International Students in Accounting Courses at US Colleges and Universities - Case Study Example

Submitted to XX Graduate Faculty of the School of Business and Technology Management in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in Business Administration with concentration in Advanced Accounting By Olga XX October 2011 Table of Contents Proposed Topic...……………………………………………………………………………2 Introduction………………………………………………………………………………...2 Abridged Literature Review...……………………………………………………………....3 Problem Statement………………………………………………………………………….4 Purpose Statement…………………………………………………………………………. 5 Researched Questions ……………………………………………………………………...6 Hypothesis…...……………………………………………………………………………..7 Summary…………………………………………………………………………………....8 References…………………………………………………………………………………..9 Proposed Topic The anticipated research study will be conducted on various issues and opportunities that this unique group of students experience while taking accounting courses at U.S. colleges and universities namely coping with English and its impact on academic performance, the consequent stress of being in a new culture and the intervention services that could be extended to them. Therefore, the proposed dissertation topic is as follows: “International students in accounting courses at U.S. colleges and universities: challenges and opportunities”. Introduction Higher education is among the United States top service sector exports, as international students provide revenue to the U.S. economy and individual host states for living and maintenance expenses like stationeries, transport, health insurances, and loans. Besides the financial attributes international students’ population is important for different aspects of the American life by contributing to the economy, enriching the multi-cultural environment, keeping social diversity thriving, and defining the core values of the country’s immigrant nature. In fact Open Doors report provided by the Institute of International Education (IIE), recorded an increase of 3% to 690,923 of student enrolment during the 2009/10 academic year (Institute of International Education, 2010). Therefore, it is crucial how the courses are introduced so that the international students can follow the curriculum given the two most common challenges they have to face that of having a grasp over English and the associated stress due to culture shift. In particularly, when these students are pursuing a highly technical course like accounting, the learning difficulty multiplies. For it is typically assumed that all students are familiar with the basic concepts of accounting, its core definitions, and main transactions. At the same time, the general perception of accounting courses among students is that they are difficult to study, and students are expected to work hard to succeed in these courses – and one of the big reasons is the difficulty with English comprehension. For one special group of students, which usually enter on F-1 visa, English is a second language and it is imperative that they master it in order to understand and grasp complex accounting matters. Typically, international students need to make extra effort to connect what they just learned and what it should mean. As a result, complex accounting material becomes even more complicated for this particular group to do well and succeed in the accounting courses. Abridged Literature Review The following literature review is on related topics of the selected dissertation thesis “International students in accounting courses at U.S. colleges and universities: Challenges and opportunities.” The literature review is divided into three major sections. The first is international students at U.S. colleges and universities. The second section is challenges and opportunities of international students. Finally accounting education in the U.S will be examined. It is important to understand the challenges for international students in the accounting field due to the amount of students involved in this field. International students at U.S. colleges and universities The impact of foreign students on the educational industry in America could not be ignored both in terms of the financial aspects and the diversity these students bring to American colleges and universities (Institute of International Education, 2010). While there has been a range of different studies completed in the last ten years on concepts such as student stress, cultural stress and other identified stresses that international students contend with when they commence their educational journey in America, the reports seem to be unable to find a practical solution to the problem related to accounting studies. Clearly, the research conducted to date has focused on identifying key stresses that international students face when they study in America that includes the tendency to lump international students together regardless of their ethnicity (Yoon & Portman, 2004); a lack of identification of specific needs that international students might have (Zunz & Oil, 2009) and the academic and cultural stress they experience (Misra & Castillo, 2004; Rosenthal, Russell, & Thomson, 2006). The overall generality of these studies are not useful in determining solutions to the issue but they do provide a framework to complete further research on. As a result, there is very little literature on the direct correlation between English language proficiency and understanding accounting course material (Chang et al., 2011). Clearly, this area of study would benefit from a more detailed research study and a comprehensive analysis of data. For accounting programs to be effective for international students, it is important to determine how much the understanding of course material in English has on international student success rates. There is also very few solutions or programs that can help increase the English proficiency for international accounting students. If a lack of this skill proved to be significantly correlated to student pass rates, then improvements or interventions in this area could improve overall international student satisfaction with the learning process in the US. Given the increasing number of international students who enroll in business courses, determining a correlation between English proficiency and student pass rates and student satisfaction with the educational institutions could be an important finding that could form the theoretical framework necessary to implement interventions