INSTITUTIONAL LEARNING AND INTERNATIONAL STUDENT ENROLLMENT: A CASE STUDY OF PERCEPTIONS OF PRACTICE
Semester Award Granted
Summer 2025
Submission Date
August 2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Thesis/Dissertation Advisor [Chair]
Robert Shockley
Abstract
This dissertation examines the application of Peter Senge’s Learning Organization Theory at Florida Atlantic University (FAU), focusing on administrators' perceptions of institutional learning amid increasing international student enrollment. Higher education institutions must balance market-driven behaviors with collaborative learning environments as they navigate a competitive global landscape.
The study stresses the need to investigate institutional learning outcomes and the impact of rising international student enrollment on university policies, procedures, and organizational learning. It explores the relationship between espoused theories, strategic goals designated by FAU, and theories-in-action, which reflect actual practices in recruiting and supporting international students. By integrating Argyris and Schön's concepts of single-loop and double loop learning with Senge’s criteria, the research aims to provide insights into aligning theory with practice in efforts to enhance international student enrollment and retention.
Using qualitative case study methodology, this research includes semi-structured interviews, document reviews, and observations involving 14 administrators engaged in international student enrollment and support. Findings reveal that while FAU exhibits characteristics of a learning organization—such as personal mastery and team learning— gaps exist between its espoused theories and theories-in-action. Key themes include the importance of professional development, cross-departmental collaboration, and leadership’s role in fostering effective learning environments. Challenges identified include a lack of clear strategic direction, inadequate institutional support for professional growth, and inconsistent cross-departmental collaboration, which impede the university's internationalization efforts.
In turn, this study seeks to guide future policy and decision-making to enhance the success of strategic initiatives. The conclusions highlight that bridging the gap between espoused theories and theories-in-action is crucial for universities to effectively recruit and support international students, thereby improving their overall institutional effectiveness and competitiveness in the global higher education landscape.
Recommended Citation
Szabo, Debra, "INSTITUTIONAL LEARNING AND INTERNATIONAL STUDENT ENROLLMENT: A CASE STUDY OF PERCEPTIONS OF PRACTICE" (2025). Electronic Theses and Dissertations. 148.
https://digitalcommons.fau.edu/etd_general/148