchange Visitor Programs. (1) 2. Projected future needs of the university pertaining to the care and provisions for foreign students. (8) 3. Developed an English Language Program for fOreign stu- dents in conjunction with the English Department. (3) 4. 4‘ Served as resource person for the university regard- ing international affairs and helped to initiate a univer— sity International Advisory Committee and meets regularly with other staff people involved in foreign student affairs. (23) 5. Planned, organized and conducted a formal orientation program for new foreign students —— explaining services and functions of the Foreign Student Office to new foreign students and developing printed information materials for foreign students. (22) 6. Conducted, supported and encouraged research in foreign student programming within the Foreign Student Office and by other academic departments and offices on campus. (5) 7. Developed a program of grOup counseling to provide con— tinuing orientation for foreign students. (2) 8- Developed a program whereby "unclassified" courses were counted on the foreign students program but not on his academic index. (1) 9- Established a brother—sister program whereby older (foreign) students —— trained by the Foreign Student Adviser -- aid new foreign students in adjusting to the (1) new environment. The first five elements were common to and included in Mr. Miller's related study. Elements 6, 7, 8 and 9 are unique to this study alone and are not Common to Mr. Miller's study. 127 The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. 1 . Used results of faculty survey to strengthen foreign student program. (2) Conceived of program for adopting subject matter to problem of developing nations and attempting to en— list Peace Corps Volunteers to serve as catalysts. (3) Cooperated with professors of English to develop special BA program in teaching of English as second language (for group of foreign students). (2) Arranged program with medical doctor to assist foreign students who get in sexual (pregnancy) trouble. (1) Used NAFSA professional consultation for assistance in program development, including local, state, and national resources. (5) IV. Academic Guidance Program (AGP) The Foreign Student Adviser assisted in initial introduction o_f the foreign student to the university academic environment; reviewed academic r0 ress and advised on academic concerns o_f foreign students; ______ E g ___ __ and consulted or advised students regarding the completion 2: termination 0_f their academic program. (Total elements in this section : 144) '1. Advised and assisted University Admissions Office (and other admission agencies of University) regard-i ing individual cases involving admission and re-admis- sion of foreign student and transfer of credits. (7) Reviewed transfer of credits and discussed degree requirements with new foreign student. (1) Advised and cooperated with Admissions Office and various academic departments regarding evaluation of English language proficiency of foreign students and _ assisted departments to obtain English language train (31) ing for students where needed. Min. 128 4. Routinely reviewed grade slips, probation reports, etc. , of foreign students to assess their academic progress. I (5) 5. Reviewed academic goals and objectives with foreign student. (See also VII. Interviewed Students, 3 and 4) (6) 6. Advised foreign student on selection of academic courses, dropping and adding courses, course load, and typical characteristics of U. S. educational system. (See also VII. Interviewed Students, 3 and 4) (16) 7. Advised and assisted foreign student on problems relating to his academic progress including change of major field, attending summer session, poor academic performance, attending classes, and special academic opportunities. (See also VII. Interviewed Students, 3 and 4) (30) 8. Served as liaison between foreign student and his respec— tive academic department when academic advising of foreign students in the department appeared inappropri— ate or unsatisfactory. (18) 9. Advised foreign student regarding transferring to another institution and often supported or disapproved of his transfer. (12) 10. Advised foreign student regarding withdrawal from the university due to academic, financial, or personal reasons of the student. (7) 11- Advised foreign student regarding legal and other require- ments for practical training and often helped student obtain suitable practical training (which is conSIdered part of the total academic process). (8) 12.. Conducted information—giving sessions regarding graduate work in U. S. for new foreign students. (3) . 'n The first eleven elements were common to and IHCIUded 1 Mr. Miller's related study. - Mr. Element 12 is unique to this study alone and 15 HOt common to Mille r' s s tudy. 129 V. Financial Guidance Program (FGP) The Foreign Student Adviser organized and administered a program o_f_financial guidance £o_r foreign students (in cooperation with the univer— sity administration and Financial Aids Office) which included scholar- ships, loans, assistantships, part—time work, and personal counseling 2n budgeting. (Total elements in this section : 56) 1. Reviewed the foreign student financial program at the university, advised the administration of the status of the program, and informed teaching faculty of avail- able foreign student scholarships. (1) Z. Helped identify sources of financial aid for foreign students from sources outside the university. (4) 3. Reviewed expense estimates (periodically) for foreign students and updated expense estimate report which was sent to potential students and sponsors. (2) 4. Advised and counseled foreign students regarding handling of personal funds, budgeting, and sources of financial assistance. (9) 5. Assisted or attempted to assist in developing special arrangements for financial support of foreign students in unusual situations. (10) 6- Facilitated the use of regular university financial aid programs by needy foreign students who were qualified. (8) 7- Explored all available sources of financial assistance for foreign students, including fee refunds, coopera- (2) tive housing, etc. eign students, informed and recommended e appropriate. (2) 8- Reviewed loan applications of for foreign students of loan poliCies, loans be granted to foreign students wher 9- Requested cooperation of departments or. colleges of the university to identify worthy and eligible foreign Students and determine number and types of scho ar- (5) ships that should be made available. ll. 130 Reviewed scholarship applications of foreign stu— dents to insure they were eligible for scholarships. (5) Made recommendations regarding foreign students' financial needs and approval of applications for scholarships and frequently served on scholarship committee. (3) Encouraged and facilitated foreign student employ— ment opportunities. (5) The above elements were common to and included in Mr. Miller's related study. There were no elements in this critical area that were unique to this study alone. The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. VI. -- .. - ,etc_,ofthe U. S. (liaison) o_r_i poliCies, regulations _____.. l . Prepared proposal for increased university appropria- tions for foreign student scholarships and justified need to Administration Office or Committee in charge of appro- priating funds. (5) Identified foreign students who met the qualifications for scholarships. (7) Informed, explained and interpreted decisions of the scholarship committee regarding financial assistance to foreign students who had applied for a scholarship. (8) Studied and compared financial assistance programs for foreign students of other universities. (4) Advised the Financial Aids Office regarding the adequacy of its services for foreign students and recommended appropriate changes in policies and programs. (3) Immigration (INS) Expert (IE) The Foreign Student Advisergsnfli 2W3 as amt Immigration and 131 Naturalization Service (INS), sustaining _a_ cooperative working relation— ship with INS officials and advising foreign students, faculty and other local officials o_r£immigration and related matters. (Total elements in this section : 97) l. Sustained a cooperative working relationship with INS officials and consulted with them regularly. (2) Z. Interpreted and explained INS policies, rules and regulations to foreign student and advised him on particular concerns and options. (15) 3. Assisted foreign student to change INS status and interceded with INS for special consideration (or reconsideration) of a foreign student's situation. (20) 4. Reviewed, for approval or non-approval, work per- mission and practical training applications of foreign students. (8) 5. Explained and interpreted to INS officials the situa— tions of foreign students involved in unusual or complex immigration problems. (6) 6. Endorsed foreign student's application for extension of stay permit and visa. (7) 7- Provided information and advice to academic advisers rding INS regulations and new and departments re ga nts and pro- developments in immigration requireme cedures. The first six elements were common to and mClUded 1“ Mr. Miller's related stud)“ Element 7 is unique to this study alone and is not common to Mr. Miller's study. Mr. Miller's study and are The following elements were unique to not included in this critical area in this study. 132 Sought relevant, up-to-date information regarding INS policies and regulations. Provided information regarding INS policies and re gu- lations to Congressman, State Department officials, and other local officials. VII. Interviewed Students (IS) (9) (4) (The Foreign Student Adviser interviewed both foreign and American students who were referred to him or came 23 their Own initiative, regard- ing a wide range of concerns. Interview is here considered'as 3 formal consultation between the Foreig Student Adviser and one 93 more foreign students. The basic purpose i_s__t_<_) convey information. (Total elements in this section 2 98) .1. Interviewed foreign student regarding admission or re-admission to the university. Interviewed foreign student re garding poor academic performance. (See also IV. Academic Guidance Pro- gram, 5 and 6) Interviewed foreign student regarding various academic problems and concerns. (See also IV. Academic . Guidance Program, 5 and 6) A Interviewed foreign student regarding INS concerns. (See also VI. Immigration (INS) Expert, 3) Interviewed foreign student needing financial assis- tance. Interviewed fOreign student regarding budgeting and handling of personal funds. Interviewed foreign student regarding housing problems (both on and off campus), including housing contrast, d unfair practices, conflict between student and Ian or , poor facilities and conditions, need of housing, and high costs , etc.‘ (6) (4) (15) (15) (16) (1) (16) 133 8. Interviewed foreign student regarding health con- cerns including dental needs. (1) 9. Interviewed foreign student with symptoms of mental health or emotional problems. > (9) 10. Interviewed foreign student regarding personal - legal concerns. (3) ll. Interviewed foreign student involved in dispute with other person(s), personal, financial, etc. (3) 12. Interviewed foreign student regarding personal — social problem. (9) The above elements were common to and included in Mr. Miller's related study. There were no elements in this critical area that were unique to this study alone. The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. I. Regularly conducted initial interview of new foreign students. (7) 2. Interviewed foreign student requesting a university loan. (6) 3. Interviewed foreign student requesting scholarship application. (4) 4- Interviewed foreign student who had been charged or accused of committing crime. (4) 5- Interviewed both foreign student and American student (6) regarding problems of sexual conduct. VIII. Personal Counseling Services (PCS) The Foreign Student Adviser pr0vided personal counseling serViceS - lin was to meet the more serious problems if foreifi students. Counse g __ ‘ x x 134 initiated by students themselves_o_r referred to the Foreign Student Adviser by faculty, staff and other community agencies. (Total ele— ments in this seetion : 85) 1. Psychological Counseling. Provided therapeutic coun- seling for foreign students who were experiencing emotional (mental) health problems and had neurotic behavioral tendencies. (9) 2. Supportive Counseling Provided supportive counsel— ing and encouragement to foreign students who were undergoing a period of difficult change and adjustment. (1?) 3. Non-directive Counseliii Provided foreign students a counseling outlet for expression of anxiety, hostility, and other emotions and concerns. (13) 4. Marital Counseling. Provided counseling for married foreign students having marital problems. (8) ‘5. Personal—Social Counselirlg. Provided counseling for foreign students regarding their personal-social problems and cultural adjustment. (28) 6. Referral Counseliflg. Counseled with foreign students who had been referred to the Foreign Student Admser by university faculty or staff or community agency. (10) Miller's The above elements were common to and included in Mr. related study. There were no elements in this critical area that were unique to this study alone. IX. Referral Services (R5) The Foreigg Student Adviser referred foreign students, whose . . . . n needs he could not meet, to other LhleldualS and agenCies, both 9__ :16) . . . 11 2351113118 and off campgzi. (Total elements in this sectio . - 3 1- Referrals to mental health clinic or center. ( ) 3O“: 135 2. Referrals to University Health Services. (I) 3. Referrals to University Admissions Office. (1) 4. Referrals to Academic Department or College. (2) 5. Referrals to free university tutoring systems. (I) 6. Referrals to the English Language Center. (3) 7. Referred foreign students (with strong counseling needs) to the University Counseling Center. (2) 8. Referred foreign students to his fellow countrymen for assistance and advice. (3) The first six elements were common to and included in Mr. Miller's related study. Elements 7 and 8 are unique to this study alone and are not common to Mr. Miller's study. The following elements were unqiue to Mr. Miller's study and are not included in this critical area in this study. 1- Referrals to University Housing Office. (3) 2. Referrals to Assistant Director of Graduate School. (I) 3. Referrals to Assistant Vice President and Vice President for Student Affairs (2) 4- Referrals to University Legal Aid Clinic. (1) 5- Referrals to Employment Agencies/University 2 Placement Office. ( ) 6- Referrals to Financial Dean of University (for (1) scholarships). 7- Referrals to Private Scholarship Organizations for (1) foreign students. (1) 8- Referrals to Insurance Claims Officials. 136 9. Referrals to local dentist who would do work for foreign student without charge. (I) 10. Referrals to the University Reading Laboratory. (1) X. Gives Advice to Foreign Students (GA) The Foreigg Student Adviser advised foreign students about what t3 d2 i_n a great varie£y 3f situations when the student(s) turned to him _f_o_r information or assistance in resolving a personal need. (Total ele- ments in this section = 17) l. Advised foreign student concerning the legal implica— tions of his personal situation, his legal rights, and the desirability of obtaining legal advice or representa— tion. (4) 2. Advised foreign student concerning returning to his home country. (2) 3. Advised foreign student engaged in personal — cultural conflict situation. (6) 4. Advised foreign student on general and personal problems and special contacts for assistance, i. e. , Congressman, family. (5) The above elements were common to and included in Mr. Miller's related study. There were no elements in this critical area that were unique to this study alone. The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. 1- Advised foreign students of housing conditions in the community, the regulations and requirements of . acts and the features of living in ReSi- Fraternity and ing Apartments. (9) housing contr dence Halls, Cooperative Houses, Sorority Houses and Married Hous 137 Advised foreign student regarding opportunities for and limitations of off— campus and on-campus employ— ment as well as part—time vs. full-time work (in relation to his academic performance). . (3) Advised foreign student regarding personal conduct in case which involved disciplinary action or mis— understanding. (6) XI. Coordinated Community Relations (CCR) The Foreign Student Adviser cooperated with Community groups and individuals to coordinate the ‘r_e_sources 2f the community igsupport 9f the foreign student program. (Total elements in this section 2 48) 1. Worked with community groups to provide hospitality for foreign students and their families, including Host Family Program and Weekend Homestay with an American family. (11) Cooperated with community groups to serve special needs of foreign students and families and served as liaison between foreign students and community groups, occasionally identifying specific personal- social need of a foreign student. Worked with community resources to obtain housing assistance and special assistance for foreign students and helped clarify relationships between foreign stu— dents (including family) and housing landlord. (6) Coordinated efforts and interests of religious groups relating to foreign students and clarified relationships. (3) Solicited and coordinated fund— raising activities in the (6) community in support of worthy students. Coordinated details involved in organizing group trips and transporting foreign students to outlying com— munities. Attempted to maintain good will and continued support . . al of community by assisting foreign students alnd 1,601:ns merchants and banks to recognize mutual ob iga 138 and interests involved in commercial transactions and extensions of credit. (2) The first six elements were common to and included in Mr. Miller's related study. I Element 7 is unique to this study alone and is not common to Mr. Miller's study. The following elements were unique to Mr. Miller's study and are _not included in this critical area in this study. 1. Arranged speaking engagements for foreign students. (6) 2. Worked with community representatives in legal situa— tion involving foreign student. (6) 3. Coordinated joint efforts of several neighboring colleges and universities to provide opportunities to visit Ameri- can families. (1) XII. Foreign Student Activities (FSA) E Foreign Student Adviser provided advice £1 s_up_po_£tf_o_r 0_1:ganized student groups _a_n_d s_()£ia_l activities involving foreign student W. (Total elements in this section 2 37) 1- Served as sponsor (or adviser) to the International Club encouraging activities for American student- foreign student relations. 2- Supported Nationality Clubs by assisting them to obtain sponsors (or advisers), attending meetings when invited, explaining university policy and regulations concerning chartering and funding of student clubs, and coordinat— ing their activities where possible with other compon- ents of the foreign student program. (7) 3- Encouraged and planned Open House and other social activities that pr0vide opportunities for foreign stu- dents to meet with American students and/or faculty. (3) I39 4. Encouraged development of Foreign Student Wives Club, and served as adviser. (2) 5. Promoted and supported American/foreign student relations through informal and formal activities, including social events, group discussions and inter— national cooperative planning groups. (14) 6. Helped to guide Nationality Club activities to be con- sistent with university policy and regulations. (3) 7. Provides channels for assuring safety, well—being and opportunity of expression for nationality groups under stress due to local, national or international situations. (4) The first six elements were common to and included in Mr. Miller's related study. Element 7 is unique to this study alone and is not common to Mr. Miller's study. The following element was unique to Mr. Miller's study and is not included in this, critical area in this study. 1- Worked with fraternities and sororities in arranging for involvement with individual foreign students or group— (5) type activities. XIII. gathering Information (G1) The Foreign Student Adviser gathered (2‘ received) information regarding foreign students t_o assist igadvising Efrem. (Total elements in this section = 59) 1- Learned of infraction of INS rules and regulations by (2) a foreign student. 2- Consulted with medical doctor and hospital authori— (4) ties regarding foreign student's condition. I40 Learned of specific personal information regarding foreign student and/or family which was significant to the student's welfare or academic progress. (12) Received information regarding foreign student's financial situation and verified its accuracy. (9) Requested specific information from foreign stu— dent about himself. (5) Examined the reasons for emotional problems of foreign students. (4) Learned from foreign students of problems and attitudes of foreign students in adapting to culture change when coming to U. S. and upon return home. (1) Learned of arrest or detention of foreign student for legal infraction. (1) Received information regarding the academic status, classroom behavior, attitudes and/or failure to comply with the expectations of the university educational system. (8) Notified by the academic department, academic adviser or other faculty member of personal and emotional problems of foreign students and of related problems or results. (13) The first eight elements were common to and included in Mr. Miller's related study. Elements 9 and 10 are unique to this study alone and are not Common to Mr. Miller's study. The following elements were unique to Mr. Miller's StUdY and are not included in this critical area in this study. 1. Received notification from Graduate Hall Adviser or city official of foreign student's housing problem. (3) Recalled foreign student's situation from personal (9) knowledge or observation. l4l XIV. Relations with Outside Agencies (ROA) The Foreign Student Adviser established and maintained coopera— tive relationships with agencies outside the universipy which had mutual interests in the progress— gfforeign studentsgt the university. These included professional organizations, private corporations, and both private and governmental sponsors pf foreign students. The Foreign Student Adviser cooErated with and consulted the outside agencies _i_n attemptinglp support 1213 foreign students studying a his university and t2 assist i_I_i_resolving their specific problems. (Total elements in this section 2 35) I. Maintained contact with U. S. and Foreign Govern— ment agencies in support of foreign student. (6) Z. Consulted with sponsor, governments, etc., of foreign students regarding financial support of their students, continuation of scholarship support, and unusual financial needs of foreign students. (7) 3. Reviewed academic progress of foreign student with his sponsor. (8) 4- Worked with private companies and government agencies to identify employment opportunities for foreign students. (I) 5. Prepared formal report for sponsor on academic pro— gress and adjustment of foreign students. (2) 6. Related personal problems of foreign student to his sponsor. (2) 7- Reported to sponsors regarding accidents and unusual incidents involving their foreign students and cooperated in emergency situations involving foreign students. (7) 8- Arran (ed for s onsors of foreign students visitin 8 P s g the campus to meet their students and related faculty members. (2) 142 The first seven elements were common to and included in Mr. Miller's related study. Element 8 is unique to this study alone and is not common to Mr. Miller's study. The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. 1. Reviewed the housing situation or particular housing problem of student at the university with the sponsor and/or foreign government. (2) Z. Identified and nominated worthy foreign students for scholarships at request of private agencies or sponsors. (2) 3. Informed sponsor, government, etc. . of change in costs and. expenses for students at the university. (2) Li. Responsible for insuring written commitments of sponsors regarding their sponsorship and financial I support of foreign students. (I) 5. Cooperated with NAFSA in calling inadequate financing of Turkish sponsored studei'its to attention to Turkish government. (1) RV. time rgency Situations (ES) f—T'I 1‘“ ‘, "Y“ . , " - . - .‘ _ 1' . '\, \ .~ ‘ - W ~ ‘ _ i — _‘ . J‘JLE. r ()1 eign Student A d \-‘15 e 1‘ iiuilcilc Li 6311‘} c 1‘ gent. » r: it uations invol v— ..._..‘.. —.‘. ing ffgjlg‘ig students and reptn‘tin’; such iiicicienls to the students" spon— _ - —"'.‘ _-—- w _ “Ia- S —‘ «tel .' . - . -- . l , .. . . “913 “_m‘g maul interested persons. li - also I. C'I‘xb‘killt‘d L'Llld t oope rated \Vl iv 4‘53 .. a - .‘ ' ~ _1‘, ‘ .‘.:.‘. . ' —.._t:_h__i_jldi_\ltlll.tlS and .tgeiit‘ics in (.ilv;.«.r:~il1r)n ()1 Lil’s."- eizzcji'geziQ. situation. (Total elei‘i‘icnts in this section i 03) 1. Arranged (or .;‘.iis;~r;;:it‘e<;i EH .i ;"-_‘-'.:.:‘1L1’€) for forei 2n stu- dent to be adriiii'lcz-d [1‘ specialized hospital in the Linitmri States. (6) ll. 12. 13. 10. 143 Received notice from police or university official regarding foreign student who had been arrested for a serious crime. ReceiVed notification of death, disappearance or serious accident involving foreign student(s) or their immediate relatives. Consulted and cooperated with mental health authori- ties in situations involving foreign students with symptoms of mental disturbances. Informed foreign student's host family, parents, and other interested university persons when the foreign student was involved in serious accident, death, or other personal tragedy. Sought information and assistance in attempting to locate missing foreign student. Served as liaison with insurance agency on behalf of foreign student in time of emergency. Consulted with police, prosecuting attorney, coroner and/or other local legal authorities concerning death, serious injury, or arrest of foreign student(s). Arranged for identification and care of foreign stu- dent‘s body as well as for funeral and memorial services where death of foreign student was involved. Served as liaison agent when a series of persons or offices were involved in the disposition or return of a foreign student to his home country. Served to obtain or raise funds in emergency situations to provide for care of, or return of, foreign student to his home country. Provided personal assistance, guidance and support to foreign student or family needing help due to injury, serious illness, impending operation or other urgent crisis. Helped to organize and prepare groups of foreign stu— dents to protect and support each other during time of riots, etc. in the city where the university was located. (3) (1) (11) (8) (l) (7) (5) (4) (7) (3) The fir Mr. Miller's Elemer common to Iv The fol :ncluded in ti foreio . \Ln StUC tlotal elem 144 The first eleven elements were common to and included in Mr. Miller's related study. Elements 12 and 13 are unique to this study alone and are not common to Mr. Miller's study. The following elements were unique to Mr. Miller's study and not included in this critical area in this study. 1. Reported emergency situations involving foreign stu— dents to their respective sponsors and foreign govern- ments, and cooperated with the sponsor or government in alleviating the situation. (10) 2. Judged capability of foreign student to return to regular class work following hospitalization for mental illness. (1) XVI. Miscellaneous Personal Services (MPS) The Foreign Student Adviser provided many personal services for foreign students which frequently involved considerable time and effort. (Total elements in this section : 73) 1. Assisted foreign student in resolving housing problem. (35) 2. Assisted foreign student in temporary financial crisis by personal loan or exerting personal influence with loan agent. (3) 3. . Assisted in arranging for return of foreign student to home country due to health problems, mental illness, or other personal problem. (5) 4. Assisted foreign student to obtain appropriate legal advice and consulted with attorney regarding foreign student‘s situation. (2) 5. Consulted with and kept relatives and friends of foreign student informed regarding difficulties of the student. (3) b V ir a: l i 7. A i h S I t 8. l 1, , 9‘ 10. I 11. i y l The; related 5m “mane to t The not includ. 1 . 10. ll. 145 Visited foreign student in his room, hospital, etc. , in cases where students needed special assistance and encouragement. (4) Accompanied ill foreign student and/or family to hospital or health center. Sometime 3 Foreign Student Adviser also provided or arranged for transportation. (2) Assisted foreign student in transferring to another university or a department within the same univer- sity or helped with other special admission, e. g. , English Language Center. (7) Assisted foreign student in personal - social diffi— culty, making special arrangements to avoid public embarrassment of foreign student. (3) Became personally involved in problems of foreign student, occasionally resulting in a dependent rela— tionship, awkward situations, and wasted time. (2) Provided miscellaneous personal services for foreign students. (7) The above elements were common to and included in Mr. Miller's related study. There were no elements in this critical area that were unique to this study alone. The following elements were unique to Mr. Miller's study and are not included in this critical area in this study. .1. Welcomed (often met) new foreign students upon their arrival and introduced them to other students. (4) Assisted foreign student to prepare legal forms, appli- cations for financial assistance, personal letters and various other written transactions. (10) Accompanied foreign student to court of law on day of trial or hearing. (5) U- n Y) r—fi n The 1‘ {Onstituent Extensive dj the Knowlec ET \V'Ould gr is a highly slime the 1 so “WM 56 156 Critica “the Crit: OfPreCiSio ail of the C The reSea elemms I 146 4. Served as informal liaison between foreign employers and prospective (foreign student) employees. (11) 5. Agreed (promised) to provide special academic and/or ' financial assistance for a foreign student, in collabora— tion with the student's academic adviser or department. (8) 6. Developed-lasting personal friendships with individual foreign student through personal and social activities. (9) 7. Attended Memorial Service for deceased foreign stu— dent. (8) Discussion of the Critical Areas of FSA Behavior as Perceived by Knowledgeable Faculty Members The 16 critical areas of Foreign Student Adviser behavior and their constituent critical elements have been presented. They illustrate the extensive diversity of the Foreign Student Adviser‘s job as perceived by the Knowledgeable Faculty Members. It is possible that another research- er would group the 156 distinct critical elements differently since this is a highly subjective procedure. It may also be possible to further con— dense the 156 critical elements into a smaller number. However, to do so would seriously reduce the precision and accuracy represented by the 156 critical elements as they are currently stated. In the analysis step of the Critical Incident Technique the researcher must choose the level 0f precision which he thinks will be most appropriate in comprehending all of the critical elements, and then must analyze the data to that level. The researcher and associate felt that the final 156 distinct critical elements presented here represented the finest possible combination of precision and elements. T andareas wi‘ A iurth sight into the kmwhdgeab :nwhich the 3T9 PrOporI it indicates Entire rang Significant '35 iOrelgn E has consi. more dire< Table [\7 _ Critical E 147 precision and accuracy in comprehending the total 1171 raw critical elements. This judgment was confirmed by discussing the elements and areas with other professional colleagues as identified in Chapter III. A further analysis of the 16 critical areas provides additional in— sight into the behavior of the Foreign Student Adviser. Although the 110 Knowledgeable Faculty Members were asked to report critical incidents in which the Foreign Student Adviser's behavior had a significant effect on the academic progress and/or personal development of foreign stu— dents, the resulting 354 critical incidents and their 1171 critical ele— ments approximate the entire range of Foreign Student Adviser behavior. This does not mean that all areas of the Foreign Student Adviser's job are proportionately represented in the 354 critical incidents. However, it indicates that Knowledgeable Faculty Members tend to think of the entire range of Foreign Student Advisers' on-the-job behavior as having significant effect on the academic progress and/or personal development of foreign students. It also indicates that Knowledgeable Faculty Mem— bers consider some aspects of the Foreign Student Adviser's job as being more directly related to this criteria than other aspects of his job. Table IV - 6 reports the percent of Satisfactory ~ Unsatisfactory Raw Critical Elements in each of the Foreign Student Advisers‘ critical areas Of behavior as perceived by Knowledgeable Faculty Members. PERCENT ELEI AS PEP Z.C&A 3. PPD :p AGP 13. G1 '4‘ ROA '5- ES 148 TABLE IV -6 PERCENT OF SATISFACTORY-UNSATISFACTORY RAW CRITICAL ELEMENTS IN EACH OF THE FSA'S CRITICAL AREAS AS PERCEIVED BY KNOWLEDGEABLE FACULTY MEMBERS UNSATISFACTORY SATISFACTORY =5: 1. A0 93%(56) 7% (4) 2. c & A 37% (79) 63% (136) 3. PPD 42% (28) 58%(38) 4. AGP 40%(58) 60% (86) 5. POP 27% (15) a , a 73%(41) 6. IE 42% (41) E 58% (56) 7. IS 32% (31) 68% (67) 8. PCS 33% (28) 67% (57) 9. RS 31%(5) 69% (11) 10. GA 35% (6) 65%(11) 11. CCR 19%(9) “— j 81%(39) 12. FSA 41% (15) L —4 59% (22) 13. G1. 