Abstract: This study explored faculty leadership support through the lived academic experiences of international master’s students at Northeast Normal University (NENU), China. Guided by Vincent Tinto’s Student Integration Theory, the study aimed to understand how students experience academic life, perceive faculty leadership support, and how such support influences their academic engagement and adaptation. A qualitative phenomenological case study design was employed, using semi-structured interviews with nine purposively selected international students. Data were analyzed using a thematic approach by Braun and Clarke (2006). Results revealed that supportive faculty practices such as guidance, constructive feedback, and encouragement enhance students’ academic confidence and motivation. Faculty support was also found to significantly shape students’ sense of belonging and academic integration, confirming its central role in their learning experiences.
The study concludes that faculty leadership support is essential for international students’ successful academic adjustment and integration. It recommends strengthening culturally responsive teaching, improving faculty–student communication, and enhancing inclusive pedagogical practices, while also encouraging students to take active roles in seeking academic support. These findings contribute to improving internationalized higher education practices in Chinese university contexts.
Keywords: Faculty leadership support, international students, academic integration, academic environment.
Title: Exploring Faculty Leadership Support Through International Students’ Lived Academic Experiences: A Case Study at Northeast Normal University, China
Author: Mr. Ignace HABAKWIZERA, Mr. Pascal NDAYISABA, Mr. Theoneste NKURUNZIZA, Mr. Jean HABONIMANA
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 184-192
Research Publish Journals
Website: www.researchpublish.com
Published Date: 19-May-2026
