To see the other types of publications on this topic, follow the link: Re-entry students.
Dissertations / Theses on the topic 'Re-entry students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 23 dissertations / theses for your research on the topic 'Re-entry students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Patt, Jacky Linn, and Gloria Ann Stickler. "A comparison of re-entry and traditional students needs and issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1863.
Full text
2
Genco, Jessica T. "Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1092.
Full textAbstract:
Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic accessibility making them a viable option for adults seeking to re-enter education (Cohen & Brawer, 1996).
The purpose of this study was to learn more about the life transitions that precipitate entry into a community college. The researcher also sought to bring insights about the experiences of being an adult student returning to education at a community college. Research participants included 24 adult re-entry students and recent graduates at Mountain Empire Community College in Big Stone Gap, Virginia. Through indepth interviews, the personal experiences of the life transitions that prompted college entrance and the experience of being enrolled in college were explored.
Qualitative research techniques were used in this study. Interviews were tape recorded and transcribed. The findings derived from the data analysis were presented thematically as they addressed the research questions.
The findings revealed that participants returned to education because of job-related concerns (typically a layoff or company's closing) or an issue of timing (a feeling that it was "time" to return). Re-entry students faced barriers that were both institutional and personal as they navigated the educational process. Participants reported that financial, geographic, and academic accessibility of the college made it a resource in itself. Finally, participants suggested implementing a specialized, adult, student-focused orientation course, on-site daycare services, and campus activities supportive of needs of students returning to the academic world.
Recommendations included a quantitative study involving a survey with a larger sample of adult re-entry students. The data could provide a richer examination of the similarities and differences among the re-entry college population. Recommendations for practice included an orientation class specifically designed to attract and meet the needs of adult re-entry students at the community college level; the establishment of a comprehensive, developmentally-based childcare service located on the college campus; and initial and follow-up contacts by a counselor designated as an adult, re-entry student contact and resource person in the student services division.
3
Harrison, Pamela G. "The lived experience of re-entry women in traditional baccalaureate nursing education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290775.
Full textAbstract:
The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education.Department of Educational Studies
4
Knightley, Wendy Marilyn. "Women re-entry students : an investigation into changes in their self-esteem." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270086.
Full text
5
Stringfield, Yvonne Nazareth. "Perceptions of senior re-entry registered nurse students in baccalaureate nursing programs." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618651.
Full textAbstract:
The purpose of this study was to determine how RNs who were seniors in academic programs leading to a baccalaureate nursing education perceived their programs. These perceptions were determined by assessing: (1) the educational and experiential characteristics of senior re-entry registered nurses, (2) reasons for returning to college for a baccalaureate education, (3) perceptions of the relevancy of nursing course work, and (4) personal, professional and academic difficulties encountered in the program of study. The study also investigated specific demographic data with relationship to perceptions.;Participants attended nursing programs at seven Virginia state supported colleges and universities. A sample of convenience was used with a total of 78 participants (75% return rate). Participants were in their last semester of study at their respective universities.;The five research questions were: (1) What are the educational and experiential characteristics of the senior re-entry registered nurses who return to college for a baccalaureate nursing education, (2) What are the reasons senior re-entry registered nurses cite for their return to college for a baccalaureate nursing education, (3) How do senior re-entry registered nurses rate the relevancy of their nursing course work, (4) Is there a difference between the work experience of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college? (5) Is there a difference between the educational level of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college?;It was concluded that: The average re-entry RN is 31 to 40 years of age, female, married, with children, white and employed 1-10 years in staff nurse positions in hospitals. (1) Registered nurses return to college for personal reasons, because it is the trend in nursing, and for credibility/prestige, (2) nursing education material is current and reflects new research from a variety of sources, and is appropriate for their backgrounds, (3) the cost of education requires RNs to work in order to afford college, (4) and (5) there was no difference between AD graduates and diploma graduates based on experience and education.
6
Solano, Kaitlyn Victoria. "Making the Return Matter: An Exploration of Re-entry Support in American Jesuit Institutions in the Context of Internationalization." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108814.