34% (20) L —“ 66% (39) 14. ROA 20%(7) 80% (28) 15. ES 14%(9) 86%(56) 16. MP5 30% (22) 70% (51) ( ) Number of Critical Incidents Reported >:< See Table IV _ 7, page 169 for category titles. Areal- Ldr Whate‘ Foreign StuC oiiice. The ing on the 51 {creign stud area. ma 1' 0f the other cr The 0 resent 5 sn‘ 226 Study. dent Advis e tasty elemez Knowledgea percent) mm a special c 149 Area I. Administered Office Whatever the various ‘duties or responsibilities assigned to the Foreign Student Adviser one of his basic functions is to administer his office. The extent and nature of the administrative area may vary depend- ing on the size of the university, the foreign student population and the foreign student office staff. Nevertheless, performance in this critical area may often influence the perception of others toward performance in the other critical areas of behavior of the Foreign Student Adviser. The 60 raw critical elements reported in this area of behavior rep- resent a small (5. l) but important percent of the total raw elements in the study. This is the only critical area of behavior of the Foreign Stu- dent Adviser in the 16 areas identified where the number of unsatisfac- tory elements exceed the number of satisfactory elements reported by Knowledgeable Faculty Members. The ratio here is so unusual 56 (93 Percent) unsatisfactory to 4 (7 percent) satisfactory to perhaps warrant a special comment. A review of the critical elements leaves the impression that this heavy preponderance of unsatisfactory elements is due to the difficulty of the Foreign Student Adviser in defining his role. The various Know- ledgeable Faculty Members who reported these elements appear either uninformed or misinformed as to the role of the Foreign Student Adviser. This has led to unrealistic expectations on the part of the Knowledgeable Faculty Members who in turn see some of the Foreign Student Adviser's efforts and expectations as unrealistic. it also reflects the tendency of many Foreig responsibilit reflects the forcement 0 not clearly ' Area 11. _C_ This 2 1:1 any of th elements). faculty Me expert 0r 5 Student Ad- university garding to: The Within the Foreign 81 is Channel COmPlent that it b0t contact fc Simultane access tc 150 many Foreign Student Advisers to over-extend their range of duties and responsibilities, often with a limited staff and facilities. Finally, it reflects the Foreign Student Adviser's responsibility for support or en— forcement of university and Immigration policies and regulations, often not clearly understood by even Knowledgeable Faculty Members. Area 11. Consultant and Advisory This area represents the largest number by far (215) of elements in any of the 16 critical areas (18. 4 percent of the 1171 raw critical elements). This large number of elements reflects the Knowledgeable, Faculty Member's perception of the Foreign Student Adviser as the expert or specialist in matters involving foreign students and the Foreign Student Adviser's role as consultant for persons from all aspects of the university community who have mutual concerns or responsibilities re— garding foreign students. The consultant and advisory area involves internal communications within the university and Knowledgeable Faculty Members perceive the Foreign Student Adviser as an important link through whom information is channeled. The 19 distinct critical elements in this area indicate its Complexity and scope. It is apparently an extremely critical area in that it both identifies the Foreign Student Adviser as the central point of contact for many of the activities involving foreign students on campus and Simultaneously provides or promotes the Foreign Student Adviser's access to almost every administrative office and academic department encampus. It is important rents in this critical area irsely to the mean of 63. 3 (in). lrealll. Planning and P; This area represents in of the Foreign Student fereign students as well as and departments who atter trograms to meet all of tl inriety of purposes, bot 20mmon goal or objective stirsonal development of t The 58 percent (38) SatIls'l'actory places this a Emmi the total elements Elettents reported in this mot) elements tend to tree“. . 1e this area as - Ont (Promoted to only a lir irea IV' Aca This area has 144 1171 elements) and is s e 151 on campus. It is important to note here that 63 percent (136) of the ele— ments in this critical area are rated satisfactory. This relates very closely to the mean of 63. 3 percent (742) satisfactory of the total elements (1171). Area 111. Planning and Program Development This area represents the Knowledgeable Faculty Member's percep- tion of the Foreign Student Adviser's efforts to identify needs of the foreign students as well as the needs of the various other offices, agencies, and departments who attempt to assist the foreign students and to develop programs to meet all of these varied needs. These programs may serve a variety of purposes, both on and off campus, all presumably with the common goal or objective of promoting the academic progress and/or personal development of the foreign student. The 58 percent (38) of the total elements in this area (66) rated satisfactory places this area below the mean of 63. 3 percent satisfactory among the total elements reported (1171). Both the limited number of elements reported in this area and the below-average percent of satis— factory elements tend to indicate that Knowledgeable Faculty Members perceive this area as one that the Foreign Student Adviser has developed 01‘ promoted to only a limited degree. Area IV. _Academic Guidance Program This area has 144 raw critical elements (12. 3 percent of the total 1171 elements) and is second only to Area 11, Consultant and Advisory, ‘ inthe number and percei the 144 elements are rat average of 63. 3 percent apparent from the large able Faculty Members 1: for the Foreign Student . area include a wide vari However, close e: ments reveals that Knor Student Adviser behavic Faculty Members tend 1 supplementing their mm student or the academi< fer, or withdrawal proa training eligibility (par of the Foreign Student . universities dependent the Foreign Student Ad with faculty members 4 Area V. Financial Gu This area has Sf elements). Seventy-t1 Knowledgeable Facult? 152 in the number and percentage of elements reported. Sixty percent of the 144 elements are rated satisfactory, only slightly below the general average of 63. 3 percent for the total elements reported. It seems apparent from the large number of elements reported that Knowledge- able Faculty Members perceive this area as an important area of behavior for the Foreign Student'Adviser. The 12 distinct critical elements in this area include a wide variety of functions and activities. However, close examination of both distinct and raw critical ele— ments reveals that Knowledgeable Faculty Members View the Foreign Student Adviser behavior here as supportive in nature. Knowledgeable Faculty Members tend to see the Foreign Student Adviser's role as supplementing their own role and primarily involvement with the foreign student or the academic adviser or department in the admissions, trans— fer, or withdrawal processes, English Language qualifications, practical training eligibility (part of the total educational process), etc. The role of the Foreign Student Adviser in this critical area varies widely between universities dependent largely on the academic and faculty standing of the Foreign Student Adviser and the relationships he is able to establish with faculty members and academic departments. Area V. Financial Guidance Prograrri This area has 56 raw critical elements (4. 8 percent of the total 1171 elements). Seventy-three percent were reported as satisfactory by (Knowledgeable Faculty Members compared with a satisfactory mean of 63.3 for the total ele opportunities for forei g American students beca ties, requests for finan resourceful Foreign Stl A review of the s; that the high percent of Knowledgeable Faculty Foreign Student Advise sources of financial aid part-time jobs, and cor ment of the funds availa Area VI. Immigration This is one of the Student Adviser who Se student and the Immigrl institution in fulfilling t ing the legal means for United States on a stud: The Foreign Stud campus and in the corn] regarding immigration raw critical elements ( 153 of 63. 3 for the total elements reported. Since financial support and opportunities for foreign students are more limited than those for American students because of restrictions on loan and work Opportuni- ties, requests for financial assistance often tax the ingenuity of the most resourceful Foreign Student Adviser. A review of the specific critical and raw elements involved reveals that the high percent of satisfactory elements reported resulted from the Knowledgeable Faculty Members' favorable perception of the efforts of Foreign Student Advisers to: maximize both university and outside sources of financial aid, assist foreign students in obtaining loans and part-time jobs, and counsel foreign students in the handling and manage- ment of the funds available to them. Area Vl. Immigration (INS) Expej;t This is one of the most clearly defined functions of the Foreign Student Adviser who serves as both a liaison person between the foreign student and the Immigration Office, and as the responsible person for the institution in fulfilling the obligations accepted by the university in provid— ing the legal means for the person from abroad to obtain entry into the United States on a student visa. The Foreign Student Adviser is normally looked to by persons on Campus and in the community as the person who is most knowledgeable regarding immigration laws and requirements. This area included 97 raw critical elements (8. 3 percent of the total 1171 elements). Fifty-eight percent we: Members compared wit ments reported. A review of the 8 Foreign Student Advise Knowledgeable Faculty interceded with that ofl The percent of satisfac the part of the Knowler and explanation of lNS expected. Area VII. Interviewe In the judgment t differentiated from Be All Foreign Student Ar dents, but all do not f< who require personal Considered in this stu‘ foreign students) who to the Foreign Student FOl'eign Student Advis understanding of the l 154 (Fifty—eight percent were reported satisfactory by Knowledgeable Faculty Members compared with a satisfactory mean of 63. 3 for the total ele— ments reported. A review of the specific critical and raw elements revealed that the Foreign Student Adviser's behavior was considered most satisfactory by Knowledgeable Faculty Members when he served as liaison with INS and interceded with that office on behalf of the student in special situations. The percent of satisfactory elements was limited by the perception on the part of the Knowledgeable Faculty Members that the interpretation and explanation of INS policies and procedures often was less helpful than expected. Area VII. Interviewed Students In the judgment of the researcher and associate this area should be differentiated from Personal Counseling Services for the sake of clarity. All Foreign Student Advisers are involved in interviewing foreign stu— dents, but all do not follow up with professional counseling of students who require personal counseling assistance. Interviewing students is considered in this study as talking with a foreign student (or group of foreign students) who comes to the Foreign Student Adviser or is referred to the Foreign Student Adviser‘s office for a particular purpose. The Foreign Student Adviser talks with the student, generally to get an understanding of the reason for the student‘s appearance. An interview may or may not lead t purpose of the intervie This area has 98 elements). It was exc and Academic Guidanc this area were report here compared with a reported. Interviewin hmctions of the Forei as noted earlier. A r involved revealed that the Foreign Student A the foreign student wa whether the foreign st Area VIII. Personal This area is clo but deals with the mor fessional counseling r students and counselii frequently difficult to irnportant that a diffei is to function effectiv‘ inatural transition f: 155 may or may not lead to professional counseling of the student. The basic purpose of the interview is to obtain or exchange information. This area has 98 raw critical elements (8.4 percent of the total 1171 elements). It was exceeded only by the areas of Consultant and Advisory and Academic Guidance PrOgram. Sixty-eight percent of the elements in this area were reported as satisfactory by Knowledgeable Faculty Mem— bers compared with a satisfactory mean of 63. 3 for the total elements reported. Interviewing, like immigration, is one of the most common functions of the Foreign Student Adviser but covers a wide-ranging area as noted earlier. , A review of the (specific critical and raw elements involved revealed that the Knowledgeable Faculty Members perceived the Foreign Student Adviser functioning at a satisfactory level whether ' the foreign student was referred to the Foreign Student Adviser or whether the foreign student initiated the interview situation himself. Area VIII. PerSonal Counseling Services This area is closely related to Area VII. Interviewed Students but deals ,with the more serious problems of foreign students in a pro— fessional counseling relationship. It may be argued that interviewing students and counseling them is the same activity. Granted that it is frequently difficult to differentiate between the two, it is extremely important that a differentiation be made if the Foreign Student Adviser is to function effectively as a counselor. It may be, and frequently is, a natural transition from an interview to a counseling situation. However, Adviser seeks to estab asatrained or experie is designed or structur and his options and to " with his essential natu him,"1 There are six di Counseling Services w types of counseling in i) Psychological Coun Counseling; 4) Marital ferral (general educati Critical Area VIII rep This area has 85 elements). Sixty—sew ledgeable Faculty Mex elements involved rev ceived the Foreign St! in providing various t 1- Buford Stefflre Hill Book Co. , 156 counseling is here considered on a basis whereby the Foreign Student Adviser seeks to establish a professional relationship between himself, as a trained or experienced counselor, and a student. This relationship is designed or structured to help the student better understand himself and his options and to ”make (meaningful and informed choices consonant with his essential nature in those'areas where choices are available to him. ”1 There are six distinct critical elements or sub—areas under Personal _Counseling Services which make a more precise distinction between the types of counseling in which the Foreign Student Adviser is involved: 1) Psychological Counseling; 2) Supportive Counseling; 3) Non—directive Counseling; 4) Marital Counseling; 5) Personal—Social Counseling; 6) Re— ferral (general educational) Counseling. The six areas are defined in Critical Area VIII reported earlier in this chapter. This area has 85 raw critical elements (7. 3 percent of the total 1171 elements). Sixty-seven percent were reported as satisfactory by Know— ledgeable Faculty Members. A review of the specific critical and raw elements involved revealed that Knowledgeable Faculty Members per- ceived the Foreign Student Adviser functioning in a satisfactory manner in providing various types of counseling services to foreign students. 1- Buford Stefflre (ed. ), Theories of Counseling, New York: McGraw Hill Book Co. , 1946, p. 15. Area IX. Referral Sea The need for ref dramatized by the unu their problems or me witht‘e persons who getting things done in tobe able to go to a s and receive an approp To serve as an Adviser must be very ”adversity community student's use of all th Students. The manner foreign student is also understanding what the student. Usually- a PO whom he is referring 1 Foreign Student Adi-is anearly feedback on \s This area repre of the 16 critical area. small number essentiE on the part of Knowled function in the F o rei g1 157 Area IX. Beferral Services The need for referral services for foreign students is frequently dramatized by the unusual channels which they use in attempting to solve their problems or meet their needs. Many foreign students are not familiar with the persons whom they should contact or the correct procedures for getting things done in the United States. Therefore, it is helpful to them to be able to go to a specific person such as the Foreign Student Adviser and receive an appropriate referral. To serve as an effective referral agent, the Foreign Student Adviser must be very well acquainted with the many components of the university community and he must know how to facilitate the foreign student's use of all those components which are appropriate for foreign students. The manner in which the Foreign Student Adviser refers a foreign student is also important. To make a referral without thoroughly understanding what the expected outcome could be is an injustice to the student. Usually a Foreign Student Adviser will contact the person to Whom he is referring the student and explain the. situation. Also, some Foreign Student Advisers arrange the referrals so that they will receive an early feedback on what took place. This area represents the sn‘iallest number (16) of elements of any of the 16 critical areas (1.4 percent of the total 1171 elements). This Small number essentially reflects the lack of knowledge or perception on the part of Knowledgeable Faculty hiembers of the importance of this function in the Foreign Student Adviser‘s total spectrum of services l. _ performed. Those rel ledgeable Faculty Men level. Area X. Gives Advic This area relate distinct from these ar Adviser (in this area) dent in response to a aconsiderable amount regarding the best wa Because of the wide r involved in and the uni Student Advisers may ‘ and may consider then problems. Whether gr directive in their advic most effective and exp This area has 11 elements) and is secor number of elements re Members are either in Adviser or perceive it thatare identified by I 158 performed. Those referral services that have been identified by Know—’ ledgeable Faculty Members were reported at the satisfactory (69 percent) level. Area X. Gives Advice This area relates closely to interviewing and counseling; yet, it is distinct from these areas since the main purpose of the Foreign Student Adviser (in this area) is to give information or advice to a foreign stu— dent in response to a stated need. Foreign Student Advisers who have had a considerable amount of experience generally become knowledgeable regarding the best ways of getting things done by and for the student. Because of the wide range of problems which foreign students become involved in and the unique nature of many of their problems, Foreign Student Advisers may tend to develop an adept problem-solving attitude and may consider themselves to be experts regarding foreign students' problems. Whether good or bad, Foreign Student Advisers tend to be directive in their advice-giving, and in many situations this may be the most effective and expedient means of assisting the student. This area has 17 raw critical elements (1. 5 percent of the total 1171 elements) and is second to Area IX, Referral Servic4e_s, in the very limited number of elements reported. It would appear that Knowledgeable Faculty Members are either uninformed on this function of the Foreign Student Adviser or perceive it of only limited importance. Of these incidents that are identified by Knowledgeable Faculty Members, 65 percent rated fi-T satisfactory, very clos total elements reporter Area XI. Community The link betwee important in providing tion of a community to cult to measure but ge of great value. Com the services offered b accompanying them. interest in foreign stu and other similar type foreign students recei‘ resource persons for : munity. Someone is need the community re gardi Students and to providi who are willing to ass lug their stay in the c< Adviser is the logical staff to have specific : Adviser is in a positic the resources of the u 159 satisfactory, very close to the mean of 63. 3 percent satisfactory for the total elements. reported. Area XI. Community Relations The link between the university and the community is particularly important in providing for the needs of foreign students. The contribu— tion of a community to the university‘s foreign student program is diffi— cult to measure but generally is considered by university officials to be of great value. Community volunteers frequently supplement and extend the services offered by the university for foreign students and families accompanying them. Many community organizations have taken a keen interest in foreign students and have developed “Host Family" programs and other similar types of programs for foreign students. In addition, foreign students receive many invitations and opportunities to serve as resource persons for schools, churches, and civic groups in the com- munity. Someone is needed to coordinate the efforts of the university and the community regarding both services and opportunities for foreign students'and to provide guidance and support to the many volunteers who are willing to assist the foreign students (and their families) in mak- ing their stay in the community more meaningful. The Foreign Student Adviser is the logical person to do this, or he may designate one of his staff to have specific responsibility for this area. The Foreign Student Adviser is in a position to understand the needs of foreign students and the resources of the university and community which are available to serve these needs. Tl significant role in esta relations in regard to This area has 4 Eighty-one percent of well above the 63. 3 m Knowledgeable Facult functioning well in thi Area XII. Foreign St The Foreign St versity tends to focus Virtually all of the F nine directly to forei frequently, the F orei g as advisor to one or 1: groups usually provid to interpret their cult maybe involved in a 1 student relations and insituations which in dent. In many lar ger Student Adviser' s offi 160 serve these needs. The Foreign Student Adviser usually has a most significant role in establishing the pattern of university — community relations in regard to foreign student. This area has 48 elements (4. 1 percent of the total 1171' elements). Eighty—One percent of the elements in this area were rated satisfactory, well above the 63. 3 mean of satisfactory elements and indicating that the Knowledgeable Faculty Member perceives the Foreign Student Adviser functioning well in this area; often important and sensitive in nature. Area XII. Foreign Student Activities The Foreign Student Adviser's role in student activities at his uni— versity tends to focus on the activities which involve foreign students. Virtually all of the Foreign Student Adviser’s activity in this area per— tainsdirectly to foreign students or foreign student organizations. Most frequently, the Foreign Student Adviser supports, sponsors, or serves as adviser to one or more foreign student groups or organizations. These groups usually provide the most appropriate avenue for foreign students to interpret their culture and society to the campus and community. He may be involved in a program aimed at promoting American/foreign student relations and he occasionally works with sororities or fraternities in situations which involve foreign students, i. e. , housing a foreign stu- dent. In many larger universities a junior staff member from the Foreign Student Adviser's office may be charged with programming foreign fi—fi student activities. Th at large universities a married with families the types of activities This area has 3 Fifty-nine percent of parison to 63.3 perce Knowledgeable F acult dent Adviser as satis others. Area XIII. Gathering The unique nee needs of American Stl admission informatior specialist to date rmin which is kept on all st Foreign Student Adv-is versity to interpret ir informed (occasional) has been seriously in person in the commu: Ufa child of a foreigr tion regarding foreig'. naturally to and throw 161 student activities. The fact that 60 to 80 percent of the foreign students at large universities are now at the graduate level and that many are married with families accompanying them has an important bearing on the types of activities which are provided for them. This area has 37 elements (3.2 percent of the total 1171 elements). Fifty-nine percent of the elements in this area were satisfactory in com— parison to 63. 3 percent satisfactory for the total elements reported. Knowledgeable Faculty Members apparently perceive the Foreign Stu— dent Adviser as satisfactory but less effective in this area than in most others. Area XIII. Gathering Information The unique needs and concerns of foreign students vis—a—vis the needs of American students is evident in this area. There is specific post admission information concerning foreign students which requires a specialist to determine and record in addition to the general information which is kept on all students through regular university channels. The Foreign Student Adviser is usually the best qualified person in the uni- versity to interpret information relating to foreign students. He may be informed (occasionally in the middle of the night) of a foreign student who has been seriously injured in an accident or arrested by the police. A person in the community may call to inform the Foreign Student Adviser Of a child of a foreign student who is apparently being neglected. Informa- tion regarding foreign students and their needs or problems tends to flow naturally to and through the Foreign Student Adviser’s office. The Foreign Stu: sidered as an "inform; garding foreign studen closely guarded by the ately on a "need to km prejudice the best inte review and scrutiny, ( rights and privileges ( There were 59 6 reported in this area. as perceived by the K1 with the mean of 63. 3 Area XIV. Relations This area illust important phase of the tion of the Foreign St agencies or organizat which frequently set foreign students. Both governme Sponsor foreign stud government a gencie s zations, business an 162 The Foreign Student Adviser's Office may in some ways be con- sidered as an "information clearing house. " However, information re- garding foreign students is usually considered as privileged information closely guarded by the Foreign Student Adviser and given out discrimin- ately on a "need to know“ basis to authorized persons when it does not prejudice the best interests of the student. This area is under constant review and scrutiny, consistent with the university's concern for the rights and privileges of all its students. There were 59 elements (5 percent of the total 1171 elements) reported in this area. Sixty-six percent of the elements were satisfactory as perceived by the Knowledgeable Faculty Members comparing favorably with the mean of 6.3. 3 percent satisfactory for the total elements reported. Area XIV. Relations with Outside Agencies This area illustrates the Foreign Student Adviser's role in an important phase of the public relations of the university. A large propor. tion of the Foreign Student Adviser's outside relationships are with agencies or organizations connected with the international field, and which frequently serve as sponsors (providing financial support) for foreign students. Both government and non—government agencies or organizations SPonsor foreign students studying in United States universities. Non— gOvernment agencies include private foundations, church—related organi_ zations, business and professional organizations, and a host of civic groups, to name a few. the liaison person in th student, his sponsor, a Adviser's professional through the National As virtually all organizatic ship. This area has 35 Eighty percent of the el the mean of 63. 3 perce: Knowledgeable Faculty dent Adviser functionin,‘ lo the university as wel “m XV- 15263222: Whenever a forei; dent, a. major crime, 0 dent Adviser is usually assist in resolving the mom of all parties , 0 Major crisis involving amount of the Foreign tritical elements in thi Critical elementS) do n 163 groups, to name a few. The Foreign Student Adviser often serves as the liaison person in the triangular relationships between the foreign student, his sponsor, and the university. Many of the Foreign Student Adviser's professional contacts with outside agencies are established through the National Association for Foreign Student Affairs where virtually all organizations that sponsor foreign students hold member- ship. This area has 35 elements (2. 9 percent of the total 1171 elements). Eighty percent of the elements in this area were satisfactory, well above the mean of 63. 3 percent satisfactory for the total elements reported. Knowledgeable Faculty Members apparently perceive the Foreign Stu- dent Adviser functioning well in this area, one of considerable importance to the university as well as the foreign student. Area XV. Emergency Situations Whenever a foreign student is involved in a death, a serious acci- dent, a major crime, or other unusual circumstances, the Foreign Stu- dent Adviser is usually one of the first. to be notified and is expected to assist in resolving the particular situation and perhaps coordinate the efforts of all parties, on and off campus, involved in the situation. A majOr crisis involving a foreign student may consume an inordinate amount of the Foreign Student Adviser‘s time and energy. The 65 raw Critical elements in this area (approximately 5.5 percent of the 1171 raw Critical elements) do not accurately reflect the demand on the Foreign Student Adviser's tim' situations. Knowledgeable l Adviser as being very factory) often based or emergency situations. Area XVI. W The area of per: Foreign Student Advis the university and rel: dents. It may include sonal assistance. The are often clearly reve: which they attempt to j Although these 5 versity, there are ma Advisers devote much that particularly requi time and effort spent the Foreign Student A Ported and 51 (70 perc effectiveness in the ar ceive Forei gn Student of providing pers onal —7—_‘_——“’“fi ” 164 Student Adviser's time and expertise in dealing with emergency situations. Knowledgeable Faculty Members tend to rate the Foreign Student Adviser as being very effective in this critical area (86 percent satis— factory) often based on personal knowledge or involvement in one of these emergenc y situations. .Area XVI. Personal Services The area of personal services is an action—oriented function of the ForeignStudent Adviser which often goes beyond the “usual” services of the university and relates to the unique needs and status of foreign stu— dents. It may include giving advice, but often goes beyond this to per— sonal assistance. The humanitarian instincts of Foreign Student Advisers are often clearly revealed in the types and extent of personal services which they attempt to provide for foreign students. Although these services may vary greatly from university to uni- versity, there are many indications that the majority of Foreign Student Advisers devote much time and energy to this area. This area is one that particularly requires evaluation from time—to-time to determine the time and effort spent here in light of the staff and facilities available to the Foreign Student Adviser. There were 73 raw critical elements re— ported and 51 (70 percent) were satisfactory, indicating a high level of effectiveness in the area. Knowledgeable Faculty Members tend to per— ceive Foreign Student Advisers functioning effectively in this special area of Providing personal services to foreign students. l —’ IV. Compari: Reports M It will be recalls , . STUDY (page _l-l), it w inwhich the CRITICA] aspects of the Foreign asignificant effect on ment of foreign studen Richard E. Miller. N gathered from Forei gr incidents gathered fro study is complete in '11 of the two. This correlatior Critical Incidents am Responsibilities as pe (Table 111-2) with a 11 Foreign Student Advis To assist the reader, The 354 Critical Inci able Faculty Member sported by 48 fu11~ti 165 IV. Comparison of Critical Incidents, Elements and Areas Reported by Knowledgeable Faculty Members with those Reported by Foreign Student Advisers General It will be recalled that in Chapter I, INTRODUCTION TO THE STUDY (page {4), it was pointed out that this study is one of two studies in which the CRITICAL INCIDENT TECHNIQUE is used to identify the aspects of the Foreign Student Adviser's on-the-job behavior which have a significant effect on the academic progress and/or personal develop— ment of foreign students. The first or other study was conducted by Richard E. Miller. Mr. Miller‘s study analyzes critical incidents gathered from Foreign Student Advisers and this study analyzes critical incidents gathered from Knowledgeable Faculty Members. While each study is complete in itself, this study attempts to correlate the findings of the two. This correlation or comparison will first relate the Dispersion of gritical Incidents among the Foreign Student Advisers Categories of Responsibilities as perceived by Knowledgeable Faculty Members (Table III-Z) with a like Dispersion of Critical Incidents as perceived by Foreign Student Advisers themselves (Table III-l, Mr. Miller's study). To assist the reader, the Tables are reproduced on the following page. The 354 Critical Incidents in Table III-2 were reported by 110 Knowledgee able Faculty Members. The 350 Critical Incidents in Table 111-1 were rePorted by 48 full—time Foreign Student Advisers. 7 DISPERSION FOREIGN STUDENT AS PERCEIVED E “—9—..— 0. Immigration and 1. Admissions and tion (AS) 2. English Languag Proficiency 3. Initial Orientatit 4. Academic and P Advising (AP! 5. Housing (HO) 6. Finances and Er ment (FE) 7. Community Rel 3. Student Activiti 9. Organization a stration (0A) 10. Emergencies a Complex Sit TOTAL IN 166 TABLE III - 2 DISPERSION OF CRITICAL INCIDENTS AMONG THE FOREIGN STUDENT ADVISER'S CATEGORIES OF RESPONSIBILITY AS PERCEIVED BY KNOWLEDGEA BLE FACULTY MEMBERS Unsatisfactory Percent Satisfactory Percent Percent Total N U1 p..- [—4 0‘ 5.; 0‘ t—d N 01 HS |—.I l—l p—a 0‘ 0. Immigration and Legal (IL) . . . ‘ l. Admissions and Selec— tion (AS) 8 3. 5 5 4. o 13 3. 7 2. English Language Proficiency l4 6 Z 7 5.4 21 5 9 3. Initial Orientation (IO) 4 l. 7 8 6. 2 12 3. 4 4. Academic and Personal Advising (APA) 63 27. 8 33 25. 8 96 27.1 5. Housing (H0) 16 7.0 7 5.4 23 6.5 6. Finances and Employ- ment (FE) 24 10.6 12 9.3 36 10.2 7. Community Relations (CR) 16 7.0 4 3 2 20 5 6 8. Student Activities (SA) 6 2. 6 9. Organization and Admini- stration (OA) 10- Emergencies and Other Complex Situations (E0) 32 l4. 0 5 128 100.0 354 100. 0 0 TOTAL INCIDENTS 226 100. DISPERSIOD FOREIGN ST WEN] Initial Orientati: Academic and P Adnsing (APE Housing (HO) Finances and Er ment (FE) Community Rel-3 Student Activitie Organization an: stration (0A) Emergencies an Complex Situa TOTAL INCI ———’fi TABLE III -1 167 DISPERSION OF CRITICAL INCIDENTS AMONG THE FOREIGN STUDENT ADVISER'S CATEGORIES OF RESPONSIBILITY >. H a 8 ’6 3 44 SH 4.) Ed ‘5 .93 a ‘5 n+4 Q) 4.: <1) .—-4 0) U) U CE) U m U 3 H (n 3-4 +4 3'4 CU Q) Q Q) C Q) in D4 D Ila E-I 04 0. Immigration and Legal (IL) 34 15. 13 10.4 47 13. 1. Admissions and Selec- tion (AS) 2 l .8 3 2. English Language Pro— ficiency 4 I. 3 Z. 4 7 Z. 3. Initial Orientation (IO) 3 1. 3 2. 4 6 l- 4. Academic and Personal Advising (APA) 52 22. 37 30. 4 89 25. 6. Finances and Employ- ment (FE) 41 18. 15 12.0 56 I6. 7. Community Relations (CR) 16 7. 5 4.0 21 6. 8. Student Activities (SA) 11 4. 6 4.8 17 4. 9. Organization and Admini— stration (0A) 29 12. 26 20. 8 55 I5. 10- Emergencies and Other Complex Situations (E0) 17 7. 13 10.4 30 8. TOTAL INCIDENTS 226 100. 124 100. O 350 100. It will secondl‘ the Critical Areas 0: Mnowledgeablefi Dispersion of w dentAdviser Behavi< selves (Table IV-7, see page 170). Tab in Mr. Miller's prec unsatisfactory Critic Thirdly, it wil Knowledgeable Facu] ported by Foreign St Comparison of C ritic Mem bers with those Immigration at n . umber of incidents : satisfactory perform Faculty Members. ' Immigration 1 o f ————— 168 It will secondly relate the Dispersion of Critical Elements among the Critical Areas of Foreign Student Adviser Behavior as perceived by Knowledgeable Faculty Members (Table IV-—7, page 169), with a like Dispersion of Critical Elementi among the Critical Areas of Foreign Stu— dent Adviser Behavior as perceived by the Foreign Student Advisers them- .iselves (Table IV-7, Mr. Miller's study, amended to include percentages, see page 170). Table IV-—8, page 171, transfers the numbers included in Mr. Miller's preceding Table IV—7 into percentages of satisfactory - unsatisfactory Critical Elements. Thirdly, it will compare Distinct Critical Elements reported by ‘Knowledgeable Faculty Members with the Distinct Critical Elements re— ported by Foreign Student Advisers (Table IV-9, Page 187). Comparison of Critical Incidents Reported by Knowledgeable Faculty Allembers with those Reported by Foreign Student Advisers Immigration and Legal. Foreign Student Advisers reported a larger number of incidents in this category, 47 vs 41, and a higher percentage of satisfactory performance (72 percent vs 61 percent) than Knowledgeable Faculty Members. The continuous and varied contacts the Foreign Stu- dent Adviser has in this category of responsibility with the foreign student (Often unknown to the Knowledgeable Faculty Member) and limitations in the ability or efforts of the Foreign Student Adviser to interpret and explain Immigration policies, procedures and requirements to the Know— ledgeable. Faculty Member may explain the differences reflected in this Category, DISPERSION f CRITICAL AREA AS PERCEIVEI Critical A r' I. Administerec II. Consultant at Advisory Planning and Developme 1). Academic Gr Program I. Financial Gu Pro gram )1. Immigration VII. Interviewed VIII. Personal Co ing Se rxic IX. Referral Ser X. Gives Adx‘ic: Xi — \.. Coordinates my Relatic XII. ‘ Foreign btuc Activities XIII - Gathering In XIV ‘ Relations \\'i side A gen XV L Emergency XVI . I Miscellaneo 169 TABLE IV - 7 DISPERSION OF RAW CRITICAL ELEMENTS AMONG THE CRITICAL AREAS OF FOREIGN STUDENT ADVISER BEHAVIOR AS PERCEIVED BY KNOWLEDGEABLE FACULTY MEMBERS "Raw Critical Elements" Critical Areas Sat. (7c Unsat. ‘70 Total % I. Administered Office 4 .5 56 13.0 60 5. 1 II. Consultant and Advisory 136 18.3 79 18.4 2.15 18.4 III. Planning and Program Development 38 5.1 28 6. 5 66 5. 6 IV. Academic Guidance Program 86 11.6 58 13.5 144 12.3 V. Financial Guidance Program 41 5. 5 15 3.5 56 4.8 VI. Immigration Expert 56 7. 5 41 9. 6 97 8. 3 VII. Interviewed Students 67 9. O 31 7.2 98 8. 4 VIII. Personal Counsel— ing Services 57 7.7 28 6.5. 85 7.3 IX. Referral Service 11 1.5 5 1.2 16 1.4 X.. Gives Advice 11 1.5 6 1.4 17 1.5 I XI. Coordinates Commun~ . ity Relations 39 5. 3 9 2. 1 48 4. l XII. Foreign Student Activities 22 3.0 15 3. 5 37 3. 2 X111. Gathering Information 39 5. 3 20 4. 7 59 5. O XIV. Relations with Out— side Agencies 28 3. 8 7 1. 6 35 2. 9 XV. Emergency Situations 56 7. 5 9 Z. Z 65 5. 5 XVI. Miscellaneous Personal Services 51 6.9 22 5.1 73 6,2, 742 100.0 429 100.0 1171 100.0 CRITICAL A REA . - :1 Crltlcal; 1, AdminiStere 11. Consultant 9. AdmisOTY 111‘ Planning 3:“ DexeiODn“ 11". AcademlC C Proar?1m \i Financial GI Pro‘lram 171. Immigratiol‘. 1’11. Internewed 1111. Personal CC Services 1X. Referral Se: .\ Gives Advic X1. Coordinates ity Relatii 1111. Foreign Stu Activities MIL Gathering 11 111'. Relations W Agencies If M- Emergencv X7 ' 11 Miscellanec Services \\ \L “From Richard ——1—¥ 170 TA BLE IV- 7* CRITICAL AREAS OF FOREIGN STUDENT ADVISER BEHAVIOR ” Raw C ritical Elements“ Critical Areas Sat. ”7c Unsat. 07c Total ‘70 I. Administered Office 59 5. 7 55 9. 7 114 6. 9 II. Consultant and Advisory 122 11.8 63 11.1 185 11.6 III. Flaming and PrOgram Development 34 3. 3 13 2 2 47 2.9 IV. Academic Guidance Program 65 6. 3 84 14. 8 149 9. 3 V. Financial Guidance Program 94 9.1 52 9.1 147 9. 2 VI. Immigration Expert 55 5. 3 35 6. 2 9O 5. 6 VII. Interviewed Students 117 11.3 52 9.2 169 10.6 VIII. Personal Counseling Services 91 8.8 34 6.0 125 7.8 IX. Referral Service 20 1.9 18 3.2 38 2.4 X. Gives Advice 31 3.0 10 1 8 41 2. X1. Coordinates Commun— ity Relations 49 4 7 18 3 1 (>7 4. 2 XII. Foreign Student Activities 47 4 5 20 3 5 67 4.2 XIII. Gathering Information 51 4. 9 39 6. 9 90 5. 6 XIV. Relations with Outside Agencies 47 4 7 9 1.6 56 3.5 XV. Emergency Situations 42 4 O 21 3 7 63 3. 9 XVI. Miscellaneous Personal Services 111 10.7 45 7.9 156 9,7 1035 100.0 568 100.0 1603 100.0 *From Richard E. Miller's Related Study PERCENT OF SAT ELEMENTS] ASPERCE [.TNSATIE ob Z. C&A 339700 3.PPD 28% 4 AGP 56% (8‘1): 3.FGP 30‘ ris 305(35 . IS 31%‘ a PCS 27% 0 RS 47% (18) C it GA 24¢ 11. CCR 27% It FSA 30I%( n c1 43%(30) H. ROA 5 ES .. 33% ( t MP3 299%1 1 )Number of Critic: See Table IV — 7 171 TABLE IV -8 PERCENT OF SATISFACTORY-UNSATISFACTORY RAW CRITICAL ELEMENTS IN EACH OF THE FSA'S CRITICAL AREAS AS PERCEIVED BY FOREIGN STUDENT ADVISERS UNSATISFACTORY SATISFACTORY =l= 1. A0 48%(55) 2. c 8: A 33% (63) 3. PPD 28% (13) 4. AGP 56% (84) 52% (59) 67% (12.2) 72% (34) 44% (65) 5. FGP 26% (52) 74%(94) 6. IE 39%(35) 61%(55) 7. IS 31%(52) 69%(117) 8. PCS 27%(34) 73% (91) 9. RS 47% (18) 53% (20) 10. GA 24%(10) 76%(31) 11. CCR 27% (18) 73% (49) 12. FSA 30% (20) 70%(47) 13. GI 43%(39) 2 57%(51) 14. ROA 16%(9) 1._ T _w. 84% (47) 15. ES 33% (21) r.___..._____..._...i . 67%(42) 16. MP8 29%(45) ____.-___w__.._.,,__.,____-_l-_______ 71%(111) ‘. ( ) Number of Critical Incidents Reported * See Table IV - 7, page 169 for category titles. Adm1$sions ELIE reported approximate. as Foreign Student Ad less satisfactory (62 1 Adviser. The Knowle the Foreign Student A selection process tha would contribute to t1 reported. En lish Langua reported three times Student Advis e rs (21 rectory (67 percent V lhese Knowledgeable Student Advis er a s n category than the F0 that the Knowledgeal student with languae the latter find or de' the higher degree of be ' r) wrth this cate 2< 172 Admissions and Selections. These Knowledgeable Faculty Members reported approximately four times as many incidents in this category as Foreign Student Advisers (13 vs 3) but perceived performance as less satisfactory (62 percent vs 67 percent) than the Foreign Student Adviser. The Knowledgeable Faculty Member apparently perceives the Foreign Student Adviser as more involved in the admission and selection process than the Foreign Student Adviser does himself. This would contribute to the difference in percent of satisfactory incidents reported. English Language Proficiency. Knowledgeable Faculty Members reported three times as many incidents in this category as Foreign Student Advisers (21 vs 7) and perceived performance as more satis— factory (67 percent vs 57 percent) than the Foreign Student Adviser. These Knowledgeable Faculty Members apparently perceive the Foreign Student Adviser as more involved in the English Language Proficiency category than the Foreign Student Adviser does himself. The fact that the Knowledgeable Faculty Member may be able to refer the foreign student with language problems to the Foreign Student Adviser and have the latter find or develop some solution to the problem may account for the higher degree of satisfaction (of the Knowledgeable Faculty Mem~ her) with this category. Initial Orientati mice as many made] (12 vs 6). It should t the performance in tl ior all incidents in e2 the performance in ti compared to 63. 3 pe: Faculty Members. 1 category at the 50 pe reported by Foreign revealed that the dif: by Knowledgeable F a factory by Foreign S the Knowledgeable F should include in lni disaPPOintment that w ' as not included in 1 Mutual dis satisfacti fo rthe nature and e A . cademic and of ' ConSistency in th‘ r eported (KnowledO 8 9l and the percent ) 7'1Percent‘ vs PC 173 Initial Orientation. Knowledgeable Faculty Members reported twice as many incidents in this category than the Foreign Student Adviser (12. vs 6). It should be noted here that both groups reporting considered the performance in this category below the satisfactory percent reported for all incidents in each group. Knowledgeable Faculty Members rated the performance in this category at the 33 percent satisfactory level compared to 63. 3 percent for all incidents reported by Knowledgeable Faculty Members. Foreign Student Advisers rated performance in this category at the 50 percent level compared to 63.4 percent for all incidents reported by Foreign Student Advisers. A review of the specific incidents revealed that the difference between the 33 percent reported satisfactory by Knowledgeable Faculty Members and the 50 percent reported satis- factory by Foreign Student Advisers may be in unfulfilled expectations of the Knowledgeable Faculty Member on what the Foreign Student Adviser should include in Initial Orientation. Several faculty members reported disappointment that an explanation of plagiarism (a recurring problem) was not included in the Initial Orientation by the Foreign Student Adviser. Mutual dissatisfaction with Initial Orientation represents a wider concern for the nature and effectiveness of this category of responsibility. Academic and Personal Advising. There is a considerable degree of consistency in this important category in the number of incidents reported (Knowledgeable Faculty Members 96 vs Foreign Student Advisers 89) and the percentage they represent (Knowledgeable Faculty Members 27.1 percent. vs Foreign Student Adviser 25. 4 percent) of the total :ncidents reported for that Knowledgeable Fat satisfactory incidents : percent (58). This ma petite two ETOUDS' Th u ‘ H" “in ' 0.; I .isistency. Knowled- “.37- .mcent satisfactory) \' ESQ .. D ~ ‘ ‘ (crcent satrstactov ceix- - Ethe Foreign Stud POI“ ‘ eign Student Advis satisf actory pe rforma any 1 Fl nances and Er atonsid orabl' \. lar . . 381‘ ltdeea e ble Faculty Mer Us . rcenta ge (16 percen with. Ineach 0r01 8 11). Bi 174 incidents reported for each group. An unusual feature here is the fact that Knowledgeable Faculty Members report a higher percent (65) of satisfactory incidents in this category than the Foreign Student Advisers percent (58). This may be the result of different views of this category by the two groups. The Knowledgeable Faculty Member includes admis— sions, transfers, withdrawals, etc. as part of academic and personal advising and observes the Foreign Student Adviser functioning well in this area. However, the Foreign Student Adviser may be rating his per- formance less satisfactory because he is unable to participate more active— ly in/or influence the nature and quality of academic advising for foreign students. _Ijousing. Both groups report this category with some degree of consistency. Knowledgeable Faculty Members report 23 incidents (70 percent satisfactory) while Foreign Student Advisers report 19 incidents (89 percent satisfactory). While Knowledgeable Faculty Members per- ceive the Foreign Student Adviser's performance as excellent, the Foreign Student Adviser has rated this category at the highest level of satisfactory performance (89 percent) of all of his categories) of responsi- bility. Finances and Employment. The Foreign Student Adviser reported a considerably larger number of incidents in this category than the Know-— ledgeable Faculty Member (56 vs 36) and they represent a much larger Percentage (16 percent Vs 10.2 percent) of the total incidents reported within each group. Both perceive the level of satisfactory performance (FSA-73 percent vs KF ages of 63. 4 and 63. 3. inthis category (secon: Foreign Student Add 5 8 students go directly to Employment assistance likely only observe tho Community Rela‘ teary between the Knm diiiser. The number ~€ perception of s Effie-ht) both exceed ti tog-incidents among t gree time: a‘ - - ~ 3 many 1 \lem' *=08r5 ()7 V U) (I) but Sailstla is. v. De ' . rcent satisfactot T:- 63 N A .3 tor all Forei o .5 an A *’ dl’is a erbappare; ea (includino tr PQr ' «em. . In tact) the 9i rePort d e . i n any Cdtéu _i— 175 (FSA-73 percent vs KFM-67 percent) well above their respective aver— ages of 63. 4 and 63. 3. The difference in the number of incidents reported in this category (second only to Academic and Personal Advising for the Foreign Student Adviser) may well reflect the fact that many foreign students go directly to the Foreign Student Adviser for Financial and Employment assistance whereas the Knowledgeable Faculty Member will likely only observe those he refers the the Foreign Student Adviser. 90mmunity Relations. This category reflects considerable consis- tency between the Knowledgeable Faculty Member and the Foreign Student Adviser. The numbers reported (KFM—20 vs FSA—21) are almost identical and the perception of satisfactory incidents (KFM—8O percent vs FSA—76 percent) both exceed the mean of 63. 3 and 63. 4 respectively of satisfac- tory incidents among the total incidents reported for each group. Student Activities. Foreign Student Advisers reported approximately three times as many incidents in this category as Knowledgeable Faculty Members (17 vs 6) but perceived performance at a considerably lower satisfactory level (FSA-65 percent vs KFM—100 percent). However, the 65 percent satisfactory performance remains above the satisfactory mean of 63.3 for all Foreign Student Adviser incidents reported. Foreign Stu— dent Advisers apparently perceive themselves much more involved in this area (including International Clubs, Nationality Clubs and American— Foreign Student Relations) than Knowledgeable Faculty Members perceive them. In fact, the six incidents reported here are the lowest number reported in any category by Knowledgeable Faculty Members and so few as to make their signi: Knowledgeable Faculty importance in the tota Organization an: Member and the Forei ancients in this cater .‘F '1 he l‘ . oreign Student 3 factory (clearly belon ledgeable Faculty Me: satisfactory. This is for ' .. all incidents repo llus cate gory C nuuties includin Staff ,. mg and Iacilitieq Re: earcli; and dealin Grad Hater Ullder gra Cll awar e and COIICEErne d .. perhaps best I‘Efle abUte. —i—__M,l 176 as to make their significance meaningless other than to demonstrate that Knowledgeable Faculty Members may perceive this area to be of limited importance in the total spectrum of the Foreign Student Adviser's responsi- bilities. Organization and Administratign. Both the Knowledgeable Faculty Member and the Foreign Student Adviser reported a large number of incidents in this category. The 49 reported by the Knowledgeable Faculty Members make this category second only to that of Academic and Personal Advising. The 55 reported by the Foreign Student Advisers make this category third among the eleven categories for incidents reported. While the Foreign Student Advisers report 53 percent of their incidents satis— factory (clearly below the satisfactory mean of 63. 4 percent) the Know— ledgeable Faculty Members reported 37 percent of their incidents as satisfactory. This is far below the satisfactory mean of 63. 3 percent for all incidents reported. This category of responsibility covers a wide range of areas and activities including: Foreign Student Adviser's role and expectations; the staffing and facilities available; concerns ranging from Discipline to Research; and dealing with an unusual student population, including the Graduate—Under graduate Groups. That the Foreign Student Adviser is aware and concerned about his vulnerability in this important category is perhaps best reflected in his own evaluation of his performance, noted above. gory there are some 3 ofthe incidents repor incidents (10.5 perce cent satisfactory. Th of responsibility with include sufficient inci Student Advisers repo dents) and rated them mean of 63. 4 percent In considering t formance of the Fore~ responsibility, there Knowledgeable Facult duringa serious eme: advice and assistance members here are ha bility for the many de Complex Situations . Satisfactory in this c: bility he has as sumet 0n the other ha With the situation is 4 them satisfactorily - 177 Emergencies and Other Complex Situations. in this important cate— gory there are some significant differences in the respective perceptions of the incidents reported. Knowledgeable Faculty Members reported 37 incidents (10. 5 percent of the total 354 incidents) and rated them 86 per- cent satisfactory. This is the highest satisfactory rating in all categories of responsibility with the exception of Student Activities which did not include sufficient incidents to be considered representative. The Foreign Student Advisers reported 30 incidents (8.5 percent of the total 350 inci— ' dents) and rated them 57 percent satisfactory, well below the satisfactory mean of 63. 4 percent for all incidents reported. In considering this unusual difference in the evaluation of the per— formance of the Foreign Student Adviser in this important category of responsibility, there are two factors that may provide some explanation. Knowledgeable Faculty Members tend to look to the Foreign Student Adviser during a serious emergency with a foreign student, to either provide the advice and assistance needed or to take over the whole situation. Faculty members here are happy to have someone who will assume the responsi- bility for the many details and features involved in Emergency and Other Complex Situations. They tend to rate the Foreign Student Adviser highly satisfactory in this category because they may know of the general responsi— bility he has assumed and action he has taken under difficult circumstances. On the other hand, the Foreign Student Adviser who accepts and deals With the situation is acutely aware of the details and whether he has handled them satisfactorily -- in the most efficient and yet humanitarian manner possible -- and in th the university. His able number of varia should have accepted ism In the compari Faculty Members wi natural groupings te ate, and minor (sma by both Knowledgeab each of the eleven ca Tables 111-2 and III—1 supporting comments The major grox Foreign Student Advi incidents includes: _l Adviser reported bot satisfactory incident included the highest . Member and Foreign Faculty Members re than Foreign Student included this functior —’——ii 178 possible -- and in the best interest of the student and/or his family and the university. His evaluation of his function here involves a consider— able number of variables, including an occasional question whether he should have accepted an individual case or situation at all. Summary In the comparison of critical incidents reported by Knowledgeable Faculty Members with those reported by Foreign Student Advisers, three. natural groupings tend to evolve. These include major (large), intermedi- ate, and minor (small) groups based on the number of incidents reported by both Knowledgeable Faculty Members and Foreign Student Advisers in each of the eleven categories of Foreign Student Adviser Responsibility. Tables Ill—Z and III-l on pages 169 and 170, together with follow—up supporting comments, provide the basis for these groupings. The major groupingwhere both Knowledgeable Faculty Members and Foreign Student Advisers have reported the largest number of Critical Incidents includes: Immigration and Legal, where the Foreign Student Adviser reported both a larger number and a higher percentage of satisfactory incidents; Academic and Personal Advising, the category that included the highest number of incidents in both the Knowledgeable Faculty Member and Foreign Student Adviser reports, although Knowledgeable Faculty Members reported a higher percentage of satisfactory incidents than Foreign Student Advisers; Finances and Employment, both studies included this function as a major one, well performed by the Foreign Student Adviser; Or this function very hi ledgeable Faculty Me while Foreign Studen age satisfactory pe rf Complex Situations , and Knowledgeable F performance here as themselves were les clearly below the ave The intermedia bers and Foreign Stu dents includes: Egg and Foreign Student I intact, Foreign Studi in an exceptionally se ahle Faculty Member raporting this functic satisfactory manner. Minor grouping one or both of the sti Kn0wledgeable Facui satisfactory level the incidents in this catfi 179 Student Adviser; Organization and Administration, both studies rated this function very high among the eleven categories. However, Know— ledgeable Faculty Members rated the performance here as unsatisfactory while Foreign Student Advisers rated this function well below the aver- age satisfactory performance for all categories; Emergencies and Other _Qomplex Situations, both studies included this function as a major one and Knowledgeable Faculty Members rated the Foreign Student Adviser performance here as excellent. However, Foreign Student Advisers themselves were less satisfied with their performance and rated it clearly below the average satisfactory performance for all categories. The intermediate groupingwhere both Knowledgeable Faculty Mem— bers and Foreign Student Advisers reported from 19 to 23 critical inci- dents includes: Housing, which both Knowledgeable Faculty Members and Foreign Student Advisers consider important and well performed. In fact, Foreign Student Advisers perceived this function being performed in an exceptionally satisfactory manner; Community Relations, Knowledge- able Faculty Members and Foreign Student Advisers are consistent in reporting this function as an important one being performed in a highly satisfactory manner. Minor groupings, according to the number of incidents reported by one or both of the studies, include: _Admissionsapd Selections, where Knowledgeable Faculty Members report more incidents (13) but at a less satisfactory level than Foreign Student Advisers who reported only three incidents in this category; English Language Proficiency, again where Knowledgeable Facult satisfactory level the. seven incidents in thi able Faculty Member satisfaction than the dents in this category incidents reported; St reported more incide Knowledgeable Facult category. Comparison of Critic: Members with those I Administe red O formance in this criti reported) as to requii Page 150. Foreign 5 below the mean for 52 all incidents reported inmore detail in the W and Foreign Student 1 each reporting the hi areas identified. Bo 180 Knowledgeable Faculty Members report more incidents (21) but at a more satisfactory level than the Foreign Student Adviser who reported only seven incidents in this category; Initial Orientation, again the Knowledge— able Faculty Members report more incidents (12) at a very low level of satisfaction than the Foreign Student Adviser who reported only six inci— dents in this category, also below the average level of satisfaction for all incidents reported; Student Activities, here the Foreign Student Adviser reported more incidents (17) but at a lower level of satisfaction than the Knowledgeable Faculty Member who reported only six incidents in this category. Epmparison of Critical Elements Reported by Knowledgeable Faculty Members with those Reported by Foreign Student Advisers Administered Office. Knowledgeable Faculty Members rate the per— formance in this critical area so low (4 incidents satisfactory out of 60 reported) as to require the suggested interpretation noted earlier on page 150. Foreign Student Advisers generally perceive their performance below the mean for satisfactory incidents, 52 percent vs 63. 4 percent for all incidents reported. The significant difference here will be discussed in more detail in the final chapter or conclusions. _gonsultant and Advisory. Both Knowledgeable Faculty Members and Foreign Student Advisers concur in the importance of this area by each reporting the highest number of elements in this area of all 16 areas identified. Both Groups rate the Foreign Student Adviser‘s performance in this a than the approximate 1 elements reported by in that Knowledgeable percent of the total of percent of the total of Foreign Student Advi cent) than do the For percent level, much FSA critical element inmore detail in the area in that both gro ments. However, th represent 12. 3 perCi while the 149 report tent of the total eler however, is the fact the Foreign Student Foreign Student AdV Some earlier comm additional elaborati 181 performance in this area as approximately equal to or slightly better than the approximate mean satisfactory rating of 63 percent for total elements reported by both Groups. Planning and Program Development. This area appears unusual in that Knowledgeable Faculty Members report more elements, 66, (5. 6 percent of the total of 1171) than the Foreign Student Adviser, 4.7, (2. 9 percent of the total of 1603). Knowledgeable Faculty Members rate Foreign Student Advisers' performance much less satisfactory (58 per- cent) than do the Foreign Student Advisers who rate this area at the 72 percent level, much above the mean satisfactory rating of 63. 4 for all FSA critical elements reported. The differences here will be discussed in more detail in the chapter on conclusions. Academic Guidance Program. This is a particularly interesting area in that both groups report approximately the same number of ele- ments. However, the 144 reported by Knowledgeable Faculty Members r8present 12. 3 percent of total elements (1171) reported for this group while the 149 reported by Foreign Student Advisers represent 9. 