Date Approved
9-8-2026
Embargo Period
9-7-2028
Document Type
Dissertation
Degree Name
Ph.D. Engineering
Department
Experiential Engineering Education
College
Henry M. Rowan College of Engineering
Advisor
Stephanie Farrell, Ph.D.
Committee Member 1
Holly Matusovich, Ph.D.
Committee Member 2
Morris Kalliny, Ph.D.
Committee Member 3
Cassie S. E. Jamison, Ph.D.
Committee Member 4
Justin C. Major, Ph.D.
Keywords
Identity;International Students;Language;Motivation
Disciplines
Engineering
Abstract
The U.S.A. attracts 15% of the total global student mobility, of which a 35% are students who register in Science & Engineering programs. The U.S.A. benefits from the economic growth this population brings to the country, through consumption of products and services, as well as by the different perspectives and strengthening of international relationships linked to contributions to research, patenting, and creation of products and services. Despite being 60% of total enrollment, and 60% of degrees awarded in doctoral engineering programs within the U.S.A., international students’ experiences have been understudied, citing the complexities and differences in their journeys when compared to the domestic population. Being the biggest share does not necessarily mean the international students are doing better than their domestic counterparts. The purpose of this longitudinal study was to explore international doctoral engineering students’ interpretation of their first-year experiences in the U.S.A. during the academic year 2024-2025. The objective was to identify the influence of social adjustment on each of the participants’ personal (who I am) and collective (social roles and fit in social groups) identities, and its effect on their motivation towards degree completion. The starting point was to understand the motivations of the participants to come to the U.S.A. for their doctoral engineering degree, followed by an exploration of how first-year experiences influence their motivation through changes in their identities. Results indicate that initial motivations are mainly driven by aspirational utility goals, that become internalized as participants progress in their programs. The internalization of goals came through the recognition of cost and the influence of experiences that impacted how participants related to others in their programs, and how they navigated belonging, efficacy, expectations, and salience of their personal and professional identities. Overall, this study presents how the doctoral journey can be conceptualized as an identity one, mediated by adjustment to a new cultural background which is highly impacted by its navigation with English as a second language.
Recommended Citation
Rodriguez Mejia, Eduardo, "International Doctoral Engineering Students’ Motivations for Pursuing Their Studies in the U.S.A." (2026). Theses and Dissertations. 3574.
https://rdw.rowan.edu/etd/3574
