Beyond Logistics: Holistic Services Signal Inclusion of International Students

Abstract

Despite efforts to globalize campuses and services for students in the U.S, international students continue to experience social isolation and negative psychological well-being. Existing research primarily focused on individual factors, falling short in examining how institution structures impact student development. We categorize existing school services into two kinds: logistic services provide students with only the basic services necessary to remain in the host country while holistic services support students as a whole person with cultural and social needs. In two studies, we investigate how an institution's services for international students shape their feelings of being valued (Study 1, N = 77), their attitudes towards the host institutions (Study 1), and ultimately their decision to enroll in these schools (Study 2, N = 60). Study 1, which employed a between-subject design, revealed that students viewed the school as significantly more inclusive in the holistic-service condition. Using additional measures and a within-subjects design, Study 2 showed that students felt significantly more valued, perceived the school to be more caring, and had more trust in the holistic school. Qualitative responses further shed light on students' acute awareness of the importance of socially and culturally oriented services. Theoretical implication for research on international student experience and practical implication for higher education were discussed.