3 per— Cent of the total elements (1603) for the latter group. More important, however, is the fact that Knowledgeable Faculty Members perceive the Foreign Student Adviser as 60 percent satisfactory in this area while Foreign Student Advisers rate themselves as only 414 percent satisfactory. Some earlier comments (page 152) on this unusual situation will receive additional elaboration in the final chapter or conclusions. this area as one of the times as many elemei However, both F orei Members rate the pe ”and 73 percent lev mean satisfactory ra Immigration E Foreign Student Advi fact. Knowledgeable cent of the total (117 Advisers report 90 e reported. Knowledgt cent of 58 while Fore ofél. In both cases mate satisfactory mt ments in this area, ' areas identified. K1 the third highest nur seems to be general Partant critical are: substantiated by the perc ent). 182. Financial Guidance Program. Foreign Student Advisers perceive this area as one of the more important ones and report almost three times as many elements as Knowledgeable Faculty Members (147 vs 56). However, both Foreign Student Advisers and Knowledgeable Faculty Members rate the performance in this area as highly satisfactory at the 74 and 73 percent levels respectively compared with an approximate mean satisfactory rating of 63 percent for both groups. I_mmigration Expert. Both Knowledgeable Faculty Members and Foreign Student Advisers perceive this area as an important one. In fact, Knowledgeable Faculty Members report 97 elements or 8. 3 per— cent of the total (1171) elements reported. Whereas Foreign Student Advisers report 90 elements or 5. 6 percent of the total (1603) elements reported. Knowledgeable Faculty Members report a satisfactory per- cent of 58 while Foreign Student Advisers report a satisfactory level Of 61. In both cases the level of performance falls below the approxi— mate satisfactory mean of 63 percent for both groups. filterviewed Students. Foreign Student Advisers report 169 ele- ments in this area, the second highest number of elements in the 16 areas identified. Knowledgeable Faculty Members report 98 elements, the third highest number of elements in the 16 areas identified. There seems to be general concurrence here that this is one of the most im- portant critical areas and that it is being generally well performed as substantiated by the satisfactory ratings (FSA-69 percent vs KFM-68 percent). by both Foreign Stude as reflected by the 11 each group represent' ments. Foreign Stud cent satisfactory leve FSA performance at are above the mean 3 both groups. Referral Servi number of incidents ' (38 to 16). However much higher percent Foreign Student Advi lnboth' groups, this reported but apparer more satisfied with Gives Advice. this area vs 17 for l able Faculty Membe the average satisfar see this as one of ti second only to the 5 involving Relations 183 Personal Counseling. This is another area perceived important by both Foreign Student Advisers and Knowledgeable Faculty Members as reflected by the number of elements reported (FSA-125 vs KFM-85) in each group representing 7. 8 and 7. 3 percent of the respective total ele- ments. Foreign Student Advisers rate their performance at the 73 per- cent Satisfactory level while Knowledgeable Faculty Members rate the FSA performance at the 67 percent satisfactory level. Both ratings are above the mean satisfactory level of approximately 63 percent for both groups. Referral Services. Foreign Student Advisers reported twice the number of incidents in this area than the Knowledgeable Faculty Members (38 to 16). However, the Knowledgeable Faculty Member reported a much higher percent of satisfactory performance (69) than that of the Foreign Student Adviser who reported a satisfactory of 53 for this area. In both. groups, this area is rated very low among the total elements reported but apparently Knowledgeable Faculty Members are much more satisfied with the referral area results as they perceive them. Gives Advice. Foreign Student Advisers reported 41 elements in this area vs 17 for Knowledgeable Faculty Members. While Knowledge- able Faculty Members rated the elements slightly above (65 percent) the average satisfactory performance, 63.3, Foreign StudentyAdvisers See this as one of their more effective areas (76 percent satisfactory), second only to the satisfactory level (84- percent) reported for the area involving Relations with Outside Agencies. 9921315292 sietency between KnoV dent Advisers reporti report 48 elements (4 while Foreign Student total of 1603 element: ishigh(KFM-81 per( twice the number of Faculty Members. performance ratings differences may well Clubs, Nationality C the Foreign Student I ledgeable Faculty Me Gathering him 59 elements in this a Advisers. These fig the total elements re ments vs FSA-5. 6 P able Faculty Membe fastory while F oreii 57 percent, below t1 0f satisfaction on th 184 Coordinates Community Relations. There is considerable con— sistency between Knowledgeable Faculty Members and Foreign Stu— dent Advisers reporting in this area. Knowledgeable Faculty Members report 48 elements (4. 1 percent of the total of 1171 elements reported) while Foreign Student Advisers report 67 elements (4. 2 percent of the total of 1603 elements reported). The satisfactory level for both groups is high (KFM—81 percent vs FSA-73 percent). Foreign Student Activities. Foreign Student Advisers report almost twice the number of elements (67 vs 37) in this area as Knowledgeable Faculty Members. This variation is reflected also in the satisfactory performance ratings (FSA—70 percent vs KFM—59 percent). These differences may well reflect the various contacts with International Clubs, Nationality Clubs, and American-Foreign Student Activities of the Foreign Student Advisers that may be less well known to the Know- ledgeable Faculty Members. Gathering Information. Knowledgeable Faculty Members report 59 elements in this area compared with 90 reported by Foreign Student Advisers. These figures represent approximately the same percent of the total elements reported for each group (KFM—5 percent of 1171 ele- ments vs FSA-5. 6 percent of 1603 elements). However, Knowledge— able Faculty Members perceive 66 percent of their elements as satis— factory while Foreign Student Advisers report a satisfactory level of 57 percent, below the mean satisfactory level of 63. 4. The lower level 0f satisfaction on the part of the FSA may reflect both his need to obtain - information from ti I he occasionally enco Relations with tency between the K Advisers in this imp report 35 elements ( dent Advisers repor Both rate the level 0 respectively, makin Foreign Student Ad ' Emer enc an Faculty Members an the same number of lively. (These repre tive total groups, 11 ‘ tion in the satisfactit i deutAdvisers rate t] i mean of 63. 4 for the 18dgeab1e Faculty Mi ing this the highest ] FaCulty Members in cOmrnents (page 165 additional elaboratir 185 information from time-to-time to do his job effectively and the difficulty he occasionally encounters in attempting to obtain it. Relations with Outside Agencies. Thereis considerable consis- tency between the Knowledge Faculty Members and Foreign Student Advisers in this important area. Knowledgeable Faculty Members report 35 elements (2.. 9 percent of their 1171 total) while Foreign Stu- dent Advisers report 56 elements (3. 5 percent of their 1603 total). Both rate the level of satisfaction high in this area, 80 and 84 percent respectively, making this the highest level of satisfaction reported by Foreign Student Advisers in all of the 16 critical areas reported. Emergency and Other Complex Situations. Both Knowledgeable Faculty Members and Foreign Student Advisers reported approximately the same number of elements in this critical area, 65 and 63 respec- tively. (These represent 5. 5 percent and 3. 9 percent of their respec— tive total groups, 1171 and 1603.) However, there is considerable varia- tion in the satisfaction level between the two groups. The Foreign Stu—- dent Advisers rate their performance 67 percent, slightly above the mean of 63. 4 for their total elements reported. However, the Know— ledgeable Faculty Members rate this area at the 86 percent level, mak— ing this the highest level of satisfaction reported by Knowledgeable Faculty Members in all of the 16 critical areas reported. Earlier ' comments (page 165) on this particular area and situation will receive additional elaboration in the final chapter on conclusions. Manner. area for the Foreign the total of 1603) and here with 73 element groups rate perform: (FSA-H percent vs 1 satisfaction level of Com rison of Disti Facult Members wi (See Table IV-9, Administered 156 Distinct Critical Members compared ments identified by 1 elements in the KFIV of Foreign Student A elements in the FSA included such functie active utilization of contacts with foreigi ings to discuss polic Viding public info rm requiring foreign st Shident Advis e r . 186 Miscellaneous Personal Services. This represents a major critical area for the Foreign Student Adviser with 156 elements (9. 7 percent of the total of 1603) and an important area for Knowledgeable Faculty Mem- bers with 73 elements reported (6. 2 percent of the total of 1171). Both groups rate performance at a high, consistent level of satisfaction (FSA-71 percent vs KFM-7O percent) compared with a joint approximate satisfaction level of 63 percent. Comparison of Distinct Critical Elements Reported by Knowledgeable Faculty Members with Those Reported by Foreign Student Advisers (See Table IV-9, page 187) Administered Office. This area represented 7 percent (ll) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 8. 4 percent (17) of 203 Distinct Critical Ele— ments identified by Foreign Student Advisers. There were no distinct elements in the KFM report that were not included in the related study of Foreign Student Advisers. However, there were six distinct critical elements in the FSA study that were not included in KFM study. These included such functions as handling personal mail for foreign students, active utilization of the foreign students files and records, promoting Contacts with foreign alumni via a newsletter, holding office staff meet- ings to discuss policy and program improvement, maintaining and pro- viding public information on foreign students where appropriate, and requiring foreign students to make appointments to see the Foreign Student A dvis e r . COMPARISON OF BY KNOWLED REPORT Critical Area I. Administere II. Consultant 111. Planning an IV. Academic V. Financial VI. Immi gratio VII. Interviewed VIII. Personal Cc IX. Referral Se X. Gives Advic XI. Coordinate s XII. Foreign Stu XIII. Gathering 11 XIV. Relations w XV. Eme r gency XVI. Miscellane: “W 187 TABLE IV - 9 COMPARISON OF DISTINCT CRITICAL ELEMENTS REPORTED BY KNOWLEDGEA BLE FACULTY MEMBERS WITH THOSE REPORTED BY FOREIGN STUDENT ADVISERS ‘— K F M F s A Num- Per- Num— Per— Critical Areas ber cent ber cent I. Administered Office 11 7.0 17 8. 4 II. Consultant and Advisory 19 12.0 25 12.3 III. Planning and Program Development 9 6. 0 10 4. 9 IV. Academic Guidance Program 12 8.0 11 5. 4 V. Financial Guidance Program 12 8. 0 l7 8. 4 VI. Immigration Expert 7 4 4 8 4 0 VII. Interviewed Students 12 8. 0 l7 8. 4 VIII. Personal Counseling Services 6 4.0 6 3 0 IX. Referral Service 8 5 0 16 7 9 X. Gives Advice XI. Coordinates Community Relations \J ,4: .4; -\l Co In XII. Foreign Student Activities XIII.~ Gathering Information 10 6. 3 10 4. 9 XIV. Relations with Outside Agencies XV. Emergency Situations l3 8. 0 l3 6. 4 11 7.0 18 8.9 XVI. Miscellaneous Personal Services 156 100.0 203 100.0 Consultant and of the 156 Distinct C Members compared Elements identified largest percent of Di areas for both KFM KFM report that war dent Advisers. However, ther study that were not i tions as: assisting t sity Business Office meeting with the Fac recommend deservin ing with the Universi W cent (9) of the 156 D Faculty Members cc Critical Elements ic four distinct criticai FSA study. These 5 ing research in fore group counseling. d to the Foreign Stud: 188 Consultant and Advising. This area represented 12 percent (19) of the _156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 12. 3 percent (25)of the 203 Distinct Critical Elements identified by Foreign Student Advisers. This area had the largest percent of Distinct Critical Elements in the total of 16 critical areas for both KFM and FSA. There were no distinct elements in the KFM report that were not included in the related study of Foreign Stu- dent Advisers. However, there were six distinct critical elements in the FSA study that were not included in this study. These included such func- tions as: assisting the Admissions Office, consulting with the Univer— sity Business Office, consulting with the University Employment Bureau, meeting with the Faculty Senate, encouraging academic advisers to recommend deserving foreign students for scholarships, and consult- ing with the University Reading Laboratory Staff. Planning and Program Development. This area represented 6' per— cent (9) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 4. 9 percent (10) of the 203 Distinct Critical Elements identified by Foreign Student Advisers. There were four distinct critical elements in this study that were not included in the FSA study. These included such functions as: conducting and encourag- ing research in foreign student programming, developing a program of group counseling, developing a program to apply ”unclassified“ courses to the Foreign Students academic program, and establishing a '. brother-sister progr their new environme: In addition, the study that were not i tions as: using facul gram, using Peace C matter more appro cial programs in the tance in personal sit foreign student prog Academic Gui (12) of the 156 Disti Faculty Members co Critical Elements id one distinct critical FSA study. This in\ sions regarding grac dents. There were 2 not included in this 5 Financial Guid (12) of the 156 Distir Faculty Members on Critical Elements 1 110 distinct elements 189 brother-sister program to aid new foreign students in adjusting to their new environment. In addition, there were five distinct critical elements in the FSA study that were not included in this study. These included such func— tions as: using faculty surveys to strengthen the Foreign Student Pro- gram, using Peace Corps volunteers to help make course subject matter more appropriate and realistic, cooperating in developing spe- cial programs in the teaching of English, arranging for medical assis— tance in personal situations, and using NAFSA consultations to improve foreign student pro gram development. Academic Guidance Program. This area represented 8 percent (12) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 5. 4 percent (11) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There was one distinct critical element in this study that was not included in the FSA study. This involved the conducting of information— giving ses~ sions regarding graduate work in the United States for new foreign stu~ dents. There were no distinct elements in the FSA report that were not included in this study. Financial Guidance Program. This area represented 8 percent (12) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared to 8. 4 percent (17) of the 203 Distinct Critical Elements identified by Foreign Student Advisers. There were no distinct elements in the KFM report that were not included in the related study of Fore distinct critical elexr KFM study. These i increased university students who meet th interpreting decision versity financial as s from other universit policies and pro gra. Immigration 156 Distinct Critica bers compared with fied by Foreign Stud ment in this study t1: providing advice to : gration regulations : In addition, th study that were not . ing relevant, up—to - cedures and providi Various concerned 1: Interviewed S? the 156 Distinct Cr' Members compare 190 related study of Foreign Student Advisers. However, there were five distinct critical elements in the FSA study that were not included in the KFM study. These included such functions as: preparing proposals for increased university appropriations for scholarships, identifying foreign students who meet the qualifications for scholarships, explaining and interpreting decisions of the scholarship committee, comparing uni— versity financial as sistance, programs for foreign students with those from other universities, and advising the Financial Aids Office on its policies and programs. Immigration Expert. This area represented 4. 4 percent (7) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Mem— bers compared with 4 percent (8) of 203 Distinct Critical Elements identi- fied by Foreign Student Advisers. There was one distinct critical ele— ment in this study that was not included in the FSA study. This involved providing advice to academic advisers and departments regarding immi— gration regulations and requirements. In addition, there were two distinct critical elements in the FSA study that were not included in the KFM study. These involved: seek— ing relevant, up-to—date information regarding INS policies and pro- cedures and providing information on INS policies and regulations to various concerned officials and parties. Ellerviewed Students. This area represented 8 percent (12) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 8. 4 percent (17) of 203 Distinct Critical —F Elements identified first elements in th study of Foreign St critical elements in study. These inclu with new foreign st loan, interviewing f viewing foreign stu and interviewing f0 regarding problems Personal Cou [6) of the 156 Disti Faculty Members c Elements identified critical elements w studies. Referral Ser‘ Distinct Critical E3 compared with 7. 9 fied by Foreign Stu elements in this st involved: referral center and referra for advice and ass I91 Elements identified by Foreign Student Advisers. There were no dis- tinct elements in the KFM report that were not included in the related studyof FOreign Student Advisers. However, there were five distinct critical elements in the FSA study that were not included in the KFM study. These included such functions as: conducting initial interviews with new foreign students, interviewing foreign students requestion a loan, interviewing foreign students requesting a scholarship, inter— viewing foreign students who had been charged or accused of a crime, and interviewing foreign and American students (where appr0priate) regarding problems of sexual conduct. Personal Counseling Services. This area represented 4 percent (6) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 3 percent (6) of 203 Distinct Critical Elements identified by Foreign Student Advisers. The same distinct critical elements were common to and included in both the KFM and FSA studies. Referral Service. This area represented 5 percent (8) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 7. 9 percent (16) of 203 Distinct Critical Elements identi- fied by Foreign Student Advisers. There were two distinct critical elements in this study that were not included in the FSA study. These involved: referral of foreign students to the university counseling center and referral of foreign students to their fellow countrymen for advice and assistance. However, ther study that were not i tale to: the Univers for Student Affairs , Scholarship Dean, p offices, local dentis Gives Advice. Distinct Critical Ele bers compared with identified by Forei elements in this stu there were three dis not included in the K of housing conditions students of on-campl students involved in percent (7) of the 15 able Faculty Membe Critical Elements i one distinct critical Study. This involve 0f the community. 192 However, there were ten distinct critical elements in the FSA study that were not included in the KFM study. These involved refer- rals to: the University Housing Office, Graduate Dean, Vice-President for Student Affairs, University Le gal Aid Clinic, Employment Agencies, Scholarship Dean, private scholarship organizations, insurance claims offices, local dentists and the University Reading Laboratory. Gives Advice. This area represented 2. 5 percent (4) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Mem— bers compared with 3. 4 percent (7) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There were no distince critical elements in this study that were not included in the FSA study. However, there were three distinct critical elements in the FSA study that were not included in the KFM study. These involved; advising foreign students of housing conditions and regulations in the community, advising foreign students of on-campus and off—campus job opportunities, and advising students involved in disciplinary situations or misunderstandings. Coordinates Community Relations. This area represented 4. 4 Percent '(7) of the 156 Distinct Critical Elements indentified by Knowledge- able Faculty Members compared with 4. 4 percent (9) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There was one distinct critical area in this study that was not included-in the FSA Study. This involved maintaining the goodwill and continued support 0f the community. However, there study that were not in ing speaking enga gen provide opportunities community repres em Foreign Studen of the 156 Distinct C Members compared identified by Forei element in this stud involved assuring t under stress due to was also one distin included in the KFN. sororities to promo W of the 156 Distinct Faculty Members c Elements identifie< tinct critical elem: the FSA study. T1 academic status 01 academic departm difficultie s . 193 However, there were three distinct critical elements in the FSA study that Were not included in the KFM study. These involved: arrang- ing speaking engagements for foreign students, coordinating efforts to provide opportunities to visit American families, and working with community representatives in legal situations involving foreign students. Foreign Student Activities. This area represented 4. 4 percent (7) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 3. 4 percent (7) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There was one distinct critical element in this study that was not included in the FSA study. This involved assuring the safety and well—being of various Nationality Groups under stress due to local, national or international situations. There was also one distinct critical element in the FSA study that was not included in the KFM study. This involved working with fraternities and sororities to promote individual and group activities for foreign students. Gathering Information. This area represented 6. 3 percent (10) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 4. 9 percent (10) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There were two dis- tinct critical elements included in this study that were not included in the FSA study. These involved: receiving information regarding the academic status of foreign students and receiving information from the academic department or adviser of foreign students having emotional difficulties . However, ther FSA study that were receiving informatio. housing problem and situation from perso Relations with (8) of the 156 Distinc Faculty Members co Elements identified critical element in t This involved arran campus to meet the‘ However, the] study that were not ing the housing prol: sor or government, for scholarships frc increase in costs an mitments from spor Cooperating with N1 support is inadeq Emer enc S the 156 Distinct Cr Members compare 194 However, there were also two distinct critical elements in the FSA study that were not included in the KFM study. These involved: receiving information from various sources of a foreign student's housing problem and recalling an individual foreign student's particular situation from personal knowledge or observation. Relations with Outside Agencies. This area represented 5 percent (8) of the 156 Distinct Critical Elements identified by Knowledgeable Faculty Members compared with 5. 9 percent (12) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There was one distinct critical element in this study that was not included in the FSA study. This involved arranging for sponsors of foreign students visiting the campus to meet their students and related faculty members. However, there were five distinct critical elements in the FSA study that were not included in the KFM study. These involved: review- ing the housing problem or situation of a foreign student with his spon— sor or government, identifying and nominating wo rthy foreign students for scholarships from private agencies, informing sponsors of the increase in costs and expenses at the university, insuring written com- mitments from sponsors as to financial support for their students, and cooperating with NAFSA in advising foreign governments when financial Slipport is inadequate. Emergency Situations. This area represented 8 percent (13) of the 156 Distinct Critical Elements identifed by Knowledgeable Faculty Members compared with 6. 4 percent (13) of 203 Distinct Critical Elements identified tinct critical elemen study. These involv dent and] or family d prepare groups of £0 or civil disorders. However, the FSA study that were reporting emergenc sponsor or gover aforeign student w to class or course Miscellaneou. cent (11) of the 156 able Faculty Memb Critical Elements 1' no distinct critical in the study by FSit However, tht study that were no ing and welcoming students to prepar court when approx providing special 195 Elements identified by Foreign Student Advisers. There were two dis- tinct critical elements in this study that were not included in the FSA study. These involved: providing personal assistance to foreign stu— dent fand/or family during serious crisis and helping to organize and prepare groups of foreign students-to support each other during riots or civil disorders. However, there were also two distinct critical elements in the FSA study that were not included in the KFM study. These involved: reporting emergency situations involving foreign students to their sponsor or government and assisting in making judgments whether a foreign student who had mental difficulties was capable of returning to class or coursework. Miscellaneous Personal Services. This area represented 7 per- cent (11) of the 156 Distinct Critical Elements identified by Knowledge— able Faculty Members compared with 8. 9 percent (18) of 203 Distinct Critical Elements identified by Foreign Student Advisers. There were no distinct critical elements in the KFM report that were not included in the study by FSA's. However, there were seven distinct critical elements in the FSA study that were not included in the KFM study. These involved: meet- ing and welcoming new foreign students on arrival, assisting foreign students to prepare legal forms, accompanying foreign students to court when appropriate, serving as liaison with prospective employers, Providing special academic or financial assistance to a foreign student, developing lasting fr' attending memorial Summar There were 15 ledgeable Faculty M ments identified by 47 between the two Elements were com ments were unique t study. The differs the difference betw ings. The respecti in detail (under the number of raw elen 196 developing lasting friendships with individual foreign students, and attending memorial services for deceased foreign student and/or family. Summary There were 156 Distinct Critical Elements identified by Know— ledgeable Faculty Members compared with 203 Distinct Critical Ele— ments identified by Foreign Student Advisers, involving a difference of 47 between the two groups. One—hundred and forty-one Distinct Critical Elements were common to both groups. Fifteen Distinct Critical Ele- ments were unique to the KFM study and 62 were unique to the FSA study. The difference between the 15 and 62 -- 47 again represents the difference between the two major Distinct Critical Element group— ings. The respective Distinct Critical Elements were reported earlier in detail (under the Critical Areas of Behavior) together with the total number of raw elements in each Distinct Critical Element. In Chapter and discussed. Ho (page 93) that the (:1 Forms was an impo the Knowledgeable Opinions about the . fessional qualificat‘ person occupying th the~job behavior of The questi able Faculty Memb essential parts oft professional qualif Characteristics de dent Adviser. It v during a personal where the Knowlec °Pinlons of the fur. CHAPTER v ANALYSIS OF SUPPLEMENTARY DATA Introduction In Chapter IV the basic findings of this study were presented and discussed. However, it had been indicated earlier in Chapter III (page 93) that the questionnaire that included the Critical Incident Report Forms was an important additional instrument in this study which enabled the Knowledgeable Faculty Member to present his Perceptions or Opinions about the functions of the Foreign Student Office and the pro- fessional qualifications and personal characteristics desirable in the person occupying that position, as well as his observations of the on— the-job behavior of the Foreign Student Adviser. The questionnaire (see Appendix B) provided for the Knowledge- able Faculty Member to identify the five (or more) functions that are essential parts of the Foreign Student Adviser's responsibility and the professional qualifications (degrees and/or experience) and personal Characteristics desirable in the person filling the role of Foreign Stu- dent Adviser. It will be recalled that the questionnaire was completed during a personal interview generally conducted in a one—to-one situation where the Knowledgeable Faculty Member was encouraged to express his Opinions of the functions of foreign student advising and the nature of the 197 J—_~—_ person best qualifie Therefore, the reS] addition to the basi: While the informed opinion, c of Knowledgeable F Any f; teach: head with i adxis info r1 dent. This Cha} and opinions of lll statements include dent Repo rt F0 rm 198 person best qualified by preparation and personality to fill this role. Therefore, the responses to these questions serve as an important addition to the basic Critical Incident Technique Study. While the data in this chapter reflect opinion, it is presumably informed opinion, colored by experience, based on the original definition of Knowledgeable Faculty Members (Chapter I, page 20) for this study: Any faculty member of the institution whether teaching, advising or serving as a department head or dean who has had extended contact with foreign students either in a teaching or advisory capacity and who is reasonably well informed on the operations of the foreign stu- dent office at his institution. This Chapter then serves to summarize and analyze the answers and opinions of 110 Knowledgeable Faculty Members to the following three statements included in the questionnaire that enclosed the Critical Inci- dent Report Forms: 1. Based on my personal experience, I believe the following five functions are essential parts of the Foreign Student Adviser‘s responsibility (not necessarily in rank order or limited to five). 2. I believe the Foreign Student Adviser should have the following professional qualifications (degrees and/or experience). 3. I believe it is desirable/essential that the Foreign Student Adviser have the following personal characteristics. :1] M by Knowledge! the opportunity an perceived as 6558 bility. The result range of actixities became evident th areas to be manag While a Va adopted, it was ag that using the sixt earlier induced fr useful purposes. that the sixteen C behavior gene rall should, therefore Suggested by Kno PrOVide a basis ft Knowledgeable FE Stlldent A dvis e r s ofForeign Studer. 