and teaching aids that will further increase international student’s understanding of accounting course material. America has been attracting a higher number of international students seeking a higher education. Schworm (2008, p. A.1.) wrote on what was usually considered the world’s highest standard for higher education; the American educational model. He came to the conclusion that American higher education had recently become a desirable target for many foreign students due to the weakening dollar. As a result of the weakening dollar, foreign currency could provide international students with a better education. Thus, even with constantly increased costs for American higher education, more and more foreign students were willing to take advantage of the college-level education that was more affordable than in Europe and other countries. Diverse foreign countries send students to America for educational purpose. Instead of heading for Europe’s higher learning institutions, students are choosing to come to America. Li (2009, p.5) observed: China leaded among other countries in foreign students’ enrollment, sending almost 100,000 students to the US in the 2008-09 academic year – a solid increase compared to the previous year. India took second place in the international enrollment with more than 100,000 students who came to the U.S. last year for higher-level education degrees. More and more students are arriving in America for educational purposes. U.S. residency for foreign students is attractive to international students. It is easier to receive citizenship for students that receive a degree from an American college or university. Anderson (2011, p.4) highlighted the legal aspects and possibilities of gaining permanent U.S. residency for foreign students: As explained, the legal documentation process was usually taking between 12 and 20 years but could be possibly reduced by the U.S. Congress by exemption of the masters degree holder in science, math, and technology, using ‘exclusion of the dependents on the quota count and elimination of the pre-country limit.’ Anderson believes that this program would open new opportunities for foreign students, attracting them to apply for an American higher education even more. International student support services (ISSS) is important to foreign students. Colondres (2005) sought out key characteristics of the ISSS programs, which could best be utilized in developing a model for improving existing ISSS programs and for creating new programs in U.S. community colleges. The author utilized this descriptive study to answer three research questions: first, on characteristics of ISSS programs that were mentioned most often in the literature; secondary, on characteristics that were identified in Research Question One and that international student coordinators and counselors used the most, and thirdly, on how laws resulting from the 9/11 terrorist events had affected the enrollment of international students. Based on the results, this survey discovered that the events surrounding 9/11/2001 decreased enrollment in international students at U.S. community colleges. The author concluded that further research studies on improving support services and building positive images for ISSS programs at U.S. community colleges were needed. Colleges and universities want to attract foreign students. Hulstrand (2009, p.94), believed that there was the need of a successful recruitment strategy by U.S. community colleges, which included “selecting a targeted region based on data and trends suggesting potential; researching economic and educational conditions in the region; establishing communication with colleagues in the region.” Various U.S. Community colleges advertized overseas and promoted their services in regions of interest, in addition to personal visits on sites. A comprehensive follow-up plan to work with inquiries and applicants from the target region became a high priority, as did an assessment plan to measure interest and enrolment generated from the chosen regions. Diverse career decisions can attract international students. It is important to fulfill the needs of potential students. Jachowicz (2007) investigated influences on the career decisions of international students attending U.S. community colleges. The author conducted semi-structured interviews with 19 international students, who came from five different global regions; content analysis of the interview transcripts was conducted using the constant comparative method. All the participants – international students – were asked to describe how they made decisions regarding their academic study and career goals. The researcher highlighted five areas that might influence their career decisions: “(a) family and culture, (b) educational experiences, (c) issues unique to international students, (d) work-related experiences, and (c) intrapersonal skills.” Jachowicz (2007) observed that foreign students’ families had the most influence through their decision making process. Also, the majority of participants confirmed that “course selection, quality of instruction, and extracurricular activities at their community colleges expanded their career options.” As per conducted survey, all participants expressed a desire to stay in the United States, although not all of them had decided about their career goals during their first year of study at a community college. TOEFL is an academic achievement test. Ng (2007) tried to determine if TOEFL was a good gauge for students academic achievement at community colleges. Generally, academic success in college was measured by GPA, and other academic qualifications and achievements. Analyzed data were collected at a community college located in CA, where 433 international students’ academic records gathered from the 2002 through 2006 academic years. In this study, after descriptive and correlation analyses were utilized for the variables, Ng (2007) came to the conclusion that “No significant relationships were found for TOEFL scores and number of ESL courses in relation to GPA, course completion and retention rates.” Thus, the findings suggested that the TOEFL test was rather restricted in its goals and provided solutions, and could not be a good indicator of foreign student academic achievements. Ng suggested that further, more comprehensive research studies should be conducted on international student performance based on other factors, such as specific requirements of the course study