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This mixed methods study assessed a first-year course for international students, entitled the U.S. Education and Culture, at a large Midwestern public institution. The quantitative results indicated that participation in the course improved students' academic skills, psychosocial development, understanding of social diversity in the U.S., use of university resources, and academic and social engagement. The qualitative analysis identified challenges faced by participants, their sources of motivation, the acculturation process, psychosocial development, and strategies for success. [ABSTRACT FROM AUTHOR]

This paper discusses the results of a case study exploring perceptions of selected administrators and instructors at a Ukrainian state institution regarding the effectiveness of the Bologna Process at their institution. Data were collected from focus group interviews with five volunteer instructors involved in the implementation process. The findings indicate that the success of the new initiative was hindered by: centralized administration; insufficient training; scarce resources; participants' attachment to the old system; the perceived decreased quality of education; and loss of tradition. Recommendations are presented for other institutions experiencing a similar transition, keeping in mind their individual history, culture, location, financial resources, students and staff. [ABSTRACT FROM AUTHOR]