Full textAbstract:
Thesis advisor: Laura . RumbleyThesis advisor: Hans . de Wit
Internationalization of higher education continues to transform the field of post-secondary education around the world. Student mobility, and specifically study abroad, operates as tool of internationalization that receives a lot of attention from institutions, nations, and students alike. Support for studying abroad is rooted in the many benefits, including but not limited: exposure to new cultures and perspectives, improvement of foreign language skills, development of independence and personal confidence, and expansion of problem solving skills. However, the transition back home after an experience abroad can often be a difficult experience for students who lack intentional and specific support through their institution. This re-entry period is often overlooked by institutions, however, it is a part of a student’s study abroad experience and should be supported as such through resources and programming for returned students. American Jesuit institutions in particular promote participation in study abroad as it aligns with the Jesuit mission and values rooted in serving God through serving others. As institutions that place a high value on engaging with the world and a holistic view of the educational experience, American Jesuit institutions have an obligation to support students through re-entry. This study looks at how these institutions support students as they return from abroad, the major challenges they face, how they integrate Jesuit values into their support, and what can be done in the future
Thesis (MA) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
7
Asay, Toni. "The Ties that Bind: Identifying Connections that Facilitate Students’ Successful Re-Entry to Higher Education." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7481.
Full textAbstract:
The ubiquitous roadblocks to university graduation have been investigated, identified, and interrogated for 7 decades, yet the mystery of retaining students to graduation continues to elude even the most prestigious universities. This researcher’s approach to increasing graduation began with the concession that increasingly, students may leave school at some point due to one or more of the retention issues that we recognize all too well—finances, illness, family problems, pregnancies, and other educational obstacles. However, leaving school does not mean that there is no going back. Student’s dropout status changes when they re-enroll in school; they take on new identities as stop-out students who forge their own nontraditional path to graduation. This work explored the lived experiences of this often-overlooked subset of university students—students who begin courses in higher education but then forgo their studies for a time before returning. These students are known in the literature as stop-out students, a cohort seldom acknowledged, studied, or desegregated from dropout statistics. An online survey was used to determine the demographics of the stop-out participants, and face-to-face, semi-structured interviews were then conducted to allow students to relate their experiences, in and out of school, in their own voices. Of particular interest was the effect of students’ perceived connections to faculty, staff, and/or administration as an influence in their decisions to return to school.
The study was analyzed through the lens of care theory as a way to investigate how students’ persistence was affected by feelings of connection or caring. Only one of twelve interviewees had formed a relationship with a professor before he left school, and this relationship was maintained during his absence and renewed when he returned. The other interviewees acknowledged that they felt no specific connections to any person, office, or administration when they left.
The stop-out population is one that higher education needs to acknowledge and support with targeted services. In many cases, they are only a few semesters from graduation. Rather than blocking their way when they run for the hills, we should be lighting their path back to success.
8
Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/562.
Full textAbstract:
This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners.
With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally.
This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone
innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.
9
Rujipak, Thanyalak. "The re-entry adjustment of Thai students in the transition from graduation in Australia to the return home." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/69982.
Full textAbstract:
Thesis (PhD) - Faculty of Higher Education, Lilydale, Swinburne University of Technology, 2009.Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Higher Education, Lilydale, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. ??-??)
10
Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/562.
Full textAbstract:
This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners.
With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally.
This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone
innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.
11
Donovan, Robyn Terese, and r. donovan@cqu edu au. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Central Queensland University, 2008. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20080717.093639.
Full textAbstract:
Women are returning to study as mature age students in increasing numbers. Typically,
these women have been away from study for a number of years and, in order to gain
entrance into a university course most women are required to undertake a bridging
program. Bridging programs can provide women with an alternative pathway into
university and are designed to develop the academic and study skills required to
successfully undertake undergraduate studies. The Women into Science and Technology
(WIST) bridging program, offered by Central Queensland University, is a self-paced
bridging program which provides a low cost, study at home option specifically designed
to accommodate womens needs.
This research focuses on the perceived needs of women who are enrolled in the WIST
program. To this end a survey instrument has been developed to identify the needs and
challenges of women undertaking the WIST program. This instrument was used to
explore the needs and challenges of women enrolled in the WIST program.
The survey results revealed that women have a range of needs which include support
from the university, development of study and academic skills, personal qualities such
as motivation and determination as well as support from their family and personal
networks. The results indicate that the university needs to provide a range of support
mechanisms and processes. These outcomes were used to develop the Get SET for Study
framework that can be used for the planning and design of bridging courses similar to
WIST for women who are considering enrolling in university.
