Abstract
This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg’s (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students’ academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.
Keywords
student success, teaching and learning, college adjustment
ORCID Identifiers
Masha Krsmanovic: https://orcid.org/0000-0001-5415-4652
DOI
10.5038/2577-509X.6.2.1164
Recommended Citation
Krsmanovic, M. (2022). Encountering American higher education: First-year academic transition of international undergraduate students in the United States. Journal of Global Education and Research, 6(2), 148-165. https://www.doi.org/10.5038/2577-509X.6.2.1164
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons
