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Navigating Perspectives: A Phenomenological Inquiry Into Communication Experiences Between North American–Trained International School Leaders and Expatriate Staff
No full textThis descriptive phenomenological study explored the communication approaches and experiences between leaders and expatriate staff in English-medium international schools. The researcher aimed to understand how leadership communication, feedback, and cultural awareness impact professional relationships and organizational effectiveness in diverse educational settings. Semistructured online interviews were conducted with seven current or former international school leaders and teachers to capture their lived experiences. Thematic analysis revealed three major themes: (a) communication approaches, (b) the role of feedback in the workplace, and (c) cultural awareness in communication. Five subthemes emerged: (a) expectations, (b) inclusion, (c) being present, (d) growth mindset, and (e) positivity. Findings indicated that leaders who tailored their communication to cultural and contextual differences fostered stronger professional relationships and a more inclusive work environment. Participants emphasized the importance of culturally responsive feedback. The study also highlighted the role of leadership presence and inclusion in bridging communication gaps. The results suggested that professional development programs should integrate training on culturally responsive feedback and inclusive leadership to enhance collaboration in international schools. Future research should assess the long-term impact of leadership communication strategies on employee performance, organizational culture, and retention rates in multinational educational and corporate settings
Understanding the Persistence and Retention Factors Among First-Generation Online College Students: A Comprehensive Study
No full textThis qualitative descriptive study examined the impact of internal institutional support on retention, as perceived by first-generation Black, Indigenous, and People of Color (BIPOC) online undergraduate students at a private Christian university. Institutional support encompasses academic advising, tutoring services, mental health counseling, career guidance, financial aid, diversity and inclusion programs, faculty support, and technological resources for online learning. The virtual learning environment presented unique challenges, particularly for first-generation BIPOC students, who navigate multiple layers of identity requiring specialized institutional support. Factors influencing online student attrition, including school policies, instructional methods, and personal circumstances, warrant collaboration among administrators, advisors, and faculty to bring student retention. This study employed an inductive approach to identify themes from student responses, complemented by deductive analysis integrating existing literature on first-generation BIPOC student retention in Christian higher education. Understanding students’ perceptions of institutional support can help identify critical resources, services, and policies influencing retention. The findings highlighted common themes and patterns such as creating community, giving students a sense of belonging, and targeted strategies and support mechanisms that can improve the success of the student population in online learning environments