12
Learman, Megan A. "Through a Different Lens: Student Perspectives on the Impact of Study Abroad." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214071527.
Full text
13
Boffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.
Full textAbstract:
Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear EL students pose unique and significant challenges, yet unclear what strategies and program models educators can implement to motivate learning, improve educational experiences, and appropriately acknowledge and reward these learners’ accomplishments. Few studies have attempted to determine the difficulties and challenges associated with academic success and probability of graduation for Late-entry English Learners (LEELs), defined as those entering the school system as eighth-through-twelfth grade students. Their test scores weigh heavily on high-stakes standardized testing accountability measures. Late-entry ELs are often shortchanged when it comes to resources and teachers. The California Commission on Teacher Credentialing reports nearly 7500 teachers currently teaching EL students without proper authorization as there simply are not enough teachers to meet the need. This study will give LEELs a voice to describe their educational experiences and perceptions of pertinent hurdles. They will share recommendations of best practices for Late-entry ELs and for the administrators and educators who serve them. The study draws attention to LEEL experiences, honoring them, while informing educational leaders regarding practices that may alleviate educational obstacles. Additionally, the study seeks to ascertain the best way to foster academic success for LEELs. This research is valuable as EL populations continue to grow in California and across the nation.
14
Garces, Eleanore Lee, and Judith Kay Russell. "Characteristics of reentry women." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2125.
Full textAbstract:
This study looked at the potential reentry-aged women employed by the San Bernardino County Department of Children's Service. It identified the characteristics, motivations, needs and barriers of the reentry age female student. This study explored the reasons why some SBCDCS reentry-aged workers choose to further their education, while others do not.
15
"Adult Re-Entry Students: Experiences Preceding Entry Into a Rural Appalachian Community College." East Tennessee State University, 2005. http://etd-submit.etsu.edu/etd/theses/available/etd-1112105-201825/.
Full text
16
Whittick, Garrett Omar. "The re-entry experience of African-Canadian students from disengagement to re-engagement at the university level." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362490&T=F.
Full text
17
Langton, Stewart Gordon. "Case study of non-traditional students re-entry into college physics and engineering." Thesis, 2006. http://hdl.handle.net/1828/2119.
Full textAbstract:
Two groups of students in introductory physics courses of an Access Program for engineering technologies were the subjects of this study. Students with a wide range of academic histories and abilities were enrolled in the program; many of the students were re-entry and academically unprepared for post-secondary education. Five years of historical data were evaluated to use as a benchmark for revised instruction. Data were gathered to describe the pre-course academic state of the students and their academic progress during two physics courses. Additional information was used to search for factors that might constrain academic success and as feedback for the instructional methods. The data were interpreted to regulate constructivist design features for the physics courses.
The Engineering Technology Access Program was introduced to meet the demand from non-traditional students for admission to two-year engineering technology programs, but who did not meet normal academic requirements. The duration of the Access Program was two terms for electronic and computer engineering students and three terms for civil and mechanical engineering students. The sequence of mathematics and physics courses was different for the two groups. The Civil/Mechanical students enrolled in their first mathematics course before undertaking their first physics course. The first mathematics and physics courses for the Electronics students were concurrent. Academic success in the two groups was affected by this difference. Over a five-year period the success rate of students graduating with a technology diploma was approximately twenty-five percent.
Results from this study indicate that it was possible to reduce the very high attrition in the combined Access/Technology Programs. While the success rate for the Electronics students increased to 38% the rate for the Civil/Mechanical students increased dramatically to 77%. It is likely that several factors, related to the extra term in the Access Program for the Civil/Mechanical students, contributed to this high retention rate. Additional time, with less academic pressure in the first term of the Access Program, provided the Civil/Mechanical students with the opportunity to develop academic skills and maturity resulting in improved self-concept and academic identity. These students may have been better equipped to take advantage of the alternate instructional setting of the revised physics courses.
Results from a wide range of studies in Physics Education Research provide ideas and opportunities to improve instruction and students conceptual understanding in introductory physics courses. Most studies focus on traditional students and curriculum. The development and implementation of alternate curriculum and instruction may improve outcomes for different groups of students, particularly for students in disciplines indirectly related to the sciences.
