Library and information science programs in the United States: International student perceptions of their academic adaptation process

The purpose of this study was to determine the levels of satisfaction international graduate library and information science students had with their United States academic program and what schools could do to improve the education and environment for international students. Three research questions were tested: (1) whether students from different regions of the world had different levels of satisfaction, (2) whether there were individual academic program variables which could be used for prediction of academic program satisfaction, and (3) whether there were other demographic characteristics beside the geographic factor which could indicate a possible relationship with academic program satisfaction.;The following variables proved significant as possible predictor variables: information on academic requirements and funding opportunities, course content, faculty with expertise in student interests and the student's home information environment, the amount of time allotted for a practicum, orientation, school support for international organizations, considering oneself part of a U.S. ethnic minority, and having a job waiting at home. Through the open-ended questions, students indicated that language was a significant concern for many of them.;Overall, the students gave their U.S. programs a reasonably high rating of satisfaction with most of the frequency means substantially between moderately satisfied (3.0) and fairly well satisfied (4.0). Students wanted more information about funding, faculty interests and areas of specialization before they made their decisions on which institution to attend. Problem areas were (1) lack of comfort in participating in student organizations, (2) low faculty interest in international professional topics, (3) lack of faculty knowledge about international student problems, (4) low satisfaction with the amount of class discussion included in class about the international information and library scene, (5) lack of faculty expertise about their home country's information environment, and (6) weak writing and counseling support programs.