“You’re so Americanized” The Reentry Experience of Kenyan Alumni and Their Perception of American Higher Education

• In Event: Globalisation and Citizenship

Proposal

Background
Most higher education institutions recruit students from all over the world (Mazzarol & Soutar, 2002) with various incentives to promote student mobility and inclusion. Some of the international students who travel to study in the United States do so because of the opportunities available (Alberts, H. C., & Hazen, H. D. 2005) while others do so because of the diverse cultural experiences (Duenyas et al, 2020).
Once they travel to the United States, international students are faced with multiple challenges (Akanwa, E. E. 2015) adjusting to cultural and social changes in their new environment (Maringe, F., & Carter, S. 2007). These impact their perceptions of the universities which later influence their decision- making process after they graduate (Alberts, H. C., & Hazen, H. D., 2005).
As previous studies have suggested, once the students are finished with their studies in these higher education institutions, most international students travel back to their home country. Some may face challenges readjusting to their home and work environments (Spencer-Rodgers, 2000). This research study will highlight on the re-entry experience of student alumni from Kenya who graduated from American universities and their perceptions of these universities.
Purpose
This research aims to explore the reentry experience of Kenyan students who have graduated from United States higher education institutions and their perception of American Higher Education. Learning about the re-entry experiences of Kenyan Alumni and their perspectives of American higher education institutions can help these institutions to better prepare international students in embarking the global job market post-graduation. I hope to answer the following research questions; How do American higher education institutions shape the perception of Kenyan student alumni towards the American Higher Education? What challenges do Kenyan student alumni face when reentering their home countries post-graduation?
Theoretical Framework
This study employs Cultural Historic Activity Theory (CHAT) when looking at the re-entry experiences of Kenyan alumni from higher education institutions in the United States. CHAT has been used to explore historical movement of human activity as they interact with their social and cultural contexts (Engeström, 2016). Using this theory, the cultural context of Kenyan alumni is highlighted, and a thorough knowledge of their experiences is offered, which aids in examining how their educational practices, societal expectations, and cultural norms interact.

Participants and Procedure
The researcher will use a case study qualitative approach where they will explore the lives of four Kenyan (Creswell, 2013). This study will explore multiple cases involving the lives of Kenyan alumni through in-depth data collection using semi structures interviews conducted in Kenya for a period of three months. A case study method would provide a more contextualized and thorough knowledge of the processes that shape the perception of Kenyan alumni through their experience as well as the issues they face when they return home after studying in the United States higher education institutions.
While the research is on-going, the selection criteria involved participants of Kenyan nationality graduated from American higher education institutions between 2012 and 2023 and travelled back to live and work in Kenya. These interviews will potentially be spread out in a period of one month due to scheduling and each interview will take at least 45 minutes to 1 hour. Analysis will be done open coding and in-vivo coding. Cultural Historic Activity Theory (CHAT) framework will further be applied when analyzing emergent themes. Findings from this research will be used to shed light on how African international students navigate between their pre-enrollment perception and post-graduation re-entry experience, which will then help higher education institutions to develop strategies to provide more tailor-made, adequate services.
Conclusion and Expected Findings:
The expected findings of the study show that Kenyan alumni who graduated from American universities faced multiple challenges when they return to their home countries. These challenges might include reverse culture shock (Hao et al, 2016, Khanal et al, 2019), professional adjustment (Duenyas et al, 2020), cross-cultural adjustment (Hao et al, 2016), and societal expectations among others. When it comes to Kenyan alumni perceptions of American higher education, the expected findings imply that many cultural and social aspects influence these perceptions. This case study will analyze the re-entry experiences of Kenyan alumni and their perceptions of American higher education from a broader cultural, social, and historical perspective. This will inform researchers, practitioners, and policy makers on effective ways of preparing African international students for the global job markets.
References
Akanwa, E. E. (2015). International Students in Western Developed Countries: History, Challenges, and Prospects. Journal of International Students, 5(3), Article 3. https://doi.org/10.32674/jis.v5i3.421
Alberts, H. C., & Hazen, H. D. (2005). “There are always two voices…”: International Students’ Intentions to Stay in the United States or Return to their Home Countries. International Migration, 43(3), 131–154. https://doi.org/10.1111/j.1468-2435.2005.00328.x
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Approaches. SAGE Publications.
Duenyas, D. L., Akcil, S., & Osborn, C. (2020). Professional Adjustment Experiences of International Counseling Graduates. International Journal for the Advancement of Counselling, 42, 21-36.
Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge University Press.
Hao, J., Wen, W., & Welch, A. (2016). When sojourners return: Employment opportunities and challenges facing high-skilled Chinese returnees. Asian and Pacific Migration Journal, 25(1), 22–40. https://doi.org/10.1177/0117196815621806
Hazen, H. D., & Alberts, H. C. (2006). Visitors or immigrants? International students in the United States. Population, Space and Place, 12(3), 201–216. https://doi.org/10.1002/psp.409
Khanal, J., & Gaulee, U. (2019). Challenges of International Students from Pre-Departure to Post-Study: A Literature Review. Journal of International Students, 9(2), Article 2. https://doi.org/10.32674/jis.v9i2.673
Maringe, F., & Carter, S. (2007). International students’ motivations for studying in UK HE: Insights into the choice and decision making of African students. International Journal of Educational Management, 21(6), 459–475. https://doi.org/10.1108/09513540710780000
Mazzarol, T., & Soutar, G. N. (2002). “Push‐pull” factors influencing international student destination choice. International Journal of Educational Management, 16(2), 82–90. https://doi.org/10.1108/09513540210418403

Author

• Safiya Jama, University of Wisconsin Madison