Article

Supporting international students through strengthening their social resources

Taylor & Francis on behalf of the Society for Research into Higher Education
Studies In Higher Education
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Abstract

Efforts to recruit international students to higher education must be matched with preparation of the campus community for engaging with this diverse population. The motives of international students for pursuing international studies, including academic and career goals, are facilitated through building strong relationships with members of the host institution. The social integration of international students is important for their academic performance, for building a sense of connection to the destination country, and for supporting career plans post-graduation. Three key social resources for supporting international student transitions include academic faculty, counsellors, and local students. However, these groups need to be prepared to support international students through a high-quality educational experience and through addressing the demands of living and learning in a new cultural and academic environment. Engagement with international students is critical for their success and offers unique relationships to increase the cross-cultural learning of all members of the campus community.

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... Successful management and operation of support services for international graduate students enhances a university's global dimension, attracts and retains international students, and builds momentum for future recruitment of high-quality students (Arthur, 2017;Choudaha, 2016). International graduate students require exceptional institutional support to enjoy a fruitful and dynamic study experience in the host countries (Skinner et al., 2019). ...
... Peer mentoring helped them in addressing experiences related to cultural differences and lack of resources. Initial challenges international students face are dealt with better through friends from the same country, and friendships are formed more closely with nationals (Arthur, 2017;Collins & Leader, n.d.). The authors further share that peer relations strengthen student experiences and well-being on campus as students adjust and integrate into the university environment. ...
... International graduate student's ability to manage perceived academic and psychosocial demands is strongly linked to social support, which is intertwined (Arthur, 2017). Therefore, counsellors are integral members of a student services team available to international students to support their academic success and well-being (Arthur, 2017). ...
Article
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Makerere University is focused on being a research-led university, which necessitates it embrace an internationalisation agenda to fit into the global research network. There is a need to boost the number of international graduate students to help Makerere University realise her vision. This qualitative study explores how international graduate students are supported at Makerere University. The following objective guided it: to explore how international graduate students are supported at Makerere University. The study was anchored in the interpretivism world view, subscribing to the transcendental phenomenology of Edmund Husserl to uncover the support given to international graduate students. Eight international graduate students at Makerere University were interviewed and selected from different academic disciplines categorised according to Becher and Biglan's classification of academic disciplines. Both unstructured interviews and documentary check data generation strategies were used in this study. Data analysis followed a thematic approach whereby various forms of support were provided to international graduate students at Makerere University, and how it is provided was identified. It was concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management provide financial, human, and physical resources to the International Office as ways of facilitating international graduate students to complete their study programs and attracting many more to join the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students, and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office work very closely with the schools in the different Colleges of Makerere University, especially establishing a desk officer in each of the Dean's Office to handle issues of international students as this may improve their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University
... We (the authors), who work in various capacities in higher education, undertook this study after noticing that many of the international graduate students we worked with faced many unique challenges as compared to their domestic counterparts. We also noticed some common experiences for all students (regardless of origin) with respect to how they negotiate adulthood and begin to establish a sense of identity in graduate school. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 IDENTITY DEVELOPMENT OF INTERNATIONAL GRADUATE STUDENTS IN CANADA 3 IS who attend North American universities go through various cross-cultural transitions that affect them in profound ways -including socially, emotionally, and academically (Arthur, 2017). Scholars traditionally describe the feelings and reactions that accompany these transitions as "culture shock," a concept first outlined by Oberg, an anthropologist, in 1954. ...
... The negative experiences that accompany culture shock can range from disorientation to alienation and helplessness (as cited in Baba & Hosada, 2014;Cupsa, 2018). Research indicates that many of these negative feelings may ensue as IS undergo demanding transitions in several domains, including psychological adjustment to a new environment (Arthur, 2017;de Araujo, 2011), educational adjustment to the demands of a new institution and/or program (Kim, 2011;Hackett, 2014), and career transitions from the role of student to that of a new professional (McDowell et al., 2012). There are also higher levels of mental health symptoms in IS, including depression, anxiety, and post-traumatic responses because of events in their countries of origin and racism in their host country (Brunsting et al., 2018). ...
... One of the barriers to accessing these services is the stigma and shame associated with getting support for "individual" problems, particularly in more collectivist cultures in much of Asia (Forbes-Mewett, 2019). Further, IS often do not feel competent with the host country's language and may not seek support for this reason (Arthur, 2017). This may, in turn, amplify mental health symptoms such as depression and trauma responses as students may feel more isolated. ...
Article
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Universities in North America are attracting a higher number of international students than at any other time in history, including Canada, where international students comprise 12% of all post-secondary enrolment (Statistics Canada, 2018). International students have distinct needs, especially regarding their identity development in their adjustment to life in a new country. This article analyzes case studies through interpretative phenomenological analysis to examine the experiences of two female international graduate students (IGS) in a community placement at a Canadian university. The findings show that IGS establish their identities consistent with a redemption narrative, and this story includes four themes: struggles with acculturation, negative sense of self, positive sense of oneself, and envisioning future self. These show that while IGS initially experience struggles with adjusting to life and acculturation challenges in a new country, they shift to a more positive sense of themselves, their education, and their career potential with the support of faculty and mentors. The implications of these findings, specifically around IGS needs and implications for their psychological and academic adjustment, are discussed. Full article here: https://rdcu.be/dcQdY
... Incremental orientation, not limited to a session at the beginning of the sojourn, is also recommended (Jean-Francois 2019). Besides an international unit giving comprehensive support, from pre-arrival information to advising on practical matters (visas, residence permits, accommodation, healthcare), other services may be needed, for example, counselling (Arthur 2017;Brown and Holloway 2008) or academic support (Cong and Glass 2019;Gu, Schweisfurth, and Day 2010). Students not only find themselves in a new cultural environment, but also a new pedagogic one, feeling uncertain about their academic competences, reluctant to participate in class discussions and worrying about exams (Wang and Moskal 2019;Gu, Schweisfurth, and Day 2010). ...
... Befriending local students is one of the most important factors influencing international students' social integration (Rienties and Nolan 2014;Rose-Redwood and Rose-Redwood 2018). Instances of interaction between domestic students and international students, helping these latter become acquainted with the host culture, are highlighted as means of increasing sociocultural adaptation: pairing domestic and international students and buddy programmes (Nilsson 2019;Thomson and Esses 2016), regular social gatherings which give students a sense of belonging (Brown and Holloway 2008), avoiding segregation in accommodation (Jean-Francois 2019) or awakening local students to the benefits of learning about cultural diversity by reaching out to international students (Arthur 2017). Finally, there are scholars who argue that institutions need to address international students' integration not only on campus, but also outside and foster their engagement with the local community (Marangell, Arkoudis, and Baik 2018; Nilsson 2019). ...
... Firstly, universities lack administrative competencies in addressing international students' administrative needs (Arthur, 2017). Another obstacle is dealing with unfamiliar academic regulations and administrative procedures, such as course registration, credit transfers, and meeting graduation requirements, which may differ significantly from those in their home countries (Beine, Noël, and Ragot, 2014). ...
... The presence of elevated tuition rates and restricted availability of financial assistance intensifies financial limitations, leading to increased stress and perhaps impeding academic achievement (Chen, 2017). Overcoming administrative obstacles, such as dealing with intricate immigration procedures and new educational structures, may be challenging without adequate assistance (Arthur, 2017). The study recommends that South African tertiary institutions should provide enhanced support services, such as cultural orientation programs and counseling, to help international students adjust to the academic and social environment. ...
Conference Paper
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The South African higher education system has seen a gradual rise in the number of international students, mainly from African countries but not exclusively confined to other nations. Although the number of international students has significantly risen in recent decades, there is less knowledge about the obstacles they face and the potential effect of these issues on them. This research aims to comprehensively evaluate the difficulties encountered by international students at higher education institutions, providing insight into the complex obstacles that affect their academic, social, and cultural assimilation. The study utilizes a qualitative approach, incorporating a questionnaire as the research design to collect perspectives from international students. The findings indicate that communication, finances, environment, access to resources, and administration are factors that contribute to the obstacles encountered by international students. This highlights the necessity for specific support mechanisms and policy adjustments to improve the overall educational experience for this expanding demographic. The results of this assessment provide important insights for educational institutions, governments, and stakeholders that want to promote inclusive and supportive settings that facilitate the achievement and well-being of international students in higher education.
... Such sources include host nationals, multinationals, co-nationals, significant others, family members, and host institutions. Arthur (2017) suggests three key social resources for supporting international students-academic faculty, counsellors, and local students in higher education institutions. The study by Baba and Hosoda (2014) showed that social support not only had a direct, positive effect, but also negatively mediated the stress factors on cultural adjustment of international students. ...
