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Doctoral Dissertation Defense
of
Jennelizabeth Sepúlveda

For the degree of

Doctor of Philosophy
Higher Education Administration

Beyond Appointments: Academic Advisors' Experience with International Students

March 20, 2025
2:00–4:00 P.M.
Read Room, 200 White Hall

Beyond Appointments: Academic Advisors' Experience with International Students

The purpose of this qualitative, narrative inquiry was to explore professional academic advisors’ experiences with international students at a public, research institution in the Midwest. Ten professional academic advisors shared their narratives and interactions with international students through semi-structured interviews. Participants shared that interactions happened in advising appointments, in classrooms, on committees, and at cultural and celebratory events including graduation and holidays. 

I created a conceptual framework using Hofstede’s (2011) cultural dimensions theory, Chavez et al.’s (2003) individual diversity development framework as well as Ting-Toomey and Chung’s (2012) intercultural communication flexibility model. Some of Hofstede’s (2011) cultural dimensions were used to understand what was happening during an advising appointment, experience, or interaction with international students. Ting-Toomey and Chung’s (2012) stages with Chavez et al.’s (2003) model were used to provide insight on how advisors understood these experiences with international students. 

The most significant findings were threefold: (a) professional academic advisors are responsible for their own education and training, (b) the apparent inconsistency of training and lack thereof for advising international students, (c) advisors’ interactions with international students were multidimensional and not limited to only advising appointments.