taken at college in correlation to TOEFL scores. International students chose American colleges based on several factors. Ottinger (2009) investigated the college choice process for foreign students and analyzes how the decisions to attend U.S. community colleges were made. In this study, a narrative inquiry approach was used with episodic interviews explaining the choice process beginning with the predetermination to study abroad, selecting the host country, and making the decision to attend a specific U.S. community college. Data collected through the study helped in understanding foreign students’ decision-making journey, which provided information that could assist in improving recruitment process, increasing retention, and improving student services functions. The author concluded that information received from this research data would aid faculty and administration regarding better understanding international students and their motives and choices, as well as encourage community colleges to better accommodate international students’ needs and requirements. First-year foreign students need a little more support than upper graduates. Sallie (2007) examined the student support services rendered for first-year foreign students who attended the top 40 community colleges in America, with 44.7% of international student enrollment. The author used the mixed methods research, utilizing the first-year student support services for international students’ survey. The survey, or FYSSSISS, included both open-ended and closed questions, and was used to assess student support services. The FYSSSISS was sent via e-mail to persons, who were responsible for student support services for international students at the selected community colleges. The 18 institutions that represented the 20 respondents of the survey had an international student enrollment of 16,493 or 20% of the total international student enrollment at community colleges in the U.S., as reported in Open Doors report (2006). Descriptive and correlation statistics were used to analyze the FYSSSISS data; responses from the open-ended questions reviewed and summarized to highlight major trends, and then collected data were displayed in tables to reveal the results. Sallie concluded that “the findings of this study suggested a wide gap between the community college leaders who developed and implemented a full range of student support services for first-year international students and those who provided the minimum of services. The findings also revealed a lack of first-year seminar textbooks specifically targeting the unique needs of international students.” Challenges and opportunities of international students It is a given that foreign students are apprehensive. Awan et al. (2010, p.33) researched “anxiety in English undergraduate classes with regard to the type of situations that provoke anxiety during different stages of the learning process.” The researchers studied a connection between anxiety and various levels of learner achievement; the authors researched about 150 undergraduate-level students enrolled in English as a foreign language program at the University of Sargodha, Pakistan. The questionnaire used in this study was called the Foreign Language Classroom Anxiety Scale (FLCAS), and its goals were to find and specify any situations that provoke anxiety among these students. The results indicated that students’ levels of achievement were negatively affected by their anxiety. One of the conclusions of this study was that the learning environment should motivate and persuade students for a more effective studying process, and teachers should know how to better handle a student’s anxiety. Another study tackled the problems facing international students. Teemant (2010, p.89) provided “reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students”, showing their problems, issues, tactics, as well as indicating their preferences in the testing process. As specified in study material, ESL students’ demonstrated enough conformation that it was determined that English language mastery was certainly connected to test anxiety. Also, various evidences presented that ESL students had a tendency to prefer certain test formats, such as the multiple-choice format over other types of assessments, and these tests affected their demonstration of language knowledge. The author concluded that the practical approach to testing is more preferable and effective for ESL students. English must be learned in order to receive a college education in America. Chang (2011, p.21) related that studies the intensive English programs helped international students create a bond with American students, other international students, and the student community. This study researched how foreign students who just arrived in the U.S. could start feeling like part of an American community. The author researched and wrote about factors that helped students, who came from all over the world and had different cultural and educational backgrounds, to fully understand the American educational system and how it functions. Instead of a structured approach, many classes have chosen to be creative. Jones et al. (2009, p.171) demonstrated that creative “classroom environments that are enjoyable to students and support their learning can be challenging for instructors.” Hence, in the study they pursued self-determination theory and showed how it could be used in motivating foreign language students. This was demonstrated with detailed examples and explanations how they utilized this theory in order to increase foreign Jones et al. (2009, p.171) “students’ intrinsic motivation.” The questionnaire Jones et al. (2009, p.171) produced for this purpose showed the results and provided important observations indicating that “intentionally implementing the self-determination perspective can be an effective way to create enjoyable and interesting classes.” Cultural exchange between students and instructors can cause misunderstandings. Healy (2000, p.09.D) wrote about a sensitive issue that created complaints “that some foreign graduate students are impossible to understand, administrators at Princeton University are making them pass an English proficiency test.” In the summer of 2000, these graduate students were set to pass the test to be course preceptors or lab instructors; if they fail, they had to take a year-long English proficiency class. All Native English speakers and foreign students who were