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Educational and Organizational Learning and

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Educational and Organizational Learning and

Leadership

2023

An Evaluation of International Students’ Perceptions About U.S. An Evaluation of International Students’ Perceptions About U.S.

Institutions of Higher Education Post COVID-19 Institutions of Higher Education Post COVID-19

Yani Liu

Seattle University

, [email protected]

Leadership at ScholarWorks @ SeattleU. It has been accepted for inclusion in Educational and Organizational

Learning and Leadership Dissertations by an authorized administrator of ScholarWorks @ SeattleU.

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An Evaluation of International Students’ Perceptions About U.S. Institutions of Higher

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of

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students in U.S. institutions of higher learning due to the COVID-19 pandemic. In the 2020–

2021 school year, international student enrollment declined by 15%, demonstrating the direct

impact of the pandemic on U.S. institutions of higher learning (Svrluga, 2021). Moreover, the

financial contribution of foreign students dropped by 27% to $28.4 billion in the same financial

to ensure international students’ experiences remained positive and existing challenges were

resolved effectively. The study was guided by Spady’s model, Tinto's theory, and the PICO

framework (Considine et al., 2017; Nicoletti, 2019). The study was grounded on a systematic

review of pertinent literature. The study utilized literature sources including articles, journals,

books, conference proceedings and previous research reports relevant to the topic of the study.

These were acquired from electronic databases including databases of U.S college and

Universities, JSTOR, ProQuest, ScienceDirect, and Emerald. The PRISMA 2009 flow diagram

Was used in selecting literature sources used in the study. A comparative analysis was used to

examine results from quantitative studies. Qualitative studies were analyzed thematically.

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unwavering support, expertise, and mentorship throughout this research endeavor. Your

guidance has been instrumental in shaping the direction of my research and fostering my

intellectual growth. Thank you also for being a beacon of guidance throughout my doctoral

program. Thank you for always patiently helping me overcome cultural and language barriers,

your understanding of my cultural identity and for always encouraging me to use critical thinking

to view cultural differences. This played a crucial role in my gradual transition from culture-

based servant leadership to global leadership.

community resources. Very much appreciated your help and support as an intercultural educator

for the international student community and thank you for sharing my anxieties on countless late

nights. Thank you for providing me with a platform to reach international high school students in

my home country. These kids are about to embark on or are already studying in foreign

universities to realize their dreams. We all hope, in the post-pandemic era, they will be more

included and firmly chosen.

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rating on my completion of the Global Leadership Innovation Project in spring quarter of 2021.

During the pandemic, when I was struggling with a difficult life and heavy studies, your

understanding and praise meant a lot to me. Whenever I feel unable to move forward, I always

read your comments, which have always inspired me to be courageous as a cross-cultural

communicator and global leader.

this academic journey. Your support and shared experiences have made this process more

enjoyable and rewarding. In particular, thank you for protecting and respecting cultural diversity.

understanding sustained me through the challenges and uncertainties of an entire decade as an

international student. For families of international students, sending a child away to school is a

major financial and emotional commitment for the whole family. I appreciate and cherish your

unwavering support throughout this journey, I love you all.

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in a foreign country during the pandemic, questioning themselves, being isolated, but constantly

motivating themselves and working hard.

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Table of Contents

Abstract ............................................................................................................................................ 2

Purpose ....................................................................................................................................... 11

Research Questions .................................................................................................................... 12

Significance of the Study ........................................................................................................... 12

Summary of Methodology ......................................................................................................... 13

Assumptions, Limitations, and Delimitations ............................................................................ 13

Definitions of Terms .................................................................................................................. 14

Chapter Summary ...................................................................................................................... 14

Chapter 2: Literature Review ........................................................................................................ 16

History of International Students Attending U.S. Higher Education ........................................ 16

Previous Research on International Students’ Perceptions of U.S. Higher Education .............. 18

International Students’ Perceptions of U.S. Higher Education Post-COVID-19 ...................... 23

Data Sources on International Students' Perceptions of U.S. Higher Education During the

COVID-19 Pandemic ............................................................................................................. 23

Factors That Could Influence International Students’ Perceptions ........................................ 26

Theoretical Framework .............................................................................................................. 29

Spady Model .......................................................................................................................... 29

Tinto’s Theory ........................................................................................................................ 30

Chapter Summary ...................................................................................................................... 32

Chapter 3: Methodology ................................................................................................................ 34

Research Studies Eligibility Criteria .......................................................................................... 34

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Participants/Population .............................................................................................................. 35

Search Strategies .................................................................................................................... 37

Study Selection ....................................................................................................................... 38

Data Collection Process ......................................................................................................... 38

Risk of Bias ............................................................................................................................ 39

Instruments ............................................................................................................................. 39

Quantitative Data Analysis ........................................................................................................ 39

Qualitative Data Analysis .......................................................................................................... 40

Limitations of the Study ............................................................................................................ 40

Delimitations of the Study ......................................................................................................... 40

Chapter Summary ...................................................................................................................... 41

Academic Experiences in U.S. HEIs ......................................................................................... 47

International Student Mobility ............................................................................................... 47

Financials ............................................................................................................................... 50

Reimagining Internalization ................................................................................................... 51

Changes in Instruction Delivery Mode .................................................................................. 52

Changes in Schedule and Everyday Life ............................................................................... 54

Increased Technology Use ..................................................................................................... 56

Negative Reaction to Changes in Higher Education .............................................................. 58

Positive Reactions to Changes in Higher Education .............................................................. 62

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How Institutional and Policy-Level Factors Influenced International Students' Decisions to

Remain Enrolled in U.S. HEIs During the Pandemic ................................................................ 63

Residency Challenges ............................................................................................................ 63

Online Learning ..................................................................................................................... 71

Chapter Summary ...................................................................................................................... 72

Chapter 5: Conclusions, Interpretations and Conclusions ............................................................. 74

