The research project was conducted by graduate students at Clark University by a team of graduate students in fundamental of research methods in international development and social change by Dr. Marianne Sarkis in the Spring 2011. This research project was approved by IRB at Clark University. All the authors have equal credit on this project.

1. Connections and Satisfaction Levels
Among International IDCE Graduate Students
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

2. Table of Contents
 Introduction
Methodology
 Data Analysis
 Results
 Discussion
 Conclusions and Recommendations
 References

3. Introduction
Research Question
 Are international IDCE graduate students with
prior connections in Worcester more satisfied
than those without prior connections?

4. Justification
• Housing • Academic
Personal Academic
Institutional Cultural
• Institutional
• Language
efficiency

5. Research Approach
Justification
Group Discussion
Questions
Survey Questions Interview Questions
Analysis
Results Recommendations

6. Historical Context of the Study
40%
International
Students
Diverse
Obstacles
Students
coming from
30 different
countries
IDCE

7. 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.

8. 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

9. Research Location
 Location
 Conducted on Clark Campus
 Instrumentation
Google Spreadsheet Survey
 Interview Transcriptions
 Focus Group Transcription

10. 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.

11. 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

12. 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).

13. Results
 Demographic Characteristics Regions of Origin
 Frequency Distribution Analysis Valid Cumulative
Frequency Percent Percent Percent
Gender Valid Southeast 12 54.5 54.5 54.5
Frequenc Valid Cumulative Asia
y Percent Percent Percent
Southern 4 18.2 18.2 72.7
Valid Male 7 31.8 31.8 31.8
Asia
Female 15 68.2 68.2 100.0
Europe 1 4.5 4.5 77.3
Total 22 100.0 100.0
Africa 2 9.1 9.1 86.4
Latin 1 4.5 4.5 90.9
America
Missing 2 9.1 9.1 100.0
Total 22 100.0 100.0

14. Results, Continued…
What is your main source of income?
Frequency Distribution Analysis
Valid Cumulative
Employment and Finance Frequency Percent Percent Percent
Valid Private 10 45.5 45.5 45.5
Valid Cumulative Scholarships
Frequency Percent Percent Percent Government 2 9.1 9.1 54.5
Valid No 16 72.7 72.7 72.7 Scholarships
Yes 6 27.3 27.3 100.0 Employment 1 4.5 4.5 59.1
Total 22 100.0 100.0 Loans 4 18.2 18.2 77.3
Parents/Family 3 13.6 13.6 90.9
Organization's 2 9.1 9.1 100.0
Scholarship
Total 22 100.0 100.0
- Parents/Family
- Organization’s
- Government's
-Employment
Scholarships
Scholarships
Scholarship
- Private
- Loans

15. Results, Continued...
 Quantitative Results Connections made at Clark and
Connections prior to Worcester with Worcester community upon arrival.
Valid Cumulative Valid Cumulative
Frequency Percent Percent Percent Frequency Percent Percent Percent
Valid International 5 22.7 22.7 22.7 Valid No 11 50.0 50.0 50.0
Organizations Yes 10 45.5 45.5 95.5
Friends 2 9.1 9.1 31.8 Not 1 4.5 4.5 100.0
Family 1 4.5 4.5 36.4 Applicable
None 13 59.1 59.1 95.5 Total 22 100.0 100.0
Not Applicable 1 4.5 4.5 100.0
Total 22 100.0 100.0

16. Results, Continued…
 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%

17. 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.

18. 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.

19. Salient Themes
 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.

20. 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

21. 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

22. 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.”

23. 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

24. 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

25. Conclusions
 Original Research Question
Are international IDCE graduate students with
prior connections in Worcester more satisfied
than those without prior connections?

26. 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.

27. Recommendations
1.The IDCE department could create and link
incoming students to a web-based, social
networking forum similar to Craigslist.

28. Recommendations, Continued…
2. IDCE and/or Clark University could provide more
structured, uniform support to incoming
international graduate students and promote a
sense of community.

29. Recommendations, Continued…
3.IDCE could help foster a system of service
exchange among students (and professors).

30. Suggestions For Future Research
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.

31. Special Thanks
 Dr. Marianne Sarkis
 IDCE graduate students (Focus Group &
Interviews)
 TA Gunther Fedorek