Key points are not available for this paper at this time.
Abstract This is a student paper: Expanding upon our previous work in the blinded for review paper, this research seeks to delve into the realm of self-reflection among engineering faculty members who regularly interact with international students. The primary objective is to investigate how these faculty members address the unique needs of the international student community. The Challenge and Support model by Nevitt Sanford serves as our guiding framework for this research, and we employ narrative analysis due to its potential in analyzing differences in cases and describing the dynamics of individual narratives within their distinct contexts (Floersch et al., 2010; Simons et al., 2008). This paper aims to answer the following research question: How do engineering faculty members address the multifaceted and distinct needs of international students? It is important to understand these perspectives when considering how to support international engineering students given that each student has unique and intricate experiences in both academic and non-academic aspects. Nevitt Sanford, a pioneering psychologist in the field of student development, introduced two foundational concepts: the cycles of differentiation and integration and the balance between support and challenge (Evans, 2003; King Moore & Upcraft, 1990). He emphasized that students undergo processes of self-discovery as unique individuals and members of groups, with challenges arising when they encounter unprepared situations. The ability to face these challenges is influenced by the available support. Sanford highlighted the importance of readiness, challenge, and support as crucial developmental conditions, with the interaction between challenge and support significantly impacting students' growth. A misalignment between these factors can lead to negative outcomes, underscoring the necessity for higher education institutions to provide suitable support for addressing the diverse challenges faced by students. This research aims to illuminate the challenges and experiences faced by international students, with the goal of advocating for universities and schools to establish support systems tailored to the specific needs of this student demographic. The objective of this work is to contribute to the development of new policies, funding initiatives, and institutional structures that address the specific challenges encountered by international students, thereby facilitating a more successful and productive transition into the academic environment.
Paul et al. (Sun,) studied this question.