Discussion of Findings ............................................................................................................... 74

The Extent to Which the COVID-19 Pandemic Affected the Social and Academic

Experiences of International Students in U.S. Institutions of Higher Learning ..................... 75

How Institutional and Policy-Level Factors Influence International Students' Decision to

Remain Enrolled in U.S. HEIs During the Pandemic ............................................................ 79

Conclusions ................................................................................................................................ 80

Remain Enrolled in U.S. HEIs During the Pandemic ............................................................ 88

Implications for Practice ............................................................................................................ 89

Recommendations ...................................................................................................................... 91

References ..................................................................................................................................... 96

Appendices .................................................................................................................................. 106

Screening ................................................................................................................................. 107

Included ................................................................................................................................... 107

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Although policymakers may construe the current decline in international student enrollment as a

temporary issue that will be corrected as the severity of the pandemic declines, the study

conceptualized the pandemic as a trigger that exposed vulnerabilities in international education

that have existed but remained inadequately addressed over the years.

Summary of Methodology

Consequently, the research findings may not be applicable to other countries. Nevertheless, the

results are generalizable in the context of U.S. colleges and universities. They also have provided

a basis for broadening research on the interventions HEIs needed to navigate the post-COVID-19

challenges in enrollment.

relying on closed-ended questionnaires in the data collection process. Because the study had

preset responses from which participants chose the most appropriate answers, the research may

have failed to capture alternative perspectives respondents could have raised. Although the issue

was beyond my control, its effect on internal validity could have been mitigated by designing the

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questionnaires based on the theoretical background to ensure the findings were consistent with

the literature.

Definitions of Terms

has since spread to many countries worldwide, causing a global pandemic.

to other groups, people, and the community at large (Ozbay et al., 2007).

offer postsecondary education.

Chapter Summary

Overall, this chapter contextualized the impact of the COVID-19 pandemic on the

enrollment of international students in U.S. HEIs. It provided background information on the

changing dynamics in enrollment numbers and examined the potential shift that could arise if

sufficient interventions are not implemented.

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in HEIs. This enabled me to determine trends and externalities influencing the experiences of

international students.

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Chapter 2: Literature Review

international students’ satisfaction with their academic experiences in the United States, (b)

international students’ perceptions of U.S. HEIs’ responses to COVID-19, (c) impact of COVID-

19 on international students in the United States, (d) international students’ perceptions of U.S.

higher education post-COVID-19, (e) the theoretical framework guiding the research, and (f) the

school year, a decline of over 20,000 foreign students from the previous year after 10 years of

continuous expansion. High numbers of student visa delays and rejections, a hostile political

atmosphere for immigration under the Trump Administration, and more chances to study abroad

were all major contributors to this drop. The COVID-19 outbreak has only served to exacerbate

these preexisting problems. Limited access to U.S. embassies and consulates, travel restrictions

and personal safety concerns delayed VISA issuance and travel arrangements for international

students (Israel & Batalova, 2021).

attending institutions in the United States. In the 1949–1950 school year, there were just 26,000

international students; this number was expected to surpass 1.1 million in the 2019–2020 school

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university in the United States rose from 1% in 1949–1950 to over 6% in 2019–2020 (Israel &

Batalova, 2021). Nonetheless, the number of international students studying in the United States

has fallen over the last decade, falling for the first time in years during the 2019–2020 school

year. In the 2009–2010 school year, they accounted for 29% of all international students; by the

2019–2020 school year, that number dropped to 25%. Participation in Optional Practice Training

(OPT) among students has grown from 10% to 21% during the same time span. International

students enrolling at U.S. universities has been growing steadily over the last few years. China is

one of just three top 10 origin nations where the number of foreign students grew between the

2018–2019 school year and the 2019–2020 school year, the others being Taiwan and Brazil

(Israel & Batalova, 2021).

countries in the 2019–2020 school year, followed by India (4%) and South Korea (5%). This is a

result of the decreased funding from that nation for its students to study abroad (Israel &

Batalova, 2021). Of the top 25 countries that students are coming from, Spain had a 10%

increase, and Bangladesh saw a 7% increase. Despite the increase, students from each country

still made up less than 1% of all foreign students at U.S. universities. Throughout time, there has

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1950 school year, students from Canada, Taiwan, India, and other European and South American

countries made up the majority of international students enrolled at U.S. colleges. More students

from Asia started enrolling as international students after the Immigration and Nationality Act of

1965 abolished national-origin quotas (Israel & Batalova, 2021).

Previous Research on International Students’ Perceptions of U.S. Higher Education

from the National Survey of Student Engagement (NSSE) data set, reported high levels of

satisfaction among international students concerning their overall educational experiences.

Similarly, Skinner et al.’s (2019) study on 1,921 foreign learners in the United States revealed

most international students were satisfied with their academic experiences, particularly the

quality of educational programs and their engagement with faculty. Therefore, foreign students

have enjoyed positive experiences in U.S. HEIs (Skinner et al., 2019).

United States that may affect their satisfaction with their academic experiences. For example,

Kim and Edens (2017) found language barriers and cultural differences were common challenges

faced by international students. In this regard, some international students lack the requisite

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(2014) shared a similar viewpoint and noted language barriers adversely affect students’ ability

to assimilate into university life. International students can only reduce fears about writing and

speaking in English with effective interventions through effective English learning programs.

Moreover, Alshafi and Shin (2017) contended differences in cultural norms and aspects equally

complicate the ease of international students' adjustment to a new learning environment, with the

researchers noting the scope of cultural competence extends to such other issues as differences in

positive experiences at U.S. HEIs, they may face challenges that impact their satisfaction with

their academic experiences (Smith, 2020). In particular, studies have suggested culture and

language barriers adversely affect the extent to which international students find satisfaction with

their academic learning (Leong, 2015). Nevertheless, a gap exists in that the literature has not

detailed the extent to which the COVID-19 pandemic’s influence on international students’

social and academic life has affected their decision to remain enrolled in U.S. HEIs in the future.

