شبكة المعلومات العربية التربوية

The number of Saudi students studying in the United States quintupled over the last five years due to a fully funded Saudi government scholarship. The presence of this growing student group on American campuses has significant implications for student affairs professionals, college professors and university administrators. Moreover, Saudi students are experiencing circumstances different from other international students due to distinctive economic, academic, psychological, social, cultural, religious, and political factors. Therefore, the problem dealt with in this study is a three faceted issue: 1) the recruitment circumstances of the Saudi students as a different category of international students and the implications entailed once they are admitted into their programs; 2) the different accommodating mechanisms in place to help them achieve success, attain degrees, obtain expected college experiences; and 3) how effective the aforementioned mechanisms are with regard to Saudi students' expectations, challenges, motivation, and self-efficacy beliefs. Following a pilot study, the qualitative case study approach was determined to be best suitable for exploring the various dimensions of Saudi students' circumstances especially those concerning cultural, psychological, and social issues. The study followed the traditional qualitative method for data collection and analysis. After conducting initial site observations and document reviews, primary data were collected from open-ended interviews with students, administrators, and professors at the university. Study findings revealed various implications arising from the continuous increase of Saudi students on American higher education campuses. Relevant themes emerged from the data analysis including: cultural adjustment, self-efficacy, challenges, stereotypes, persistence, success, support mechanisms, and academic integrity. Participant responses and university support systems were utilized to develop a replicable model that can be adopted to ease the cultural adjustment of new international student groups. Findings also demonstrated how various campus units developed techniques to increase Saudi students' engagement for academic success. The current study showed that, self-efficacy beliefs, success perceptions, and cultural aspects as relevant constructs of student academic achievement, can be utilized to increase the performance level of Saudi students. Using the New International Student Group Response Model to guide orientation programs, college success seminars, freshman year programs, student life planned activities, multicultural events, and other academic activities. When coupled with an academic awareness of the case, the informed planning of these activities can increase Saudi students' academic persistence and enhance their college experience outcomes consequently. (Author’s abstract)