... While Mak et al. (2015) found a positive effect of social support from only host nationals, our study showed social support from both host nationals and internationals has a positive impact on satisfaction. Our study shows that the support perceived by international students from various sources, such as peer international students, host country students, a close person, and local communities, has a positive effect on student satisfaction, indicating the importance of obtaining support from a wider social support network in lessening alienation and isolation which many international students experience (see Arthur, 2017;Ozer, 2015;Shu et al., 2020), and thus can directly increase feelings of satisfaction. ...
Article
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Studies on international student satisfaction have typically examined external factors, such as quality of education, university services and learning facilities as its predictors. In contrast, research is limited regarding how international students may foster their positive experience through actively applying social and cultural skills into their adjustment during cultural transition in the host country. The current study extends prior research by examining the role of cross-cultural adjustment in engendering overall satisfaction of international students. Multiple regression analyses and mediation analyses were conducted with a sample of 1183 international students from 10 universities in five European countries and the USA. The findings show that English language proficiency, host country language proficiency and intercultural competence do not have a direct impact on student satisfaction; however, cultural adjustment fully mediates the effect of these three predictor variables on student satisfaction. Additionally, social support not only has a direct effect, but also an indirect effect on student satisfaction via cultural adjustment. We contribute to existing literature by uncovering the underlying mechanism for international students to achieve overall satisfaction through the pathways of language and cultural competence acquisition-application-satisfaction. The study provides valuable insights for higher education institutions and policymakers of host countries on enhancing international student satisfaction. Universities can improve the learning experience by implementing peer learning and group learning methods that encourage students from diverse cultural backgrounds to collaborate. This approach promotes a more inclusive and enriched educational environment. Moreover, offering international students more opportunities to engage in cultural and social events within local communities, as well as internships with companies and organizations, can significantly enhance their overall satisfaction experience.
... The local culture and language are maintained as the 'standard' ones, to which international students are not only compared to, but also expected to embody (Tavares, 2022a). This dichotomy -local or international -is one mechanism by which international students may be othered or marginalised (Anderson, 2019;Arthur, 2017). Neo-racism has been conceptually employed to illustrate and problematise the multiple ways in which cultural and linguistic ideologies fuel marginalisation towards international students (Lee & Rice, 2007). ...
... One reason behind such di erences may be related to the fact that local students tend to have pre-existing and well-established friendships from previous socialisation (McKenzie & Baldassar, 2017). Another factor is the sociocultural and physical set-up of campus, which also plays a role in how social opportunities are created for both groups (Arthur, 2017). Celine's stay at a small, suburban campus o ered considerably less opportunity for her to connect with local students, while Fernando, living and studying on Star's university main campus, experienced it as a site of many social possibilities. ...
Chapter
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This chapter focuses on the sociocultural adjustment, including linguistic and cultural experiences, of multilingual international students studying at a Canadian university. The students were asked to take photographs over the course of their stay and interviewed for their experiences of studying abroad. Findings are reported as portraiture-inspired case studies, or as emotionally charged journeys. The students’ knowledge of languages played an important role in how they experienced their study abroad and its challenges (or fitting in and/or interacting with local students). The chapter also discusses changes to the students' sense of identity.
... In a following article, Szekeres (2011) argues that even though changes have occurred where universities have become more corporate, staff 's contributions to the university continue to be "invisible." A fairly recent example confirming staff invisibility in research on internationalization is Arthur's (2017) study, which focuses on three aspects of academic life that influence international students' experience: academic faculty, counselor, and local students, without referring to other administrative or managerial staff who are also important to the overall student experience. Pitman (2000) reports the results of a survey about staff 's perceptions of academics and students as "customers" in an Australian university. ...
... In general, staff participants were concerned with the practical, day-to-day aspects of internationalization, such as how to support English as an additional language students, how to integrate international and domestic students, and the resources available. These concerns confirm Arthur's (2017) position in the sense that universities' efforts to recruit international students must be done in consideration of the conditions that impact these students' "adjustment, academic preparedness, and access to resources" (888). ...
Chapter
This book offers a multi-dimensional analysis of the experiences of faculty, students, and staff at a Canadian university that emphasizes international education, providing an ethnographic lens for understanding globalization and internationalization of higher education on a wider, global scale. The collaborative work of multiple authors based in different departments and roles within the university offers a holistic picture of current international education policies and practices, and how they coalesce to shape the experiences of all affected stakeholders. The book focuses on questions of cultural difference and the development of intercultural capital. and highlights engagement with English dominance, language matters and multilingualism in everyday experiences and pedagogical practices in the institution. The contributors address implications for attending to linguistic and cultural diversity in the policies and practices of an Anglo-dominant university that are applicable to similar contexts worldwide. As a self-study from a reputed university, the book provides valuable insights for higher education program leaders and decision makers to strategically rethink the value and quality of the internationalization activities they engage in, their scholarship and creative activities, and, above all, their commitment to ethical internationalizati
... It shows the importance of friendships and social support to offsetting many of the difficulties experienced by international scholars to achieve in their adopted homelands and are indicative of the lack of supports from universities and governments alike to prepare citizens to move for work or study, and experiences of dissonance in receiving countries. While most research focuses on the lack of supports in adopted universities (Arkoudis & Tran, 2010;Arthur, 2017), we contend that governments and universities in home countries also have responsibilities to university students and staff to prepare them for the realities of living abroad, which includes cultural loneliness and isolation. The day-to-day episodic character of our data goes deeper into the momentary experiences than other studies, including the highly emotive and sensory dimensions of internationalisation which are largely overlooked in research to date and in policy arenas in both countries which conceptualise and promote overly metrified understandings of the 'knowledge economy' (Coate & Rathnayake, 2012). ...
... Она показује значај пријатељстава и друштвене подршке у превазилажењу бројних тешкоћа које доживљавају међународни научници у новим срединама, што указује на недостатак подршке како универзитета, тако и влада, у припреми грађана за селидбу ради посла или студија, као и доживљај неусклађености у земљама пријема. Иако се истраживања већином усредсређују на недостатак подршке на универзитетима пријема (Arkoudis & Tran, 2010;Arthur, 2017), сматрамо да владе и универзитети у земљама порекла такође имају одговорност да студенте и особље припреме за стварни живот у иностранству, који подразумева културолошку усамљеност и изолованост. Свакодневни, епизодни карактер наших података задире у тренутна искуства дубље од осталих студија, укључујући и крајње емотивне и сензорне димензије интернационализације које су углавном биле занемарене у досадашњим истраживањима, као и у политичким аренама у обе државе које концептуализују и промовишу претерано метрификовано схватање "економије знања" (Coate & Rathnayake, 2012). ...
Article
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This paper elucidates approaches to collaborative autoethnography (CAE) drawing on two female academics' experiences, who live in Ireland. As Ellis et al., (2011) state, autoethnography 'seeks to describe and systematically analyse personal experience to understand cultural experience'. We as two female sociologists, retrospectively and selectively analyse experiences with international academic life; borders, cultural norms, and identity. We refer to belonging to explore academic mobility within the contexts of our lives. We explore relationships between enabling/constraining factors contributing to our engagement with knowledge production and belonging to new academic environments outside our places of origin. Tanja's account documents her doctoral journey from Slovenia to Ireland, learning the host country's cultural fabrics to engage with academia, leaving and coming home, which did not mean returning to 'the known'. Lisa's narrative displays synergies to Tanja's illuminating emotions upon entering the UK in 2017, when antiimmigrant sentiment was heightened. However, her experiences of returning during COVID-19 disrupted her imaginaries of coming home. Written in a conversational style, we explore commonalities/differences in experiences of international academic careers. This paper illuminates CAE for opening conceptual avenues into multi-layered dimensions of academics' experiences, illuminating its significance for international Higher Education policy-making.
... Considering the importance of the academic context, the theory of transformative learning, developed by Mezirow and employed by different researchers, allows us to approach the complexity of international students' transitions in an attempt to understand and explain how they may experience significant changes in their beliefs, values, and perspectives through their learning experiences [42]. This generates an impact on the cultural learning of international students [44][45][46]. In this sense, different aspects such as the curriculum, the coherence between values and rules, learning environments, and classroom ambiance have been examined. ...
... In general, findings suggest that having some international experience is appreciated by employers. This information is important for both home and host countries, especially when it comes to developing countries that are currently investing in human training [45,52,58]. Studies like those by Trooboff et al. [59] and Jacobs [56] confirm the value of ISM. ...
