Cassie N. DeFillipo, Hari P. Dhakal, Thanh Thuy T. Do

Anh T. Huynh, Jenkins Divo Macedo

Yonatan Melamed, Jeffrey R. Schuhrke

Qualitative and Quantitative Research Methods

Spring 2011

Section II, Group A

5 May 2011

Connections and Satisfaction Levels

Among International IDCE Graduate Students

Table of Contents

Introduction

Methodology

Data Analysis

Results

Discussion

Conclusions and Recommendations

References

Introduction

Research Question

Are international IDCE graduate students with prior connections in Worcester more satisfied than those without prior connections?

Justification

• Institutional

• Language efficiency

• Academic • Housing

Personal Academic

Cultural Institutional

Research Approach

Analysis

Results Recommendations

Questions

Survey Questions Interview Questions

Justification

Group Discussion

Historical Context of the Study

IDCE

Students coming from 30 different

countries

Diverse Obstacles

40% International

Students

Methodology

Data Collection

Mixed Methods

Quantitative

Survey (1): International students

Qualitative

Focus Group (1): Domestic and International students

Semi-Structured Interviews (3): International students

Methods Justification

Required for Quantitative and Qualitative Research Methods Course

Enabled us to collect background information as well as personal

narratives to answer the question of our study.

Sampling Strategy

Sampling Frame

IDCE International Graduate Students

IDCE Domestic Graduate Students

Convenience Sampling

We selected participants for interviews and focus group based on

the convenience of the researchers.

Targeted Sampling

Surveys were randomly answered via Google spreadsheet

Research Location

Location

Conducted on Clark Campus

Instrumentation

Google Spreadsheet Survey

Interview Transcriptions

Focus Group Transcription

Selection Approach

Participants

Participants were current IDCE Graduate Students

International

Domestic

Announcement for the survey was sent and responded to through

IDCE Google Community Group

Consent Participants were consented through an IRB-approved consent

form.

Data Analysis

Quantitative Data 24 surveys

Google spreadsheet (MS Excel 2007 file ).

We imported the Excel file into PASW Statistics Version 18 to

analyze the surveys

We coded labels and applied values to data into PASW

All cases were included in the data set

We ran frequency distribution analysis on significant variables

Data Analysis, Continued…

Qualitative Data 3 interviews; 1 focus group.

Atlas.ti version 6.0

We imported transcripts and interview notes from MS Word

2007 into Atlas.ti version 6.0

We used inductive methodology to identify the themes that

would be used for coding.

We associated themes with quotes.

We allowed the data to generate the theory (Grounded

Theory).

Demographic Characteristics

Frequency Distribution Analysis

Results Regions of Origin

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Southeast

Asia

12 54.5 54.5 54.5

Southern

Asia

4 18.2 18.2 72.7

Europe 1 4.5 4.5 77.3

Africa 2 9.1 9.1 86.4

Latin

America

1 4.5 4.5 90.9

Missing 2 9.1 9.1 100.0

Total 22 100.0 100.0

Gender Frequenc

y Percent

Valid

Percent

Cumulative

Percent

Valid Male 7 31.8 31.8 31.8

Female 15 68.2 68.2 100.0

Total 22 100.0 100.0

Results, Continued…

Employment and Finance

Frequency Percent Valid

Percent Cumulative

Percent Valid No 16 72.7 72.7 72.7

Yes 6 27.3 27.3 100.0

Total 22 100.0 100.0

Frequency Distribution Analysis What is your main source of income?

Frequency Percent Valid

Percent Cumulative

Percent Valid Private

Scholarships

10 45.5 45.5 45.5

Government

Scholarships

2 9.1 9.1 54.5

Employment 1 4.5 4.5 59.1 Loans 4 18.2 18.2 77.3 Parents/Family 3 13.6 13.6 90.9 Organization's

Scholarship

2 9.1 9.1 100.0

Total 22 100.0 100.0

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Results, Continued... Quantitative Results

Connections prior to Worcester

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid International

Organizations

5 22.7 22.7 22.7

Friends 2 9.1 9.1 31.8

Family 1 4.5 4.5 36.4

None 13 59.1 59.1 95.5

Not Applicable 1 4.5 4.5 100.0

Total 22 100.0 100.0

Connections made at Clark and with Worcester community upon arrival.