199 The ESSential Functions of Foreign Student Adviser's Responsibility as Perceived by Knowledgeable Faculty Members Knowledgeable Faculty Members appeared quite ready to accept the opportunity and encouragement to express their opinions of what they perceived as essential parts of the Foreign Student Adviser's responsi- bility. The result was a list of 69 suggested functions covering a wide range of activities. The list was so widespread and extensive that it became evident that it would have to be consolidated into functional areas to be manageable and meaningful. While a variety of areas or codings might have been devised or adopted, it was agreed by the researcher and his associate (Mr. Miller) that using the sixteen Critical Areas of Foreign Student Adviser behavior earlier induced from the Critical Incident reporting would serve several useful purposes. It had been pointed out earlier (Chapter IV, page 138) that the sixteen Critical Areas of Foreign Student Adviser on-the-job . behavior generally covered the entire range of FSA behavior. They should, therefore, be able to accommodate the entire 69 functions suggested by Knowledgeable Faculty Members. In addition, it would provide a basis for the comparison of the opinions volunteered by Knowledgeable Faculty Members of essential functions of Foreign Student Advisers with their earlier observations of significant incidents of Foreign Student Adviser on-the-job behavior. Table V-l Student Adviser's Members by size The sixteen disti Critical Areas of ter IV induced fr able Faculty Me The num relate very clos Faculty Member Faculty Member able Faculty Me functions. Grou and 32 (29 perce porting 28. 6 per As might in the three grOi ranks number 0‘ tion 3, (Plannin reflect the Knm versities with 1 dent Adviser w: able him to des academic pro g‘ 200 Table V-l (page 201) reports the essential parts of the Foreign Student Adviser's responsibility as perceived by Knowledgeable Faculty Members by size of Foreign Student Enrollment at the KFMs institution. The sixteen distinct functions listed here correspond to the sixteen Critical Areas of Foreign Student Adviser behavior included in Chap - ter IV induced from the 354 Critical Incidents reported by Knowledge— able Faculty Members. The number and percentage of suggested functions per Group relate very closely to the number and percentage of Knowledgeable Faculty Members in each Group. Group 1, with 45 Knowledgeable Faculty Members representing 41 percent of the total HQ Knowledge— able Faculty Members reported 42.8 percent (245) of the (572) suggested functions. Groups 2 and 3 were equally consistent with 33 (30 percent) and 32 (29 percent) Knowledgeable Faculty Members respectively re— porting 28.6 percent (164 and 163) each of the 572 suggested functions. As might be expected, all functions are not equally represented in the three groups. While Function 4 (Academic Guidance Program)- ranks number one in groups 2 and 3, it is second in group 1 to Func— tion 3, (Planning and Program Development). This could conceivably reflect the Knowledgeable Faculty Members' opinion that at the uni— versities with large enrollments of foreign students the Foreign stu— .dent Adviser will likely have a staff of varying size which should en- able him to design and develop a variety of programs to promote the academic progress and/or personal development of the foreign F Cry—CFC mudovdum ca «ouch v Cu OCN u mudovsum waohoh memo 0» Com u N QSOMU OHOE ho mafiofidum meo.uoh 000a n a QDOHU HezmleJuomu/Hm .HZHQDHW ZUHMHNHOM ho "NNHW New. mmmmzmz NeutrHDOQ< HZMHQD Hem 76HHWMHOIW "NEH. .No WZOHHUEHHH \Hst‘m—WWMH H I .>. ”xi-“MINE 201 N.m o.m o.m Hod Honaon/H quvomh Roam 02 Nm mm 3 inseam no nonfisz $03 so .wN so .mN new .Ne scooped omen: NE. ONE: 32 0.2: ”NH “m2: MWN mane/Sm Escaped 38526322 .3 o w or o .w MH 0 .w H .N m msoflonfim >osomnocsum .mH a ”2 w e. 2 N .2 M a .N s monoeow< oeamuso £23 meonflom .3 0.2 2 N 2 N MN m a. 2 eonefisflfi wennofiao .2 we we a. .3 «N a. .e 2 a. .m 2 mane/none neeeBm emanate .N2 0 .o Nm 0 .w 2 s .o 2 a .2 MN meonflem asacsEEoo menmfienooo .2 m. N e. 2 a. 2 mugs/N $30 .3 HN .H w o. H o. H m .N o moor/pom Hosp 30m .0 a .w we w .e 2 e .w 3 a .0 MN Esteem messages treason .w m N o . H o. H masopspm UoBQSMQHCH F 0N2 on 0.: 2 ca; mN v.2 wN toaxm conneanEEH .o m .o em N .o 3 e .N e m .Nr 2 oocmpmsv Hwnocnfih .m N .3 we a .m: cm a .2 oN w .2 0N Enhances aoeaeaso US$33. .v o .HVH Hum 0 .NH HN H .HrH MN m .vH mm “coEQoHocon EmanMnH Hose wCHCCmHnH .m w .0 mm m .0 HH m S NH . m .0 pH >HOmH>p< Head “:5an350 .N m .e mN N .H N m .e w H .o m: @6230 ponoochHEp< .H as .02 as .02 as .02 ‘ as .02 HSOH m @3080 N QSOHU H anouU monopdum cmHoHorm 00H» 0“ ooN mucoosnwewnonom go on com epoch no monopoum cwHouoh 2:: H H m QSOHO N 95.2w H @5050 HZHHZAAOMHZMH BZMQDHW ZUHHNHOrm r”HO HNHm Fm mMHmHmHHZHHZ NHJDD/Vh MAQEUQHABOZM wm . H .. >mH1HmQ< HZMQDHW ZUHMHMHOM HEM. (m0 WZOHHDH/th ASHZHWMH students - and bilities to the £0 institutions with Foreign Student students includi supportive (adm Groups tion 4 (Academi gram Developm tion 12 (Student tion 3 (Planning rank Function 1 (Immigration E: appears obvious bers rank Funct tion 4 (Academi their order of p The sixi ate comments < Function 1. A; This fur Faculty Memb: Members at th 202 students — and perhaps to assist the faculty to discharge their responsi- bilities to the foreign student. Knowledgeable Faculty Members at institutions with smaller enrollments of foreign students may see the Foreign Student Adviser's primary responsibilities as advising foreign students including general academic advising in their own terms, i. e. , supportive (admissions, language, etc. ). Groups I and 2 reverse their initial positions and rank Func— tion 4 (Academic Guidance PrOgram) and Function 3 (Planning and Pro- _ gram Development) number two respectively while Group 3 ranks Func- tion 12 (Student Activities) number two. Group 3 goes on to rank Func— tion 3 (Planning and Program Development) number 3. Groups 1 and 2 rank Function 11 (Coordinating Community Relations) and Function 6 (Immigration Expert) number three respectively in their ratings. It appears obvious that all three groups of Knowledgeable Faculty Mem— bers rank Function 3 (Planning and PrOgram Development) and Func— tion 4 (Academic Guidance Program) - in their own terms - high in their order of priority of Functions for the Foreign Student Adviser. The sixteen essential functions are listed below with appropri_ ate comments concerning the reporting by the respective groups: Function 1. Administered Office This function reflects a wide range of opinion byKnowledgeable Faculty Members in the respective groups. Knowledgeable Faculty Members at the larger institutions see this function of the Foreign Student Adviser a Members at smal Function I 1. Con Knowledg sistent in repo rti in importance. Function III. Pl This func ledgeable Facult important functi bility. Function IV. Ag This func Knowledgeable F important functii bility. However function than in Faculty Membe Academic Guida able Faculty Mt students enroll! 203 Student Adviser as relatively important whereas Knowledgeable Faculty Members at smaller institutions give it very limited attention. Function II. Consultant and Advisory Knowledgeable‘Faculty Members in all three groups were con— sistent in reporting this function at an intermediate level (in numbers) in importance. Function III. Planning and Program Development This function was noted earler as being recognized by Know- ledgeable Faculty Members in all three groups as one of the most important functions in the Foreign Student Adviser's area of responsi- bility. Function IV. Academic Guidance Program This function was also noted earlier as being recognized by Knowledgeable Faculty Members in all three groups as one of the most important functions in the FOreign Student Adviser's area of responsi— bility. However, there is more range between the three groups in this function than in the preceding one possibly because of Knowledgeable Faculty Members at small institutions perceiving a more active role in cademic Guidance for Foreign Student Advisers than the Knowledge- ble Faculty Member at the larger institutions with more graduate students enrolled. Fimction V. Fi While Kno to rank this func tance, Knowledg low with 4 (Z. 4 p reflect less prob institution becau tion. Knowledge important becaus may be largely Members in Cm most the revers haps sponsored, problems. Function VI. E Knowledg sistent in rating bilities of the F1 Function VII. _I_: _Knowled sistent this firm of the functions reported. In fa 2.04 Function V. Financial Guidance While Knowledgeable Faculty Members in Groups 1 and 3 tend to rank this function at the intermediate level (in numbers) in impor— tance, Knowledgeable‘Faculty Members in Group 2. report it relatively low with 4 (2.4 percent) of the total 164 items reported. This could reflect less problems or concerns with this function at this size of institution because of the size and nature of the foreign student, popula- tion. Knowledgeable Faculty Members in Group 3 may see this as more important because the’foreign student population in theseinstitutions may be largely unsponsored undergraduates. Knowledgeable Faculty. Members in Group 1 may also view it as an important function for al- most the reverse reasons: heavy enrollment of graduate students, per— haps sponsored, but with accompanying families that pose financial problems. Function VI. Immigration Expert Knowledgeable Faculty Members in all three groups are con— _ sistent in rating this function as one of the more important responsi- bilities of the Foreign Student Adviser. Function VII. Interviewed Students ‘Knowledgeable Faculty Members in all three groups are con- Sistent this time in giving this function one of the lowest ratings of all of the functions listed — 2 (O. 3 percent) of the total of 572 raw functions reported. In fact, Group 1 did not report it at all. It may well be that Knowledgeable Fac separate function Iated functions . Function VIII. P Knowledge sistent in rating t of the Foreign Stu Function IX. ef Knowled g give this function total of 572 raw f in Group 1 seem Foreign Student f percent) of the G there is a questit eral may not per related functions Function X. 9}; Knowled sistent in giving Interviewed Stilt the total of 572 2.05 Knowledgeable Faculty Members do not perceive this activity as a separate function but rather as a part of some of the other listed re- lated functions. Function VIII. Personal CounseliggServices Knowledgeable Faculty Members in all three groups are con- sistent in rating this function as one of the important responsibilities of the Foreign Student Adviser. Function IX. Referral Services Knowledgeable Faculty Members in all three groups generally give this function one of the lowest ratings with 8 (1.4 percent) of the total of 572. raw functions reported. Knowledgeable Faculty Members in Group 1 seem to be more aware of this function as a part of the Foreign Student Adviser's responsibility and report it six times (2.5 percent) of the Group 1 total of 245 raw functions reported. Again, there is a question here that Knowledgeable Faculty Members in gen- eral may not perceive this function as one separate from other listed related functions. Function X. Gives Advice Knowledgeable Faculty Members in all three groups are con- Sistent in giving this function the lowest rating (with Function VII, Interviewed Students) of all the functions listed - Z (O. 3 percent) of the total of 572 raw functions reported. In fact, Group 3 did not report it at all. Members do not rather as a part Function XI. _C_g Knowledr this function as of responsibility importance refl (11.4 percent) Groups 2 and 3 respective grou Function XII. _l Knowled important one, Group 3 report: tions reported ‘ percent (11) £01 able Faculty M 0f undergradua important wher tions with a he it in the same 206 report it at all. Again, it may well be that Knowledgeable Faculty Members do not perceive this activity as a separate function but rather as a part of some of the other listed related functions. Function XI. Coordinates Community Relations Knowledgeable Faculty Members in all three groups recognize this function as an important one of the Foreign Student Adviser's areas of responsibility. However, there is some difference in the degree of importance reflected by the respective groups. Group 1 reports 28 (11.4 percent) of the Group l‘total of 245 raw functions reported, while Groups 2 and 3 report 6. 7 percent (11) and 8.0 percent (13) for their respective groups. Function XII. Student Activities Knowledgeable Faculty Members recognize this function as an important one, again with some difference in the degree of importance. Group 3 reports 24 (14.7 percent) of the Group 3 total of 163 raw func- tions reported while Groups 1 and 2 report 5. 7 percent (14) and 6. 7 percent (11) for their respective groups. It may be that Knowledge- able Faculty Members in smaller institutions with a heavier percentage Of undergraduate foreign students perceive this function as relatively important whereas Knowledgeable Faculty Members at larger institu- tions with a heavier percentage of graduate students do not consider it in the same light. Function XII I. Knowledge sistent in giving t total of 572 raw f at all. Again, K activity as a sepa functions . Function XIV. R Knowledg give this function total of 572 raw f somewhat more dent Adviser's re of the Group 1 to1 receive further a KFMs current p or reporting of c Function XVI. A Knowledg sistent in rating of Foreign Stude 207 Function XI I I. Gathering Information Knowledgeable Faculty Members in all three groups are con- sistent in giving this function a very low rating 4 (0. 7 percent) of the total of 572 raw functions reported. In fact, Group 3 did not report it at all. Again, Knowledgeable Faculty Members may not perceive this activity as a separate function but rather as a part of the other listed functions. Function XIV. Relations with Outside Agencies Knowledgeable Faculty Members in all three groups generally give this function one of the lowest ratings with 11 (l. 9 percent) of the total of 572 raw functions reported. KFMS in Group 1 seem to be somewhat more aware of this function as a part of the Foreign Stu- dent Adviser's responsibility and report it five times (2.1 percent) Of the Group 1 total of 245 raw functions reported. This function will receive further attention and comment in a following comparison of KFMs current perceptions or opinions with their earlier observations Or reporting of critical elements and areas. Function XVI. Miscellaneous Personal Services Knowledgeable Faculty Members in all three groups are con- sistent in rating this function as one of the important responsibilities of Foreign Student Advisers. General The intro important functi Knowledgeable F functions include (Personal Couns Services); Funct (Miscellaneous Office and Finan tant but with def three groups. It should sidered very mi Members. The: (Referral Servic Information); F1 tion 15 (Emerge the discussion c percent (20) of ‘ 164 raw functio Group 3, and 6 Again, it shoul Interviewed Stt Information - r related distinc 208 General The introductory comments to this section identified the most important functions of the Foreign Student Adviser as perceived by Knowledgeable Faculty Members in the three groups. Other important functions included: Function 2 (Consultant and Advisory); Function 8 (Personal Counseling Services); Function 11 (Coordinates Community Services); Function 12 (Foreign Student Activities); and Function 16 (Miscellaneous Personal Services). Functions 1 and 5 (Administered Office and Financial Guidance) could generally be conceived as impor— tant but with definite variations in degree of importance among the three groups. It should likewise be noted that six of the functions were con— sidered very minor in nature by the reporting Knowledgeable Faculty Members. These include: Function 7 (Interviewed Students); Function 9 (Referral Services); Function 10 (Gives Advice); Function 13 (Gathering Information); Function 14 (Relations with Outside Agencies); and Func— tion 15 (Emergency Situations). Explanatory notes were included with the discussion of each function. These six functions account for 14 ercent (20) of the 245 raw functions in Group 1, 8 percent (10) of the 164 raw functions in Group 2, 3 percent (5) of the 163 raw elements in roup 3., and 6 percent (35) of the total 572 raw elements reported. gain, it should be recalled that four of these six distinct functions - nterviewed Students, Referral Services, Gives Advice, and Gathering nformation - may well be perceived by KFMS as a part of some other elated distinct function. The sixteen various raw functio that were originally Function 1. Admin' 1 Office 2.. Mainte 3 Insura 4 Enfo rc 5 lnte rp 6 Availa 7 Depen 8 T rave It should b« able, consistent” Miss where they inconsistent since Student Office wil students and "def variety of foreig! tion of his office One of th an interesting Si tial function of t 209 The sixteen distinct functions follow, including a listing of the rious raw functions suggested by Knowledgeable Faculty Members Lt were originally induced into the distinct functions: .nction I. Administered Office (2‘3) 1. Office Administration (3) 2. Maintenance of files (4) 3. Insurance requirements (2) 4. Enforcement of regulations (2) 5. Interpretation of University policies (10) 6. Available (1) 7. Dependable, consistent (2) 8. Travels abroad (1) It should be noted that KFMs identified ”available” and "depend— ile, consistent" under the category of functions rather than character- tics where they might have been included. This is not necessarily consistent since efficient or desirable administration of the Foreign udent Office will depend in part on the FSA being “available" to foreign udents and "dependable and consistent" in his efforts to fulfill a riety of foreign student needs that relate directly to the administra- >n of his office. One of the participating Knowledgeable Faculty Members included interesting suggestion that "travel abroad" be considered an essen- .1 function of the Foreign Student Adviser. While the justification for this function wo Advisers, as a quired or provid Function II. Co 1. Liai 2 Gen 3 Info tion 4 Res and 1 Pre 2 Initi 3 Esta 4 Cont 5 Adju 6 Insu 7 Wiv1 ; 8 Spec 1 9 Edu 3 10 Har 11 Res fore 210 this function would almost appear self-evident, few Foreign Student Advisers, as a normal part of their general responsibilities, are re- quired or provided the opportunity to travel abroad. Function II. Consultant and Advisory (39) l. Liaison with faculty and departments (22.) 2. General campus coordination (7) 3. Information center—dissemination of publica— tions (5) 4. Resource facility for academic departments and reference for others (5) Function 111. Planning and Program Development (84) l. Pre-arrival orientation (6) 2. Initial orientation (44) 3. Establish initial rapport (2) 4. Continuous orientation (3) 5. Adjustment to campus and community (15) 6. Insure against "over—Americanization" (Z) 7. Wives and family programs (6) 8. Special prOgram co<_‘)rdination (l) 9. Educational exchange (2) 10. Harnessing institutional energy (1) 11'. Research on university commitmentlto the foreign student (1) 12. Research - general (I) It shou1< tion. It serves aware that orie ceimbly be ove Function IV. .15 1 Lia 2. Ass Stu 3 E11; 4 Pr( 5 Ac. 6 Su; 7 Mo 8 N01 1t shoul ever, it Seems participatiOn ll Function V, F 1- Lo 2. As 3. En 4, En 211 It should be noted that item six is something of a negative func- tion. It serves as a reminder that Knowledgeable Faculty Members are aware that orientation ceivably be overdone. Function IV. Academic Guidance Program (88) l . 2. Liaison with admissions and placement Assessment of academic background of foreign students English language capability Providing intellectual challenge Academic adjustment Supplement academic advising Monitoring scholastic status Non-involvement in academic affairs , indoctrination and adjustment programs can con- It should be noted that item eight is negative in nature. How- ver, it seems to represent a small negative reaction to the FSA's articipation in the Academic Guidance Function although primarily in supplemental role. unction V. Financial Guidance (37) l . Loans As sistantships and scholarships Employment — gene ral Employment - graduate 3. Fina 6. Ge“ FunCthn VI If! 1. 1mm 2. Visa 3. Prat Function VI 1- I 1. Initi Function VI I l. 1, Per 2. Psy 3. Psy 4. Em lt shouh ledgeable Facul than a cha racte relates closely Function IX. I ‘ l. Rel 212 5. Financial counseling (8) 6. General (17) Function VI. Immigration Expert (69) 1. Immigration and legal (64) 2. Visa status (4) 3. Practical training advice (1) Function VII. Interviewed Students (2) 1. Initial welcome interview (2) F‘unction VIII. Personal Counseling Services (48) 1. Personal Counseling and Advice (44) 2. Psychological evaluation (1) 3. Psychological counseling (1) 4. Empathetic (2) It should be noted that in identifying "empathetic" the Know— edgeable Faculty Members were listing this item as a function rather However, it an a characteristic where it might have been included. slates closely to the total framework of this function. unction IX. Referral Services (8) l. Referral services unction X. Gives Advice (Zl (l) 1. Religious advice 2. Advisor to foreign faculty It shoul advice and ser‘ Function XI. ( 1. Ho 2. Liz que 3. Co 4. Int Function XII. 1. Ar 2. An 3. So< 4. Int 5 Di: It shoul tion It Serve: Members Of th Function XI I l. 213 It should be noted that many Foreign Student Advisers provide advice and services to foreign faculty as well as foreign students. Function XI. Coordinates Community Relations (52) 1. Host family, home visits (4) 2. Liaison with local authorities on legal questions (3) 3. Community relations (33) 4. Interpretation of American culture (12) Function XII. Foreign Student Activities (49) 1. Arrange excursions (1) 2. American-foreign student relations (8) 3. Social activities promotion (24) 4. International and nationality clubs (14) 5. Discouragement of nationality cliques (2) It should be noted that item five is something of a negative func— tion. It serves as a reminder of the awareness of Knowledgeable Faculty Members of the potential problems inherent in nationality "cliques. ” Function XIII. . Gathering Information (4) l. Complaint service 2. Determine facts vs excuses 3. Follow—up on departed students Function XIV. l. Liai Z. Liai Function XV. g l. Eme Function XVI, b 1. A531 2. Assi 3. Hons 4- Speci 5- Gene 6- Defer It Seems ; cene HllOllSlllgH a Student A CM 3 e r 5 C0”) fl " ~ r \Rw ma % Table ng F1 acultyMemberSI D u 214 FunctionXlV. Relations with Outside Agencies (1;) l. Liaison with embassies (4) 2. Liaison with sponsors (7) Function XV. _E_rnergency Situations (8) l. 8 Emergency situations (8) Function XVI. Miscellaneous Personal Services (46) 1. Assistance with registration (1) 2. Assistance with paperwork (l) 3. Housing (40) 4. Special services (2) 5. General welfare of foreign students (1) 6. Defense of foreign student interests (1) It seems apparent that Knowledgeable Faculty Members per- ceive "housing" assistance as the major personal service that Foreign Student Advisers can provide to foreign students. Comparison of Knowledgeable Faculty Members' Perceptigii 9_r Opinions of the Foreign Student Adviser's _Responsibilities with the KFMs' Earlier Observations of the Critical Areas of Behavior of the FSA_ Table V—2 (page 215) provides a comparison of Knowledgeable Faculty Members' perceptions or opinions with their earlier reported bservations of the essential areas or functions that are part of the I“ 12. 13. 14. 15. 16. . Administered . Consultant an . Planning and COMPARISON PERCE ST UD THE Kl CRITIC Critical or Essential . Financial Gui . Immigration . Interviewed . Personal Co . Referral Sei- . Gives Advice . Coordinates Relations Student Activ Gathering Int Relations wit Agencies Emergency 1 Miscellanew Services *From Chap **From Chat 215 TABLE V — 2 COMPARISON OF KNOWLEDGEABLE FACULTY MEMBERS' PERCEPTIONS OR OPINIONS OF THE FOREIGN STUDENT ADVISER'S RESPONSIBILITIES WITH THE KFMS EARLIER OBSERVATIONS OF THE CRITICAL AREAS OF BEHAVIOR OF THE FSA Observations* Perceptions** Critical Areas Num- Per- Num- Per- or ber cent ber cent Essential Functions (Elements) (Opinions) Administered Office 60 5. l 25 4. 3 Consultant and Advisory 215 18. 4 39 6. 8 Planning and Program Development 66 5. 6 84 14.6 Academic Guidance Program 144 12. 3 88 15.3 Financial Guidance Program 56 4. 8 37 6. 5 Immigration Expert 97 8. 3 69 12. 6 Interviewed Students 98 8. 4 2 0. 3 Personal Counseling Services 85 7. 3 48 8. 4 Referral Services 16 1. 4 8 1. 4 Gives Advice 17 l. 5 2 0. 3 Coordinates Community Relations 48 4. 1 52 9. 0 Student Activities 37 3. 2 49 8. 5 Gathering Information 59 5. 0 4 0. 7 Relations with Outside Agencies 35 2. 9 11 1.9 Emergency Situations 65 5. 5 8 l. 4 Miscellaneous Personal Services 73 6. 2 46 8.0 1171 100.0 572 100.0 —.___ >1‘From Chapter IV, Page ""l‘From Chapter V, Page Foreign Student ever, that in the and the desirab prior to reporti It is quite likel described signi features not in factor should b Functions and functions or a other half (8) ence. new (60) of the tots Faculty Memt tions (572) re The observat'l of the Foreig tion are reas _C_9_r_i§ cent (215) of able Faculty 216 Foreign Student Adviser's responsibility. It must be recognized, how- ever, that in the interviewing approach noted earlier, Knowledgeable Faculty Members completed the questionnaire identifying five functions that are essential parts of the Foreign Student Adviser responsibility and the desirable qualifications and personal characteristics of FSAs prior to reporting significant incidents involving the FSA or his office. It is quite likely that as Knowledgeable Faculty Members recalled and described significant incidents they would tend to include details and features not included in the initial answers to the questionnaire. This factor should be kept in mind in the following comparison of Essential Functions and Critical Areas. It should be noted that half (8) of the functions or areas bear some relationship or consistency whereas the other half (8) differ significantly although varying in degree of differ- ence. Administered Office. Observations here represent 5.1 percent (60) of the total critical elements (1171) reported by Knowledgeable Faculty Members compared with 4. 3 percent (25) of the total percep— tions (572) reported by the same Knowledgeable Faculty Members. The observations and perceptions of Knowledgeable Faculty Members of the Foreign Student Adviser's responsibility for this area or func— tion are reasonably consistent. Consultant and Advisory. Observations here represent 18. 4 per— cent (215) of the total critical elements (1171) reported by Knowledge— able Faculty Members compared with 6. 8 percent (39) of the total perceptions (572) l The 215 observati- areas of Foreign S are close to the m Functions. The Ir Knowledgeable Fa activities whereas include a wide rar through the Acad The spread of 11. CriticalAreas a additional dimen evaluation of the bility as he move review of the det Planning sent 5.6 percent ledgeable Facult the total percep1 Members. The second only to t The major diffe Faculty Membe gramming that 217 rceptions (572) reported by the same Knowledgeable Faculty Members. e 215 observations make this area by far the largest of the 16 critical eas of Foreign Student Adviser behavior whereas the 39 perceptions e close to the mean distribution of 6. 25 percent for all 16 Essential rictions. The major differences here represent the fact that the owledgeable Faculty Members' perceptions are limited to a few major ivities whereas the Knowledgeable Faculty Members' observations lude a wide range of activities ranging from the President's Office, ough the Academic and Service areas, to the Mental Health Center. e spread of 11.6 percent here is the largest of all among the 16 itical Areas and Essential Functions. It perhaps best reflects the litional dimensions the Knowledgeable Faculty Member brings to the iluation of the Foreign Student Adviser‘s essential areas of responsi- ity as he moves from personal, general opinion to an examination or riew of the details of specific incidents and situations. Planning and Program Development. Observations here repre- lt 5. 6 percent (66) of the total critical elements reported by Know— geable Faculty Members (1171) compared with 14.6 percent (84) of total perceptions (572) reported by the same Knowledgeable Faculty mbers. The 84 perceptions reported in this functional area are 10nd only to the 88 reported in the Academic Guidance Program. 3 major differences here appear to be the result of Knowledgeable :ulty Members on one hand freely considering the planning and pro- .mming that the Foreign Student Adviser might promote or provide, ranging from p foreign student and specific re able Faculty M and pro grammi counseling, etc Knowledgeable the total perce Members. Th functional are functional are perceptions, K viewing the F0 one, providing areas of admi: finale percent (56) o able Faculty 1 ceptions (572) The observati the Foreign S are reasonab 218 ranging from pre—arrival orientation programs for newly admitted foreign Students, through educational exchange programs to general and specific research efforts; while on the other hand the Knowledge— able Faculty Members observed the Foreign Student Adviser planning and programming in a very limited sense, i. e. , orientation, language, :ounSeling, etc. Academic Guidance Program. Observations here represent .2. 3 percent (144) of the total critical elements reported (1171) by {nowledgeable Faculty Members compared with'15.3 percent (88) of he total perceptions (572) reported by the same Knowledgeable Faculty dembers. The 144 observations and 88 perceptions reported in this unctional area make it second in observations reported of all sixteen mctional areas. In reviewing the individual or raw observations and erceptions, Knowledgeable Faculty Members tend to be consistent in iewing the Foreign Student Adviser's function here as a supporting 16, providing supplemental but important assistance in the related reas of admissions, language, transfers, withdrawals, etc. _Einancial Guidance Program. Observations here represent 4.8 :rcent (56) of the total critical elements reported (1171) by Knowledge- »le Faculty Members compared with 6. 5 percent (37) of the total per- ptions (572) reported by the same Knowledgeable Faculty Members. ;e observations and perceptions of Knowledgeable Faculty Members of 3 Foreign Student Adviser's responsibility for this area or function 3 . reasonably consistent. this the third Adviser. In t responsibility ceive it in a observations important in t Inter ' cent (98) of th able Faculty h perceptions (E The 98 observ this the third Adviser. As perceive this some of the 01 Members rec: apparently re; areas like thi questionnaire 219 Immigration Expert. Observations here represent 8. 3 percent (97) of the total critical elements reported (1171) by Knowledgeable Faculty Members compared with 12. 6 percent (69) of the total percep— tions (572) reported by the same Knowledgeable Faculty Members. The 69 perceptions reported by Knowledgeable Faculty Members make this the third most heavily reported function of the Foreign Student Adviser. In this function or area of the Foreign Student Adviser's responsibility the Knowledgeable Faculty Members apparently per- ceive it in a more important manner than they report it through their observations of critical elements and areas, which are sufficiently .mportant in themselves. Interviewed Students. Observations here represent 8. 