Article
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Every year, an increasing number of students decide to study abroad in non-English-speaking countries, and Spain is recently a very popular destination within Latin American and Caribbean (LAC) communities. This paper attempts to deepen our knowledge of the impact of international student mobility (ISM) on students' multicultural identity and career development. To do so, the experiences of 10 LAC students who completed a one-year degree programme in Barcelona are examined. Semi-structured interviews were employed to evaluate the international experiences one year after their completion. During their post-mobility interviews, participants were able to reflect on the ISM through a structured dialogue that allowed them to analyse the experience from a distance. Findings indicate that the ISM helped them to grow personally and professionally and, one year after the stay, they are aware of this evolution. They show an increase in their self-confidence, and they see the experience as an opportunity for personal maturity. This suggests that universities should consider the importance of offering guidance to these students when they end their master's degree and are considering their plans for the future.
... In terms of peer support, students showed a preference toward having regular peer tutoring sessions. These sessions were highlighted as instrumental in providing a personalized and supportive environment for discussing academic challenges, navigating career aspirations, and seeking advice on personal development (Arthur, 2017;Chantaraphat and Jaturapitakkul, 2023). The intimate nature of these consultations fostered a sense of trust and comfort, allowing for open dialogue and the exchange of valuable insights. ...
Article
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Aim To describe the lived experiences of expatriate students enrolled in an academic institution in the UAE and explore suggested improvement strategies to address their challenges. Background Exploring the experiences of expatriate students is crucial for three main reasons. First, expatriate students play a key role in the UAE’s sustainable socio-economic development and diversification. Second, cultural differences among expatriate students raise personal, social, and academic challenges, including pedagogical issues concerning teaching and learning styles and effectiveness. Third, given the global importance of internationalization, expatriates’ experiences should be considered an issue of customer satisfaction. Method A descriptive, qualitative, narrative study using indirect Colaizzi content analysis of 23 expatriate students’ reflections on their experiences and suggested recommendations. Results The consistent themes cited by participants concerning their experiences centered on dormitory-study life balance, socialization and support networks, and navigating financial challenges. They identified areas for improvement in terms of professional, social, peer, and self-support. Conclusion Developing an effective support system is essential to ensure a smooth expatriate student experience. The study findings propose suggestions and recommendations that may help in future planning, including maximizing professional support, providing peer tutoring, boosting academic advising and consultation, encouraging student socialization, and guiding self-development as necessary.
... The inclusion of international students in higher education institutions fulfills multiple objectives, encompassing academic, economic, cultural, and diplomatic aims. Host institutions are essential for achieving these goals by providing excellent education, robust support systems, and opportunities for engagement with faculty, counselors, and local students (Arthur, 2017). International students play a crucial role in enhancing the economic landscapes of their host countries. ...
Article
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Abstract This policy brief provides recommendations for supporting international students’ success and easing their academic transition while studying in the Philippines. Recognizing international students' significant role in fostering economic, cultural, and diplomatic growth, this policy brief outlines actionable recommendations aligned with CHED Memorandum Order No. 55 series of 2016. Private universities dominate international student enrollment from 2018 to 2023. Popular programs include graduate degrees in education, management, and physical education, and undergraduate programs, such as English education and early childhood education. Chinese, Indian, and Nigerian students constitute most enrollees. This policy brief offers recommendations following the RAPID framework that include establishing accessible services such as language adaptation programs, comprehensive orientation sessions, and International Student Centers to address holistic needs. It emphasizes the importance of quality assurance mechanisms, culturally sensitive instruction, and psychosocial support frameworks to foster inclusion and engagement. Additionally, it calls for a review of current policies to align internationalization efforts with national goals and capacities, ensuring the Philippine higher education system remains globally competitive. This policy brief ultimately aims to contribute to the sustainable development of Philippine higher education while addressing the socio-political and economic realities of the sector. Keywords: international students, academic transition, Higher education, Internationalization, Student support services, Quality assurance, Philippines, CMO 55 s 2016, Educational policy, Global Ranking
... Other presidents have also used international students as political pawns (Castiello-Gutiérrez & Li, 2020), which is equally problematic. International students should be provided the support necessary for them to thrive (Arthur, 2017). US policy makers should reconsider some of these restrictions and make the visa process easier to continue attracting the brightest minds to US universities (Sá & Sabzalieva, 2018). ...
Article
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Political factors and the COVID-19 pandemic have had profound impacts on international students in the U.S. These factors include anti-immigration rhetoric, the policies of the executive branch, and the additional COVID-19 restrictions placed on international students in 2020. In this study, we interviewed international students in graduate STEM programs and asked them about their political opinions and experiences during the pandemic. This article also provides a brief historical overview of immigration policy and how these policies relate to and impact international students. Many of our participants expressed negative emotions regarding President Trump for reasons ranging from his racist rhetoric to his administration’s policies before and during the pandemic.
... Guidance and counselling offices play a pivotal role in supporting the well-being of international students. Beyond academic concerns, these offices can provide a confidential and supportive space for international students to navigate personal challenges, emotional well-being, and cultural adjustments through individual life counselling (Arthur, 2017). Whether facing homesickness, language barriers, or other personal issues, having a dedicated support system through guidance and counselling services ensures that international students receive the assistance they need to navigate and overcome these challenges. ...
Article
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The phenomenon of international mobility has emerged as a prominent aspect of higher education internationalization worldwide. However, it is crucial to recognize that the essence of internationalization extends beyond the sheer number of international students enrolled. A pivotal focus lies in the multicultural competencies these students cultivated during their extended residence and study abroad periods. This empirical study endeavors to ascertain the genuine accomplishments of international students concerning multicultural exploration and the development of a global mindset while pursuing degrees overseas. Key considerations encompass the daily experiences of these students in communities with diverse cultures, their adaptation to academic life on campus amidst classmates and professors from various cultural backgrounds, and the evolution of their multicultural competencies and global perspectives. Through critical reflection, this paper presents a conceptual framework to enhance comprehension of multicultural competencies within the context of higher education's internationalization trends. The research methodology involved qualitative interviews conducted with international students in Taiwan, and the ensuing data underwent analysis using content analysis techniques. The findings underscore the intricate nature of multicultural competencies in higher education, encompassing multiple processes and challenges. To foster more successful international study experiences, this study advocates for collaborative efforts from host institutions and peers alongside international students' comprehensive understanding of the host country's culture.
... The mental health assistance is not always meeting her Arab identity and cultural expectations. This idea is reinforced in Arthur's (2017) and Abu Rabia's (2017) studies. Yet, international students are less likely to access mental health services due to stigmas and cultural concerns, lack of awareness of mental health services, and increased difficulty in accessing those services (Hwang et al., 2014). ...
Article
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Arab international students are considered an integral part of American universities bringing cultural and academic perspectives that enrich campus diversity. Grounded in Bronfenbrenner’s (1977) ecological theory of development, we seek to understand the mutual interactions of ecological factors contributing to Arab international students’ campus engagement and academic success in the United States. We used open-ended questionnaires with 18 Arab students to capture their overall lived experiences and conducted semi-structured interviews with five students to get rich insights into their experiences. The findings of this study have revealed the significant role of global and sociopolitical context in shaping Arab international students’ social and academic engagement, identity, and wellbeing. Implications of this study drive the need for a sociopolitical turn in designing a culturally engaging campus environment and enacting critical pedagogy to support diverse students’ engagement and identity development.
... Providing support systems that address cultural adjustment challenges, such as orientation programs, mentorship initiatives, and counseling services, can help students enhance their general academic experience (Arthur, 2017). Student support services should be tailored to meet the specific needs of students studying STEM subjects in English. ...
Article
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This research paper investigates the promises, challenges, and perspectives of teaching STEM subjects in English within Tunisian higher education institutions. The study explores the potential benefits of English-medium instruction (EMI) in Science, Technology, Engineering, and Mathematics (STEM) education, highlighting enhanced global competitiveness, improved English language proficiency, and increased access to international resources and collaborations. Additionally, it examines the challenges faced by educators and students, including language barriers, curriculum adaptation, faculty training, and student support. Through a comprehensive analysis, the paper aims to provide insights and recommendations for effectively implementing EMI of STEM in Tunisian higher education institutions. The paper concludes with a recommended action plan for the proper introduction of EMI of STEM in Tunisia, addressing both the potential advantages and the practical challenges to ensure a successful transition. This research is crucial for informing educational policies and practices, aiming to elevate the quality and accessibility of STEM education in Tunisia while aligning with global educational trends.