U.S. HEIs is the perceptions of international learners regarding their institutions’ responses to the

COVID-19 pandemic. In this regard, some studies have found international students generally

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Specifically, colleges and universities have provided adequate support and resources for remote

learning (Lemay et al., 2021; Mattson et al., 2021). For example, Mattson et al. (2021) explored

international students’ academic experiences and found students enjoyed a smooth transition to

remote learning through such intervention measures as providing access to technology and

academic resources by the institution. Moreover, Fischer and Whatley (2022) found international

students in the United States received support through counseling services and online academic

transition to the remote learning environment (Martirosyan et al., 2022; Mbous et al., 2022).

Additionally, some international students have reported feeling uncertain about their future in the

United States due to changes in immigration policies and the potential impact of the pandemic on

their academic progress (Buckner et al., 2022; Chirikob & Soria, 2020; Mbous et al., 2022).

Consequently, previous research has suggested international students generally have positive

perceptions of their institutions' responses to the COVID-19 pandemic (Sustarsic & Zhang,

2022). Still, some concerns and challenges may need to be addressed.

Impact of COVID-19 on International Students in the United States

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classes online, many international students struggled to adapt to this new learning mode (Barrot

et al., 2021). In particular, Barrot et al. (2021) noted the transition to an online mode of

instruction led to challenges in terms of inadequate preparation for online classes, issues with

access to online course materials, and other hurdles in learning, such as communication with

professors and classmates as well as participation in online discussions and assignments.

pandemic. Many have lost part-time jobs that were a source of income, and some have had to

cope with unexpected expenses related to the closure of campus facilities or the need to return

home (Despard et al., 2020; Parker et al., 2020). The challenges have added to the stress and

uncertainty many international students face, who may be unsure about their financial stability

and ability to proceed with higher education (Parker et al., 2020).

students, including difficulties with remote learning, changes to visa policies and financial

hurdles. The issues have raised concerns about the future of international education in the United

States and the need for institutions to provide support and resources for international students

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many U.S. HEIs implemented a range of support measures and resources. For example,

institutions have provided technology and academic support for remote learning, including

access to online course materials, instructional videos, and tutoring services (Ali, 2020;

Organization for Economic Co-operation and Development, 2020). In addition, institutions

cope with the challenges of the pandemic (Durrani, 2020; Fischer & Whatley, 2022).

pandemic. Some initiatives include supporting remote learning and implementing flexible

policies for international students. For example, some institutions have provided emergency

financial aid or hardship grants to international students who have lost income or faced

unexpected expenses due to the pandemic (Jackson et al., 2022; NAFSA, 2020). Moreover, an

American Council on Education report showed numerous proposals were made and implemented

to ease the burden of higher education on students. In particular, students were allowed access to

low-cost capital and flexible payment plans or waived fees for services such as housing or

campus facilities closed or unavailable during the pandemic (Jackson et al., 2022).

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often prioritized the reputation of the institution when choosing to study in the United States.

Therefore, institutions with strong reputations may be more likely to receive positive perceptions

from international students, regardless of their response to the pandemic (U.S. News & World

Report, 2021).

Theoretical Framework

dropout choice is direct and suggests a necessary and sufficient condition, which is not the case

for the other relationships in the model. Those who choose this road have either failed

academically or performed poorly enough to be expelled. Here, institutional policy triumphs

against the model's theoretical habit. In contrast to the other arrows, the one that is broken

depicts a cyclical and malleable pattern rather than a fixed one, leading from institutional

commitment back to normative congruence (Kerby, 2015). Spady’s model is relevant to

addressing the second research question, which seeks to explain how institutional and policy-

level factors influence international students’ decision to remain enrolled in U.S. HEIs during the

pandemic. It explains how institutions may formulate policies to prevent drop-out of

international students. The policies should be centered around factors proposed in the model for

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which is concerned with the extent to which the COVID-19 pandemic affects the social and

academic experiences of international students in U.S. HEIs. The effects of the COVID-19

pandemic can be visualized through the effects on the factors affecting student dropout decisions.

Figure 1

plethora of data on the topic of student retention theory. Tinto (1993) identified three major

causes of student attrition. An incomplete education from high school might lead to problems in

college. Second, unfinished business in the realms of higher learning and professional

development cause student attrition. Thirdly, a failure to participate in campus academic and

social activities cause student attrition. Student retention is a key issue for institutions throughout

the United States, and Tinto's (1993) theory on student departure is the most often cited theory

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for defining the student departure process and why it has stretched to a near paradigmatic

position in the domain of higher education (Nicoletti, 2019).

at college and the following circumstances that led them back home again. The first step in the

Tinto model of institutional departure is to describe the student's life prior to enrolling in college.

Then, Tinto suggested what happens after the pupils enroll in college, emphasizing that their

institutional and policy-level factors influence international students' decision to remain enrolled

in U.S. HEIs during the pandemic. The model explains factors related to academic and social

integration. The factors proposed in the model will guide the meta-analysis.

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Figure 2

of COVID-19 on international students in the United States and international students’

perceptions of U.S. higher education post-COVID-19 was presented. The literature review found

international students’ perceptions of U.S. HEIs in the post-COVID-19 era may have been

influenced by a variety of factors, including international students’ satisfaction with their

academic experiences, the support provided by their institutions during the pandemic, and the

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overall reputation of the institution. Previous studies have provided valuable data on

international students’ satisfaction with their academic experiences and the support provided by

their institutions. Studies have shown international students upheld positive perceptions of U.S.

HEIs during the pandemic, with high levels of satisfaction with their academic experiences and

the support their institutions provided. The study methodology is outlined in the next chapter.