undergraduates in the USA were exempt from this test. One of the reasons for conducting this test was to be assured that graduate students were understood while they lead the small group discussions or run laboratory classes. Mental health issues were also explored in studies. Hyun et al. (2007) studied the commonness of mental health issues in international graduate students and their frequent need for campus counseling services. The authors conducted a web survey, where 551 out of the 3,121 completed surveys were completed by international graduate students. Based on this survey, about 44% of international graduate students responded that they experienced various issues and problems that considerably affected their academic performance. Researchers found strong indications for an unmet and increasing mental health need among international graduate students. The authors came to the conclusion that particular mental health outreach efforts should be aimed at international graduate students, paying extra attention to the student-adviser relationship and satisfactory financial support. According to an article in Journal of Theory Construction & Testing by McLachlan & Justice (2009, p.27) there were various challenges and common issues that many international students experience while studying far away from home. McLachlan & Justice (2009, p.27) stated that there were always the consequences when these students “uproot themselves from their home countries, families, friends, and other key people within their social support networks to pursue study.” They wrote that while most of foreign students successfully assimilated in the hosting country culture, some of them were distraught by cultural differences, suffer social isolation, were affected by academic differences, and were troubled by English language proficiency. Utilizing grounded theory method, authors’ final analyses disclosed how international students endure the complex transition and grow through individual and professional changes of their surrounding environment, cultural and social differences, and academic upbringing. Accounting education in the U.S. In their article in American Journal of Business Education, Chang et al. (2011, p.27) analyzed current financial crisis and concluded that it had created severe consequences for accounting education as a whole. These consequences included a radical reduction of accounting courses and enrollment, as well as diminishing faculty, which would eventually transform into future reduction of the accounting work force. Chang el al. (2011) stressed that well-educated accountants play an important role in providing professional services for all businesses. In this paper, the authors concentrate on problems and issues in accounting education that can negatively project on the business as a whole. In conclusion, the authors strongly encourage leading financial companies and other entities, to be in touch with potential employees and held sustain a high quality of accounting education. In another study, Zaneldin (2011, p. 509) explained that the main purpose of his study was to determine how to better communicate “course material changes to all instructors teaching the same course and to communicate approved changes to students registered on the course.” He discussed the design methodology approach used in this study for testing the developed system on effectively communicating changes in a timely manner. Zaneldin (2011) revealed that changes made to the course material could be directly communicated to all instructors teaching the same course, proving that approved changes were communicated to enrolled students. Thus, all affected students were satisfied with the way course changes were managed. Accounting course curriculum was studied. Farlik (2006) sought to provide solid basis for accounting courses curriculum in the U.S. northeast region by specifically identifying accounting content knowledge and technical and professional skills needed in entry-level accountants by members of the Manufacturers Association of Northwest Pennsylvania. This study confirmed the findings of an earlier national study, and offered a new direction in terms of professional skills development based on current requirements. Farlik (2006) concluded that the differences in necessary financial information systems skills for contemporary accountants occurred mainly in terms of indicating certain industry preferences, and not necessarily in order of an individual’s skills preference. Once again English is a factor in receiving an education in the United States. Wagner et al., (2011, p.31) researched the comparative performances of Native English Speaking, or NES, students and English Second Language, ESL, students in accounting courses. The authors pursue a longitudinal research study and conclude that the relative performance between both types of students depends on the particular course and the year they study. Wagner et al., (2011) research revealed that it was more likely that the ESL students had great potential to significantly surpass the NES students in accounting course study. Their study revealed that in the first year of the study a vast majority of ESL students experience difficulties with English and new learning and teaching styles, as well as lack necessary academic skills and feel culture shock. Nevertheless, in the second year of study, the differences were not considerable, which authors attribute to the ESL students extra effort on English vocabulary and adjusting to the new learning and teaching styles, as well as their willingness to reach the NES students’ level. Interestingly enough, in later courses, the ESL students significantly outperformed NES students due to their diligent work and study ethics. Problem Statement The objective of the dissertation is to assess and evaluate the challenges and opportunities faced by international students while taking accounting studies in U.S. colleges and universities. The conducted study will do a zooming out to examine broader concepts of cultural stress theory and academic stress theory, and others to determine if instead a “cultural student stress theory” (Rosenthal, Russell, & Thomson, 2006) could be provided a framework for identifying and intervening cases in relation to the international students following accounting course. The problem with finding research on international students and their experience while taking accounting courses at U.S. colleges and universities