International STEM doctoral students as catalysts for institutional internationalization: a narrative study exploring student experiences in one institutional context

This study used qualitative methods and a strength-based approach to analyze the experiences of International STEM Ph.D. students (ISDS) enrolled at a large public research university in the eastern United States, regarding their perspectives on how the institution engages them as catalysts of internationalization, and how such engagement impacts their overall experience at the University. This research was guided by Bourdieu’s theory of capital, field, habitus and practice. Narrative inquiry served as a suitable methodology and eight ISDS who were at least one year or more into their programs at Eastern State University (ESU) participated in semi-structured interviews for this project. The data suggest that international students are not actively or intentionally engaged as resources of internationalization although they contribute in many ways to the goals of global learning and would like to be more involved if presented with meaningful opportunities. The data also indicates that ISDS engagement with institutional global engagement goals can produce mutually beneficial results. The study identifies multiple areas of opportunity for higher education institutions to facilitate and utilize ISDS’s active contributions to the university’s strategic goal to internationalize while also improving the experience of international doctoral students at the university. Much of the existing scholarship on internationalization of higher education in the US or the international student experience places emphasis on student mobility, or quantitative studies around student experience - focused predominantly on undergraduate students and approaching student experience from a problem perspective. This implicitly marginalizes graduate students, and specifically doctoral student voices. There is also a tendency in literature to broad-brush international students as a monolithic group, whereas they have varied layers of identity based on multiple factors such as education level, gender, academic discipline, and more. Although the value of comprehensive internationalization has been well documented, the lack of the international student perspective is problematic. It ignores the value students contribute or could contribute as stakeholders or agents of the process. This study examines the experiences and perspectives of international Ph.D. students in science, technology, engineering, and math (STEM) fields on how they are involved with internationalization at their host institution. International STEM doctoral students (ISDS) are critically important to the American scientific enterprise through their contributions to research and innovation, and they bring rich and diverse perspectives to our campuses. Through the stories of eight ISDS in one institutional context, this study aims to shed light on ISDS contributions to internationalization, present their voices as facilitators of internationalization, and add to the conversation about how to effectively plan and implement internationalization in higher education by involving students as agents and catalysts. The study also aims to contribute to scholarship on internationalization and international student experience by empowering the student voice.Ph.D.Includes bibliographical reference