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid No 11 50.0 50.0 50.0

Yes 10 45.5 45.5 95.5

Not

Applicable

1 4.5 4.5 100.0

Total 22 100.0 100.0

Code Frequencies for Qualitative Analysis

Code Prevalence Frequency

Social 39 19.7%

Connections 36 18.2%

Academics 26 13.1%

Expectations 25 12.6%

Transportation 22 11.1%

Security 15 7.6%

Finances 14 7.1%

Housing 12 6.1%

Languages 9 4.5%

Total 198 100%

Results, Continued…

Discussion

Prior connections did not appear to play a major factor in

levels of satisfaction.

Students differentiate social and academic satisfaction.

Technology facilitates connections prior to arrival in

Worcester.

Discussion, Continued…

Regardless of prior connections, participants experienced

difficulties upon arrival in Worcester.

Post-arrival connections did appear to make a difference in

levels of satisfaction.

No relationship was identified between prior

connections and levels of satisfaction upon arrival in

Worcester.

Often prior connections did not resolve all issues (for

example housing and integration into the community).

Many students were able to find the same level of

connection by utilizing technology.

Salient Themes

Salient Themes, Continued…

No relationship was identified between prior

connections and levels of satisfaction upon arrival in

Worcester. “In [native country] you have a support system. But not here…you have friends and family. And if your things just get stolen, they can help. Here there is not… well, you have IDCE and campus police. But it just feels different.” –International Student “I just remember throughout the semester feeling this, like, really lonely, like really, you know, my roommates are undergrads, and like, coming home there’s no one to really talk to, no one to give you a hug, like, you have a hard day, you just need a hug sometimes.” – Domestic student

Salient Themes, Continued…

Students differentiate social and academic

satisfaction.

Respondents did not see it as the responsibility of the department

to foster social relationships for them.

Therefore, while their academic satisfaction influenced their

overall satisfaction with the department, their social integration is

detached from departmental satisfaction.

“If it was just the program, I would probably say that I am happy…

it would definitely be better if I had some people there, if I had

either family members or really close friends. Or if I was a member

of some organizations.” –International student

Salient Themes, Continued…

Technology plays a role in allowing individuals to

make connections prior to arrival in Worcester.

“I did a Google search on the universities that offer programs in international

development…”

“Facebook…all of the first years who are here now could become a member of

the group. And people had postings, and this is actually how I found my

apartment.”

“I found[Chinese scholar and student association at Clark University] online and

got some e-mails and call responses to my questions about studying and living at

Clark. That helped a lot.”

Salient Themes, Continued…

Regardless of prior connections, participants

experienced difficulties upon arrival in Worcester.

Having connections prior to arrival in Worcester does not

guarantee that transition will take place smoothly.

“[The airport shuttle] took me to Blackstone [hall]. And I actually

couldn’t get in! There was someone outside and I had to borrow their

phone and call the campus police to see if they could bring me my key.

It was a woman there, who was working, and she said it was not her

responsibility to come to me (sounding angry). And it was very

unwelcoming.” – International student

Salient Themes, Continued…

Post-arrival connections did appear to make a

difference in levels of satisfaction.

“We did contact our IFP fellows who were studying at Clark and ask[ed] for help…They found low-priced apartments that were quite near the school… It was a big help that we need to have in the first time in the US.” –International student (edited for grammar).

“They have a Chinese group and… or a Taiwanese group, and when someone new comes, they guide them and help them and… just make sure they’re not lost. Maybe if they had that as a formal process. They International Office can actually do that-should do that!” –International student

Conclusions

Original Research Question

Are international IDCE graduate students with prior connections in Worcester more satisfied than those without prior connections?

Conclusions, Continued...

1. Support for international graduate students from local

groups upon arrival in Worcester emerged as a

significant theme towards satisfaction and local

integration.

2. International graduate students at IDCE use internet

technology such as Facebook, Google and Idealist to

make prior connections.

3. IDCE graduate students distinguished between social

life and academic satisfaction. They expect the

department to take responsibility for their academic, but

not social, satisfaction.

1.The IDCE department could create and link

incoming students to a web-based, social

networking forum similar to Craigslist.

Recommendations

2. IDCE and/or Clark University could provide more

structured, uniform support to incoming

international graduate students and promote a

sense of community.

Recommendations, Continued…

3.IDCE could help foster a system of service

exchange among students (and professors).

Recommendations, Continued…

1. Conducting similar research in other graduate

departments at Clark.

2. Conducting similar research with international

undergraduate students at Clark.

3. Studying whether (and how) social satisfaction

affects academic performance.

Suggestions For Future Research

Special Thanks

Dr. Marianne Sarkis

IDCE graduate students (Focus Group &

Interviews)

TA Gunther Fedorek