Outcomes of a Non-Degree International Visiting Student Program: The Case of the Brazil Scientific Mobility Program Students at the University of Kansas

This study examines the outcomes of non-degree international visiting students who studied at a U.S. university. Analyzing data from a survey of Brazil Scientific Mobility Program (BSMP) international undergraduate students who studied at the University of Kansas (KU) between fall 2012 and spring 2016, this study serves as a program evaluation of a non-degree international visiting student program called Jayhawk Semester. This study uses literature on study abroad and international students to contextualize non-degree international students in the U.S., and the Input-Environment-Output (IEO) model of college student engagement to understand social and academic engagement. The independent variables (gender, grades, field of study, program start, program length, participation in orientation, participation in an English program, academic engagement, social engagement, and the last two of which are composite variables) predict five dependent variables that include satisfaction with program, improved English proficiency, improved cross cultural awareness, improved research skills, and interest in completing an advanced degree. A variety of statistical tests identify differences on the five dependent variables between groups of students based on gender, fields of study, program start/arrival, program length, and grades. A series of linear regressions indicate that students who were academically engaged were significantly more likely to be satisfied with the overall program. Academic engagement was also significantly related to interest in pursuing a masters or doctoral degree, and to improved research skills and/or understanding of academic field. Self-reported grades were significantly related to cross cultural awareness. Students who did well academically believed they also gained cross cultural awareness. Additionally, students who were more socially engaged were less likely to assess that their English language skills improved. Similarly, the findings revealed that socially engaged students were less likely to believe they improved cross cultural awareness. These findings suggest important implications for universities with non-degree international visiting student programs. The results of this study support the theory that academic engagement is important to student success. This study also suggests important implications for future research on non-degree international visiting students