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Chapter 3: Methodology

explore factors influencing the retention of foreign learners in the U.S. HEIs during the COVID-

19 pandemic. Because a systematic review design was used in the study, this section provides the

eligibility criteria used in the selection of articles and journals that formed the basis of this study.

This section also discusses the target population of this study, who were primarily international

pandemic and during COVID-19 pandemic. The focus on intervention and comparison studies

helped me to determine the absolute evidence on factors affecting the retention of foreign

students in U.S. HEIs. In this case, analysis performed helped in understanding students

perception before COVID-19 and during the pandemic, thus drawing the eminent challenges that

may have hampered retention of foreign students in U.S. colleges as well as understanding

challenges faced by international students who remained in the U.S. higher institution following

COVID-19 pandemic and the containment measures put in place such as boarder closure, self-

quarantining, social distancing, and the need to engage in online learning.

Research Studies Eligibility Criteria

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the PICO framework as a model for constructing a review question guarantees the important

parts of the question are properly defined. The PICO framework consists of four main elements:

Population (P), Intervention (I), Comparison (C), and Outcomes (O) (Kloda et al., 2020).

Participants/Population

universities. While acknowledging the differences in these terms and their subsequent meaning,

COVID-19 pandemic, and in the post-COVID-19 pandemic period. Studies conducted before the

COVID-19 pandemic (2019 to 2021) were reviewed to examine the social and academic

experiences of international students in U.S. HEIs before the COVID-19 pandemic. Studies

conducted during the COVID-19 pandemic were reviewed to identify the challenges

international students faced in the United States and the responses HEIs made to tackle issues

affecting student retention. Studies conducted in the post-COVID-19 period (2022 to 2023)

helped examine factors influencing international students' decisions to remain in U.S. higher

learning institutions and the effects of higher learning institutions' responses to the challenges

posed by the COVID-19 pandemic.

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COVID-19 pandemic and during the COVID-19 pandemic were compared. This helped to

identify the effects the COVID-19 pandemic had on these experiences. The responses to the

COVID-19 pandemic that were implemented by U.S. HEIs were also compared to get the best

strategies that can address the challenges faced by international students during the COVID-19

affect the social and academic experiences of international students in U.S. institutions of higher

learning?” the study derived themes regarding social and academic experiences. Within these

thematic areas, subthemes on the effects of the COVID-19 pandemic on the experiences were

derived.

influence international students' decision to remain enrolled in U.S. HEIs during the pandemic?”

the study derived themes regarding institutional and policy-level factors. Within these thematic

areas, subthemes on the effects of these factors on student retention were derived.

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Usually, this is done by knowledgeable methodologists with the help of subject matter

specialists. A systematic review begins with the formulation of research questions. The

systematic review entailed the assessment of existing literature, knowledge gaps, and critique

(Xiao & Watson, 2019).

the analysis. The search durations were specified in the Google Scholar search customization

interface.

COVID-19 pandemic on the social and academic experiences of international students in U.S.

HEIs. Relevant search titles included international student satisfaction in U.S. colleges and

universities, social experiences of international students in U.S. colleges and universities,

academic experiences of international students in U.S. colleges and universities, international

student satisfaction with U.S. colleges and universities.

institutional and policy-level factors on international students' decision to remain enrolled in U.S.

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students' decision to remain enrolled in the United States during the COVID-19 pandemic,

higher education policies that affect international students' decision to remain enrolled in the

United States during the COVID-19 pandemic, institutional factors that affect international

students' decision to remain enrolled in the United States during the COVID-19 pandemic,

challenges affecting international students in U.S. colleges and universities during the COVID-

19 pandemic, international student satisfaction with U.S. colleges and universities during the

institutional factors affecting international students' decision to remain enrolled in the United

States post-COVID-19, challenges affecting international students in U.S. colleges and

universities post-COVID-19, international student satisfaction with U.S. colleges and universities

post-COVID-19.

stages involved were identification, searching, eligibility assessment, and inclusion.

The studies selected were those in which the doctoral supervisors, who were the panel members,

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their future, and the safety of their families. They were also isolated from their peers. Most

overseas students work either on or off campus to help pay for their education and living

expenses. Many student jobs were lost during the global health crisis, including those in pubs,

restaurants, and libraries, leaving (foreign) students worried about money (Bilecen, 2020). It is

important to remember that sending a child away to school is a major financial and emotional

during the 2020–2021 school year. There was a wide range of losses in foreign student enrolment

across the top five host nations, from almost 20% to a minor drop (Mason, 2021). In the autumn

of 2020, there was a 16% drop in the overall number of foreign students enrolled in U.S. HEIs

and online international programs (Baer & Martel, 2020). Higher education executives and

scholars projected an immediate and drastic reduction in foreign student enrolment due to the

pandemic, but the actual decline was less severe than expected (American Council on Education,

2020; DiMaria, 2020).

altered their behavior voluntarily in reaction to the COVID-19 epidemic. These measures are

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respiratory syndrome. Mobility has drastically decreased in the United States and throughout the

world. Significant decreases in mobility have been seen in the United States after the advent of

the COVID-19 threat and the implementation of certain government guidelines (Warren &

Skillman, 2020).

physical movement. A significant shift has occurred on a worldwide scale in the migration of

interest in studying in the United States as they get disillusioned with the country's glorified

fantasy. The Chinese students are also anxious about the country's unpredictable policies.

Moreover, they are concerned about their own safety. Singapore and Hong Kong are growing as

alternatives to the United States as a study destination for Chinese students (Yu, 2021).

school year and maybe for years to come. U.S. HEIs are going to remarkable lengths to ensure

their students are kept abreast of breaking news. This guarantees the security of the campus for

overseas students. It guarantees the academic achievement of foreign students studying abroad

and increases the diversity of the countries' study-abroad populations (Martel, 2020).

