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PREPARATION  \nChristina W. Yao Leslie Jo Shelton  \nUniversity of South Carolina University of Arkansas  \nKaleb L. Briscoe Charles J. Thompson  \nMississippi State University University of Arkansas  \nAbstract  \nThis 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.  \nKeywords: Student affairs, graduate preparation, international, socialization, curriculum  \nPlease direct inquires about this manuscript to: Christina Yao, [Cy9@mailbox.sc.edu](Cy9@mailbox.sc.edu)  \nCollege Student Affairs Journal, Volume 40(1), pp. 1-16 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n2 College Student Affairs Journal Vol. 40, No. 1, 2022  \n2015, 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.  \nSome 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.  \nThe 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  \nHESA International Preparation 3  \nquestion 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","cbCaileY2Prq24Dh","https://ap.wps.com/l/cbCaileY2Prq24Dh","pdf",498111,16,"English","# Abstract\n# Keywords\n# Introduction\n# Literature Review\n## Graduate Student Socialization\n## HESA International Preparation","[{\"question\":\"How does the study define the curriculum elements that shape international professional preparation?\",\"answer\":\"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.\"},{\"question\":\"What do participants report as the strongest sources of international-related learning?\",\"answer\":\"They report that the informal curriculum offers the most direct international-related opportunities, particularly study abroad, practicum experiences, and assistantships.\"},{\"question\":\"What practical implications does the study draw for HESA graduate programs?\",\"answer\":\"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.\"}]","BEYOND U.S. BORDERS: A CURRICULAR EXPLORATION OF HIGHER EDUCATION AND STUDENT AFFAIRS INTERNATIONAL PROFESSIONAL PREPARATION | PDF",1792088543]