Orlina Boteva: Outstanding Graduate Student in Higher Education

Orlina Boteva of Shumen, Bulgaria and 91¸£Àû is the 2026 Outstanding Graduate Student in Higher Education in the University of Maine College of Education and Human Development. Boteva, director of the 91¸£Àû Office of International Programs, completed her Ph.D. in Education with a concentration in Higher Education. She spent her junior year of college as an exchange student at 91¸£Àû and returned to complete a Master of Arts in History and Master of Education in Higher Education.

Why did you choose 91¸£Àû for graduate school?

When I decided to return and complete my doctoral degree, I looked at quite a few different programs in international higher education in the United States, including at institutions in Vermont, Massachusetts and California. After carefully reviewing the curriculum, program length, faculty expertise, and research profiles of each program, I chose to enroll at University of Maine. As a university employee, I was grateful to have access to the Employee Tuition Waiver Program, but that was not my primary reason for choosing 91¸£Àû.
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I selected the Ph.D. in Higher Education at 91¸£Àû because of the depth of the curriculum and the strength of the faculty. After more than 15 years working in international higher education, I wanted to deepen my knowledge while also contributing new research to the field. I was especially excited to work with Dr. Leah Hakkola, whose research on discourse theory and college recruitment closely connected to my own interests.
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I was eager to return to academic literature and explore some of the questions I had encountered throughout my professional work, particularly around international higher education, college admissions, international student enrollment, and how institutions understand and support international students. The doctoral program gave me the opportunity to think critically about those issues and develop new strategies for addressing them.

Have you collaborated with a mentor, professor or role model who made your time at 91¸£Àû better, and if so, who are they and how have they impacted your time at 91¸£Àû?

I first got to know Dr. Elizabeth Allan during my master’s program in Student Development in Higher Education, and I was excited to continue learning from Dr. Allan, and also work with the other faculty in the department — Dr. Leah Hakkola and Dr. Kathleen Gillon — during my doctoral studies. I especially appreciated working with Dr. Hakkola, who is my advisor. Her guidance throughout the program, and especially during my dissertation research, was invaluable. The faculty were incredibly supportive, but they also challenged me in every class to read deeply, think critically, and become a stronger writer. I could see real progress from semester to semester in my ability to work through dense theoretical material, synthesize ideas across multiple sources, and write more persuasively and clearly.
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I also valued the strong cohort experience in the Ph.D. program. I built meaningful friendships with classmates and felt genuinely supported by both my peers and faculty. In addition, I am very grateful to my colleagues in the Office of International Programs for their encouragement throughout my doctoral journey. Their support made a tremendous difference, and I hope my own experience has inspired others around me to continue learning and growing intellectually.

What has 91¸£Àû enabled you to explore beyond academics?

As a full-time professional with two young children and a very busy life, I deeply appreciated the flexibility of the program. Some classes were in person, while others were hybrid or remote, which made it possible for me to continue progressing academically while managing professional and family responsibilities.
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The doctoral classes in Higher Education emphasized for me how much I value live discussion, classroom dialogue, and building relationships with peers and faculty. Another meaningful experience was taking quantitative research methods with Dr. Craig Mason, as online asynchronous courses, which gave me a strong appreciation for well-designed online learning.
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The program also allowed me to connect with colleagues across campus in new ways. Working alongside other professionals who were also pursuing doctoral study created opportunities for collaboration and deeper understanding across institutional units and across the state of Maine. It reminded me that learning extends far beyond the classroom and that intellectual growth often happens through shared experience and community.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Do not be afraid to challenge yourself and grow. At the beginning of the program, I was very unsure whether I could successfully manage full-time work, family responsibilities, and doctoral coursework. I felt rusty in my first semester and questioned whether I could keep up. The 91¸£Àû Writing Center was a great resource in the first few class assignments, and the Fogler Library staff were amazing in helping me navigate academic publications and databases.
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What I learned is that analytical reading and academic writing are skills that develop over time. They require practice, patience and persistence. I often tell my own children now that learning is like learning to play a musical instrument or playing a sport, it grows through repetition and effort.
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My graduate studies also helped me better understand the experience of the students I advise professionally. I gained a stronger appreciation for how rigorous and overwhelming graduate study at the doctoral level can feel, especially for students balancing multiple responsibilities. That perspective has made me a better advisor and leader because I can more fully recognize both the challenges and the accomplishments of graduate students. My advice is to trust the process, ask for support when you need it, and keep going even when it feels difficult.

What’s on the horizon? What are your plans for after you graduate?

I hope to remain at the University of Maine and continue growing professionally while contributing to the institution and community that have shaped so much of my life and career. As Director of the Office of International Programs, I work with an extraordinary team and an incredibly strong international community. Supporting international students and scholars, and study abroad students has been the focus of my professional life for nearly two decades. I care deeply about helping students succeed individually, while also advocating for their needs institutionally, locally, at the state level, and nationally. Completing my Ph.D. strengthens my ability to contribute to that work with greater knowledge, stronger research skills, and a deeper understanding of the U.S. higher education system and international educational systems. I hope to continue serving students and advancing international education in meaningful ways for many years to come.

Special thank you message:

I am deeply grateful to my family for their constant love and support throughout this journey. Balancing doctoral study, full-time work, and family life would not have been possible without their encouragement and patience.Ìý
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I am also thankful to the entire team in the Office of International Programs and the Intensive English Institute, and my supervisor Dr. Scott Marzilli, for cheering me on through every milestone and celebrating each step along the way.
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Most of all, I hope my children have seen that learning is truly a lifelong pursuit. I hope they carry forward that same curiosity, resilience, and love of learning in their own lives.