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universities and colleges in the fall of 2020. Consequently, a loss of 5% to 13% in net tuition and

auxiliary revenue per student in 2021 was anticipated. Since the macroeconomic situation limits

most U.S. HEIs' revenue-generating tactics, many will resort to de-costing. Because salaries

consume over 70% of university expenditures in the United States, a major reorganization of

COVID had a negligible effect on foreign student enrollment levels throughout the country. The

fact that selective institutions seem to have been less affected than access-oriented institutions is

a troubling trend (Buckner et al., 2022).

overseas students studying in the United States before COVID-19. There had already been a

decline in the number of foreign students enrolling in U.S. HEIs prior to the spread of COVID-

19 because of political, economic, and social changes (Dennis, 2020). The number of Chinese

students studying in the United States decreased by 7,774 between March 2018 and March 2019.

South Korean, Brazilian, Mexican, and Canadian students registered at lower rates in the spring

of 2019 compared to the spring of 2018. According to the data, the United States has suffered a

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of their overseas students. Some foreign students were left stranded since their home nations had

shut down their airports to incoming planes. The situation in the United States has worsened due

to recent changes to visa laws, work-authorization standards, and border controls. There is still a

lot of uncertainty to work through, from visa difficulties to concerns about racist conduct and

& Lumbreras, 2021).

of expertise through the participation of students in seminars, symposia, and conferences.

COVID-19 taught us, however, that many of the present face-to-face contacts with a wide range

of stakeholders from the commercial sector, residents, mayors, etc., could be done more quickly

and effectively through teleconferences like webinars or meetings. As HEIs continue to face the

problems COVID-19 posted, it is anticipated that cross-border, collaborative learning will

become more of a priority soon (Purcell & Lumbreras, 2021). In the future, it is expected that

there will be a new sort of collaboration in which resources like data, studies, and even money

are pooled for the common good of children, schools, and neighborhoods (Purcell & Lumbreras,

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months of the global COVID-19 pandemic, it still displays abnormal patterns relative to

coronavirus research before the pandemic (Cai et al., 2021). Countries with the highest infection

rates also tend to be the ones that create the most coronavirus-related content. Fewer countries

and smaller teams are participating in COVID-19 research compared to pre-COVID research,

and this tendency is expected to worsen as the pandemic progresses (Cai et al., 2021). Despite

couple weeks because participants were committed to giving it their all and were willing to learn

from their mistakes. Although redesigning Indiana University's homepage took 10 months of

preparation, Tulane University's new site went up in only 2 weeks (Purcell & Lumbreras, 2021).

The industry has reacted by adopting digital pedagogy and online courses, although this was not

planned. Although many students and businesses favor online learning, some teachers prefer

tried-and-true techniques because they feel more at ease with them (Purcell & Lumbreras, 2021).

some evidence that the shift to online schooling is not equal in terms of learning opportunities.

The transition to online delivery is challenging for both the students and faculty. Teachers need

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special preparation for the pedagogy of online education because it differs significantly from that

of traditional classroom instruction (Purcell & Lumbreras, 2021).

to enroll in distance learning. Many learners considered their chances of succeeding in an online

learning environment and pondered the quality of the education they would obtain. It was

unclear to the students how well they would adapt to an online learning environment. Online

methodologies, such as questionnaires filled out by teachers and students and group discussions.

Findings from this research highlighted the need to strengthen the digital components of future

learning experiences in higher education and indicate students are generally pleased with

emergency remote delivery. Among all respondents, hybrid learning was overwhelmingly

favored. When the new normal arrives, participants advised institutions on what they should

preserve for the benefit of both students and teachers (Benito et al., 2021).

opponents say it has not resulted in graduates who are prepared for the workforce (Alam &

Parvin, 2021). Alam and Parvin (2021) compared the academic and professional outcomes of

two cohorts of recent college grads. Before the COVID-19 epidemic, one group learned together

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survey of 120 students in each group, while official secondary statistics are collected from the

sampling institution. In contrast to those who lived during the epidemic, those who lived before

it had low academic outcomes, according to the findings (Alam & Parvin, 2021). Although both

groups performed well academically, there was a difference in their results on tests of aptitude

and practical experience required for entry-level employment. Pre-COVID-19 students

outperformed their contemporaries on measures of occupational preparedness. There is no direct

and worsened preexisting racial and economic inequities in the United States in terms of access

to technology, student involvement in the classroom, and communication between teachers and

parents. As schools try to reopen, pupils still face challenges, including unequal access to

education, learning loss throughout the spring and summer months, and the possible spread of

the influenza strain COVID-19 among the most vulnerable populations (Slavin & Storey, 2020).

negative behavioral changes. Some students complained about having less time for themselves

and finding it difficult to strike a new work–life balance. Such shifts in habits and schedules may

result from the pandemic’s high stress, isolation, and dread of the unknown, or they may have

61

highlighted by students via online channels, despite institutions making various adjustments and

enhancements to their functioning throughout the pandemic (Sharaievska et al., 2022).

students complained they got less out of their school experience because they did not get to know

their teachers well enough. Other students complained online learning made it difficult for them

to get personal feedback and direction from teachers. Students' decreased access to university

materials, were listed, in addition to those influencing students' ability to thrive in school. Some

students also found they no longer had access to the fast and dependable internet that had been

readily accessible on campus. Due to the sluggishness of the internet, several students

experienced delays in completing their work. Internet problems caused some pupils to drop out

of school (Sharaievska et al., 2022).

ceremonies, have been canceled, postponed indefinitely, or moved to virtual formats, leaving

many students dejected about unrealized personal and professional milestones. Class trips and

service learning, membership in extracurricular organizations, and attendance at social events, all

of which foster camaraderie among students and a sense of belonging to the university, have

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urgent COVID-19 danger. In nonresidential colleges and universities, safe environments and a

scholarly community may be fostered via the provision of learning resources and social spaces.

