As education continues to go global, international graduate students in many universities have risen considerably. An awareness of the factors affecting their academic engagement is essential for universities to give them the means to enhance their overall experience while studying. This action research explores the factors impacting international graduate students’ study engagement, general well-being, and ways of possible improvement. I will examine the perspectives of international graduate students in a private, Canadian university on the impact of Authentic Leadership on their commitment to study. I intend to answer the question, “What are the perceptions of international graduate students in a
private, Canadian university on Authentic Leadership impact on their commitment to study?” I utilized the action research qualitative approach, using emailed open-ended questionnaires with eight (8) questions as the data collection method. From the population of international graduate students, I had a sample of six (6) students from various backgrounds comprising five (5) females and one (1) male. Data analysis was done by carefully assessing participants’ responses to identify common themes by evaluating their perceptions concerning Authentic Leadership. Key findings of this research reveal that the students perceive the university’s instructors as accessible and display actions promoting
diversity and inclusion by exhibiting empathy, thus fostering trust, and creating a conducive learning environment. It gives them a feeling of belonging, improving their commitment to study. From the findings, I recommend that universities ensure employees imbibe Authentic Leadership qualities by engaging in professional development programs resulting in positive experiences for their international graduate students. Further research can be conducted to explore Authentic Leadership impacts in government-funded universities.
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