2025 ASEE Annual Conference & Exposition

This research study explores the challenges faced by international engineering doctoral students in their relationships with their academic advisors to illuminate the mental and emotional impact experienced by these students when their advisor relationships are not well-aligned. The focus is on understanding the additional stress and complexity of such mismatches, especially as students navigate the rigorous academic demands and the complexities of cultural differences and language barriers. Our primary objective is to examine how these strained relationships affect the mental health of international students and explore the coping mechanisms and support systems that help them manage these difficult situations. While previous research examines factors that influence student-advisor relationships, there is a significant gap in understanding how mismatches specifically impact the mental well-being of international students in engineering fields. We aim to address this gap by exploring the emotional and psychological consequences such as feelings of isolation, academic stress, and anxiety—and identifying support mechanisms that may help alleviate these effects.
The research questions guiding this study are:
1. How does a mismatched relationship between international engineering students and their advisors affect the students' mental health and overall well-being?
2. What strategies and support systems do international engineering students use to cope with the mental health challenges arising from strained advisor relationships?
Our study participants are international students currently enrolled in Ph.D. engineering programs at a public institution. Data is collected through a demographic survey and semi-structured interviews. The survey gathers basic demographic information, while the interviews delve into students' personal experiences with their advisors, focusing on the mental health implications of mismatched relationships.
The initial data analysis revealed themes related to stress, coping strategies, and emotional well-being among international engineering students. Participants reported stress stemming from feelings of isolation, lack of clear communication with advisors, and perceived power imbalances, which heightened their academic pressures. Many students also expressed frustration over mismatched academic and cultural expectations, exacerbating feelings of inadequacy and anxiety. These stressors, combined with the difficulties of adapting to a new cultural and academic environment, significantly impact students' mental health and sense of belonging within their programs. Students' coping mechanisms include support from fellow international students, informal networks within their academic departments, and mental health services provided by the institution. However, some students are hesitant to access formal mental health services due to stigma or inability to communicate their true feelings in a different language. Many rely on self-regulation strategies, such as time management, mindfulness, and establishing boundaries with their advisors. The study's findings are anticipated to provide insights into how students navigate mismatched advisor relationships and offer practical strategies for improving their mental health and academic success. Understanding the specific challenges can help institutions develop targeted support systems that promote more inclusive and supportive academic environments, ensuring that international engineering students are better equipped to thrive in their doctoral journeys.