Some of the children and teachers in the United States had nowhere to go because they were

homeless. Others had trouble getting online because they had the necessary equipment and or

connection, and they had nowhere quiet to study since most libraries, cafés and other public

for themselves. Some students said they were healthier and happier after receiving more free

time. Other students also noted more opportunities to prioritize personal wellness. One of the

benefits of the epidemic was the increased availability of free time for recreational pursuits.

Students who had more time for themselves also reported feeling more well-rounded

(Sharaievska et al., 2022).

remote learning has increased in the United States because of the COVID-19 epidemic (Al-

Mawee et al., 2021). Due to the revolutionary shift in the educational system, Al-Mawee et al.

(2021) highlighted students' views and preferences on online education. To do this, a case study

of Western Michigan University is used. Participants in this study conducted an online survey

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the convenience of being able to study at their own pace and from any place. These results may

be useful to Western Michigan University and other universities in their efforts to enhance

distance learning programs (Al-Mawee et al., 2021).

How Institutional and Policy-Level Factors Influenced International Students' Decisions to

Remain Enrolled in U.S. HEIs During the Pandemic

Customs Enforcement (ICE) department. Nonimmigrant F-1 and M-1 students attending fully

online institutions were most affected by these restrictions because they were prohibited from

carrying a full online course load while staying inside U.S. territory. Exemptions also made it

impossible for international students enrolled in 100% online programs to get visas. Although

these waivers were largely reversed within 2 weeks of their introduction, they caused significant

anxiety for overseas students at the time (Mbous et al., 2022).

expected to get their U.S. visas since embassies in certain countries were closed or operating at

reduced capacity. International students could not return home for their traditional summer break

and renew relationships with friends and family due to the quarantine imposed to prevent the

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presence in the country for overseas students. The existence of the tough federal laws was the

result of the Trump Administration's increasingly aggressive posture toward immigration

(Buckner et al., 2022).

such as grading flexibility and meeting times. Even with the continued epidemic, demands for

productivity did not change. Students from other countries hoped their schools would adapt some

of their academic requirements in light of the pandemic's probable harmful impact (Mbous et al.,

2022).

power were shared by international students. Some foreign students, worried about their safety,

expressed gratitude to their departments and the university's Global Affairs Office for their

efforts to keep the campus secure. Some teachers were sympathetic to international students

(Mbous et al., 2022).

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clear system in place to deal with their complaints beyond what was provided on a departmental

level (Mbous et al., 2022).

challenging reality before the pandemic hit: budget cuts, campus strife and widespread concern

about students' and taxpayers' lack of satisfaction with their returns on tuition, loans, and

leaders have been ready to declare reductions in spending and personnel (Purcell & Lumbreras,

2021). Most leaders responded more calmly. They improvised solutions to the situation, which

ultimately shaped the new system. They were worried about reopening in the autumn, and their

choices may have had fatal results (Purcell & Lumbreras, 2021).

COVID-19 situation, allowing them to respond appropriately. Institutional leaders promoted

two-way communication by reaching out to a broader network of alumni, civic and corporate

leaders, and colleagues at other educational institutions. Strategic investments and initiatives to

maximize efficiency and effectiveness are considered when top executives revise the budget.

They are aware that reactive decosting may lead to depreciation in the long run. Those who saw

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approach, showing empathy and sympathy for those affected, and building a shared

understanding of the weaknesses and strengths of various institutions. Leaders' responses to the

COVID-19 pandemic centered on ensuring delivery was consistent with the institutional

principles. Leaders also endeavored to protect the physical and mental wellbeing of students and

employees (Purcell & Lumbreras, 2021). Leaders were able to adapt their underlying tactics

Table 7

Findings

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Factors Influencing International Students' Decisions to Continue Pursuing Higher

Education in the U.S. Post-COVID-19

members, one can only hope this is a chance for HEIs to streamline their operations and put more

money into their digital strategy and support their institutions' value-creating faculty. Possible

students during times of crisis may be mitigated by institutional action (Martirosyan et al., 2022).

classmates. Several universities and colleges have created international student emergency funds

to help out overseas students in times of need. A few of the schools in question include the

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University of Oklahoma, the University of Oklahoma at Buffalo, and the University of Texas at

Dallas. Retaining students with emergency financial aid is more beneficial to the school than

losing them (Martirosyan et al., 2022).

COVID-19 epidemic, their plight was exacerbated by the closure of institutions and the loss of

numerous jobs by the students (Meier et al., 2022). Meier et al. (2022) examined how students'

more loans and cutting less on extracurricular activities. Increases in student dropout intent were

seen across all socioeconomic categories, but no significant differences were found (Meier et al.,

2022).

atmosphere. The United States has been discussing whether to eliminate the OPT program,

which permits recent international graduates to find jobs or participate in internships in the

country. In the case of STEM majors, OPT may extend work authorization by 24 months,

whereas in the case of other majors, it can extend work authorization by up to a year (Bilecen,

2020). Ending OPT will help protect American workers from losing out on jobs. However, not

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in protecting the rights of foreign students, either by organizing such assistance or by negotiating

with governments for the students' rights and well-being. The universities and government

should enact adequate health and safety laws appertaining to student housing and campus life.