4 per— :ent (98) of the total critical elements reported (1171) by Knowledge- Lble Faculty Members and far outweigh the O. 3 percent (2) of the total >erceptions (572) reported by the same Knowledgeable Faculty Members. The 98 observations reported by Knowledgeable Faculty Members make his the third most heavily reported critical area of the Foreign Student Ldviser. As noted earlier, Knowledgeable Faculty Members may not erceive this activity as a separate function but rather as a part of ome of the other listed related functions. As Knowledgeable Faculty [embers recalled and described observed significant incidents, they pparently reported the Foreign Student Adviser's behavior in critical reas like this one that they did not include in the initial answers to the lestionnaire. perceptions (5 The observatio of this impor responsibility Faculty Memb tions reporte The consisten that neither by Faculty Memt of the Foreigr result of eithq Member woul in this critic: perceive this tions. gm; of the total c Members co reported by 220 Personal Counseling Services. Observations here represent 3 percent (85) of the total critical elements reported (1171) by Know— dgeable Faculty Members compared with 8. 4 percent (48) of the total rceptions (572) reported by the same Knowledgeable Faculty Members. 1e observations and perceptions of Knowledgeable Faculty Members this important area or function of the Foreign Student Adviser's sponsibility are reasonably consistent. Referral Services. Observations here represent 1. 4 percent 6) of the total critical elements reported (1171) by Knowledgeable Lculty Members compared with l. 4 percent (8) of the total percep- >ns reported (572) by the same Knowledgeable Faculty Members. ie consistency in these low ratings in this area or function reflects at neither by observation or perception does the Knowledgeable tculty Member consider this activity as an important responsibility the Foreign Student Adviser. This consistent reporting may be the sult of either a lack of knowledge, since the Knowledgeable Faculty amber would seldom observe the Foreign Student Adviser performing this critical area, or the Knowledgeable Faculty Members may not rceive this function as one separate from other listed related func- ns. Gives Advice. Observations here represent 1. 5 percent (17) :he total critical elements reported (1171) by Knowledgeable Faculty mbers compared with 0. 3 percent (2) of the total perceptions (572) orted by the same Knowledgeable Faculty Members. The consistency in thes neither by observa Member consider Foreign Student A sult of either a lac Member would sel ing in this critical not perceive this functions. Coordinat sent 4.1 percent ( Knowledgeable F the total percepti Members. The d ledgeable Faculty part of the total 1 their observation confirm their pe. necessarily awa: Foreign Student mm (37) of the total Faculty Membe: tions (572) repo 221 'stency in these low ratings in this area or function reflects that er by observation mr perception does the Knowledgeable Faculty ber consider this activity as an important responsibility of the ign Student Adviser. This consistent reporting may be the re— f either a lack of knowledge since the Knowledgeable Faculty ber would seldom observe the Foreign Student Adviser perform- this critical area or the Knowledgeable Faculty Members may erceive this function as one separate from other listed related 'ons. Coordinates Community Relations. Observations here repre— 4. 1 percent (48) of the total critical elements reported (“1171) by ledgeable Faculty Members compared with 9.0 percent (52) of >ta1 perceptions reported (572) by the same Knowledgeable Faculty oers. The difference in the percentages here reflect that Know- able Faculty Members perceive this function as an important 3f the total responsibility of the Foreign Student Adviser but observation of Foreign Student Adviser behavior either does not rm their perceptions or the Knowledgeable Faculty Member is not sarily aware by observation of some of the activities of the .gn Student Adviser in this area. Student Activities. Observations here represent 3. 2 percent f the total critical elements (1171) reported by Knowledgeable ty Members compared with 8.5 percent (49) of the total percep— (572) reported by the same Knowledgeable Faculty Members. The difference in 1 Faculty Members total responsibth tion of the extent does not measure sneer cent (59) of the to able Faculty Men activity as a sep listed related f significant incid Adviser's beha initial answers Relations 2.9percent (35) ledgeable Facul perceptions rep The consistenc1 reflects that ne Faculty Membe of the Foreign Emer gI cent (65) of the Faculty Memb 222 he difference in the percentages here reflects that Knowledgeable aculty Members perceive this function as an important part of the vtal responsibility of the Foreign Student Adviser, but their observa— on of the extent of the Foreign Student Adviser's behavior in this area Jes not measure up to their perception of its importance. Gathering Information. Observations here represent 5. 0 per- ent (59) of the total critical elements reported (1171) by Knowledge- )le Faculty Members. As noted earlier, KFMs may not perceive this :tivity as a separate function but rather as a part of some of the other sted related functions. However, as KFMs recalled and described gnificant incidents, they apparently reported the Foreign Student :lviser's behavior in this area although they did not include it in their itial answers to the questionnaire. Relations with Outside Agencies. Observations here represent 9 percent (35) of the total critical elements reported (1171) by Know— dgeable Faculty Members compared with l. 9 percent (11) of the total rceptions reported (572) by the same Knowledgeable Faculty Members. Le consistency in these low ratings or reports in this area or function fleets that neither by observation norperception does the Knowledgeable .Culty Member consider this activity as an important responsibility the Foreign Student Adviser. Emergency Situations. Observations here represent 5. 5 per- il: (65) of the total critical elements reported (1171) by Knowledgeable Culty Members. It is quite likely that KFMs might not include this activity in their in KFMs recalled or ifthey were involv activity as an imp Areas of behavior Miscellanea 6.2 percent (73) o ledgeable Faculty perceptions repo The observations this broad area 0 bility are reaso The in the I The 110 B reluctant to expr they perceived a: Student Advis e r. generally asked ' would look for in if the Foreign St able Faculty Me: role of Foreign 223 ity in their initial answers to the questionnaire. However, as s recalled or described observed significant incidents, particularly ey we re involved in one, they would be more likely to report this 'ty as an important one in the Foreign Student Adviser's Critical 3 of behavior. Miscellaneous Personal Services. Observations here represent percent (73) of the total critical elements reported (1171) by Know- able Faculty Members compared with 8. 0 percent (46) of the total eptions reported (572) by the same Knowledgeable Faculty Members. observations and perceptions of Knowledgeable Faculty Members of broad area or function of the Foreign Student Adviser's responsi- ,r are reasonably consistent. The Professional Qualifications Desirable in the Foreign Student Adviser as Perceived fl Knowledgeable Faculty Members The 110 Knowledgeable Faculty Members interviewed were not :tant to express their opinions of the professional qualifications perceived as desirable in the person occupying the role of Foreign :nt Adviser. To insure a thoughtful response, the researchers rally asked the Knowledgeable Faculty Member what the KFM :1 look for in professional qualifications (degrees and/or experience) Foreign Student Adviser at their institution left and the Knowledge~ acuity Member was charged with selecting someone to fill the f Foreign Student Adviser at his institution. The respo ful, the general a divided into sub-a ence Abroad, Wo by Knowledgeable the questionnaire Desirable Educa Table V- Student Enrollm dent Advisers as eight of the 110 recommendation tion of faculty m percent (39), 27 three respective 30 percent (33) : total 110 Knowlt Knowled student enrollm ence for Foreig Eleven of the 3 Ph. D. prepara Student Advis e 22.4 The response was so extensive that in order to make it meaning- the general area of desirable professional qualifications has been fled into sub-areas including: Degree Level, Field of Study, Experi- :Abroad, Work Experience, and Areas of Knowledge, as perceived lnowledgeable Faculty Members. The findings from this part of questionnaire will follow in the above order. gable Educational Level of Foreign Student Advisers Table V—3 (page 225) provides an overview by size of Foreign ent Enrollment of the Desirable Educational Level of Foreign Stu- Advisers as perceived by Knowledgeable Faculty Members. Eighty- t of the 110 Knowledgeable Faculty Members included an opinion or >mmendation on this basic Professional Qualification. Representa- of faculty members by group was fairly well distributed in the 44. 3 :ent (39), 27.3 percent (24) and Z8. 4 percent (25) reporting from the e respective groups relate reasonably close to the 40 percent (45), rcent (33) and 30 percent (32) per respective group among the 110 Knowledgeable Faculty Members. Knowledgeable Faculty Members in Group I with the largest ent enrollment, foreign and American, indicate the most prefer- for Foreign Student Advisers to be qualified at the Ph. D. level. can of the 39 reporting (28. 2 percent) either prefer or consider the 3. preparation essential for the person filling the Role of Foreign ent Adviser. Twenty—nine (74. 3 percent) perceive a graduate onocc H0 mudopfium C . Orm com: I — C.::LC HZMHE‘HQONZHN HEQDHW ZMUHmM—OEH rWO HNHW wm mmmmzmz WHADUn< HZMHAHDHW ZOHMHMOM [Ho ‘IHHNK/Mnlh A. wqmozm wm omimommm m4 mmMmSoa, ezmoosm zoummom mo awe/mu q Degree 1 1 - 2 4. 2 23 15 10 48 100. 0 l5— >1HMHUMMHAH m< mMMHWHKI. “moth LHO MHNHW. Km mmmmzm: “HQDHVAVIW mqm near H A-‘ <. VH5 o .2: MS 0.03 am 92: S 92: as. 45.05 @235 11. . . . ASHOH t... F m... 2... r... ..... F... .i. .....-..2.... w .HV m .. u w .m H u . mcoHu dHoMH 333nm 32 w .M M .. c i i o .N H COHum 03va «OZ . .m H O . N H Evans” N6H< o m H. HV m N w Gob .03 «5095:00qu . . . . HN 1HmoHo~Ho>mnm HoH com a .o S m .3 e w 2 m m. .m e oesohmozoeoim w .w. m H» .m N t u H o m . w kuSHHonH m .0 N. N. .N H 5 .\.H m H .o m cwonomouaHucAw Hash .mi oocoH om 1325 No oonHoO 0 NM Wm H .Nm NH m .mm H. 0 .nm 3 443.0% mHN NN N HWH m wHHH N wHwN HVH wcmHomcsoU aw 095350 0.: NH N H w HH N N w a. Ho . cofidosmH so N2 8:855 no u 0:00 O o .m m t i .. e o .0 m 1HuoumHE . Hoow .N. . muvfiod a 3.1% no oonHoO .02 s 62 .s .02 . .oz 288. ( Hooch. m msoumv N @3910 Homsono mo .x. mucovsuw cmHoHoh oov on. CON n m «.3qu mucooouw cmHouoh ooo 0» com .. N macho , 0.35 .3 mucoogm cmHouoh oooH u H 95.10 Hzmzqqomzn ..—..Zfl:3.d.n 7ADHsH—iVHDH. H) dado HA4. Radiatwadhi 4 111...!) opinions expre were consolid.‘ of reporting a1 Social (32.9 percent] ledgeable Fac 81 (78.5 perc Faculty Meml (12) or Social Guidance and most recomn Group 1 mm range 0f disc tions far exC Grouj Stule produ Administrata considel‘atio included um. Relations. Study of the little impor 231 pinions expressed by the responding Knowledgeable Faculty Members ere consolidated by college and academic department for purposes f reporting and analysis. Social Science with 47 (45. 6 percent) and Education with 34 {32. 9 percent) represent the two major fields recommended by Know— ledgeable Faculty Members. Together these two colleges represent 31 (78.5 percent) of the 103 responses. A number of Knowledgeable Faculty Members gave broad responses and simply suggested Education 12) or Social Science (11). Otherwise the specific Departments of 3uidance and Counseling (22), Psychology (10) and Sociology (10) were nost recommended by Knowledgeable Faculty Members. Even in 3roup 1 representing the largest institutions and reporting a broad 'ange of disciplines, Guidance and Counseling with 14 recommenda- ions far exceeded the accompanying suggested fields. Group 2 representing the intermediate institutions (for this tudy) produced no recommendations in Arts and Letters or in Business .dministration. Group 3 also omitted Business Administration from onsideration. It should be noted two negative suggestions were acluded under Miscellaneous pertaining to Education and Public Lelations. In addition, there were five responses that the Field of "tudy of the person filling the role of Foreign Student Adviser was of .ttle importance. Desirable Fore Table V Student Enrollr Student Advis e: participating ir Faculty Memb< ence as an imp tion for the R0 emphasis on I. while Groups 1 General Over: in the followir Overseas Exp 931% Table Student Enrol dent Adviser. shoiild be not (“sional Pr. Wen distribu by group (40 participatent The 1 Faculty Men Table V-6 (page 233) provides an overview by size of Foreign tudent Enrollment of the Desirable Foreign Experience of Foreign tudent Advisers as perceived by Knowledgeable Faculty Members uarticipating in this study. It seems apparent that Knowledgeable ‘achulty Members attach significance to the sub—area of Foreign Experi- nce as an important feature of Professional Preparation or Qualifica— .on for the Role of the Foreign Student Adviser. Group 1 places major mphasis on Living Abroad, 56. 8 percent (21) of the 37 responses, ’hile Groups 2 and 3 place their emphasis on a broader characteristic-- ieneral Overseas Experience. The combined groups rate these items 1 the following order: Living Abroad 32. 9 percent (29), General verseas Experience 31. 8 percent (28), Travel Abroad, 9.1 percent (8). gairable Work Experience of Foreign Student Advisers Table V-7 (page 234) provides an overview by size of Foreign :udent. Enrollment of the Desirable Work Experience of Foreign Stu- ant Advisers as perceived by Knowledgeable Faculty Members. It rould be noted that there were 62 responses to this feature of Pro- ssional Preparation or Qualification. These 62 were reasonably 311 distributed among the three groups consistent with the percentages ' group (40-30-30) of the total 110 Knowledgeable Faculty Members .rticipating in the study. The nature of work experiences suggested by Knowledgeable culty Members appears reasonably well distributed within and N QSOHHW a QSOHU 1" rib. (<1 muGOHuSam CMHQHOM moo 0» 00m H OHOE HO muCQHUSum GWNQHOIYH OOOH H HZMme/H‘thomzm .HZMHQDHW ZUHMHMHOLH ho MHNHW Wm mmmmzmz hHiHDUANrm mqmaxmofianiHBOh/HVN hm QWFPHMHUMHMHAH Wow mmmmuer/V .HZMHQDHW ZOHHNNHOM {NO QOEHMNMHAXMN ZUHMHNOE Helium gamma NV I > Huh \IH Mlh 0 HdHQCoU .mN H. H» SH H. m .mH m @3333on . Hoe/dub .0H m H» .Hu H H .w m HmHHCommmH .. Ho>muH .HVH v N. .w N Ho .m N H3823. HooHHosum H. N H» .HV H w .oN HH oHndHowounH 1 Umounxw Hoe/HQ .5 N o .mH m 0 SN oH HoHudommmH I pm0p£< H0034 so Hon no Hon so Hopi -552 -832 :852 m @5080 N QDOHU H NDOHO mucopdum owHonoh ooHu 0» CON manoefim custom is 8 com 988 .8 358% 868m 02: II M .265 N QDOHU H @3050 HZHHZAJOMZMH HZMHQDHn ZDHflvHDh -uD flqqn HQ OMOE #0 muCQHUJum CEHQHOLH OOOH H H oHDOHU HZMHHZJJOMHZMH. HZMHQDHW ZUHMHNHOH ho HNHW Wm WNHmHmHHx/HHNE WHHHDUANN Mmlhmdwmoqmqgozm hm QH>HMHUN~MnH Wave mmnmmtrQ/V HZMRHDHm ZUHmmmorm rmO HUmeummmnvamH M3503 M.AQENWMHQ N. l > anlHQAstH. w .mN O .mHu HZMHUMHHnH C OCH CH C .OCH >N 1HHHmuuchHEU< m .NH N w .HuH v wcHHomcdoU - - w .3 e medians mp .wH m w .vH w HmconmOHOnnH Hood UHEopoo< so .Hmfi exc H03 .832 .552 HmHoH m @5050 N ADOHU H QSOHU mufiopdum cwHonoh oov on CON u monodem :mHohoh ooo ou Com n whoa .Ho mucopdum cmHoHoh CCOH n HZmHHziHAOMHH/HM HZmHnHD Hm ZUHMHMHOM m @5050 N 075th H @5050 rnHO mHNHm WmH mmmmzmflz WHADUAPW H4M>OZVH WmH QM>HHU~HHQ m< mMMmH>Q< HZHQDHm ZOHMMHOR MO HDZMHHMHmHnHNmH “HMO? HdméHmHQ among the three Group 2 contain: suggestions for highest rating f< In revie‘ tion of some of bining Counseli percent), with j suits in 51.6 pe tions applying t Teaching (9,7 . 1”esults in 27, 4 gestions applyi remaining 21 I its own ri ght. Table Student Enrol] Student Advis. Should be not< fessional Pre among the th] 235 long the three groups. The only interesting variations are that 'oup 2 contains no suggestions for Teaching and Group 3 contains no ggestions for working with people although Group 3 includes the ghest rating for Counseling. In reviewing Table V-7, a logical or natural kind of consolida— n of some of the suggested work experiences can be developed. Com- 1ing Counseling (l7. 7 percent) with working with Foreigners (l7. 7 rcent), with People (9. 7 percent) and with Students (6. 5 percent) re- Lts in 51. 6 percent of the Knowledgeable Faculty Members' sugges— ns applying to the general area of working with persons. Combining aching (9. 7 percent) with Academic and Professional (17. 7 percent) suits in 27. 4 percent of the Knowledgeable Faculty Members' sug— stions applying in the General Professional Area. This leaves the naining 21 percent in the Administrative area, an important one in own right. sirable Areas of Knowledge of Foreign Student Advisers Table V-8 (page 236) provides an overview by size of Foreign dent Enrollment of the Desirable Areas of Knowledge of Foreign dent Advisers as perceived by Knowledgeable Faculty Members. It >uld be noted that there were 63 responses to this feature of Pro— sional Preparation or Qualification, reasonably well distributed Ong the three reporting groups. (45(7--+U S Hm0mnmfinufi mq WMMHW._>Q< .HZMHQD Him ZOHHNHOLH KHO MHOQMHNHBOZVN LHO W nuu.)h.- <.N... M .0m m .om HZMHOMHMQ o .odtH 0H 0 .ooH mm 1HuHmHo>HGD C30 0 HM He. M .0m 9 mouduHDO H930 .. x m .v H mafia/w Hmuofimcpofi: - .. m .Hu H mCoBoqsrmH .< .m .nH w .mH m m .HV H mowmfiwch GwHoHOrH m .m H He. .nH Hy mgoum>m Hmsofimudpm CwHouonH w .mH m u I Eoum>m Hdcoflmodpm GwoCoE/w I u w .w N 0.3.530 adoHaoExw es Hon on. hofl axe Hob axe Hop, 1932 1952 IESZ IESZ HduoH m @5050 N @5050 H QDOHU masopdum CmHOHorH adv on. com n m @5090 mucopspm cmHOHoh ooo 0» com n N @5050 whoa .Ho munopsum cwHoHoh 003 n H QSOHU HZHHZAAOMHZM HZHQDHm ZOHMHMHOM MO HNHW M3 In revi Knowledge can meaningful. eign Educatio (4.3 percent) ledge. When this represen within this gr ledge of the A Group Educational 8‘ percent), a to suggestions; t (15.8 percent of 42.1 perce omits Ameri< their list of s Adviser. Grou] Educational cent) and Int 237 In reviewing Table V-8, a natural kind of grouping of areas of nowledge can be suggested that will make these responses more eaningful. Group 1 suggests Other Cultures 9 (39.2 percent), For- ign Educational Systems 4 (17.4 percent) and Foreign Languages 1 . 3 percent) total 60. 9 percent as an important General Area of Know- edge. When added to Knowledge of Own University 5 (21. 8 percent) 118 represents 82. 7 percent of the suggested Areas of Knowledge 'ithin this group. It is interesting to note that no reference to Know- :dge of the American Educational System is made by this group. Group 2 places more emphasis on Knowledge of the American ducational System, 3 (15. 8 percent), and Own University, 8 (42. 1 ercent), a total of 57. 9 percent for this General Area. The remaining 1ggestions; Other cultures 4 (21.0 percent), Foreign Languages 3 5. 8 percent) and Foreign Educational Systems 1 (5. 3 percent), a total 42. 1 percent, provide for another General Area of Knowledge. Group 2 nits American Culture, FSA Functions and International Affairs from eir list of suggested Areas of Knowledge for the Foreign Student iviser. Group 3 suggests; Other Cultures 7 (33. 3 percent), Foreign lucational Systems 3 (14.3 percent), Foreign Languages 3 (14.3 per— nt) and International Affairs 2 (9. 5 percent) as a major general Ouping with 71. 4 percent of the suggested Areas of Knowledge of the treign Student Adviser. The American Culture 2 (9. 3 percent), treign Student Adviser Functions 1 (4. 8 percent) and Own University 3 (1 Knowledge of Within cent), Forei Languages 7 ( 55.5 percent dent Adviser. cent) and Am 30. 2 percent should be pa. percent) is vi reviewing the Professional of Foreign St is the limite The equally coo characteri occupying total of 41 total of 91 238 'versity 3 (l4. 3 percent) make up the remaining 28.6 percent, with wledge of American Educational System omitted completely. Within the total combined groups, Other Cultures 20 (31. 7 per— t), Foreign Educational Systems 8 (12. 7 percent) and Foreign guages 7 (11. 1 percent) suggest one major general area including 5 percent of the suggested Areas of Knowledge for the Foreign Stu— 1t Adviser. A second one includes; Own University 16 (25.4 per- it) and American Educational System 3 (4. 8 percent) representing 2 percent of Knowledgeable Faculty Members' suggestions. It yuld be particularly noted that Knowledge of FSA Functions 2 (3. 2 'cent) is viewed very lightly by Knowledgeable Faculty Members in 'iewing the original question, ”What would you look for in the way of >fessiona1 Qualifications if you were hiring someone to fill the job Foreign Student Adviser?" Almost of equal importance (or concern) be limited attention to Knowledge of American Culture 4 (6. 3 percent). The Personal Characteristics Desirable in the Foreign Student Adviser as Perceived by Knowledgeable Faculty Members The 110 Knowledgeable Faculty Members interviewed were Llly cooperative in expressing their opinions of the personal :acteristics they perceived as desirable and important in the person Ipying the role of Foreign Student Adviser. This resulted in a raw 1 of 418 suggestions, reducible after combining duplications to a 1 0f 91 distinct suggestions from the Knowledgeable Faculty Members involved. T were combin (page 240). Even tions, it is a headings util' acteristics w by Group was 30. 4 percent relate closel (32) Knowledg groups. It shor the three grm ledge and Mis Faculty Meml: Knowledge of Groups 2 and items as Omb‘ the other gro In eva able Faculty ality of the pe Human Relati 239 olved. To make this extensive list meaningful, like suggestions re combined into nine major sub-headings included in Table V-9 ge 240). Even with this reduction and combination of individual sugges- ns, it is apparent that there is some overlapping among the sub— dings utilized. Any effort to combine these closely related char— eristics would result in some degree of overlap. Representation Group was well distributed in that the 40. 9 percent (171) for Group 1, 4 percent (127) for Group 2, and 28. 7 percent (120) for Group 3 te closely to the 40 percent (45), 30 percent (33), and 30 percent ) Knowledgeable Faculty Members represented in the respective ups. It should be noted that there is considerable consistency among three groups, with the exception of the sub—heading of Job Know— ;e and Miscellaneous. It is interesting to find that Knowledgeable ulty Members from the larger institutions in Group 1 consider Job ledge of limited importance basically and in comparison with Group 1 also includes under Miscellaneous such ps 2 and 3. s as Ombudsmanship, Wife-Important, etc. , nOt to be found among ther groups . In evaluating the data in Table V-9, it is obvious that Knowledge— Faculty Members place a great amount of emphasis on the Person- of the person involved (29. 9 percent) and his ability to deal in n Relations (26. 1 percent). These two closely related j will“ CC! ). ((C 1 muflopduw fiwHOHOth «yum 0» com u N @5050 ONO—Mu HO madOfidum GmHuhOh oooH u H @50th HZHEIHiHOMHE HEQDHm EHMKOW ho MHNHW Wm mmmmzmz $51—90 UANIH qu.HH HVH ©.NH 0H o.>H om nHHaHmuoHonouH m .om mNH 0 .mm NHV o .oN mm M .mm om >uHHoGOmHom exc Hon exc nob as. son— as non Hen—OWESZ Q -932 IESZ uFSZ) ) m SOHO N @5050 H @5050 35255 $83M 2:. 8 com u m nacho 3538 e328 a8 8 com n N nacho once Ho masopsum deoaoh 003 u H AHSOHU HZmHv/H‘HwHOMHH/HH HZMHQDHm ZUHmHmOh rmO MNHm Nm H 41) DUN .4. JJJ‘i‘IIIII-I characteristi: sed by the Kn the other cha percent), an cent of the s ceived Chara. they represe Knowledgea are included l. Emp: 2. Erie: 3. Pati: 4. Caln 5. Matt 6. Flex 7. Ene: 241 aracteristics represent 56 percent (234) of the suggestions expres- d by the Knowledgeable Faculty Members reporting. A number of other characteristics; Leadership (14. 1 percent), Judgment (6.0 rcent), and Communications Ability (7. 4 percent) totaling 27. 5 per- nt of the suggestions are also directly related to the primary per- ived characteristics of Personality and Human Relations. Altogether 3y represent 83. 5 percent of the suggestions offered by participating .owledgeable Faculty. Members. The specific characteristics that 3 included under the nine sub-headings are listed by frequency below: PERSONALITY (125) Empathetic (27) 8. Sociable (6) Friendly (24) 9. Strongly Motivated (6) Patient (18) 10. Personable (5) Cabin Under Stress (10) ll. Sense of Humor (4) Mature (9) 12. Frank (1) Flexible (8) l3. Intelligent (l) Energetic (6) LEADERSHIPiS‘?) Decisive (l7) 4. Integrity (8) Understanding (15) 5. Dedicated (6) Capable (9) 6. Resourceful (4) Percep Realist Respe< Cult Likes lnte re eigr. lndi fa re lntere We Come. Wo Knov an Adm Kno' Org Ava De] 242 JUDGMENT (25) Perceptive (l3) 3. Common Sense (5) Realistic (7) HUMAN RELATIONS Q02) Respect for Foreign 4. Sensitive (12) Cultures (34) 5. Unbiased (11) Likes People (28) 6. Compassionate (5) Interested in For- eign Students' 7. Liberal (3) Individual Wel- fare (16) INTERNATIONAL INTEREST (9) Interested in 3. Politically Liberal World Affairs (6) Re: World Affairs (1) Concerned with World Problems (2) JOB KNOWLEDGE L34) Knows University 4. Career Oriented (4) and Community (15) . 5. Experienced (2) Administrative and Managerial 6. Generalist (1) Ability (7) Knowledgeable (5) PLANNING (18) Organizes Workload (5) 4. Consistent in Actions (3) Available (4) 5. Prepared for Com- plex Situations (2) Dependable (4) 1. Good Li 2. Can C01 in G 3. Can Go. with 1. Endura Star 2- Wife 1r 3' Non-A1 tiv Th1 ~ During 1 it eventually ing the natu: Provided {0, Opinions re] rently enter in Foreign : percent1 of report Werc 243 COMMUNICA TIONS L31) Good Listener (13) 4. Can Communicate Values (3) Can Communicate in General (9) 5. Can Ask Experts for Advice (2) Can Communicate with Faculty ( 4) MISCELLANEO US (8) Endurance - 4. Not Do—Gooder (1) Stamina (Z) 5 . Ombuds mans hip (1) Wife Important (2) 6. Represents Uni- Non-Administra- versity (l) tive Type (1) The Reaction of Knowledgeable Faculty Members to Potential Candidates for the Position of Foreign Student Adviser ADuring the course of interviewing Knowledgeable Faculty Members ventually became obvious that they had some strong opinions concern- the nature of Foreign Student Advisers in general that had not been vided for in the original structuring of the questionnaire. These lions related in part to the background of some of the persons cur- 31y entering or attempting to enter the field as well as some already 'oreign Student Advising. In Mr. Miller's related study, 19 (39. 6 :ent) of the 48 full-time Foreign Student Advisers included in the >rt were female. In addition, it is generally well-known that those =ring or attempting to enter this field include: Former Foreign Students (me (who are le. Retired Mil est in Inter Becaus approximai participatii original qu Foreign St characteri feature: " a former 1 Knowledge and it is a Student A Stance, ti ing Table in Which ] ing Members sign Stu d Offereig In additn 244 :udents (new immigrants or permanent residents), Former Ministers vho are leaving the ministry for various personal reasons), and etired Military Officers (seeking a second career with special inter- ;t in International Education because of their overseas experiences). Because this factor developed after initiation of the study, only >proximate1y 40 percent of the 110 Knowledgeable Faculty Members .rticipating submitted direct responses to an added feature of the 'iginal question, "If you were selecting someone to fill the role of >reign Student Adviser, what would you look for in the way of personal .aracteristics ?” To this broad question was added a more specific ature: ”Would you consider a woman? a former foreign student? former minister? a retired military officer?" However, because [owledgeable Faculty Members did have strong opinions in this area d it is an important factor as the National Association for Foreign ident Affairs (NAFSA) attempts to move toward a more professional ane, the available responses have been included in the accompany— ; Table V—9. The structuring of the responses reflect the manner which Knowledgeable Faculty Members contributed their suggestions. _Male or Female. The 62. 8 percent (27) Knowledgeable Faculty mbers who reported preference for a male in the position of For- n Student Adviser did so with the comment that the large majority oreign students are male, coming from male-dominated societies. ddition, the percentage of graduate foreign students is increasing many of these are mature students, often sponsored and having Orv-\OANNheuI‘U til In. 1. IL. (CC . (<1 QHOE HO muGQHudum CWHOHOBH OOOH H HI QSOhO HZHEJ‘HONZH .HZHAQDHW ZUHQNHOE. LHO MHNHW Nmm NHHWH>Q< HZMHAHDHLW ZOHHNNHOLH rmno MHOH. HER. m0.