Graduation Term

Spring 2026

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Mohamed Nur-Awaleh

Committee Member

Lydia Kyei Blankson

Committee Member

Adel Al-Bataineh

Abstract

International students represented an important sector of the United States higher education and labor force ecosystem, contributing significantly to academic innovation, institutional diversity, and economic growth. Illinois, which is a major educational and industrial hub, attracted thousands of international students annually and played a critical role in the development of global talent essential to both the state and the national economy. Despite these contributions, international students faced persistent challenges when navigating career advancement in the United States. Recent immigration policy shifts intensified national security concerns and employer reluctance to sponsor visas, reframing international students from valued contributors to perceived labor or security risks.

This qualitative study examined the career advancement experiences of international graduates from Illinois public higher education institutions within this changing sociopolitical and regulatory context. Guided by Berry’s Acculturation Model (1997) and Savickas’ Career Construction Theory (2005), the study explored how international graduates interpreted and responded to changes in U.S. immigration policy, navigated institutional and labor market barriers, mobilized professional and social networks, and complied with employment regulations while pursuing post-graduation career advancement. Data were collected through semi-structured interviews, which allowed participants to provide in-depth accounts of their employment trajectories, adaptability processes, and strategies for accessing employment through Optional Practical Training (OPT), STEM OPT, and H-1B visa pathways amid sponsorship constraints.

Findings revealed a significant disconnect between dominant policy narratives and the lived experiences of international graduates. While policy discourse frequently framed international students as security or labor market threats, participants demonstrated resilience, strategic adaptability, and strong alignment with U.S. workforce needs through merit-based hiring, experiential learning opportunities, and professional development. The study identified gaps in institutional career support, employer engagement, and policy frameworks that hindered equitable access to career opportunities. By centering international graduate voices, this research offered evidence-based recommendations to inform institutional practice and policy discussions, highlighting international graduates as collaborative contributors to U.S. economic development and global competitiveness.

Access Type

Dissertation-Open Access

Download

Share

COinS