Their loved ones probably worry most about their security and health care (Bilecen, 2020).

exclusion, xenophobic attitudes, discrimination and verbal assaults, and the aforementioned

students will have a solid grasp of the local language or English (Bilecen, 2020).

preparation for future pandemics like the one caused by the COVID-19 virus (Sustarsic &

Zhang, 2022). In times of crisis, foreign students need rapid and precise information on matters

such as accommodation, visas, course structure and security (Godfrey & Yu, 2021b). An

integrated effort across various service offices, departments, and student groups is necessary to

efficiently satisfy the academic, financial, immigration, and mental health requirements of

international students (Sustarsic & Zhang, 2022). This is especially important for foreign

students from disadvantaged backgrounds, as they may lack resources for acquiring knowledge,

money for living expenses, and social and cultural acceptance in their host country (Godfrey &

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Yu, 2021b). Future support programs must prioritize both equality and excellence to guarantee

the mental health and good academic performance of foreign students (Udah & Francis, 2022).

campus life and courses. When a national or global disaster strikes, it is very important for HEIs

to engage their foreign students emotionally and psychologically (Tran, 2020). HEIs also need to

provide opportunities for overseas students to share their perspectives and be heard. To retain

disagree with them. Colleges and universities must work to increase cultural diversity, equality,

inclusion, and access. Programming and sessions at HEIs should be developed to further these

discussions. Only by making everyone feel heard and valued can we increase enrollment among

foreign students. For this reason, it is necessary to engage in meaningful conversations, the kind

that encourage group decision making and provide opportunity for radical innovations

(Charoensap-Kelly & Punyanunt-Carter, 2022).

underrepresented communities from both the United States and outside. HEIs can better attract

and keep foreign students if they consider the unique challenges these students experience and

work to improve their lives. Although the obstacles presented by COVID-19 were unique, they

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campus learning were forced to enroll in distance learning. Notably it was unclear how such

students could adopt such learning strategies as Sharaievska et al. (2022) indicated. Due to

changes in instructional delivery as well as marginal adoptability by international students from

low-income families, there was a negative response with regard to changes in higher education

systems. The study noted increased anxiety and apprehensions when transitioning from

challenges among international students. This was coupled with the lack of social interactions

with their families which created more worries. Besides, Browning et al. (2021) indicated

international students experienced hire rates of anxiety due to uncertainty and lack of

socialization in learning which further affected their learning progress. Despite the technology

disruption in higher learning systems within the United States, this study also noted the increased

use of technology led to positive reactions in the changes within instructional delivery. In higher

education, the technology has provided interactive and multimedia elements that capture

students' attention and interest. The higher education has also benefited from the technology as it

has enabled education to reach a broader audience (Mattson et al., 2021). The pandemic forced

HEIs to adopt and rely on technology quickly for instruction, communication, and administrative

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higher education. Institutions need to invest in robust technological infrastructure, provide

training for faculty and staff, and develop effective online teaching and learning strategies

(Barrot et al., 2021). The positive reactions to changes in higher education, driven by the

increased use of technology, suggest hybrid learning models (combining in-person and online

elements) could enhance the learning experience. Institutions can leverage the benefits of

technology to offer flexible learning options, personalized instruction, and access to resources

2022). The positive reactions to changes indicate HEIs and stakeholders are capable of

innovating and adapting to unforeseen challenges. This finding can encourage a culture of

innovation and a willingness to embrace change, which is crucial for addressing future

disruptions and improving the overall quality of education. The pandemic has exposed

vulnerabilities in higher education systems worldwide. The increased use of technology and

positive reactions highlight the need for institutions to be better prepared for future crises. This

includes developing robust contingency plans, investing in digital infrastructure, promoting

digital literacy among faculty and students, and fostering a culture of adaptability and resilience.

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international students' decision to remain enrolled in us HEIs during the pandemic. During the

pandemic, several institutional and policy-level factors influenced international students'

decisions to remain enrolled in U.S. HEIs. Therefore, this section explores practices that

these institutions and further remain positive in their learning progress. Notably the policies put

in place were to ensure issues around the pandemic were resolved. For instance, tertiary

institutions in the United States ensured streamlined more finances to digital learning systems to

ensure that international students can still engage in classes and receive instructions through

online platforms. This supported in value creation to international students despite being locked

down and travel ban, which limited on-campus learning (Purcell & Lumbreras, 2021). Higher

learning institutions also placed policies to enhance learning environment that comply with the

COVID-19 containment measures. There was establishment of emergency response systems that

helped in dealing with the pandemic as well as future disasters (Sustarsic & Zhang, 2022). In this

case, policies were put in place to ensure international students could receive on-time

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campus or U.S. cities and could not travel home) as well as visa issues for students who were

locked home. Additionally, policies were put in place to ensure students receive adequate

information about course structures as well as their safety and security.

within tertiary education systems. The approach was to necessitate inclusion of underrepresented

communities from both the United States and internationally. Institutions of higher learning

in U.S. HEIs during the pandemic.

Conclusions

international students were vastly affected by the COVID-19 pandemic. The impacts were

affected socially, academically, psychologically, and financially. This could be aligned to the

limited socialization, movement and technological disruption in the education system which

further led to anxiety, depression, and mental health challenges. Notably these impacts were

largely attributed to COVID-19 containment measures such as social distancing, self-

quarantining and closure of boarders.

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exchange. Many universities are torn between wanting to help overseas students and being

constrained by their own nations' travel, immigration, and public health rules. When it comes to

both physical and digital mobility, foreign student enrolment has been influenced by disparities

in strategy across top host nations. As a result of border controls, there is now a significant

divide between the top hosting nations. Reentry restrictions for overseas students studying in the

United States have been relaxed. As the border restrictions continue, it becomes more difficult

processing facilities in other nations were unable to handle the volume of applicants. Although

several nations have reopened or expanded visa processing facilities as of 2021, these choices

may be reversed in other countries due to expected “waves” of COVID-19 cases. There is still a

substantial backlog. However, many foreign students are reluctant to go forward with choosing

and committing to a study location because of the uncertainties around visa application

processing and the difficulty of the application materials itself.

colleges and universities must now consider how and when to implement their policies

addressing the vaccine requirements for incoming students. However, it seems the introduction

of the COVID vaccination has not deterred overseas students from attending universities in the

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vaccines for incoming students, instructors, or staff. Schools that intend to reinstate on-campus

instruction are more likely to mandate vaccines, while many are still debating the issue (Martel

& Baer, 2021). In the United States, colleges and universities decided to reopen their doors to

students in the autumn of 2021 for in-person teaching thanks to a rapid vaccination rollout in the

spring of 2021 and the availability of immunizations for college-age students.