... However, they should be considered carefully, as the students' experiences cannot be generalized. First, adequate institutional support for inter-group socialization plays a key role for a multilingual international student's overall sense of satisfaction (Arthur, 2017). Therefore, universities should design social initiatives that can meaningfully and systematically bring together the two groups of students. ...
Article
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This article explores the identity-related experiences of three multilingual international students at a university in Canada. Multilingual international students who speak English as an additional language (EAL) are traditionally referred to as English as a second language (ESL) students. This ESL identity category can negatively impact the social, psychological, and academic experiences of multilingual EAL international students. The three students' experiences were accessed through in-depth interviews, and insights from post-structuralist theory on identity were drawn on to contextualize them. The findings illustrate that the students experienced a strong sense of deficit on the basis of their positions as ESL students, non-native speakers, and international students. This deficit manifested in experiences of inferiority, otherness, and marginalization.
... Aspects of intercultural learning elaborated in this paper reminds us that intercultural learning is a non-linear journey, as there were hurdles and challenges that co-researchers needed to overcome (Arthur, 2017;Arthur, 2018;Gu et al., 2010). As highlighted in this study, although there are challenges in making the transition to unfamiliar contexts, navigating through a new cultural context provides opportunities for intercultural learning, and increased intercultural competence. ...
Article
Students studying abroad are faced with challenges that impact their cultural, social, and economic identities, and this varies greatly depending on their home country and study destination. The transition and inter-cultural learning experiences of international tertiary students from African countries are currently under-examined. Afrocentric theory was employed to interpret the data derived from this qualitative study, which drew upon participatory action research and Photovoice methods to explore how African students navigate transitions to studying in Canada and the strategies they use for creating supportive social resources. As authors, co-researchers, and participants, we identified unique insights on how students build and maintain senses of connections, familiarity, and comfort when away from home, and how they conceptualize, create, and sustain community. These accounts provide insight for mentors, faculty, and policymakers in North American institutions on how they can offer opportunities for holistic learning, cultural integration, and access to valuable mentorship to help students navigate the complex journey of transition.
... According to Louw et al. (1998), support from like-minded groups, such as social peers who have similar shared experiences, help students develop coping skills. If students have peers they can relate to and ask questions, this usually helps create a caring and inclusive campus environment (Arthur, 2017;Tanaka & Reid, 1997). Hence, peers who have lived experiences when adjusting to life on American campuses can be a good source of "noninstitutional [support by] social networks" (Rose-Redwood et al., 2013, p. 413). ...
Article
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Formal and informal peer-to-peer support through advice plays an important role in enhancing students' experiences and ensuring their success in higher education. For international students who often face social and cultural challenges adapting to their new university environment, direct and authentic guidance from peers can be vital in helping them acclimate and cope with their transition to campus. This paper examines the cross-cultural adjustment experiences of over 400 international students enrolled at a mid-sized, research-intensive university located in the United States (U.S.). Relying on a qualitative research design, we analyzed data from reflection essays written by international students between 2013 and 2021 and used Oberg`s culture shock theory (1960) as a lens to interpret data on experiences that impacted their sociocultural adjustment. Based on their lived experiences, these students identified specific areas that current and future international students could focus on to ease their adjustment to a new culture and academic environment. Guided by five main themes, the discussion highlights salient factors that impact international students, calling for new ways for addressing their adjustment to university life in the U.S. Our findings enabled us to offer insights to university officials as they develop and deliver acculturation and transition programs to their international student community.
... Additionally, the host community's engagement with inward students is critical for successful social integration. Three major elements, which contribute to social integration of international students, include academic faculty, counsellors, and local students (Arthur, 2017). Several studies have documented that students often experience isolation when they first arrive in a new country due to their lack of established social networks (Bochner et al., 1977;Sawir et al., 2008;Brown, 2009). ...
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An increasing number of international Students opt for studying at a university in a foreign country. It is believed that this mobility makes these students face academic and social integrating challenges in their new learning environment. In Morocco, thousands of students, who are scholarship-granted by the Moroccan government, coming from different countries, chiefly from Sub-Saharan Africa seek education in different universities of the kingdom. The main aim of this study extends its focus to explore two outcomes. Particularly, it investigates the social and academic integration experiences of a case study of international students undertaking an undergraduate programme at a Moroccan school of design and engineering along with the challenges these students encounter. Moreover, the study situates these experiences within the institutional conscious efforts that are implemented to achieve an integrational goal. Data were collected from a case study in spring 2019 by interviewing 20 Sub-Saharan students studying at the Moroccan Design and Technology engineering school in Meknes (ENSAM: Ecole Nationale Supérieure des Arts et Métiers) and 3 of the school staff members. Using thematic analysis and then interpretative phenomenology as a guiding framework to analyse and present the data, the findings revealed that the study's participants have experienced both their social and academic integrative patterns at the school in the same way. Indeed, three major themes were identified and analysed, namely, Programmes promoted by ENSAM on integration, relationship patterns between Sub-Saharan and Moroccan students and barriers to integration. The study revealed that the various integration efforts carried out by the school do not sufficiently cater for Sub-Saharan students' perspectives on their social and academic integration experiences. Additionally, staff knowledge regarding the integration of these minority groups is not adequately enhanced through pre-service training that covers best practices for successful integration. Language barrier and interaction patterns between Sub-Saharan students with their host ones are also found to influence Sub-Saharan students' social and academic integration. It is suggested that Moroccan Higher education institutions (HEIs) should acknowledge integration as a long and challenging process for Sub-Saharan students, and that an evaluation of integrative practices promoted at the school is needed.
... Therefore, it is crucial to provide adequate support for IS to reduce acculturative stress and culture shock. Efforts have focused on recruitment and transitioning to living and learning in a new culture (Bohman, 2014), but social and institutional support needs to be flexible enough to address ongoing and emerging challenges at all stages of the experience (Arthur, 2017;Roberts et al., 2015). ...
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International students are an important component of the host country and universities bringing economic, social, and community contributions. International students are the most vulnerable students with challenges related to academic expectations, language proficiency, and socio-cultural integration. This study explores the challenges of international students in a Western Australian School of Nursing and Midwifery. An exploratory questionnaire (n=10), three focus groups (n=15) and a quality improvement survey (n=80) informed this study. Four themes emerged: stress in the first weeks, incorrect and/or late enrolments, lack of guidance and support, and system navigation nightmares. Other issues included: accommodation, culture shock, financial concerns, information needs, and peer support. These findings led to the instigation of an international academic coordinator role as a single point of contact and increasing resources within the university faculty provided additional support to the international students.
... For example, while they are encouraged to leverage their L1 linguistic capital to foster friendships, the success of these endeavours depends heavily on the openness of their interlocutors to engage with different languages and cultures. Consequently, it is vital for local students to be educated about the merits of cultural diversity and the value of actively interacting with international peers, particularly when considering the benefits such interactions offer in enhancing their qualifications for today's globalised workforce (Arthur 2017). ...
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This study investigates Asian exchange students’ friendship development in European countries where English functions as a lingua franca. It offers an in-depth analysis of the experiences of three Taiwanese university students who exhibited varying degrees of success in friendship formation during their study exchanges there: one was successful, another was not, and the third experienced moderate success. Data were collected through pre-, during-, and post-sojourn interviews, supplemented by online correspondence between interviews. Analyzing the data using Coleman’s concentric circles model of study abroad social networks and Bourdieu’s concepts of habitus and capital, this study delineates the differing trajectories of the students’ friendship development and identifies the factors contributing to these diverse outcomes. The findings underscore the importance of possessing personal dispositions that resonate with those of peers, and also effectively utilising linguistic and cultural resources, for fostering intercultural friendships. These insights have implications for educational institutions involved in sending and hosting exchange students.
... In addition, most schools, especially ones in remote areas, have supportive infrastructure for teaching and learning, resulting in a conducive teaching and learning environment. The lack of the necessary infrastructure limits teachers' and students' ability to provide and access quality education (Arthur, 2017). This challenge poses a significant risk to the future of higher education institutions and the Mexican job market. ...
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This policy proposal focuses on improving teachers’capacities and skills in Mexico by leveraging data from various sources, including the OECD Education Data Portal, UNESCO DATA, and World Data Education. It also integrates the principles of Open Education, as outlined in the OER Paris Declaration and theLjubljana Action Plan. The proposal aims to enhance teacher professional development, promote collaboration and knowledge sharing, and foster innovation in the education system. By embracing Open Education practices and utilizing relevant data, Mexico cancreate a more inclusive and effective educational environment.
