Bullis, MichaelShen, Yue2017-09-062017-09-062017-09-06https://hdl.handle.net/1794/22755International student enrollment in U.S. higher education has increased and diversified over the past decade. The unique needs and challenges international students face in pursuing higher education in the U.S. need a systematic investigation. Previous research literature has identified cultural diversity as one main challenge against international students’ success. There needed to be a systematic approach in investigating the role of cultural values in predicting success of international students in higher education. The present study applied Cultural Dimensions theory to the cross-cultural context of international student experience at the University of Oregon. It sought on one hand validation of the theory-based measurement model of cultural values in the abovementioned context. On the other hand, it explored predictive relations between patterns of cultural values based on the measurement model, and academic outcomes of international students at the institution. Results of the study indicated that a Cultural Dimensions theory-based measurement model of cultural values had potential in further delineating the essential of cultural diversity in the higher education. Multiple patterns of cultural dimension values found in the study indicated the uniqueness of cultural disposition within both and between international and domestic student population. Although no statistically significant relations were found between certain cultural dimension pattern and academic outcomes, future research could be conducted in refining the measurement model, mapping the patterns of cultural values within international student population, and track change of such patterns of individual students over time, and in relations to cross-cultural interaction.en-USAll Rights Reserved.Electronic Thesis or Dissertation