BEYOND U.S. BORDERS: A CURRICULAR EXPLORATION OF HIGHER EDUCATION AND STUDENT AFFAIRS INTERNATIONAL PROFESSIONAL PREPARATION

Oct 15, 2026

This qualitative study examines how U.S. higher education and student affairs (HESA) master’s graduate preparation programs and curriculum socialize graduates for full-time work abroad after graduation. Findings show a U.S.-centric formal curriculum in classroom dialogue, course projects, and electives, while the informal curriculum provides the strongest international learning via study abroad, practicum, and assistantships. The hidden curriculum also emerges as pervasive, including limited use of U.S.-based theories and support for job searching, informing practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Keywords

Introduction

Literature Review

Graduate Student Socialization

HESA International Preparation

BEYOND U.S. BORDERS: A CURRICULAR EXPLORATION OF HIGHER EDUCATION AND STUDENT AFFAIRS INTERNATIONAL PROFESSIONAL PREPARATION Christina W. Yao Leslie Jo Shelton University of South Carolina University of Arkansas Kaleb L. Briscoe Charles J. Thompson Mississippi State University University of Arkansas Abstract This qualitative study explored how U.S. higher education/student affairs (HESA) master’s graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students’ socialization for full time HESA work abroad. Keywords: Student affairs, graduate preparation, international, socialization, curriculum Please direct inquires about this manuscript to: Christina Yao, [Cy9@mailbox.sc.edu](Cy9@mailbox.sc.edu) College Student Affairs Journal, Volume 40(1), pp. 1-16 ISSN 2381-2338 Copyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 2 College Student Affairs Journal Vol. 40, No. 1, 2022 2015, p. 1) . The lack of structure is more apparent in graduate education as much of the curricular internationalization efforts tend to focus on undergraduate students, whereas efforts specific to graduate students, especially in higher education, are limited. The need to incorporate internationalization in graduate education is critical due to the increase in mobility patterns of students, scholars, and practitioners in higher education. Some literature explores how higher education graduate programs can foster internationalization-related competence in graduates through curriculum, practical experiences, and faculty creating intentional learning spaces in the classroom (Chavez et al., 2003; Cuyjet et al., 2009; Pope & Muller, 2005; Renn & Jessup-Anger, 2008; Shelton & Yao, 2019) . Higher education and student affairs (HESA) graduate programs serve as sites of socialization for future professionals through in-class experiences, assistantships, practica, internships, and professional associations (Hirschyet al., 2015). However, HESA programs tend to be U.S.-centric in curriculum and delivery (Shelton & Yao, 2019), which may not adequately prepare graduates to work in global contexts. The emphasis of international preparation may be served by professional associations, such as ACPA-College Student Educators International’s (ACPA) Around the World webinar series about student affairs around the globe (ACPACollege Student Educators International, 2020) . Yet graduate preparation programs are critical sites that lead socialization efforts into the student affairs profession (Arminio, 2011; Collins, 2009; Mendoza, 2008; Renn & Jessup-Anger, 2008), which necessitates a deeper understanding of the successes and challenges related to student affairs internationalization. The purpose of this study is to explore student affairs professionals’perceptions of how their HESA master’s graduate preparation programs in the U.S. socialized them for HESA work abroad, with an emphasis on the role of formal, informal, and hidden elements of curriculum as tools of socialization. The research HESA International Preparation 3 question explored in the study is: What are student affairs professionals’ perceptions of how their HESA master’s program socialized them for HESA work abroad post-graduation? Specifically, wh

FAQs

How does the study define the curriculum elements that shape international professional preparation?

It distinguishes formal curriculum (classroom conversations, course projects, electives), informal curriculum (study abroad, practicum, assistantships), and a hidden curriculum that influences how theory and professional support are applied.

What do participants report as the strongest sources of international-related learning?

They report that the informal curriculum offers the most direct international-related opportunities, particularly study abroad, practicum experiences, and assistantships.

What practical implications does the study draw for HESA graduate programs?

It recommends deliberate exposure to internationally focused opportunities inside and outside the classroom and highlights professional associations as useful connection points for graduate students socialized for work abroad.

Oct 15, 2026

Uploaded by WPS_1790064749