Thesis Chapters by Natalie Thibault
Student-Faculty Interaction Experiences of International Students in Korea: A Phenomenology Study, 2022
In the realm of the internationalization of Korean higher education, the number of international ... more In the realm of the internationalization of Korean higher education, the number of international students enrolled in Korean universities is on the rise. International students, like all college attendees, benefit from interacting directly with faculty members. Student-faculty interactions remain infrequent, despite being beneficial for student experiences and outcomes. Rare interactions between students and professors in South Korean tertiary education are problematic, especially for international students who face additional challenges. The phenomenological study explored the nature of international students’ lived experiences of student-faculty interactions while attending a Korean university. Through semi-structured in-depth interviews, 17 participants shared a wide range of experiences of direct student-faculty interactions inside and outside the classroom. The study identified eight prevalent meaning-making themes and 31 sub-themes evidenced in participant experiences. Despite infrequency, student-faculty interactions were deemed consequential for international students, who wanted to connect with professors beyond book-based knowledge. Factors such as professor demographics, language proficiency, and means of instruction influenced the quality and frequency of interactions. Immediacy was deemed important in meaningful relationships with faculty, while certain elements of the Korean educational culture hindered contacts. International students emphasized distinctions between in-person learning and online classes, as the COVID-19 pandemic greatly impacted instruction and student-faculty interactions. The study findings filled a gap in literature and may guide administration and faculty efforts towards genuine internationalization of the Korean higher education system, of which recruitment of international students is a crucial element.
Conference Presentations by Natalie Thibault
Perspectives: Proceedings of WES–CIHE Summer Institute Boston College, 2022
Papers by Natalie Thibault
Journal of Research, Policy & Practice of Teachers & Teacher Education, 2025
How can professors connect better and interact more with students in a higher education context? ... more How can professors connect better and interact more with students in a higher education context? This paper attempts to answer this question and reports on lessons learned through the pursuit of phenomenological research on student-faculty interaction experiences of international students enrolled in Korean universities, through which 17 foreign enrollees were interviewed. This paper is based on the qualitative findings of a phenomenological study investigating student-faculty experiences for international students. In light of empirical findings and insight from literature, this reflective essay presents nine concrete lessons that can guide educators' efforts to establish, develop, and maintain meaningful relationships with university students, including foreign enrollees. Such insights are meant to offer new ideas and avenues toward more frequent and meaningful interactions between professors and students in a higher education setting.
From Legal Immigrants to Undocumented Workers: A Case Study of Vietnamese Migration Families in South Korea
Omnes, Jul 30, 2023
The Qualitative Report, 2024
This phenomenological study explored lived experiences of student-faculty interactions of undergr... more This phenomenological study explored lived experiences of student-faculty interactions of undergraduate international students in Korea, in a higher education context where direct contacts between professors and students are infrequent. Guided by Astin's theory of student involvement, the study investigated students' experiences of direct interaction with faculty members, inside and outside the classroom. Seventeen foreign students participated in semi-structured interviews, during which they shared experiences, recollections, and perceptions of direct interactions with professors. Participants explained how certain factors, such as professor demographics, language proficiency or means of instruction, influenced the quality and frequency of interactions. They also expressed a clear desire to reduce the distance with faculty and connect beyond course-related content. Through the lens of Astin's I-E-O model, findings reveal how the Korean higher education environment, including professor demographics, means of instruction, language, and power dynamics, have the most impact on student-faculty interaction experiences for international students. Such results address a gap in the literature and may inform administrators and faculty efforts towards genuine internationalization of Korean higher education, of which international student recruitment is a crucial element.
Books by Natalie Thibault
Autoethnographies of Border-Crossing and In-Betweenness of International Doctoral Students’ Voices in the United States, 2024
Pursuing a doctoral degree can be a lonely venture, especially through an online program. The nee... more Pursuing a doctoral degree can be a lonely venture, especially through an online program. The need to connect with classmates can be strong, especially when studying remotely, as contacts are scarcer and loneliness more prevalent. The desire to belong to a group and develop meaningful relationships should not be overlooked, as the benefits of peer connection are significant for doctoral students. In this autoethnography, I explored my personal experience of joining and participating actively in an informal peer group on the messaging platform WhatsApp, as an international doctoral student pursuing a degree online. Through the lens of the theory of belongingness (Baumeister & Leary, 1995), membership in a peer group was explored to reveal how it affected my doctoral experience. Significant benefits in terms of stress coping, social support, and accountability emerged as salient findings in the autoethnographic inquiry. Peer advisement, often in lieu of faculty guidance, is also discussed as a critical aspect of the interactions in an informal group of doctoral students. This personal experience exemplifies how belonging to a peer group can contribute to the success of doctoral students, through self-discovery, support offered and received, and pursuit of an educational objective both individually and as a member of a like-minded community. 
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Thesis Chapters by Natalie Thibault
Conference Presentations by Natalie Thibault
Papers by Natalie Thibault
Books by Natalie Thibault