Committee Chair

Crawford, Elizabeth K.

Committee Member

Pipes, Ashleigh C.; Rausch, David W.; Slade, Izetta W.

Department

Dept. of Applied Leadership and Learning

College

University of Tennessee at Chattanooga. College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

International Education (IE) professionals play a critical role in advancing institutional internationalization and supporting globally engaged campuses; however, limited research has examined the organizational and identity-based factors shaping their workplace experiences and career development. Guided by intersectionality theory and organizational support theory, this mixed-methods study examined how organizational factors, mentoring, othering, and intersecting social identities shape workplace experiences, impostor phenomenon, career navigation, and perceptions of institutional support among IE professionals working in higher education. Quantitative data were collected through an online survey of IE professionals across the United States, with 82 participants included in the final analytic sample. Descriptive statistics, independent-samples t-tests, one-way analyses of variance, Spearman rank-order correlations, and regression analyses were used to examine relationships among study variables. Qualitative data from open-ended survey responses, focus groups, and an individual interview were analyzed using thematic analysis to explore participants' experiences of mentoring, othering, intersectionality, career navigation, and institutional support. The findings identified diversity climate as the strongest predictor of workplace inclusion, job satisfaction, and perceived organizational support. Othering was positively associated with impostor phenomenon, while qualitative findings demonstrated that mentoring functioned as both a developmental and protective resource, supporting professional growth, resilience, and career navigation. Participants also emphasized that leadership commitment, professional recognition, effective communication, adequate resources, and inclusive workplace practices were essential components of organizational support. Across the quantitative and qualitative findings, organizational environments emerged as more influential than individual characteristics in shaping professional experiences. This study contributes to the IE literature by addressing a gap in research on workplace experiences of IE professionals and demonstrating that those experiences are shaped through the interaction of organizational environments, relational support systems, and intersecting social identities. By integrating quantitative and qualitative findings, the study provides a more comprehensive understanding of the factors influencing professional experiences than either approach could have achieved independently. The findings offer practical, policy, and theoretical guidance for fostering more supportive, inclusive, and equitable workplace environments within higher education.

Acknowledgments

I would like to express my deepest gratitude to Dr. Crawford and Dr. Pipes for their unwavering guidance, encouragement, and dedication throughout this process. Your expertise, thoughtful feedback, and commitment to academic excellence challenged me to grow as a scholar and strengthened this research in countless ways. Thank you for believing in my ability to complete this work, for encouraging me through each stage of the dissertation process, and for helping me develop the confidence to navigate the challenges of doctoral research. I am sincerely grateful for your mentorship, patience, and support. To my cohort, C14, thank you for making this journey one of collaboration, encouragement, and friendship. The friendships we built, the encouragement we shared, and the countless moments of laughter made this experience far more meaningful than I could have imagined. I am grateful to have shared this journey with each of you. I would also like to extend my sincere appreciation to the IE professionals who participated in this study. Thank you for trusting me with your stories and for sharing your experiences with honesty, vulnerability, and courage. Your willingness to discuss both the rewards and challenges of your professional journeys made this research possible. Finally, to everyone who offered encouragement along the way, whether through mentorship, friendship, thoughtful conversations, or quiet acts of kindness, thank you for believing in me throughout this journey.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

12-2026

Subject

Cultural pluralism; Employee morale; International education; Job enrichment; Mentoring in the professions; Organizational behavior

Keyword

International education; Intersectionality; Organizational support theory; Mentoring; Higher education; Organizational climate

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xiii, 217 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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