18
SCHATZKAMER, MARY BRAY. "RETURNING WOMEN STUDENTS IN THE COMMUNITY COLLEGE: A FEMINIST PERSPECTIVE (RE-ENTRY WOMEN)." 1986. https://scholarworks.umass.edu/dissertations/AAI8701215.
Full textAbstract:
Three ninety-minute in-depth phenomenological interviews were held with each of eighteen returning women students in nine community colleges in four states. The central problem of the study was to identify the constitutive factors in the experience of these returning women students, to explore their educational experience as they viewed it, and to discover what it meant to them. Through a qualitative analysis of the interview material, the study attempts to understand, describe, and explain, from a feminist perspective, the educational experience of women from twenty-five to seventy years of age who have returned to traditional schooling after an absence of four to fifty years and who have chosen a community college as their first point of re-entry. The study examines those factors which appear to lead to growth and change for individual women and to a sense of equity and power in their lives. Forces that limit growth are also identified. Significant themes in the experience of the participants are such issues as: how older women students are advised and taught in the community college; what it is like to study, keep a job, and care for children simultaneously; and how race, class, age, and gender intersect in the two-year educational setting. Implications are drawn and recommendations for action on the part of community college administrators, faculty, staff, and students are made.
19
Day, Marilyn Ann. "Perceptions of re-entry mature female graduate students in professional and graduate faculties : rationale, influences, and barriers." 1987. http://hdl.handle.net/1993/9405.
Full text
20
Lu, Kuan-hua, and 盧冠樺. "A Study on Influential School Experiences of Junior High Drop-out Students’ Re-entry and Continuing Enrollment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77924487321541225336.
Full textAbstract:
碩士明道大學
課程與教學研究所
98
A Study on Influential School Experiences of Junior High Drop-out Students’ Re-entry and Continuing Enrollment Advisor: Dr. Yuanher Robin Hwang, Dr. Yu-Chiung Lou Author : LU, Kuan-Hua Abstract The purpose of this study was to discuss the factors that influence junior high school students’ decisions to dropout and re-enter school and the school experience that the junior high reentry students face after re-entering school. The method of this study was narrative study and in-depth interviews in qualitative research. Four junior high school reentry students were interviewed and the collected data were analyzed. According to this research, the findings were shown as follows: 1. The decision of quitting school is due to bad influence of multi system. Isolated family relationship, conflicts between students and teachers, also the peers interaction will make students decide to quit, no matter directly or indirectly. The bad companies outside school offer the material supplement when quit the school. 2. During re-entry to school, students tend to quit school again because of improper environment or peers' bad influence. 3. Also personal un-adjustment, being no interested in school courses should be main reason of repeating quitting. 4. After re-entering school, if teachers show kindness, dropout students might feel accepted. It helps students continue the school career stably. Teachers' caring attitude and proper interaction will do a lot good to student's adaptation in school. 5. After re-entering school, if students can have good relations among peers , then students may feel belonging to classes , and build up good attachment relationship, in the meantime , the bad company's inducing will be refused .The positive experience will enhance the dropout students' mind of "going back to school " and "wishing to graduate". After re-entering school, dropout students may change their behavior, changing family atmosphere, or accept teachers’ instructions and punishment. Key words: dropout student, reentry students, school experience
21
Cohen, Jacquelyn Terman. "A study of adult re-entry students' affective orientation toward mathematics and their mathematical thinking in the context of problem-solving." 2002. http://purl.galileo.usg.edu/uga%5Fetd/cohen%5Fjacquelyn%5Ft%5F200212%5Fphd.
Full text
22
(9792707), Robyn Donovan. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Thesis, 2008. https://figshare.com/articles/thesis/Towards_a_framework_to_assist_women_enrolled_in_the_WIST_bridging_program_learning_communities/13436264.