... Research on international students has usually focused on issues that students confront during the HE study-abroad experiences as opposed to the early motivational impetus that drives their decision to pursue HE studies abroad. Studies have typically examined students' experiences of pedagogical marginalisation (Hayes, 2017); linguistic problems (Copland & Garton, 2010), intercultural differences and social integration (Spencer-Oatey et al, 2017), social isolation (Arthur, 2017), and students' engagement with UK religious organisations (Yu, 2020;Yun & Moskal, 2019). It should be noted that these investigations have tended to examine international students subsuming into this category a range of cultural heritages and nationalities (e.g., Arkoudis et al., 2019;Barnett et al., 2016;Wu & Hammond, 2011). ...
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Chinese students represent a substantial portion of the UK university student population, with most of them being postgraduates. However, whilst the UK remains a top choice for Chinese students seeking to complete a higher degree programme, competition within the global Higher Education (HE) landscape is intensifying. Consequently, popular HE destinations such as the USA and the UK must now contend with growing academic markets in Australia and New Zealand (Marginson, 2006) as well as some non-English speaking countries which offer appealing university degrees through English-Medium-Instruction (EMI) (Mok, 2007). It is therefore salutary to ensure that Chinese students continue to find the UK appealing. This is vitally important both for the economy and the intellectual diversity and talents these students bring to UK HE institutions. This study thus revisits the core motives which drive Chinese students to UK universities. Significantly, unlike other investigations which have treated the topic of motivation rather marginally and through broad research scopes, this paper uses a ‘small-lens approach’ (Ushioda, 2016), which here is operationalised through the combination of practitioner research and narrative analysis. The study therefore focuses on a small group (N = 16) of Chinese students to unpack the nuances of meaning which characterise their initial motivation to study in Britain.
... Interviewees also emphasised challenges with forming social connections in a shorter delivery model. Social support and integration are recognised as highly important for the adjustment, wellbeing, and success of international cohorts (Andrade, 2006;Arthur, 2017;Pappa et al., 2020), as is a greater sense of belonging to the university (Beatty et al., 2020). This study further highlights the value that international students place on this aspect of their experience, while underscoring the difficulties they can face in an immersive block model when social experiences are not integrated into the curriculum from the very beginning. ...
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Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.
... International students, therefore, have the opportunity to interact with people from various ethnic backgrounds, and this diversity leads to valuable cultural exchanges (Kumi-Yeboah, 2015). On the contrary, Arthur (2017) observed that in this part of the world, English is commonly used as the medium of instruction in many universities, meaning that students from non-English-speaking countries may face language barriers. ...
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The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University
... Accordingly, if he did not succeed in meeting these expectations, Laurence would receive her criticism which made him feel like a "failure" and "worthless." Upon moving from mainland Europe to undertake his tertiary education, Laurence shared that he felt isolated due to difficulties to integrate into the international community of students (Arthur, 2017). Moreover, Laurence depended financially on his parents who had demanded a reimbursement should he not achieve top grades. ...
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This client study illustrates my work with a client in ten sessions over three months. Specifically, this case was chosen to explore how evidence-based practice can resonate with the humanistic value base of counseling psychology. Firstly, the start of therapy contextualizes the work within a cognitive-behavioral conceptualization of low self-esteem. Secondly, the development of therapy details the intervention by examining cognitive-behavioral methods. Thirdly, the end of therapy evaluates the intervention in relation to my development as a trainee counseling psychologist. Finally, this case report emphasizes the client’s and the therapist’s subjectivities in the prioritization of the therapeutic relationship.
... According to Louw et al. (1998), support from like-minded groups, such as social peers who have similar shared experiences, help students develop coping skills. If students have peers they can relate to and ask questions, this usually helps create a caring and inclusive campus environment (Arthur, 2017;Tanaka & Reid, 1997). Hence, peers who have lived experiences when adjusting to life on American campuses can be a good source of "noninstitutional [support by] social networks" (Rose-Redwood et al., 2013, p. 413). ...
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Formal and informal peer-to-peer support through advice plays an important role in enhancing students' experiences and ensuring their success in higher education. For international students who often face challenges adapting to their new university environment due to social, cultural, and language barriers, direct and authentic guidance from peers can be vital in helping them acclimate and cope with their transition to campus. This paper examines the cross-cultural adjustment experiences of over 400 international students enrolled at a mid-sized, research-intensive university located in the United States (U.S.). Relying on a qualitative research design, we analyzed data from reflection essays written by international students between 2013 and 2021 and used Oberg`s culture shock theory (1960) as a lens to interpret data on experiences that impacted their sociocultural adjustment. Based on their lived experiences, these students identified specific areas that current and future international students could focus on to ease their adjustment to a new culture and academic environment. Guided by five main themes, the discussion highlights salient factors that impact international students, calling for new ways for addressing their adjustment to university life in the U.S. Our findings enabled us to offer insights to university officials as they develop and deliver acculturation and transition programs to their international student community.
... However, treating international students as a homogenous group runs the risk, as Jones (2017) argues, of overgeneralizing and failing to understand their diverse needs. International student experiences in the host country are influenced by their identities such as nationality, class, and gender (Arthur 2017), and levels of student satisfaction and integration have been found to differ between nationalities (Arambewela and Hall 2009;Merola, Coelen, and Hofman 2019). For instance, one study found differences in levels of integration among international students in the Netherlands, with less integration of students from non-Western backgrounds compared to others (Rienties et al. 2012). ...
... Tổng quát lại, yếu tố quan trọng ảnh hưởng đến tiến trình hòa nhập của du học sinh đó là nền tảng văn hóa cốt lõi của họ. Khi có sự khác biệt lớn giữa các chuẩn mực và quy tắc, văn hóa giữa quốc gia sở tại và quốc gia đến, mối quan tâm về sự điều chỉnh của du học sinh thường tập trung vào nhu cầu ngôn ngữ, giao tiếp hoặc học tập29 . Du học sinh nằm trong độ tuổi không quá lớn sẽ có năng lực thích nghi cũng như tiếp thu các giá trị văn hóa mới tốt hơn21 . ...
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The problem of attracting foreign students to choose study programs in countries around the world has existed for a long time since there are many research models and theories. The objective of this study is to analyze the ability of cross-cultural awareness to directly and indirectly affect the choice of Vietnam as a study abroad destination by foreign students. A total of 434 foreign students studying at universities in Vietnam participated in this survey in 2022. The research model has been tested through SEM method, the mediating effect of acculturation has been checked and clarified through the processing of observational data, giving good results and consistent with the literarure review. Model tests show that foreign students' choice to study in Vietnam are influenced by both cross-cultural awareness and acculturation. On the other hand, the choice of studying abroad is directly influenced by cross-cultural awareness as well as indirectly through the mediation of acculturation. However, the direct impact from cross-cultural awareness on study abroad choice is stronger than through acculturation’s mediation. Some implications for university leaders to promote foreign students' choice to study in Vietnam are suggested.
... Accompanying this increase in international student numbers has been corresponding interest in research to better understand international students' experiences, historically on their initial transition into the destination country, and in particular their academic adjustment (Khanal & Gaulee, 2019). Researchers have examined influences on the personal experiences of international students, including interpersonal relationships (Rivas et al., 2019), language ability (Trenkic & Warmington, 2019), diverse cultural norms (Jackson et al., 2013), mental health concerns (Forbes-Mewett & Sawyer, 2016), and the availability of local social support in relation to their academic experiences and career goals (Arthur, 2017). ...
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The number of international students seeking a foreign education, particularly in Westernized countries, has grown dramatically over the past decade, and is predicted to continue to increase, despite a period of disruption due to COVID-19. Given this growth, there is a significant body of research on key insights into the initial transition experiences, both academic and personal, of international students to the host country, with a developing body of research exploring their post-study transition. Understanding these post-study transitions is important in creating policy and services that appropriately support international students. Due to the diverse and sometimes complex post-study pathways of former international students, accessing this population to conduct qualitative research can create challenges for researchers. To help address these challenges, the authors highlight three critical considerations based on their qualitative research experiences in Westernized countries with former international students, including conceptual understandings, logistical planning, and relational engagement. Moreover, the authors share examples of pragmatic solutions related to challenges with conceptual understandings, logistical planning, and relational engagement in qualitative research with former international students. The purpose of this article is to start and invite discussion around how best to reach, access, and work with former international students to expand qualitative research on the post-study experience.
... This setup may create a strong sense of community, whereas teachers, seniors, students perceived as academically successful, and others may serve as role models and mentors for international students, advising and actively supporting them in overcoming exam failure. 48 Having a common ground and similar experience may make co-national or international peers and seniors willing to give academic and moral support to these students. 14 Another possible reason is that intense academic or career competition may not arise among these students, as they would ultimately disperse from China back to their home countries to take local licensing exams and work after graduation or even migrate to a third country. ...