is that research that has been conducted on this population have either been very limited in their scope or have tended to make generalizations about all international students. There is a tendency to “lump together” all international students regardless of their ethnicity (Bonazzo & Wong, 2007; Yoon & Portman, 2004) without an attempt to accurately finding out what specific needs international students have (in their case with placement issues). The lack of understanding lends difficulty in providing case specific intervention services to improve student experience (Zunz & Oil, 2009). In the case of the international students pursuing accounting course in the U.S the stress areas experienced by the students are interconnected. The lack of proficiency in English affects both their academic performance as well as competence to adjust to a new culture. As they can neither communicate in English with ease nor comprehend difficult terminology they fail to connect with the subject as well as the local students and suffer from immense stress. They suffer complete alienation from the university setting. It inevitably leads to extreme negativity of the mind that might hamper the “individual student’s capacity to adapt to the host country” (Thomson et al, 2006, p. 7) and perform academically. Purpose Statement The purpose of the proposed quantitative study on international students in accounting courses at U.S. colleges and universities, specifically related to their challenges and opportunities, is to determine a correlation between English proficiency and student academic grades, student satisfaction with the educational institutions and the explanation offered by cultural stress and academic stress theories. The understanding gained should provide insight thereby from a theoretical framework necessary to implement interventions and teaching aids that will further increase international student’s understanding of accounting course material. The study will focus on international students studying accounting at U.S. colleges and universities in the New York City area. This research will be targeted a first-year students which study accounting with concentration on their successful learning practices and opportunities that come along; it is assumed that improved outcomes for international students in accounting courses will correlate with a more positive study experience and enhanced academic grades for these students. The independent variables are the difference between the culture of original country and host country culture, English language proficiency, personal self-esteem and social status, as well as prior cross-cultural experience. Additionally, there are other independent variables such as length of stay, the information and support provided social interaction with host nationals and established connection with co-cultural community, as well as personal health. Data collection will focus on surveys and additional information analyses on international students enrolled at colleges in the New York City area. It is anticipated that this method of study will show both tangible issues that international students studying accounting are facing and the reasons why these challenges are impacting overall student pass grades. Research Questions The following research questions elaborate on how the research purpose will be fulfilled. These questions ensure that the process of identifying main challenges and unique opportunities that majority of international students experience while studying accounting at US colleges and universities is accomplished by viewing from several important perspectives. These questions will be measured on a Likert scale ranging from 0 representing none and 4 for very much so. The first question uses the TOEFL outcome to identify English proficiency of foreign students at US colleges and universities. Q1. Does the TOEFL score received by international students exhibit a relationship with effective student learning in accounting studies? Q2. Does ESL exhibit a relationship to effective student learning in accounting studies? Q3. Does self-esteem exhibit a relationship to effective student learning in accounting studies? Hypothesis For quantitative and mixed methods studies null hypotheses and alternative hypotheses for each research question are utilize as per Creswell (2009) guidance on developing hypotheses. The following are null hypothesis that will help to conduct selected research study. H1-There is no statistically relevant relationship between the TOEFL score of foreign students and effective learning in accounting courses. There is a statistically relevant relationship between the TOEFL score of foreign students and effective learning in accounting courses. H2-There is no statistically relevant relationship between the ESL of foreign students and effective learning in accounting courses. There is a statistically relevant relationship between the ESL of foreign students and effective learning in accounting courses H3-There is no statistically relevant relationship between self-esteem and effective learning in accounting courses. There is a statistically relevant relationship between self-esteem and effective learning in accounting courses. Summary There is a great inflow of international students in the U.S that increases the country’s revenue. But there has not been much attempt to cater to the challenges that these students face in terms of language problem and cultural disconnect. The paper focuses on the difficulties and the needs of the international students in the accounting course, as their primary challenge is to overcome their lack of English proficiency and its direct link with their performance in their subject area. The study attempts to form a theoretical framework, based on previous research in academic stress and cultural stress, for implementing appropriate intervention and teaching aids to enhance the effectiveness of the learning process in students in the accounting course. Bibliography Anderson, S. (2011). Waiting for America. International Educator (1059-4221), 20(1), p. 4-7. Awan, R., Azher, M., Anwar, M., & Naz, A. (2010). An investigation of Foreign Language classroom anxiety and its relationship with students achievement. Journal of College Teaching & Learning, 7(11), 33-40. Badur, G. (2003). International students perspectives on their cross-cultural adjustment to American higher education. ACER. 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