Intrinsic Case Study of Advisors’ Perceptions of Advising International Transfer Students Transitioning from a Two-Year College to a Land-Grant University in the Southwest Region of the United States

Abstract

This qualitative intrinsic case study examined advisor’s perceptions of advising transitioning international transfer students transferring from a two-year college to a land-grant institution in the southwest region on the United States. Literature has demonstrated that the number of international students is increasing in the United States.

Thirteen semi-structured questions were asked of nine participants who were employed at a four-year land-grant institution. Advisors from the Office of Admissions, International Student Services Office and academic colleges were interviewed. The participants (advisors) were actively involved in working with international transfer students. Each office advisor had different advising functions. Data were collected through interviews, observations, and document analysis. The themes that emerged while analyzing the data were: (1) Bureaucracy, (2) Advising, and (3) Culture.

Although this university is involved in recruiting and retaining students, the researcher proposes that faculty and staff should do a better job in reaching out and advising international transfer students. Findings from this study suggest that the university should provide mandatory cross training where advisors from three units are trained in advising methods, diversity, and immigration procedures. Additionally, advisors should apply appreciative advising model as a technique to engage international transfer student advising.