Article
Phenomenon: China hosts a large number of international medical students from low-income countries, and some fail examinations in the early stage of the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. Little is known about how failing international medical students cope to recover their academic performance. It would be beneficial to investigate the coping strategies they use to help them recover their academic performance and progress. Approach: Semi-structured interviews were conducted with 21 international medical students at two universities in China from September 2020 to January 2021. These students had passed make-up exams or re-sits and progressed academically. A thematic analysis approach was used to identify major themes in the interview data. Findings: After failing initial exams or re-sits, students were found to adopt seven coping strategies to help them pass future examinations and recover their academic performance: (i) increased help-seeking behaviors, (ii) improved learning motivation and attitudes, (iii) improved learning strategies, (iv) improved exam preparation, (v) utilization of library resources, (vi) enhanced time management, and (vii) enhanced English language skills. Of the seven strategies, seeking help from friends, peers, seniors, and teachers was the strategy reported most frequently. Insights: The results of this study provide insights into the coping strategies that international undergraduate medical students adopt to recover from poor academic performance in Chinese universities. Host institutions should recognize the resilience and agency of such students to make positive changes. Furthermore, institutional efforts should be made to develop contextualized intervention plans that stimulate students' learning motivation and encourage them to adopt self-help strategies by incorporating useful resources (e.g., help from peers, seniors, and teachers). Enrollment should integrate specific English language proficiency criteria, and interviews and entrance exams should be conducted. For some failing students, it may be necessary to provide academic remediation.
Article
This study explores technical and professional communication (TPC) students’ design of multimodal career portfolios, focusing on their strategies amid technological advancements and shifting workplace dynamics. The study analyzed 155 artifacts from 31 students, including resumes, video resumes, cover letters, LinkedIn profiles, and rhetorical and modal analyses, using MAXQDA for discourse analysis. The results highlight the importance of research synthesis, intertextuality, audience awareness, personal branding, and adaptability in portfolio development. TPC students effectively create portfolios that meet company expectations across boundaries. A multimodal approach in TPC curricula is recommended, along with further research on emerging technologies’ impact on portfolios.
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This chapter focuses on the theme of agency, investigating how the nine international students in the research responded to academic, sociocultural, and financial challenges that they encountered in their new environment. The idea of challenge provides context for the analysis, but the primary emphasis is not on how these students struggled—a recurring theme in the literature on international students—but rather on what they did in response to challenges. Building on the work of other scholars in international education who emphasize the need to attend to student agency, I argue for the importance of seeing international students not as passive recipients of local structural forces but rather as active agents who continuously seek out ways to pursue their own interests. Data presented throughout the chapter provide basis for this claim.
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Resumen La movilidad de estudiantes internacionales (MEI) es un fenómeno con gran impacto en las políticas de internacionalización de las instituciones de educación superior (IES). No obstante, en el contexto español es necesario ampliar las investigaciones que se realizan especialmente en niveles de posgrado. Este artículo pretende aproximarse al fenómeno de las transiciones de este colectivo analizando los motivos de elección, expectativas de autoeficacia y motivación y adaptación iniciales como variables predictoras de la satisfacción académica. Se realiza un estudio por encuesta de los constructos sociocognitivos de adaptación académica a una mues-tra de 314 estudiantes de másteres oficiales del ámbito de Ciencias Sociales (181 autóctonos y 133 internacionales) en Cataluña. Los resultados obtenidos arrojan luz sobre la explicación de la satisfacción académica entre el alumnado de máster como un elemento clave para el éxito en sus transiciones; en ella inciden un conjunto de variables independientes como los motivos de elección y la motivación y la adaptación a los estudios. Todo ello debe ayudarnos a aproximarnos al fenómeno de la MEI para poder mejorar sus procesos de adaptación social, cultural y académica, promoviendo acciones de acompañamiento para un colectivo importante en y para nuestro sistema universitario. Palabras clave: estudiantes internacionales; másteres; satisfacción de los estudiantes; motivación de los estudiantes; autoeficacia.
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While research on counselor training practices have primarily looked at the experiences of American students studying in U.S.- based counselor education programs, there is a need to understand the experiences of international students in counselor training programs. An emerging body of literature has begun to investigate various experiences of international students; little research however has looked specifically at the experiences of international students with the gatekeeping process. This chapter aims to address these critical questions by reviewing research on the experiences of international students. It will then delve into the definition of trauma- informed gatekeeping and its relevance to international student populations. Finally, the chapter will conclude by offering counseling programs actionable strategies for implementing trauma- informed gatekeeping approaches to working with international students.
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Studying in a new country can be a great opportunity, an exciting adventure, but it also brings its own challenges, especially about acculture. This study examines factors affecting the choice of international students to study abroad, especially the roles of acculturation and cross-cultural awareness. This study was conducted on 434 international students studying in Vietnam, coming from different continents worldwide through online questionnaires. SmartPLS 4.0 software was selected for research to evaluate the measurement model and structural model. Through the structural model evaluation results, this study shows the impact of destination country image on acculturation and the choice to study abroad. It also identifies the mediating role of acculturation in the relationship between the destination country image and the choice to study abroad. However, the moderating role of cross-cultural awareness is rejected in the relationship between acculturation and the choice to study abroad. Academic and managerial implications are also suggested.
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This qualitative study showcases the viewpoints of Chinese international students and university professionals about the services offered at a francophone university in Montreal regarding "welcoming" and "integration." Semi-structured interviews were conducted with 22 participants, of which 14 were students and 8 university professionals. Using the concept of care, we conducted a thematic analysis. According to the analysis, students point to the lack of effective support, while 111 university professionals discuss the support offered and its pitfalls. In terms of recommendations, we stress the importance of tackling current structural issues rather than putting the responsibility for the quality of the experience on students' shoulders. We also emphasize that professionals who provide services directly to students must be given proper training and resources through universities to enable them to change the current paradigm and offer services that reflect the concept of student care.
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Intercultural competence is an outcome of the internationalization of higher education institutions, directly impacting international students’ experiences in the receiving country. An exploratory case study was used to investigate the perceptions and experiences of participants of a university-sponsored program designed to integrate and acculturate international students in a Southwest Florida university. The participants were six newly arrived international students and eight student-ambassadors. Multiple data sources were collected and analyzed using content analysis. Findings reveal the importance of student-led initiatives in fostering campus inclusion and community-building, as well as enhancing cross-cultural interactions. Yet, significant challenges persist in sustaining engagement and bridging cultural divides between domestic and international students. Additionally, the study’s findings highlight the importance and challenges of university programs in facilitating meaningful exchanges between these groups, underscoring the need of institutional support in improving the experiences of international students in higher education settings.
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This study explores and compares the experiences of international students studying through internationalisation abroad (IA) and at a distance (IaD) at a UK university through the lens of Ecological Systems Model. In doing so, we propose a revised Ecological Systems Model, integrating the co-existing but fluid and liminal virtual/physical and home/host dimensions. Thirty-two interviews were conducted with international students who studied either: 1) in-person, 2) online in their own country, or 3) first online and then in-person. Our findings identified that the perceived learning environments of IA and IaD students were not distinct from one another, yet the differences in their learning ecologies impacted their experiences significantly. Compared with geographically mobile students, international distance learners experienced a discrete process of internationalisation with limited intercultural learning. Our findings suggest our revised Ecological Systems Model provides a stronger conceptual framework for the digital era of international higher education.
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This study explores the experiences of international students who face cultural shock when starting higher education in Indonesia. Cultural shock manifests itself in a variety of ways, including changes in food, societal norms, behaviour, language, and religion, which cause students to experience stress, anxiety, and depression. The study investigates the coping mechanisms of the students, which include maintaining communication with locals, friends and family, engaging with Indonesian peers and immersing themselves in local culture. Despite initial difficulties, students gradually adjust to their new academic environment, aided by language proficiency, supportive university communities, and cultural assimilation within the curriculum. The findings emphasise the importance of predeparture education in terms of study programmes and their global implications, as well as fostering receptivity to diverse cultures and understanding cultural differences in order to facilitate effective adaptation and academic success abroad. Limitations include the subjective nature of experiences and the need for further investigation of specific cultural adaptation strategies. The recommendations include providing comprehensive support services for international students and incorporating cultural education into academic curricula.