“ WMHAVQHQZANHV .HADHZMHHOHH OH. Wmmmzmz waHDUdCH mqm «VHUQMHIFS OZVH rho ZOHHUAVMNNN NEH. 0 I > MmlhmQ< “FHA—H.334.” ZJHHVHD u. n.) Q35 an... $.an 33.433. . w SN m .w 0 .mo HcoononH .mdmmH mm. EH pH o .2: .m. o .2: mm. H33. . N. .HH, 3 wmm e s “3 N H .3 o Sheepdog: .0 m .w m I m m mm H w .NHV HH mHQSQmoo< In .. - I H .2 m 033305 e I .) umonwm >H3HHHH2 hoanomfl o .2: MM: . m .3 H .w 0 so “season flaw NH. o .2: .HH. o .2: .m o .2: mm. H38. . w .3 Hm e .3 H. «13 H o .3 oH oHnSnHoooeeb u N. .N 0 mm m n no N o .om vH oHnnumooon AH H I I I I O .HV H QHDNH Owwhnm .Hw II II noumHfiHz snatch 0.2: 8H . mew 0.2 Hem nseunonH a New o .2: mH EH w o .2: em Hence no em 3 e .3 w s .8 e wane. MHI @383825 .0 - 3 m mm H. m .3 N m .w... H: Ens—384 .n I I I I I I I oHnHMHowounm .n I) “Cong—m cwHouoh Moguoh o ,.ooH mmH . a .5 0 .HH m .3 Sufism MAM mIH. o .2: wH o .2: .m. o .2: MIN. HBoH. w .2. Hm 0 .mm m o .8 m H. .mm 3 unevenness oz .u 0 .HH 0 .0m o o .ov N H .om mH mononowoum 332 .n e o mm m - - m .HH m 3.5 oHeHz .e. be oHdth no 332 HonEdH/H as Hosanna/H as Hongz Us HonEdZ moHHwHHouomhmfiO HdHoH. m nHHHOHU N HHSOHU H 920.10 HoGOmuonH ed together into areas of similar behavior, called critical areas, ganize them into a more comprehensible pattern for reporting. Summary of the Main Findings of the Study Sal Elements and Critical Areas This study revealed 156 distinct critical elements or behaviors >reign Student Advisers which the responding Knowledgeable lty Members perceived as having a significant (satisfactory or un— factory) effect on the academic progress and/or personal develop- of foreign students. They were grouped into 16 Critical Areas llows: Administered Foreign Student Adviser's Office. The Foreign | Student Adviser served as director of the Foreign Student Office and staff, including such functions as establishment of office procedures and services, maintenance of records and reports, providing general assistance to students, developing programs and communications as needed and enforcing university and INS policies and procedures. (11 elements) Consultant and Advisory (Internal Communications). The Foreign Student Adviser served in a consultant and advisory capacity to all constituents of the university on matters pertaining to individual foreign students and to the total foreign student program. (19 ele- ments) Planning and Program Development. The Foreign Student Adviser planned and developed (new) programs to facilitate academic pro- gress and/or personal development of foreign students, including initial orientation, language and cultural programs, and programs for special needs and situations of foreign students. (9 elements) 254 Academic Guidance PrOgram. The Foreign Student Adviser assisted in initial introduction of the foreign student to the uni- versity academic environment; reviewed academic progress and advised on academic concerns of foreign students; and consulted or advised students regarding the completion or termination of their academic program. (12 elements) _Financial Guidance Program. The Foreign Student Adviser organized and administered a program of financial guidance for foreign students (in cooperation with the university administra- tion and Financial Aids Office) which included scholarships, loans, as sistantships, part—time work, and personal counseling on budgeting. (12 elements) Immigration (INS) Expert. The Foreign Student Adviser served on local campus as an expert (liaison) on policies, regulations, etc. , of the U. S. Immigration and Naturalization Service (INS), sustaining a cooperative working relationship with INS officials and advising foreign students, faculty, and other local officials on immigration and related matters. (7 elements) interviewed Student. The Foreign Student Adviser interviewed both foreign and American students who were referred to him or came on their own initiative, regarding a wide range of concerns. Interviewing is here considered as a formal consultation between the Foreign Student Adviser and one or more foreign students. The basic purpose is to convey information. (12 elements) Personal CounselingServices. The Foreign Student Adviser pro— vided personal counseling services to meet the more serious problems of foreign students. Counseling was initiated by stu- dents themselves or referred to the Foreign Student Adviser by faculty, staff and other community agencies. (6 elements) Referral Services. The Foreign Student Adviser referred foreign students, whose needs he could not meet, to other individuals and agencies, both on campus and off campus. (8 elements) Gives Advice to Foreign Students. The Foreign Student Adviser advised foreign students about what to do in a great variety of situations when the student(s) turned to him for information or assistance in resolving a personal need. (4 elements) Coordinated Community Relations. The Foreign Student Adviser cooperated with community groups and individuals to coordinate the resources of the community in support of the foreign student program. (7 elements) 255 . Foreign Student Activities. The Foreign Student Adviser pro- vided advice and support for organized student groups and social activities involving foreign student participation. (7 ele— ments) Gatheringlnformation. The Foreign Student Adviser gathered (or received) information regarding foreign students to assist in advising them. (10 elements) Relations with Outside Agencies. The Foreign Student Adviser established and maintained cooperative relationships with agencies outside the university which had mutual interests in the progress of foreign students at the university. These included professional organizations, private corporations, and both private and govern— mental sponsors of foreign students. The Foreign Student Adviser cooperated with and consulted the outside agencies in attempting to support the foreign students studying at his university and to assist in resolving their specific problems. (8 elements) Emergency Situations. The Foreign Student Adviser handled emergency situations involving foreign students and reported such incidents to the students' sponsors and other interested persons. He also consulted and cooperated with individuals and agencies in disposition of the emergency situation. (13 elements) Miscellaneous Personal Services. The Foreign Student Adviser provided many personal services for foreign students which fre- quently involved considerable time and effort. (11 elements) factory and Unsatisfactory Behavior (Effective and Ineffective rmance of Functions) Two hundred twenty—four satisfactory and 130 unsatisfactory a1 incidents were reported. A satisfactory critical incident was which the Knowledgeable Faculty Member perceived of the For— tudent Adviser's performance as being effective in attaining his tive. An unsatisfactory critical incident was one in which the ledgeable Faculty Member perceived the Foreign Student Adviser‘s rmance as being ineffective in attaining his objective. In accordance 256 h the procedure of the Critical Incident Technique, all critical ele- nts (Foreign Student Adviser behaviors) contained in satisfactory tical incidents were considered as effective or satisfactory. The erse was true for all critical elements contained in unsatisfactory tical incidents. Table IV-6 (Page 148) gives the effective and ineffective perform- :e (as perceived by the Knowledgeable Faculty Members themselves) :he critical elements in each critical area. The Table shows that L (63. 4 percent) of the total 1171 critical elements were perceived satisfactory and 429 (36. 6 percent) of the critical elements were 'ceived as unsatisfactory. Fifteen of the 16 critical areas registered east 50 percent of their critical elements as satisfactory with the eption of l, Administered Office, which had only 7 percent of its :ritical elements listed as satisfactory. Summary of Supplementary Findings In Chapter V relevant supplementary data pertaining to this study presented and analyzed. Five specific topics which relate to the c findings were considered in detail. Knowledgeable Faculty Members reported the functions of Plan— ning and Program Development, Academic Guidance Program and Immigration Expert most frequently in identifying the essen- tial functions of the Foreign Student Adviser‘s responsibility. Other important functions identified less frequently than the above three included: Consultant and Advisory, Personal Coun- seling Services, Coordinates Community Activities, Foreign _S_tudent Activities and Miscellaneous Personal Services. The 257 functions of Administered Office and Financial Guidance varied in degree of importance among the three institutional groups by size of foreign student enrollment. Six of the total of 16 functions were considered very minor in nature by reporting Knowledgeable Faculty Members. These include: Interviewed Students, Referral Services, Gives Advice, Gathering Information, Relations with Outside Agencies and Eme r gency Situations. This t0pic compares the perceptions or opinions of the essential functions of the Foreign Student Adviser with the earlier observa— tions of the Foreign Student Adviser's sixteen Critical Areas of on-the-job behavior by Knowledgeable Faculty Members reported in Chapter IV. Those functions or Critical Areas where opinion and observation were reasonably consistent are listed in the order of frequency reporting: (1) Academic Guidance Program; (2) Personal Counseling; (3) Miscellaneous Personal Services; (4)Financia1 Guidance; (5) Administered Office; (6) Relations with Outside Agencies; (7) Referral Services; and (8), Gives Advice. Func— tions 6, 7 and 8 received very limited reporting both in opinion and obs e rvation. Those functions or critical areas where opinion and observation differ significantly include: (1) Consultant and Advisory where observations far outweigh opinions (18. 4 percent vs 6. 8 percent); (2) Planning and Program Development where opinions far out- weigh observations (14. 6 percent vs 5. 6 percent); (3) Immigra— _t_ion Expert where opinions outweigh observations; (4) Interviewed Students where observations far outweigh opinions; (5) Coordinates Community Relations where opinions outweigh observations; (6) Student Activities where opinions outweigh observations; (7) Gathering Information where observations far outweigh (8) Emergengy Situations where observations far out— opinions; weigh opinions. It is interesting to note that of the 8 functions or Critical Areas where Opinion and observation differ significantly, four reflect the weight of opinion (Planning and Program Development, Immigration Expert, Coordinates Community Relations, and Student Activities), while the other four reflect the weight of observation (Consultant and Advisory, Interviewed Students, Gathering Information, and Emergency Situations). 258 Knowledgeable Faculty Members were asked to identify desir- able professional qualifications (degrees and/or experience) for Foreign Student Advisers. Of the 88 Knowledgeable Faculty Members reporting, 16 percent (most from large institutions) preferred or considered Ph. D. qualification essential, 71. 7 per- cent considered a graduate degree either preferable or essential, 4. 5 percent indicated a Bachelor's Degree would suffice, and 23. 8 percent considered the degree level of secondary importance. The Ph. D. and graduate percentages above related closely to the number of Ph. D. and graduate degrees represented in the 48 Foreign Student Advisers from the same institutions, reported in Miller's related study. Of the 103 suggestions for Fields of Study, Social Science with 47 (45. 6 percent) and Education with 34 (32. 9 percent) represent the two major fields recommended by Knowledgeable Faculty Members. The specific Departments of Guidance and Counsel— ing (22), Psychology (10) and Sociology (10) received most recognition from Knowledgeable Faculty Members. Even in Group 1, representing the largest institutions and reporting a broad range of disciplines, Guidance and Counseling, with 14 recommendations, far exceeded the accompanying suggested fields. Most (88) of the Knowledgeable Faculty Members expected that a potential Foreign Student Adviser should have had some Foreign Experience. Knowledgeable Faculty Members in Group I repre— senting the larger institutions placed major emphasis on the Foreign Student Adviser having lived abroad while Groups 2 and 3 representing smaller institutions, comparatively, placed more emphasis on a broader characteristic-~General Overseas Experi- ence. Over fifty percent (51.6) of the responses suggested that Foreign Student Advisers have prior experience in ”working with people. " The remaining recommendations included Administrative, Aca— demic and Professional, and Teaching Experience, in that order. Sixty-three suggestions were received as to the desirable areas of knowledge which Knowledgeable Faculty Members would like to see Foreign Student Advisers have. Within the total groups of responses, the suggestion was made that: Other Cultures (31. 7 percent), Foreign Educational Systems (12. 7 percent), and Foreign Language (11.1 percent) be combined into one general area to include 55. 5 percent of the suggested areas of knowledge for the Foreign Student Adviser. A second suggested area included, Own University (25. 4 percent) and American Educational 259 System (4. 8 percent) representing 30. 2 percent of Knowledgeable Faculty Members' suggestions. It should be noted that Knowledge of Foreign Student Adviser Functions (3. 2 percent) and Knowledge of American Culture (6. 3 percent) received limited attention from Knowledgeable Faculty Members. Suggestions of the 110 Knowledgeable Faculty Members concern- ing the personal characteristics they perceived as desirable and important in the person occupying the role of Foreign Student Adviser were combined into nine sub-groupings. Fifty-six percent (234) of the suggestions from Knowledgeable Faculty Members placed primary emphasis on the Personality of the person involved (29. 9 percent) and his ability to deal in Human Relations (26. 1 percent). Twenty-seven and five tenths percent of the suggestions applied to providing direction to the office including Leadership (14. 1 percent), Judgment (6. 0 per- cent) and Communications Ability (7. 4 percent). It is interest- ing to note that Knowledgeable Faculty Members from the larger institutions in Group I consider prior Job Knowledge of limited importance in general and in comparison with Groups II and III. During the course of the interviewing process, Knowledgeable Faculty Members expressed some strong opinions, concerning potential candidates for the job of Foreign Student Adviser. Accordingly, the question, "If you were selecting someone to fill the role of Foreign Student Adviser, what would you look for in the way of personal characteristics?”, was added a more specific feature -— ”Would you consider a woman? a Former Foreign Student? a Former Minister? a Retired Military Officer?” Sixty-two and eight tenths percent (27) Knowledgeable Faculty Members felt that a male might deal more effectively with the inherent cultural and role factors involved in a predominately male foreign student population. However, many Knowledgeable Faculty Members in Group 1, representing the larger institutions, visualized a Foreign Student Office large enough to accommodate a male director, and staffed with male and female counselors or administrative assistants. Here the Knowledgeable Faculty Members saw the female Foreign Student Adviser as an integral part of a well-balanced staff. In addition, 37. 2 percent of the Knowledgeable Faculty Members indicated no particular prefer- ence by sex providing the person was otherwise well qualified. Sixty-three and six tenths percent (28) Knowledgeable Faculty Members felt that a former foreign student would not be acceptable 260 for the position of Foreign Student Adviser because of the expectations of incoming new foreign students. Thirty-six and four tenths percent of the Knowledgeable Faculty Members re— ported that a former foreign student would be acceptable for the role of Foreign Student Adviser ”all other things being equal. " None reported a former foreign student as being ”Preferable” for the Foreign Student Adviser role. Fifty—nine and five tenths percent (22, including 1 who reported "preferable") of the Knowledgeable Faculty Members felt that a former minister would be acceptable for the position of Foreign Student Adviser. The 40. 5 percent who felt former ministers would be unacceptable reflected (a concern for the ability of the person so trained and experienced to restrain his former Minis- terial zeal and attitudes in dealing with a group of mature foreign students, largely from non-Christian societies. Fifty percent (18, including 3 who reported ”preferable") of the Knowledgeable Faculty Members reporting felt that a retired military officer would be acceptable for the position of Foreign Student Adviser. The 50 percent who felt retired military officers would be unacceptable reflected a concern for the attitude of the retired military officer and the attitude of foreign students toward him. Evaluation of the Main Findings :he Findings and Purposes of the Study The primary purpose of this study was to identify those functions on—the-job behavior) of the Foreign Student Adviser as perceived by {nowledgeable Faculty Members which, if performed in an effective manner, have a significant effect on the successful performance of the ‘orei gn Student Adviser's job. Knowledgeable Faculty Members perceive 156 significant common functions which are performed by most Foreign Student Advisers. These functions may be grouped into 16 areas of similar-type behavior. Two hundred three Significant Common Functions were perceived by Foreign Student Advisers in the related study. One hundred forty- one Distinct Critical Elements were common to both groups, 261 15 were unique to the Knowledgeable Faculty Member study and 62 were unique to the Foreign Student Adviser study. Much of the difference between the Knowledgeable Faculty Member and the Foreign Student Adviser in the perception of the role and essential functions of the Foreign Student Adviser is represented in the 15 unique functions per- ceived by the Knowledgeable Faculty Members and the 62 unique functions perceived by the Foreign Student Advisers, as well as the difference in the percentage of satisfactory and unsatisfactory incidents reported. Knowledgeable Faculty Members initially held general opinions (perceptions) of the essential functions of the Foreign Student Adviser that differed markedly from subsequent perceptions drawn from actual observation of significant incidents involving foreign students and the Foreign Student Adviser or his office. Knowledgeable Faculty Members perceive the responsibility of the Foreign Student Adviser to include a wide range of duties and activities and expect the person filling this role to have the personality, experience and motivation to cope with the divergent demands of Foreign students and related faculty and staff. A secondary purpose of this study was to develop some generaliza— ons regarding which functions Foreign Student Advisers tend to per- rm most effectively, and which functions they tend to perform least fectively as perceived by Knowledgeable Faculty Members. In meet- g this purpose, this study has provided the following information: Knowledgeable Faculty Members tend to perceive Foreign Student Advisers as performing very satisfactorily in the areas involving personal contacts with students, community groups, and off—campus agencies, as well as in personal services and emergency situations. This includes the areas of Financial Guidance, Interviewed Students, Personal Counseling, Coordin- ates Community Activities, Relations with Outside Agencies, Emergency Situations, and Miscellaneous Personal Services. Knowledgeable Faculty Members tend to perceive Foreign Student Advisers as performing satisfactorily in areas more closely related to the KFM, Consultant and Advisory and Academic Guidance, as well as in Gathering Information. 262 Knowledgeable Faculty Members perceive the Foreign Student Adviser as being heavily involved in the functions, Consultant and Advisory and Academic Guidance (as the KFM perceives the FSA's role). Knowledgeable Faculty Members tend to perceive the Foreign Student Adviser as performing less satisfactorily in the admini- strative—management area involving: Administers Office and Planning Program Development as well as in the functions of Foreign Student activities and Immigration Expert. KFM per- ceive the FSA actively involved in the Immigration Expert area but performing below the satisfactory mean for all inci— dents reported. Knowledgeable Faculty Members do not perceive the Foreign Student Adviser as very active in the areas of Referral Ser— vices and Gives Advice although the FSA's performance is rated satisfactory for those incidents reported. KFM may sub-sume these areas in other related critical areas. bility of the Findings The critical incidents in this study were reported by Faculty mbers who had been identified by the Foreign Student Adviser at r institution (and occasionally their department chairman) as hav- ad extended contacts with foreign students in either a teaching or sory capacity and who were reasonably well—informed on the opera— of the Foreign Student Office at their institution. The majority of (nowledgeable Faculty Members had a strong and often active est in foreign students and were well qualified to identify incidents h related to the involvement of the Foreign Student Adviser in the emic progress and/or personal development of foreign students eir institution. They reported the incidents with great detail in 'sonal interview situation whereby the interviewer had an oppor— (I to question and clarify any part of a reported incident which was itirely clear. 263 The functions, or elements of on-the—job behavior, which the vledgeable Faculty Members reported actually had a marked effect 1e Foreign. Student Adviser's performance of his job. Virtually all ie 156 distinct critical elements of Foreign Student Adviser behavior 3 found in more than one incident, and 36 of the distinct critical ients were repeated at least 10 times. The findings of this study y to almost all of the Foreign Student Adviser's work and activity. najor areas. of activity have been omitted. However, it is unlikely any given Foreign Student Adviser‘s office would perform all of functions identified in this study. A large amount of information was acquired in addition to the ical elements and critical areas of Foreign Student Adviser behaviOr Ierceived by Knowledgeable Faculty Members. All of this informa- has value and a place in this study. However, these critical ele— ts and critical areas perceived by Knowledgeable Faculty Members ofprimary value to Foreign Student Advisers as they attempt to uate their role on campus and their relationships with the faculty. ersity administrators will be particularly interested in areas of tive and ineffective performance of the Foreign Student Advisers rceived by Knowledgeable Faculty Members. Faculty members selves will be interested in receiving a more comprehensive under- ing of what Foreign Student Advisers do which relate to their own ests, i. e. the academic progress of foreign students. And foreign 264 students will be interested in how they can derive maximum benefit from the opportunities provided by the Foreign Student Adviser's office. Conclusions The main findings of the study have been reviewed, including the critical elements and critical areas of Foreign Student Adviser on- the—job behavior as perceived by Knowledgeable Faculty Members. From these critical areas and supplementary data several conclusions may be drawn. The following have significance for those who relate to foreign students as they pursue their academic goals and objectives in U. S. Colleges and Universities. 1. The job _<_)_f_' Foreign Student Adviser can be: more compre- hensively described in terms o_f on—the-job behavior (gr functions per- formed) than in terms o_f general categories if. resmnsibility. Over 25 percent of the Critical incidents reported in this study were included in one category of responsibility and approximately 73 percent were included in only 5 of the 11 categories of responsibility. Such large categories make it virtually impossible to adequately des- cribe the Foreign Student Adviser's job. However, the 16 critical areas which included 156 elements of Foreign Student Adviser behavior as perceived by these Knowledgeable Faculty Members give a more precise and accurate definition of what Foreign Student Advisers actually do. The critical elements included in each area delineate the Foreign Student Adviser's specific functions. ¥ 265 2. Knowledgeable Faculty Members perceive Foreign Student Advisers' on—the-job performance a_s be% generally effective in attain- ing the objectives _o_f their job. - These Knowledgeable Faculty Members reported approximately five satisfactory incidents for every three unsatisfactory incidents although they were asked to report an equal number of satisfactory and unsatisfactory incidents if they could do so. The criterion for deciding between satisfactory/unsatisfactory incidents was the effectiveness of the Foreign Student Adviser as the Knowledgeable Faculty Member per— ceived it. 3. Knowledgeable Eaculty hfimbers gonsider arilnitial O_rienta- LLon Prqgam for new Foreign Students a_s. o_n_e_: o_f the important functions o_f the Foreign Student Adviser. While Knowledgeable Faculty Members did not report as many incidents in this category of Foreign Student Adviser responsibility as in many of the other categories they did report twice as many (12 vs 6) as Foreign Student Advisers in a related study. These Knowledgeable Faculty Members had certain specific areas they wanted to see addressed to all foreign students including the problems of plagiarism and occasionally the honor code. Knowledgeable Faculty Members felt that these and other related areas or items could best be handled by the Foreign Student Adviser in a general introductory orientation program because of the variation in orientation programs between academic departments, colleges and universities. 266 4. The Consultant and Advisory functions _c_)_f the Foreign Stu- dent Adviser _a_s perceived by Knowledgeable Faculty Members numeri- cally comprise _a_ large part 2_f_t_h_e Foreigi Student Adviser's job. Knowledgeable Faculty Members reported the largest number of critical elements (215) in this area of all 16 critical areas. The Foreign Student Adviser is apparently recognized as the expert or specialist in matters involving foreign students and as a consultant for persons from all aspects of the university community who have mutual concerns or responsibilities regarding foreign students. Equally important this recognition would appear to provide access for the Foreign Student Adviser to almost every administrative office and academic department on campus, as well as access to the assistant dean and dean's level in many colleges and to the graduate school. 5. Knowledgeable Faculty Members from larger institutions have different perceptions and expectations _C_)_f the Foreign Student Adviser than Knowledgeable Faculty Members at smaller institutions. All functions were not equally represented in the three group~ ings of institutions. Group 1 ranked Planning and Program Deve10p— ment number one among the 16 essential functions reported. This same function ranked number two in Group 2 and number three in Group 3 among functions reported. This descending order of import- ance for this function reflects the Knowledgeable Faculty Members' Opinion that the universities with the largest enrollments of foreign students will likely staff the foreign student office to provide support for a variety of programming efforts. 267 This difference between the three groups of Knowledgeable Faculty Members representing different size institutions was also reflected in the more widespread representation of the 16 functional areas in Group 1 while in Group 3 two functions (Gives Advice and Gathering Information) were not reported at all. 6. gowledgeable Faculty Members perceive an important _r_gle for Foreign Student Advisers 12 the Academic Guidance Area at _t_l_1_e Supportive level. Knowledgeable Faculty Members apparently perceive the aca— demic guidance area as an important area of behavior for the Foreign Student Adviser. However, these Knowledgeable Faculty Members view the Foreign Student Adviser's role as supportive in nature to the academic adviser's with primary involvement in the admissions, transfer, withdrawal, and English language qualification" processes. If Foreign Student Advisers are to maintain or extend this role, they need to allot more of their time and attention to relationships with the faculty. 7. Knowledgeable Faculty .Members have definite opinions about the background of persons entering t_h_e Foreign Student Advising m field that could influence their relationships with potential foreign stu- QQEEéLdVisers for their institutions. Knowledgeable Faculty Members have reported their reluctance to select former foreign students, former ministers and retired military officers if the KFM was called on to select a person to fill 268 this role at his institution. In addition, while agreeable to having a female on the foreign student office staff, these Knowledgeable Faculty Members have demonstrated a reluctance to have a female head the staff of the Foreign Student Office. If university administrators who are responsible for selection of individuals to fill this role are concerned about the ability and predisposition of the individual selected to achieve maximum cooperation and effectiveness with the faculty, they should be conscious of these concerns as they go about the selection process. 8. Knowledgeable Faculty Members relate the role c_)_f_Foreign Student Adviser_t_q that 9_f_a_ Student Personnel Administrator 23 Specialist with overseas background and with major emphasis on ggidance and counseling and minor emphasis in social science, primarily psychology and sociology. Knowledgeable Faculty Members describe professional qualifica- tions and personal characteristics of potential Foreign Student Advisers to include a degree at graduate level, primarily from the College of Education with major emphasis in guidance and counseling and minor emphasis in social science, especially psychology and sociology. Know— ledgeable Faculty Members expect a potential FSA to have-lived abroad or have had some general overseas experience, to have some knowledge of other cultures and educational systems as well as knowledge of their Own university, to have worked with people in counseling and other areas and have had some administrative experience. 269 They expect the FSA to have: a mature, calm, patient, friendly personality that enables him to function empathetically in human rela- tions; and to communicate effectively with a variety of individuals and agencies on and off campus; and the capability, understanding and decisiveness to bring meaning and effect to the role of Foreign Student Adviser. Most Knowledgeable Faculty Members expect the Foreign Student Adviser to be a male. Those at larger institutions expect the FSA to have a Ph. D. and his staff have graduate degrees and are less concerned with job knowledge than a broad, general kind of preparation for the job. Those at smaller institutions expect the FSA to have a graduate degree and to bring some prior job knowledge to his position. 9. The perception 9_f Knowledgeable Faculty Members _9___f the Foreign Student Adviser as a student personnel administrator g}: coun~ selor based o_n recognition _o_f FSA's widespread functions and reasonsb bilities and desirable professional qualifications and personal character- istics does not cast tile Foreign Student Adviser _i_r_1 the rp__l_e of Faculty Member. The perception of the job as one that involves a wide range of responsibilities and an extended number of functions and activities provides the framework for an operational, action-oriented position. This background, together with the composite of the person desirable for the role as perceived by Knowledgeable Faculty Members, with guidance and counseling, student personnel administration and human 270 relations orientation, does not fit the image of the research minded, contemplative, discipline—oriented man. While these Knowledgeable Faculty Members perceive a number of areas of common interest, the role of Foreign Student Adviser does not appear to have prOgressed much beyond the point emphasized by Higbee in 1961 as "a service- oriented program with a more—than-necessary amount of aggressive ”1 Despite the most skillful, resourceful, creative humanitarianism. approach to his responsibilities and duties, it is doubtful whether the most imaginative Foreign Student Adviser can interpret the job beyond a supportive role to the primary academic role of the faculty. 10. The perception _o_f_ Foreign Student Adviser functions and responsibilities by Knowledgeable Faculty Members does r_1_o_t provide _————_——~——_ support o_r encouragement for development of a Ph. D. in Foreign _S_tudent Advising as frequently proposedBy various _FSA's _within the National Association f9; F_oreign Student Affairs. From time to time proposals have been suggested by individual Foreign Student Advisers that the National Association for Foreign Student Affairs through their committee for Professional Preparation, Development and Ethics promote or encourage development of a pro- gram that would lead to a Ph. D. in Foreign Student Advising. However, the perception of the functions and responsibilities of Foreign Student Advisers by Knowledgeable Faculty Members does not appear to provide 1. Higbee, pp. pip, p. 38. 271 support for this proposal. KFMs at larger universities appear to perceive a person withbroader-based preparation in the role of FSA. KFMs at smaller institutions tend to perceive a person prepared in the guidance and counseling area, with administrative qualifications, in the role. It would appear that a Ph. D. in Foreign Student Advising might serve to limit the personal career opportunities of an individual rather than enhance them. If, as noted earlier, KFMs perceive Ph. D. quali- fications for the FSA primarily desirable at the larger institutions, this would appear to limit the demand for such a specially prepared person. It is granted that there would be some horizontal movement available into and through government agencies and private foundations. These avenues are already being exploited by younger members in the Foreign Student Adviser field who see advancement blocked at their own institu~ tion by older settled FSAs. In fact, a Ph. D. in Foreign Student Advising would by no means insure access to those new positions of International Officers recently discussed by Colwell, 1 developing at many universities widely committed or involved in international education. Ph. D. 