Date of Award
Doctor of Philosophy (PhD)
Zarrina T. Azizova
This study examined the various types of support areas for international students in community colleges that help them achieve academic success in their studies. The study considers the impact of these support areas on international students’ academic success in terms of their self-reported Grade Point Average (GPA) and perceived success using the Bronfenbrenner’s theory of human development at the micro-, meso-, and macro- levels.
A quantitative study was conducted to measure the impact of these support areas on international students’ academic success measured in terms of their self-reported GPA and perceived success. A target sample size of 399 international students was recruited to participate in a hard copy, one-on-one survey. These students were current international students at a large community college in Western Canada. It is expected that this study would help to determine the impact of the support areas on the academic success of international students in community colleges.
The results of this study showed that international students’ support areas at the micro-, meso-, and macro-levels were all strongly related to their academic success in terms of their self-reported GPA and perceived success. The federal government’s strategy of increasing international students’ presence in Canada as a way of addressing the aging work force and population challenge in Canada would be more successful with increased investments in these support areas. Indeed, Government rhetoric at all levels and an increased investments in these important support areas are essential in ensuring the academic success of international students, and making Canada a top and competitive destination of choice for international students.
Keywords: International students, Support areas, Community college, Bronfenbrenner, Canada
Soetan, Taiwo Olubusoye, "The Impact Of Support Areas On The Academic Success Of International Students In Community Colleges" (2019). Theses and Dissertations. 2588.