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For international students, living in the residence halls is often a part of the “quintessential” American college experience they may seek by coming to the United States for a college education. Unfortunately, residence halls can also be a hotbed for cultural misunderstanding, conflict, and unmet expectations. This chapter explores how campuses can utilize the residential experience as a strategic opportunity to foster a sense of belonging for undergraduate international students instead of creating an environment where “otherness” is most visible. We explore four critical concerns for international students living on campus: cultural differences, adjustment challenges, isolation, and housing assignments.
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In this chapter, the authors reflect on how siloed campus services may fail to meet the unique needs of international students. They then present three specific models for enhancing support for international students through collaborations between the international student office and student affairs units. The chapter concludes with a presentation of strategies for building collaborations and relationships between the international student office and other units.
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This chapter explores the role that orientation and transition programming can serve as a first step towards an integrative approach to supporting international students on U.S. campuses. While international students come to U.S. universities with a unique set of informational and adjustment needs, their experience of “newness” to college life is a trait that is shared among students, both domestic and international, starting degree programs. International student orientations meet needs for students coming to the United States for the first time, and this chapter provides both integrative and differentiated orientation and transition approaches to meet students’ academic, social, cultural, and personal needs.
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This study intends to shed light on the issues with Indonesian institutions’ foreign class programs. This study was conducted utilizing qualitative techniques and a phenomenological framework. Participatory observation and document analysis were used to collect data over the academic years 2019–2020–2021. Additionally, 42 informants (leaders in higher education, instructors, international students, and foreign students) who were chosen using the purposive sample approach were the subject of in-depth interviews. Using NVIVO 12.0 Software and the Milles & Huberman interactive model analysis approach, all observational data, documents, and interviews were thematically evaluated. The study’s findings revealed four factual issues with the international class program at Indonesian tertiary institutions, including the following: (i) some of these institutions do not have a permanent international standard curriculum; (ii) students’ English proficiency is low; (iii) international standard lecturer competence is not yet complete; and (iv) inadequate infrastructure and learning support services. These results provide tertiary institutions running international class programs with information and assessment materials to address these four issues. However, it is important for colleges hosting courses with students from other countries to be able to correctly prepare the four instruments mentioned above, preventing similar issues from occurring in the future.
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The aim of this study was to develop, with the participation of international students, the content of an online system that these students could use in the process of acculturation and adapting to a new environment. The action research with participatory design approach was selected as the research model from among the qualitative research methods and was implemented. Within the scope of the study, the topics that the students were interested with regard to Turkish culture, problems of adaptation to the Turkish culture and environment, and their expectations of the content of the online system to be developed were determined. These data were used to determine the main content heading of the online system. Later, the content development activities of the online system were carried out with the active participation of 18 international students.
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Adapting to university life in Saudi Arabia can be difficult for international students. This qualitative research, based on the social adaption framework, explore in detail the problems that international students experience during their enrolment at Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), which is located in Riyadh, Saudi Arabia. Utilizing purposeful sampling, 20 students participated in the semi-structured interviews. The interviews contained 16 questions to elicit the students’ perceptions about the challenges they encountered faced during their residence in Saudi Arabia. Findings revealed that international students experienced language barriers, had to deal with issues regarding culture shock, and had episodes of depression, nostalgia, stress, loneliness, and homesickness. However, these international students retained positive attitudes about their social adaptation and were satisfied with the resources and facilities provided at IMSIU. It was strongly suggested that student affairs officers, academic professionals, and social work practitioners, who interact with overseas students, should strive to help international students overcome possible language, communication, lifestyle, and institutional barriers. The implication is that international students should utilize various counseling and professional guidance resources to assist them adapt to the new lifestyle in the host country. This study could be replicated using a mixed-methods approach for future investigators.
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Views of international students have shifted from considering them as temporary learners seeking international education to positioning them as a valuable source of human capital. These views form a context from which to consider international students’ career development needs while living and learning in higher educational settings and in considering their career options post-graduation. Influences on international students’ career decision-making to stay in the destination country are discussed. Targeted areas for career services are outlined to support the transition from education to employment in the destination country and for international students returning to their home countries.
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International students' pursuit of education in the United States (US) is mutually beneficial to both international students and the economy of the United States. Students often experience culture shock or transitional stress upon arrival. Despite these challenges, research indicates that international students are not likely to seek professional counseling to manage or resolve their issues. In the event that they seek help they are known to prefer medical instead of psychological help. Authors in this chapter review the influence of stigma and acculturational variables on help seeking behaviors of international students. The authors also discuss implications for international students and institutions of higher education, and conclude with recommendations that may be beneficial to international students, student counseling services, and institutions of higher education in the United States.
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Mainland Chinese students form the largest international tertiary student population in the USA, yet most discourse around them tends to adopt a deficit perspective. Adopting a hybridized sociocultural framework, this qualitative study follows 18 Chinese undergraduates over one year to examine how challenges they face are influenced by sociocultural contexts and change over time. Findings reveal that Chinese students face challenges around relearning new language skills and communication styles, thinking like a ‘Westerner’, understanding new classroom expectations and sociocultural contexts, and finding balance between work and play. These challenges arise from the different school, societal, and cultural expectations in China versus the USA. Debunking stereotypes that Chinese international students are passive and needy, this study argues that they possess agency as evident in their responses to challenges faced and changes in their attitudes and behaviors over time. Findings aim to increase intercultural understanding between international students and staff and improve college policies that address students’ needs.
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This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating–or inhibiting–international students’ academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups – academic preparedness (low, high) and financial resources (low, high). Overall, international students’ interactions with professors were marked by joy, trust, anticipation, and surprise. Nonetheless, the narratives exhibit two significant sources of variation: narratives from the low financial resources, high academic preparedness subgroup reflected widely-varied experiences interacting with professors, and narratives from the low financial, low academic preparedness subgroup lacked any descriptions of positive student-faculty interactions.
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Many international students are isolated from their host national peers and suffer loneliness and depression as a result. This study examined faculty explanations for international graduate students' isolation because faculty are in a unique position to observe and interact with both international and host national students as they spend time learning and working together within their academic department. Faculty believed that international students' strong ties with co-nationals, their weak English language skills, and their lack of time to invest in friendships all played a role in their isolation. They also identified host national students' friendship preferences and structural barriers as contributing factors. Faculty observations generally supported previous findings, however, one important difference is discussed in light of differing cultural norms regarding friendships.
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Against the backdrop of demographic change and economic reconfiguration, recruiting international students, especially those at tertiary level, has drawn growing attention from advanced economies as part of a broad strategy to manage highly skilled migration. This comparative study focuses on three English speaking countries receiving international students: Canada, the United States, and the United Kingdom. International student policies, in particular entry and immigration regulations, and the trends in student mobility since the late 1990s are examined drawing on secondary data. By exploring the issue from the political economy perspectives, this study identifies distinct national strategies for managing student mobility, determines key factors shaping the environment of student migration in each nation, and addresses the deficiency of human capital theory in the analysis of global competition for high skills.
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This paper discusses the background and key findings of a two‐year Economic and Social Research Council (ESRC) funded mixed‐method research project (2006–2008) which was designed, within the context of university internationalisation, to provide an investigation of the experiences of first‐year international students during their undergraduate study at four UK higher education institutions. The research explored the complexities of international students' transitional experiences both in terms of their maturation and human development and their intercultural adaptation within a different educational environment and a different culture and society. These two types of transition interactively influenced the nature and process of students' change and development over time. Findings of the research challenge the psychological model of international students' linear intercultural adaptation and point to the presence of a complex set of shifting associations between language mastery, social interaction, personal development and academic outcomes. It is the management of this amalgam which results in intercultural adaptation and the successful reconfiguration of ‘identity’. Moreover, this research suggests that personal, pedagogical and psychological factors are as important as organisational and social cultures in influencing students' adaptation, identity change and ultimate success. The extent and nature of successful change and development can be restricted by the availability of support and the conditions of contact within the environments in which they are engaged.
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International graduate students experience a number of unique challenges as they transition through their training programs. Surprisingly, relatively little research has been conducted on perhaps one of the most crucial predictors of international students’ retention and success within their graduate programs: the advising relationship. Using a total of 367 diverse students who responded to a universitywide survey of international students, the authors were able to use quantitative and qualitative analyses to (a) support the adequacy of the Advisory Working Alliance Inventory (L. Z. Schlosser & C. J. Gelso, 2001) for measuring alliance factors in advising relationships for international students; (b) show that some ratings of alliance were lower than a comparison group of U.S. domestic students; (c) determine that alliance ratings had minimal association with grade point average, gender, or college-level area of study, but were substantially associated with advising satisfaction and desire to change advisors; and (d) reveal themes in advising experiences reflecting constructive and destructive advising experiences. The social justice and future implications of the results are consistent with many historical and contemporary emphases in counseling psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on research-related and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students.