's in Foreign Student Advi- sing would likely suffer the same fate that many professional student personnel people are now encountering -- the top job, vice—president 1- James L. Colwell, ”The International Officer: A New Academic Profession, ”Exchange, Spring 1967, U. S. Advisory Commission on International Educational and Cultural Affairs, Washington, D. C. , 1967. 272 for student affairs or even Dean of Students is not going to the profes- sional student personnel man but is coming out of the faculty. We could conceivably encounter a paradox where the more visible and important the role of Foreign Student Adviser becomes the more likely the faculty will take a more active interest and press for a broad- gauge person rather than a highly specialized one. Implications for Further Researchl The general implications for further research that follow should be understood in the context of the perceptions of the role of the For- eign Student Adviser reported by these Knowledgeable Faculty Members, the experience of the researcher in serving as Foreign Student Adviser at a large university with a strong commitment to international educa- tion, and the active participation of the researcher in the National Association for Foreign Student Affairs at state, regional and national levels. 1. Most of the functions performed by the Foreign Student Adviser and perceived by these Knowledgeable Faculty Members have deve10ped or accrued as a result of an expressed need by the Foreign Students or by the Foreign Student Advisers themselves. Few efforts have been made to determine faculty needs as they attempt to cope with 1. These implications are primarily applicable to universities with full-time Foreign Student Advisers. 273 te achin g and/or advisin g students from a broad. It is gene rally recognized that the attitude of faculty may vary greatly toward foreign students in general, and some foreign students in particular. Some faculty would prefer not to have foreign students in their classes while others make unrealistic concessions to foreign students. An appropriate research effort might well be launched to determine from the faculty what the foreign student office could do or provide to make the faculty more comfortable and effective in dealing with foreign students. This type of research effort might be structured to include separate faculty groups; those with prior experience in dealing with foreign students and those with little or no experience with foreign stu- dents. 2. This study has served to reiterate the fact that most Foreign Student Advisers do not have an effective means of communicating with the many publics they serve. There is an acute need for research into the best method of establishing a communication system or network for the Foreign Student Office consistent with the institutional setting in which the Foreign Student Adviser works. This need is particularly pressing because so many of the Foreign Student Adviser functions involve contacts both on and off campus. Foreign Student Advisers should insure that institutional professional resources already at hand are utilized to provide support and guidance to these research efforts to establish communications, improve visibility, and clarify the role and responsibilities of the Foreign Student Office. 274 3. The findings in this study included an interest by these Knowledgeable Faculty Members in seeing that certain special items were included in the initial general orientation provided Foreign Stu- dents by the Foreign Student Office. Considerable attention has been devoted to Orientation in the past but the value and effect of orientation programs has seldom been evaluated via empirical methods. The special interest of many Foreign Student Advisers in relating to the academic area provides a basis for initiating research efforts with the faculty and foreign students with the primary concern of facilitating and introducing the new Foreign Student into the general academic mainstream of the institution, via the inclusion of items pertaining to the academic goals and objectives of the individual foreign student and the special concerns of the faculty. 4. This study applied primarily to universities with full-time Foreign Student Advisers. However, a great many foreign students are enrolled at smaller colleges and institutions where the Foreign Student Adviser serves in a part—time capacity and whose commitment to the role is limited by time available and the amount of personal interest in this field. To provide a more inclusive picture of the whole area of foreign student advising, it would be desirable to extend a similar research effort to universities and colleges with part-time Foreign Student Advisers and limited enrollment of foreign students. 5. The recurring interest of various Foreign Student Advisers in promoting a Ph. D. in Foreign Student Advising vs the perception 275 of the role of the Foreign Student Adviser by these Knowledgeable Faculty Members warrants research in the field as to the actual demand or Opportunities for individuals with this professional prepara- tion before a program is launched. More specific evidence of need and opportunity for individuals with Ph. D. s in Foreign Student Advising could either serve to justify further promotion of the concept or see it "laid to rest" once and for all. A facet of this area of research could involve exploration of the number of FSAs who have moved on to) the role of ”International Officers" and the likelihood of University Admini— strators appointing Foreign Student Advisers to this emerging role. 6. The range and importance of the functions and reSponsibilities of the Foreign Student Adviser as perceived by the Foreign Student Advisers themselves and these Knowledgeable Faculty Members, as wellas the interest and concern of Knowledgeable Facultprembers for the type of person selected for the role of Foreign Student Adviser, would suggest that a logical area for research is the criteria used by University Administrators in selecting the present incumbents in the Foreign Student Adviser position. Some Closing Comments During the course of conducting this study, one active Foreign Student Adviser, somewhat interested in pursuing the possibility of establishing a Ph. D. program in Foreign Student Advising, raised the question whether Foreign Student Advisers should be concerned about ”What faculty think. ” And it is quite likely that there will be some 276 FSAs who will respond "No! We don't give a damn what faculty think'' and go on about their narrowly conceived duties. Most others, however, including the researchers conducting these two related studies, will be concerned with the Knowledgeable Faculty Member's perception of the Foreign Student Adviser's role. It will be this group that makes the special effort to focus their attention and available time, effort and resources on those functions most clearly related to the academic goals and concerns of foreign students. This concentration of focus could help move Foreign Student Advising out of the numbers game, both at the national and local levels, and into more realistic channels and efforts. Too much emphasis is being placed on quantity -— "we now have over 100, 000 _f_oreign students in the U. S. l" and not enough on quality. Most large universities now have a respectable enrollment of Foreign Students (fifty institutions have 500 or more foreign students enrolledl) and need not recruit more. The tendency to "point with pride" to the enrollment of foreign students even extends to Junior or Community Colleges, who are often not fully aware of the responsibilities they are assuming. Despite well organized admission offices and practices, educa- tional institutions and especially foreign student advisers often find themselves heavily burdened with difficult cases involving financial, 1. Open Doors 1968, The Institute of International Education, New York, July, 1968. m 277 aCademic, emotional and family problems that neither the Foreign Stu— dent Office, the educational institution or the community are prepared to handle. While academic departments, colleges and universities should be more selective in admitting foreign students, Foreign Stu—- dent Advisers should encourage well-intentioned individuals and agencies to provide support to Foreign Students already enrolled in U. S. insti- tutions, who have demonstrated their academic competence and per— sonal stability by performance, rather than bringing in new students, particularly at the undergraduate level. The Foreign Students enrolled at the institutions involved in this study are largely at the graduate level (approximately 70 percent). Many are married and have brought their families with them to the campus and community. The presence of foreign families and the financial, health and personal situations they occasionally encounter often poses serious problems for Foreign Student Advisers that are difficult to handle or resolve. The Foreign Student Office and the Uni- versity cannot count on the community to help resolve these problems by fund-raising activities when a foreign family gets into serious finan- cial difficulties. Nor can public welfare agencies be counted on to resolve problems involving foreign families. The Foreign Student Office must begin addressing more attention to the foreign family and the degree of responsibility the university inadvertently accepts by bringing them to the campus and the community. 278 Foreign Student Advisers need to clarify their relationships with governmental and private agencies who sponsor foreign students (provide financial support) enrolled at their institutions. Usually the sponsor provides support for the foreign student but not for his family who often accompanies the student if he is married. Because of recur- ring problems posed to the Foreign Student Office, the University, and the community when the foreign family encounters an increasing variety of problems, it is highly appropriate that the Foreign Student Adviser attempt to clarify the relationships and responsibilities between the sponsor, the student and the university. Academic advising has become a problem at the graduate level as well as the undergraduate level because of the numbers of students being served and the variety of demands on faculty members and aca— demic advisers. The problems of foreign graduate students in obtain— ing satisfactory academic advising are not completely unrelated to the problems and concerns of American Graduate Students. These in turn are leading to the organization on many large campuses of some sort of Graduate Student Organization, i. e. , Counsel of Graduate Students. These graduate student organizations are likely to extend their concern from academic advising to other areas such as married housing, medical services for student families, etc. Foreign Graduate Students may well desire to participate in these sort of graduate student group activities and Foreign Student Advisers should be alert to the various activities and Opportunities at work here. Meanwhile, however, Foreign Student 279 Advisers have an entree to the academic advising function (via the recognition by Knowledgeable Faculty Members that the Academic Guidance Program is an essential area of the Foreign Student Adviser's responsibility) that they should exploit to assist the Foreign Student to obtain the best academic advising possible, under the local circumstances, that will contribute to their academic progress. This study indicated both a recognition by Knowledgeable Faculty Members of the importance of the Consultant and Advisory and Academic Guidance Programs as essential functions of the Foreign Stu— dent Adviser and an access to Colleges and the Graduate School at the Dean and Assistant Dean level that might assist the Foreign Student Adviser, to clarify this role and influence policy and decision making affecting foreign students. The first feature provides a basis for cooperation between the Foreign Student Adviser and the academic adviser or department to insure that normal departmental and univer— sity academic standards are not lowered to accommodate foreign stu- dents. Through these cooperation efforts the Knowledgeable Faculty Member and the Foreign Student Adviser can arrange to eliminate or reduce the factors (language, unrealistic course loads) that in the past have tended to occasionally lead to lowering of academic standards to see some foreign students through their programs. The second feature involving access to the Colleges and Graduate Schools at the Dean's level and the general recognition by Knowledgeable Faculty Members of the widespread range of responsibilities and functions of the Foreign 280 Student Office would seem to provide an Opportunity to the Foreign Student Adviser to clarify his role with the faculty and with the improved allocation of time, effort and resourcefulness to influence policy and decision making affecting foreign students. However, in their approach to academic advisers, Departmental Heads and Deans, Foreign Student Advisers should not assume that faculty members know more about the Operations of the Foreign Stu- dent Office than the Faculty Members actually do. In this study, a number of faculty members identified to the researcher by the Foreign Student Adviser as being knowledgeable of the operations of the Foreign Student Office actually reported no significant incidents and only very limited knowledge of the operation of the Foreign Student Office. In some cases, the Faculty Member was less kindly disposed to the For- eign Student Office than the Foreign Student Adviser perceived him to be. The tendency on the part of some Foreign Student Advisers to assume that the Faculty Members know more about the Foreign Student Office operation than they actually do will further complicate or handi- cap the Foreign Student AdviSer's efforts to clarify his role and responsi- bilities to the academic community. For a number of years and through a number of meetings and seminars, Foreign Student Advisers have been attempting to define or change their role from a function of general counseling1 to a function 1. Blegen, _O_p. git. , p. 48. 281 of academic involvement. 1 However, FSAs have had only limited success in their efforts to influence university administrators who have con- tinued to lodge this activity under the Dean of Students Office (see Miller's related studyz) as a highly specialized student personnel function. While the current role of Foreign Student Adviser as Coun— selor, Administrator, Consultant, etc. does not satisfy the aspirations of many Foreign Student Advisers who desire to play a more active academic role, it represents an important functional area to be filled by an unusual person with special talents. I It may well be time for those in the Foreign Student Adviser field to begin taking a more realis- tic view of this role, accept it for what University Administrators and Faculty perceive it to be, a significant function in its own right, cutting across both the administration and academic areas, and providing important support to the faculty and administration as well as the For- eign Students it serves. 1. The College, the University, and the Foreign Student, pp. pi_t. , p. 21. 2. Miller, pp. (_a_i_t_., p. 224. BIBLIOGRAPHY BIBLIOGRAPHY Books Adams, Walter, The Brain Drain. New York: The MacMillan Company, 1968. Beebe, George A. A Study of Foreign Students in Greater New York. New York: Greater New York Council for Foreign Stu- dents, 1955. Bennett, John; Herbert Passin, and Robert McKnight. In Search of Identity: The Japanese Overseas Scholar in America and Japan. Minneapolis: University of Minnesota Press, 1958. Blegen, Theodore and Others. Counseling Foreign Students. Washington: American Council on Education Series, Series VI— Student Personnel Work — No. 15, Vol. XIV, September, 1950. Cieslak, Edward C. The Foreign Student in American Colleges. Detroit: Wayne University Press, 1955, 175 pp. Crabbs, Richard F. and Frank W. Holmquist. ”United States Higher Education in World Affairs. “ A Partially Annotated Bibliography. Bloomington: Indiana University, The University Committee on International Affairs, September, 1965. Domas, S. J. Report of an Exploratory Study Of Teacher Competence. New English School Development Council. Cam- bridge, Massachusetts, 1950. DuBois, Cora. Forepgn Students and Higher Education in the United States. Washington, D. C.: American Council on Education, 1956. Flanagan, John C. Critical Requirements for Research Person— nel: A Study of Observed Behaviors of Personnel in Research Laboratories. Pittsburgh: American Institute for Research, March, 1949. 10. 11. 12. l3. 14. 15. l6. 17. 18. 19. 20. 21. 283 Flanagan, John C. The Aviation Psychology Program in the Army Air Forces. Washington, D. C.: U. S. Government Printing Office (AAF Aviation Psychology Program Research Report No. l), 1947, pp. 273-274. Foreign Students in the United States, A National Survey. A report from the U. 5. Advisory Commission on International Educational and Cultural Affairs. Washington, D. C. , 1966. Handbook for Foreign Student Advisers, Parts X-XI. New York: National Association for Foreign Student Affairs, 1965. Higbee, Homer. The Status of Foreign Student Advising in United States Universities and Collegs. East Lansing: Insti- tute of Research on Overseas Programs, Michigan State Uni- versity, 1961. International Programs of American Universities, The. East Lansing: Institute of Research on Overseas Programs, 1958, p. 14. Linton, C. L. and Others. Handbook for Counselors of Students from Abroad. Experimental Edition, 1949. New York: National Association of Foreign Student Advisers, 214 pp. Mestenhauser, Josef A. (editor). Research in Programs for Foreign Students, A Report of the Waldenwoods Seminar. New York: National Association of Foreign Student Advisers, 1961, p. 36. Open Doors 1967, Report on International Exchange. New York: Institute Of International Education, 1967. Open Doors 1968, Report on International Exchange. New York: Institute of International Education, 1968. Sasnett, Martena (editor). Foreign Students Look at the United States. Los Angeles: Cole-Holmquist Press, 1960. Stefflre, Buford (editor). Theories of Counseling. New York: McGraw Hill Book CO. , 1946, p. 15. The College, the University and the Foreign Student. Committee on the Foreign Student in American Colleges and Universities, New York, 1963. 22. 23. 284 Useem, John and Ruth Hill Useem. The Western-Educated Man in India: A Study of His Role and Influence. New York: The Dryden Press, 1955. Weislogel, Mary H. Procedures for Evaluating Research Per- sonnel with a Performance Record of Critical Incidents. Pitts— Guideline 5 . Section XI, National Association burgh: American Institute for Research, 1950. Articles in Bound Magazines, Journals and Anthologies Blank, Lane B. "Critical Incidents in the Behavior of Secondary School Physical Education Instructors. " The Research Quarterly, Vol. 29, March, 1958, pp. 1—6. Colwell, James L. "The International Officer: A New Academic Profession." Exchange, Spring, 1967. U. S. Advisory Commis- sion on International Educational and Cultural Affairs. Washing— ton, D.C.: 1967. Eilbert, L. R. ”A Study of Emotional Immaturity Utilizing the Critical Incident Technique. " University of Pittsburgh Bulletin, Vol. 49, 1953, pp. 199-204 (abstract). Flanagan, John C. "Requirements to Employee Evaluation." Personnel Psychology, 2:419, Spring, 1942. Flanagan, John C. "The Critical Incident Technique." Psycho— logical Bull_c-_:t_in, Vol. 51, NO. 4, July, 1941. Flanagan, John C. "The Critical Incident Technique. " Psycho— logical Bulletin, 51:327—58, July, 1954. "The Critical Incident Technique as an Aid Flemin , Jack W. . . g " American Journal of Mental Def1c1ency, to In-Service Training. Vol. 67, July, 1962, pp. 41—52. National Association for Foreign Student Affairs. Cleveland. Jensen A C "Determining Critical Requirements for Teachers. " , . . JOurnal of Experimental Education, Vol. 20, 1951, pp. 79-86. Klinger M Robert B. "Emergency Situations InvolvingFor— , ' ' ' dboo : ' . ” The Foreign Student Advrser's Han ~ elgn Students for Foreign Student Affairs, New York, 1967. 14. 15. 18. 20. 21. 22. Ft) 285 Klinger, M. Robert B. "Foreign Student Adviser: A Necessary Profession." International Educational and Cultural Exchange. Washington, D. C. : U. S. Advisory Commission on International Educational and Cultural Affairs, Summer, 1967, pp. 21—27. Moore, Forrest G. "Trends in Counseling the Foreign Student. " Trends in Student Personnel Work, E. G. Williamson (editor). Minneapolis: University of Minnesota Press, 1949, pp. 183-190. NAFSA Guidelines: Field Service Publication G—8. Cleveland: The National Association for Foreign Student Affairs, Field Service Program, 1965, p. 1. Neal, Joe W. "The Office of the Foreign Student Adviser. " InstitutegargantuanEducation News Bulletin. XXVIL No. 5. February I, 1952, p. 38. Putman, Ivan, Jr. "The Foreign Student Adviser and His Institu- tion in International Student Exchange. " 1965, Part I of Hand— book for Foreign Student Advisers. Roth, Lois H. "Criteria for the Selection of Supervising Teachers Using the Critical Incident Technique." Journal of Teacher Edu— cation, Vol. 12, 1961, pp. 476-481. Simerville, Clara L. "The Foreign Student in Your Classroom—- A Critical Opportunity." Corvallis, Oregon: Oregon State Board of Higher Education at Oregon State University, 1965. Sims, Albert G. "An Ear to the Changing Beat. " NAFSA News— letter. Washington, D.C., June, 1967. "A Study of the Critical Requirements for Instruc— Smit, Jo Anne. " University of Pittsburgh tors of General Psychology Courses. Bulletin, 48:279—284, June, 1952. The NAFSA Directory 1966-67. National Association for Foreign Student Affairs. Washington, D.C. , November, 1966. Walker, Bill R. and John D. Alcorn. "Critical Requirements Of Foreign Student Advisers. " The Journal of College Student Personnel, V01. 9, No. 3, May, 1968. Walton, Barbara J. Foreign Student Exchange in Perspective. The Office of External Research, U. S. Department of State, 1968, p. 37. 23. 286 Weislogel, R. L. "Critical Requirements for Life Insurance Agency Heads. " University of Pittsburgh Bulletin, 1952, Vol. 48, pp. 300-305 (abstract of unpublished doctoral disserta- tion, University of Pittsburgh, 1952). Dissertations and Unpublished Reports . Allen, C. D. ”Critical Requirements in Interpersonal Behavior." Unpublished thesis, Princeton University, 1950. Barnhart, Richard E. "A Study of the CriticalRequirements for School Board Membership Based Upon an Analysis of Critical Incidents. ” Unpublished Ph. D. Dissertation, School of Educa— tion, Indiana University, 1952, 180 pp. Benson, August G. “Foreign Students in United States Higher Education. " Unpublished paper, Michigan State University, 1964. Berte, Neal R. (chairman, Publications Committee, NAFSA). Report submitted to the NAFSA Board of Directors, June 14, 1968. Ciernick, Sylvia. ”The Development and Use of a Conceptual Scheme for Analyzing the School Public Relations Process. ” Unpublished doctoral dissertation, Michigan State University, 1962. Coan, Clark. "A Study of Initial Orientation of Foreign Students at the University of Kansas. " University of Kansas, In progress, 1966. Cook, Stuart W. , Joan Havel, and Jane R. Christ. "The Effects of an Orientation Program for Foreign Students. ” New York: Research Center for Human Relations, New York University, 1957, Vols. Ito IX, mimeographed. Corbally, John E. , Jr. "A Study of the Critical Elements of School Board—Community Relations. “ Unpublished doctoral dissertation, University of California, 1955. Dunn, Bruce J. "An Analysis and Identification of Instructional Leadership Acts as Performed and Perceived by the Superinten- dent of Schools. " Unpublished doctoral dissertation, Michigan State University, 1964. 10. ll. 12. l3. 14. 15. l6. l7. l8. 19. 20. 287 Finkle, R. B. "A Study of the Critical Requirements of Fore- manship." University of Pittsburgh Bulletin, 1950, Vol. 46, pp. 291-297. Abstract of unpublished doctoral dissertation. Folley, J. D. , Jr. "Development of a List of Critical Require— ments for Retail Sales Personnel from the Standpoint of Customer Satisfactions. " Unpublished master's thesis, University of Pitts- burgh, 1953. Goldfarb, A. "Use of the Critical Incident Technique to Establish Areas of Change Accompanying Psychotherapy: II. Relationship to Diagnostic Group." Unpublished master's thesis, University of Pittsburgh, 1952. Goldin, M. ”Behaviors Related to Effecting Teaching.” Unpub— lished doctoral dissertation, University of Wisconsin, 1957. Harris, X. J. "Critical Requirements for the Principalship in Georgia as Observed by Superintendents of Schools. " Unpub— lished doctoral dissertation, University of Georgia, 1955. Hountras, Peter T. "Factors Associated with Academic Achieve— ment of Foreign Students at the University of Michigan from 1947 to 1949. “ Unpublished Ph. D. dissertation, University of Michigan, 1955. lmamura, Shigeo. "Correlation Between Language Proficiency and Grade Point Averages. " In progress, for publication Fall Term, 1968, Michigan State University. King, William B. "Certain Critical Requirements for the Secondary School Counselor Determined from an Analysis of Critical Incidents Reported by Teachers. “ Unpublished doctoral dissertation, New York University, 1956. Kirk, George V. ”The Critical Requirements for Public School Superintendents. " Unpublished doctoral dissertation, University of Pennsylvania, 1959. Krumm, R. L. "Critical Requirements of Pilot Instructors." USAF Human Resources Research Center, Tech. Rep., 1952, No. 52-1. Merritt, Edith P. ”Critical Competencies for Elementary Teachers in Selected Curriculum Areas. " Unpublished doctoral dissertation, Stanford University, Palo Alto, California, 1955. 21. 22. 23. 24. 25. 26. 2.7. 28. 29. 30. 288 Miller, Richard E. ”A Study of the Significant Elements in the On-the-Job Behavior of College and University Foreign Student Advisers. ” Unpublished Ph. D. dissertation, Michigan State University, 1968. Moore, Forrest G. "Factors Affecting the Academic Success of Foreign Students in American Universities. " Unpublished doctor of PhilOSOphy thesis, University of Minnesota, Minnesota, 1953. Nevins, Charlotte I. "An Analysis of Reasons for the Success or Failure of Bookkeepers in Sales Companies. " Unpublished master's thesis, University of Pittsburgh, 1949. Phillips, H. E. "Crucial Behaviors of Elementary Principals in the Improvement of Instruction. " Unpublished doctoral dissertation, Stanford University, 1955. Porter, John W. "The Development of an Inventory to Determine Problems of Foreign Students. " Unpublished Ph. D. dissertation, Michigan State University, East Lansing, Michigan, 1962. Putman, Ivan J. , Jr. “Admission Data and the Academic Per— formance of Foreign Graduate Students at Columbia University.” Unpublished Ph. D. dissertation, Columbia University, 1953. Robson, Howard N. "Success or Failure of Small School Super- intendents. “ A publication of the Curriculum and Research Center, University of Wyoming, Laramie, Wyoming, 1956. Rodgers, Allan W. "An Investigation of the Critical Aspects of the Function of the Student Personnel Dean as Seen by his Professional Peers Using the Critical Incident Technique. " Unpublished doctoral dissertation, Michigan State University, 1953. Spencer, Richard E. "The Academic Performance of Foreign Students in American Colleges and Universities: Comments on the Literature 1960—67 with Bibliography. " Unpublished paper delivered at the Second Seminar on Research in Programs for Foreign Students, East Lansing, Michigan, 1967. Traux, William E. "A Comparison of Behavior Factors which Distinguish Between Effective and Ineffective Performance of Public School Counselors. " Unpublished doctoral dissertation, University of Wisconsin, 1953. 31. 32. 2.89 Wagner, R. F. ”A Study of the Critical Requirements for Dentists. " University of Pittsburgh Bulletin, 1950, Vol. 47, pp. 331—339. Abstract of unpublished doctoral dissertation, University of Pittsburgh, 1950. Walters, Thomas W. "The Job of the High School Principal as Perceived by California City Superintendents. " Unpublished doctoral dissertation, Stanford University, Palo Alto, California, 1955. APPENDICES A PPEN DIX A A copy of this letter of endorsement by NAFSA President Albert G. Sims was sent to the Foreign Student Advisers at each of the 15 universities included in the study. An individual covering letter was also sent to each Foreign Student Adviser. Since the researchers knew most of the Foreign Student Advisers personally, these covering letters were not form letters but were individually written. PRESIDENT Albert G. Sims I“ liege Entrance Examination Board . IIIfl" li'I II PRESIDENT—ELECT IIIIIl Clark Coan 'l'" The University of Kansas IHIIIII' “III SECRETARY Ruth C. Bailey Ohio State University TREASURER Mary A. Thompson I International Student Service "IIIMIIIIIII‘I EXECUTIVE DIRECTOR Hugh M. Jenkins nafscr NATIONAL ASSOCIATION FOR FOREIGN STUDENT AFFAIRsI 1860 19th Street, N.VV” VVashington, D.C. 20009 - 202-462-4811I Ill “III III College Entrance Examination Board 475 Riverside Drive, New York, N. Y. l0027 July ll, l967 Mr. August G. Benson Mr. Richard E. Miller Office of the Dean of International Programs Michigan State University East Lansing, Michigan 48823 Dear Jerry and Dick: : As you know, the NAFSA Committee on Research and Surveys and others in the NAFSA organization are following with great interest the conduct of your study of foreign student advisers through the critical incident technique. We are hopeful that the results of this study will make a substantial contribution to the understanding of the functions and responsibilities of the FSA in colleges and universities. We are all aware, I believe, of the urgent need for documenting this job on the campus as it is performed by those assigned to it. Such information is critically important to the development of the profes- sional status of the function. It is also vitally important for those with more general responsibilities for academic administration. The technique you are employing in the study promises to give a new dimension of insight upon the behavior of the FSA in action. We look forward to the outcome of your study. Sincerely yours, Presid t of NAFSA cc: Dr. Clark Coan Mr. Hugh Jenkins 20th ANNUAL CONFERENCE—APRIL 30-MAY 3, l968—SAN FRANCISCO @- A PPENDIX B This Appendix includes the Critical Incident Technique report forms which were sent about two weeks in advance of the visit to all of the 15 institutions in the study. The first form was used by Knowledgeable Faculty Members for this study. The second form was used by Foreign Student Advisers, and the third form was used by Foreign Students for related studies. (Since the pages for reporting incidents were the same for all three groups, they were not reported in the sample report forms for Foreign Student Advisers and Foreign Students.) It should also be remembered that the incidents were gathered by per~ sonal interview from Knowledgeable Faculty Members and Foreign Student Advisers, so they did not fill out the forms. However, having the forms to look over in advance of the interview was a definite advan— tage in preparing the respondents for what was expected in the interview. Individual letters and forms were mailed to Foreign Students participating in a related study. (fac) A STUDY OF THE FOREIGN STUDENT ADVISOR'S FUNCTION 1 ' This represents an attempt by the undersigned to ascertain and evaluate the duties and responsibilities that comprise the job of Foreign Student Advisor, or the person similarly designated, in the various colleges and universities throughout the United States . Assuming that the foreign student's primary purpose is attainment of an academic goal or objective, we consider the views of faculty members like yourself essential to a comprehensive study of foreign student advising. Therefore, we earnestly solicit your assistance