Full textAbstract:
"Women are returning to study as mature age students in increasing numbers. Typically, these women have been away from study for a number of years and, in order to gain entrance into a university course most women are required to undertake a bridging program. Bridging programs can provide women with an alternative pathway into university and are designed to develop the academic and study skills required to successfully undertake undergraduate studies. The Women into Science and Technology (WIST) bridging program, offered by Central Queensland University, is a selfpaced bridging program which provides a low cost, study at home option specifically designed to accommodate womens needs. This research focuses on the perceived needs of women who are enrolled in the WIST program. To this end a survey instrument has been developed to identify the needs and challenges of women undertaking the WIST program. This instrument was used to explore the needs and challenges of women enrolled in the WIST program. The survey results revealed that women have a range of needs which include support from the university, development of study and academic skills, personal qualities such as motivation and determination as well as support from their family and personal networks. The results indicate that the university needs to provide a range of support mechanisms and processes. These outcomes were used to develop the Get SET for Study framework that can be used for the planning and design of bridging courses similar to WIST for women who are considering enrolling in university." -- abstract
23
McPhedran, Elizabeth. "«Le grand retour» : le processus de rapatriement chez l’étudiant en échange à l’international." Thèse, 2012. http://hdl.handle.net/1866/10018.
Full textAbstract:
L’augmentation rapide de l’interdépendance mondiale, provoquée par le développement de la mondialisation, exige une redéfinition de la notion traditionnelle de l’éducation supérieure. Au Canada, comme dans le reste du monde, plusieurs universitaires, fonctionnaires du gouvernement et étudiants insistent maintenant sur l’intégration de l’internationalisation dans l’éducation supérieure à travers des échanges interculturels et des études à l’étranger, dans l’espoir que les générations canadiennes à venir développent une perspective globale et deviennent des « citoyens du monde » (Comité consultatif sur la stratégie du Canada en matière d’éducation internationale, 2012). Pourtant, pour garantir que l’étudiant qui participe à un échange profite le plus de son expérience internationale, nous devrons comprendre comment une telle expérience l’influence tant à court terme qu’à long terme. Bien que d’autres études se soient concentrées sur le court terme (le séjour à l’étranger et ses impacts immédiats), peu ont examiné le retour de l’étudiant, sa réintégration dans sa société d’origine et les effets subséquents à long terme, tels que les développements personnels qui pourraient suivre le rapatriement.
Cette étude qualitative examine les témoignages de huit étudiants au premier cycle de l’Université de Montréal sur la façon dont ils ont vécu leur rapatriement à Montréal après un échange pédagogique à l’étranger. Quoique certains chercheurs présentent la notion de rapatriement comme une série d’événements déconnectés, notre analyse fait ressortir une tendance similaire dans tous nos témoignages qui nous permet dorénavant de considérer ce rapatriement comme un processus en trois étapes interconnectées. En empruntant à la théorie Intercultural Personhood de Kim (2008), nous sommes désormais en mesure de qualifier ces trois étapes comme étant le stress, l’adaptation et l’évolution. Non seulement cette interprétation nous aide à mieux comprendre les difficultés rencontrées par l’étudiant à l’occasion de son retour, mais elle facilite également l’identification des transformations identitaires qui apparaissent à ce moment-là et la manière dont ces transformations influencent le processus de rapatriement.The rapidly increasing interconnectedness of the world brought on by the expansion of globalization calls for a redefinition of the traditional notion of higher education. As such, many Canadian educators, government officials, and students alike are insisting on the importance of internationalizing higher education through intercultural exchanges and studying abroad, in the hopes that current and future generations of Canadians will acquire a global perspective and become citizens of the world (Advisory Panel on Canada’s International Education Strategy, 2012). Yet in order to ensure that students are gaining the most from their international experience, it is important to understand the impact that studying abroad can have, both in the short and long term. While many past studies have focused on the short-term, or the actual time spent abroad and subsequent impacts, few have examined the exchange student’s re-entry into their society of origin and subsequent long-term effects, such as personal developments that surface during repatriation. In this qualitative study, eight undergraduate students from the University of Montreal were interviewed regarding how they lived their reintegration into Montreal society after returning home post studying abroad. While academics that have broached the subject in the past tended to view repatriation as a static series of events, our data analysis showed a similar pattern that surfaced in all respondents’ testimonials allowing us to henceforth recognize this repatriation as an interconnected three-step process. By borrowing from Kim’s theory of Intercultural Personhood (2008), we are now able to define these three distinct phases as stress, adaptation, and growth; all of which not only help to better understand the difficulties students face during their process of reintegration but also facilitate the identification of possible identity transformations that surface upon re-entry and how these transformations impact the repatriation process.