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Examines the factors motivating international student choice of the host country. It describes a "push-pull" model motivating the student's desire to seek overseas education and influencing the decision process in selection of a final study destination. Drawing on the findings from research studies undertaken in Indonesia, Taiwan, China and India, the paper examines the factors influencing host country selection and additional research that examines the factors influencing choice of final host institution. Based on these findings the paper argues that economic and social forces within the home country serve to "push" students abroad. However, the decision as to which host country they will select is dependent on a variety of "pull" factors. After drawing together the findings, the paper then examines the implications for governments and education institutions seeking to recruit international students.
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Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government’s recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.
Chapter
This chapter has two primary objectives: (1) to highlight the important influences that impact the career decision-making of international students and (2) to discuss and provide suggestions for the career guidance of international students. The chapter begins with a discussion of the changing global views about international students. The focus is placed on the career planning and decision-making needs of international students in higher-education-to-work transitions. Topics such as migration trends, economic contributions, immigration policies, and the idea of international students as preferred migrants are addressed. It is concluded that the changing immigration policies in some countries encourage international students to pursue employment and permanent immigration to these countries. As such, international students are no longer viewed as temporary sojourners. Host countries have a stake in keeping international students after graduation to address critical labor shortages and to take advantage of their knowledge of both home and host cultures.
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Building upon recent work on higher education mobility, this paper contends that social networks of friendship and kinship are critical determinants for students deciding to study overseas, not just, as has hitherto been suggested, a complementary factor. It uses original data collected through interviews and focus groups with thirty-eight higher education international students studying at three UK universities and argues that students who choose to study overseas do not operate within a vacuum but rather draw upon extended networks of individuals who have chosen to do so themselves or advocate studying abroad. While this encouragement may be of an explicit and unequivocal nature – telling students that they ought to study overseas – for the majority it is rather more implicit. The students interviewed invariably related that higher education overseas or mobility more generally was an accepted practice among their peers, thereby leading to a normalisation of the mobility process. The paper concludes that international students come to accept mobility as a taken for granted stage within the life course, and, whether intentionally or not, this is often the driving force behind their decision to study overseas.
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This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion.
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Community colleges have increased their efforts to attract international students, but little is known how these active efforts influence international students’ decisions to attend a community college. This longitudinal study focuses on international students at one community college that embarked on an active international student recruitment initiative employing a full-time recruiter and increasing student services. Using a qualitative case study design, two sets of three students were interviewed: one set predated these initiatives, and the other set postdated the enhanced efforts. This study examined if, and in what ways, the active international student recruitment efforts influenced the decision making process of the students. The Bohman International Student Community College Decision Model, a multitheoretical framework encompassing World Culture Theory, Push-pull Theory, and Cognitive Decision Making Theory, was used to interpret the data. The findings reveal a deliberate process of international student decision making, increasing use of technology for college searches, and the emergence of education vacations. The Bohman decision model can be used by campus leaders to promote international student attendance at community colleges and enhance support for these students.
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The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs.
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This review systematically examined predictors of psychosocial adjustment of international undergraduate and graduate students in the United States. Sixty-four studies published in peer-reviewed journals between January 1990 and January 2009 were reviewed. Statistically significant predictors of psychosocial adjustment were grouped by adjustment outcome variables (e.g., psychological symptoms and sociocultural adjustment). The methodological quality of each study was examined using an 11-point grading criteria, assessing the employment of theoretical framework, reporting of data's validity and reliability, study design, and analytic techniques, among others.The most frequently reported predictors included stress, social support, English language proficiency, region/country of origin, length of residence in the United States, acculturation, social interaction with Americans, self-efficacy, gender, and personality. The mean methodological score of the reviewed studies was 6.25 (SD=1.8; maximum possible score=11). The reviewed studies overcame selected limitations pointed out by Church in a previous review (1982), by employing a wide range of theories, employing longitudinal designs, and comparing among countries/regions of origin. This review also discussed implications for health promotion for international students and directions for future research.
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International students continue to grow in number worldwide, prompting researchers to look for ways to make the study abroad experience more fruitful. One avenue of research has focused on friendship formation, the significant role it plays in the study abroad experience, and the unique friendship combinations made possible by the study abroad experience. International students form friendships with individuals from their own country, from other countries, and from the host country. Research has found that international students often have more friends from their home country; however, research has also demonstrated a relationship between having more host country friends and satisfaction, contentment, decreased homesickness, and social connectedness. The current study looks to further explore these relationships through a social network lens by examining friendship network ratios, strength, and variability of the three friendship groups. A friendship network grid was developed to assess where international students’ friends are from and how strong those friendships are. Eighty four international students completed a survey examining the relationship between friendship networks, social connectedness, homesickness, contentment, and satisfaction. Contrary to prior research, international students did not report having a higher ratio of individuals from their home country in their friendship networks. However, international students with a higher ratio of individuals from the host country in their network claimed to be more satisfied, content, and less homesick. Furthermore, participants who reported more friendship variability with host country individuals described themselves as more satisfied, content, and more socially connected. Implications and directions for future research are discussed.
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Asian international students’ acculturation to Australia was significantly influenced by their personal ties with other international (non-conational), conational, and local Australian students, and by the individual difference of need for cognitive closure (NCC). High NCC students tended to find their sojourn in the foreign country more unsettling and stressful. Nevertheless, having personal ties with locals alleviated their psychological adjustment. Students with more international ties were better adjusted in general. The study also suggested that international students’ social identities may change dynamically during their acculturation. Greater social ties of all three types facilitated identification with their Australian university. Further, cognitively open and flexible low NCC students tended to hold stronger identification with their heritage culture if having more international ties. Further research should replicate these results with potential applied implications for those concerned with international education. The present results were also compared with the previous research on international immigrants.
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Research attention in English for academic purposes has generally been more focused on written than spoken genres, but there is growing interest in the value of speaking for learning, as well as recognition of its significance for students themselves. This article reports on one-to-one interactions between undergraduate students and teaching staff during office hours, an aspect of socioacademic relations that has not been extensively studied in the literature. The data is drawn from a qualitative longitudinal study of Chinese international students in a New Zealand university based on semi-structured interviews. For new entrants in an academic setting whose practices were not always clearly revealed to them, these interactions provided opportunities to enhance understanding of course content and processes, but also to claim a degree of personal recognition often denied them in large first year classes. However, as second-language speaking novices in this community of practice, they were aware of the possibility of breaching unspoken rules which could threaten their sense of membership. The article examines student participation in and investigation of such encounters over the course of their study, their achievement of varying degrees of expertise, and the significance of both use and non-use of this practice to the students.
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There is clear evidence from a number of studies conducted over the last decade that the student experience of internationalisation in universities around the world can be both positive and negative. In this paper we explore these polarised views of internationalisation as they are recorded in the literature. We argue there is evidence of too much emphasis on ‘wishing and hoping’ that benefits will flow from cultural diversity on campus and not enough emphasis on strategic and informed intervention to improve inclusion and engagement. We start by exploring what happens when students are forced into cross-cultural encounters without additional actions and interventions and go on to discuss what we can learn from examples of successful inclusion and engagement in multi-cultural classrooms. We suggest that there are at least three things we should focus on in order to enhance students' engagement with cultural diversity and ensure that real benefits for student learning result from culturally diverse campuses and classrooms. These are alignment of the formal and informal curriculum, a focus on task design and management and new approaches to professional development of academic staff. The need for reflective practice, which includes ongoing and focussed evaluation of the effectiveness of interventions, is also highlighted.
Article
The mandatory inclusion of generic skills and attributes in policy documents of Australian universities has attracted considerable debate and controversy. One aspect neglected in the discussion is whether generic skills and attributes defined by Western society are relevant for all students, including international students returning to their home country after graduation. Using an interpretive research framework of narrative inquiry and iterative content analysis supported by participant observation, the findings from this study suggest that the Australian university experience is a minor contributor to the development of generic skills and attributes among international students and that the relevance of these generic skills and attributes to the professional careers of international students is dependent on the social and political context, culture, opportunity and individual status within the community.
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provide a review of the literature on counseling international students / provide guidelines for counseling international students / divided the body of our chapter into 3 sections: the 1st exploring the client variables with regard to counseling international students, the 2nd exploring the therapist variables, and the 3rd exploring process and outcome variables / identify salient variables for those 4 components so that the counselor can know which client and process variables are unique in counseling international students, which therapist variables influence the counseling process and outcome with international students, and which factors to consider with regard to outcomes of counseling with international students (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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