enrolment might reduce university funding, raise domestic student prices, and harm the

economy.

education for local students. In fact, graduate-level enrolment in the United States is boosted by

the presence of overseas students. Positive results are due to cross-subsidization, which occurs

when money earned from tuition paid by international students is used to offset the expense of

admitting more local students. U.S. colleges, the U.S. economy, and U.S. businesses are all

suffering because of the growing trend of foreign students preferring to pursue their educations

in nations other than the United States. Public research institutions will be hit particularly hard

by the downward enrolment trend if they cannot retain full-fee-paying, high-ability overseas

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students. Public colleges risk having their quality eroded if they are forced to increase in-state

tuition to compensate for a drop in international enrollment.

collaborations between universities. A variety of new learning methods, especially in online

education, have been developed because of the COVID-19 pandemic's global impact on the

higher education sector. In addition to enabling online education and virtual interactions,

accessibility of information thanks to technological advancements. Students not only have access

to a wider range of academic expertise and viewpoints because of the diversity of the member

institutions, but they also have more opportunities to engage in cross-institutional research and

learning partnerships. The curricula are designed to pool the strengths of many top schools so

that participants may benefit from a wide range of foreign viewpoints and engage in meaningful

cross-cultural exchange.

nations may take advantage of digital chances for foreign immersion that go beyond the bounds

of conventional pedagogy. Teachers may create a global classroom free from geographical

constraints, where students from all over the world can work together on projects and problems

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effectively deliver online education as the higher education industry undergoes a transformation

and embraces a digitally linked future, relationship development is essential. The adoption of

online international partnerships is a need in today's digital age because of the positive effects

they have on the dynamic ecology of knowledge, the availability of higher education, and

diversity. By paving the way for more virtualization on campus and beyond, innovative online

learning has the potential to ensure the long-term viability of higher education.

at the time or were waiting on a visa benefited greatly from online education. In the fall of 2020,

twenty percent of all foreign students enrolled in a U.S. university did so while living outside the

country (Baer & Martel, 2020). Student's mental health, well-being, and financial stability were

all affected by the method of teaching they received during the 2021–2021 school year.

took notice and instituted distance education programs. Implementing remote learning modalities

as an emergency reaction was a primary emphasis of the education response in the first stages of

the COVID-19 outbreak. These were meant to be inclusive of all pupils, but their effectiveness

was not guaranteed. Education responses have changed as the epidemic has progressed. Many

regions' educational institutions are now either mostly or completely operational. The availability

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education has been essential to keeping education going throughout the lockdown, and it has

created exciting new possibilities for reaching more students. However, the problem of

technology's influence on schooling persists.

everyday life. After a prolonged amount of time during the lockdown, students gradually

resumed their online coursework. The dynamic of the classroom underwent a dramatic shift. The

conversation. Family ties were strengthened as a result. Students and parents might sit down

together to talk about career goals and explore possible next steps in the process.

uninformed. Many feel there is too much of a gap in educational opportunities. There are no

tests, so students must depend on their own efforts to get a passing grade, and this is only one of

several potential drawbacks. Their future in the workforce may be affected. The pupils' futures

may be seen via these elements.

higher education. Teachers who took part in our research indicated many pupils had trouble

getting online lessons. Some students who were studying abroad had returned to their home

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students had ready access to the technology necessary for real-time video conferencing. Physical

and/or learning difficulties, as well as illness or stress brought on by the pandemic, exacerbated

students' preexisting susceptibility during the outbreak. Access to technology, students'

preexisting information communication abilities, and students' competence in the official

language were other determinants. Caregiving responsibilities, socioeconomic position,

immigrant status, time zone, race, ethnicity, gender, and religious affiliation were all considered.

on the way home from school, students might spend their time productively by enrolling in an

online course. The only need was access to the internet and a computer or mobile device for the

pupils.

and effective method to learn. However, it is not always the case. There is no such thing as a

“back row” in an online classroom. Everyone is seated close to the front. Those who are too

nervous about speaking out in front of the whole class may now initiate a one-on-one

conversation with the teacher in real time. If a student does not feel comfortable speaking in

front of the whole class, they can mute their microphone or turn off their camera and still take

part in the activity. It can seem that an online student's capacity to remain anonymous is a

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internet should be ensured for all students, and efforts should be made to combat

digital racism and ensure culturally sensitive education.

speech, high-contrast themes, closed captioning, and accessible course materials

should be integrated to cater to diverse students' needs and time zones.

them into the curriculum is essential. Students of all backgrounds should feel

included, respected, and valued.

Future Research

students in U.S. HEIs amid the COVID-19 pandemic. However, there exist multiple domains

necessitating further inquiry to augment our comprehension and inform future praxis.

academic attainment.

advantageous in comprehending the manifold dimensions shaping international students'

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experiences and perceptions within diverse higher education systems. This would yield insights

into the distinctive factors that augment the allure of specific countries as preferred destinations

for international students, subsequently guiding policy formulation and praxis in the United

States to bolster its competitiveness in the global higher education milieu.

inherent in international students' experiences, incorporating elements such as nationality, race,

evaluating the efficacy of initiatives, such as mentorship programs, cultural assimilation

activities, academic support services, and mental health resources, in fostering the well-being

and academic accomplishments of international students.

Conclusion

in U.S. HEIs amid the COVID-19 pandemic. The findings underscore the paramount

significance of addressing the challenges encountered by international students and

implementing supportive policies and practices that foster an inclusive and hospitable milieu.

comprehensive support services for international students, reevaluating institutional policies and

95

concerted efforts should be made to attract and retain international students through targeted

strategies, financial aid provisions, and initiatives that heighten the overall quality of the student

experience.

our understanding of the experiences and requisites of international students. Subsequent

investigations could traverse the terrain of long-term pandemic effects, comparative analyses,

96

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