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Higher Degree Students (HDR) during COVID-19: Disrupted routines, uncertain futures, and active strategies of resilience and belonging
Abstract
The wellbeing of higher degree research (HDR) students, or postgraduate students during the COVID-19 pandemic has been of concern. In Australia, international students have queued for food parcels, while headlines report stark drops in international enrolments and the financial bottom line of universities. We undertook a pilot study using ethnographic interview methods to understand the lived experiences of current international and domestic HDR students at an Australian university in Melbourne, from June to August 2020 (n=26). In this paper, we discuss domestic and international students’ experiences during the pandemic. International HDR students faced similar challenges to domestic students, but experienced further stressors as temporary migrants. We discuss their experiences in relation to resilience, understood as a relational and collective quality. We suggest that institutions develop policies and programmes to address resilience and build students’ sense of belonging and connection, informed by how students cope with challenges such as COVID-19.
... Since the COVID-19 outbreak, scholars have primarily focused on the impact of the pandemic on transnational Chinese students in host countries, neglecting their global mobility (Gomes et al. 2021;Hari, Nardon, and Zhang 2023;Hu, Xu, and Tu 2022;Mbous, Mohamed, and Rudisill 2022). Little attention has been paid to how these students handled personal, institutional, and social challenges on the journey home. ...
... The lives of transnational students have been disrupted and muddled during the pandemic years, particularly due to increasing social, economic, cultural, and political uncertainties (Gomes et al. 2021). They faced diverse challenges related to living abroad, adjusting to the culture and norms of host countries, overcoming language problems, navigating the visa process, coping with prejudice and discrimination, and being separated from crucial social and family support networks. ...
This study investigates how China's COVID-19 prevention policy during the pandemic affected the physical and mental well-being of Chinese students overseas returning home, and how their perceptions of 'home' were both challenged and reinforced through their interactions with China's virus prevention and control measures. We first review the literature on the vulnerability of transnational students during the pandemic, with a focus on transnational Chinese students. Then we explore the concept of 'homing' within the context of China's cultural definition of 'roots' (gen, 根). Drawing from participant narratives, we identified three interwoven themes highlighting challenges faced during their journey home-reconnecting with cultural roots, negotiating with critical institutions, and struggling with in-between identities, and analysed their relationships with their health identity and the concept of home. Our findings offer practical insights for improving the well-being of these transnational migrants during times of crisis. ARTICLE HISTORY
... Digital media can help to better understand these localities and strengthen the sense of belonging [7]. In addition, the Internet can provide information about local history, culture, and traditions, helping to strengthen a sense of place identity [8]. ...
This article addresses the contribution of digital media in structuring urban practices, exploring how students and teachers make sense of urban signs, spaces, and buildings around the school. The objective of this study is to analyze the functions and meanings of urban and digital media in the process of creating a sense of belonging and territorial identity. Participants were adolescents residing in the periphery of the metropolitan region of Recife, Pernambuco, Brazil, through the use of media in the urban context. The study employed a qualitative methodology with techniques that included participant and passive observation, as well as the use of digital ethnography techniques to capture evidence that allows for inferences about the meanings participants attribute to their different dispositions. Data analysis allowed for an understanding of how young people from the outskirts of Recife attribute meanings to their relationships with space through the use of media in urban spaces. This study demonstrated that the mentioned media play an important role in structuring situated educational practices with students and teachers. Their understanding can provide valuable insights and guidelines to guide the development of ubiquitous digital educational technologies and heritage education.
... Concerns about young people and mental ill health have grown since the CoVid-19 pandemic began in 2020 (Creswell et al., 2021;Gomes et al., 2021;Ho et al., 2020). the rise of screen contact hours and the proliferation of social media platforms too has fueled an increase in online bullying and cyber-crime amongst youth, resulting in unprecedented mental health concerns (Khong et al., 2020;Kwan et al., 2020;Mclaughlin et al., 2020;Sohn et al., 2019). ...
The COVID‐19 pandemic directly impacted current and aspiring international students who were confronted not only with a global health crisis but one which put a stop to any kind of international and local mobilities. While the pandemic in Australia exposed the vulnerabilities of international students–the likes of which have never been seen before–these experiences which directly impact student wellbeing essentially also have consequences on international student mobility (ISM) scholarship. This is because ISM scholarship has traditionally been driven by migration and mobility studies frameworks of economic and social mobility and security through international Global South‐to‐Global South migrations. This paper argues that the pandemic has impacted on individual ISM decision‐making where international student wellbeing should be recognised as a driver in ISM scholarship. To find out how the COVID‐19 global health crisis is bringing about a new paradigm in which to conceptualise and theorise ISM, this paper relies on data gathered before and during the pandemic. These include research reports, Australia's international education national strategies, Australian international student recruitment marketing material, mainstream media articles and a range of research projects I have conducted on international students in Australia. This paper thus suggests that the COVID‐19 global health crisis and its impact on not only the international student lived experience but on student expectations and aspirations, have fundamentally changed. Here this paper observes that a ‘wellbeing turn’ has existed in Australia in the international education space and proposes that ISM scholarship needs to consider the ‘wellbeing turn’ as a necessary consideration in ISM research.
This in-depth qualitative study investigated how international students experienced academic, psychological and sociocultural adjustment during the COVID-19 pandemic. Whilst a burgeoning body of research examines the impact of the coronavirus pandemic on international students, few studies foreground students’ lived experiences. This study gathered data through semi-structured interviews with 30 international postgraduate students who undertook degree programs at British universities in 20-21. A thematic analysis revealed that COVID-19-related stressors negatively impacted students’ psychological adjustment and led to a sense of isolation and detachment from the host environment, with students reporting difficulties in instigating and maintaining social ties. Experiences of academic adjustment were nuanced, with findings suggesting that the pandemic acted as either a barrier or facilitator of adjustment, depending on the students’ personal circumstances. With global epidemics increasingly likely, the findings from this study can support higher education institutions in developing institutional policies on how to support their international students in times of global health crises.
(𝑻𝒉𝒆 𝑶𝒏𝒍𝒊𝒏𝒆 𝑱𝒐𝒖𝒓𝒏𝒂𝒍 𝒐𝒇 𝑵𝒆𝒘 𝑯𝒐𝒓𝒊𝒛𝒐𝒏𝒔 𝒊𝒏 𝑬𝒅𝒖𝒄𝒂𝒕𝒊𝒐𝒏)
The global outbreak of the SARS-CoV-2 (COVID-19) pandemic precipitated an unprecedented disruption in educational systems worldwide, impacting students profoundly. The abrupt shift to online learning introduced a multitude of challenges, particularly for international students. This paper aims to delve into the existing literature to gain a deeper understanding of the online learning experiences, readiness, and eLearning challenges faced by international students during the COVID-19 pandemic. Focusing primarily on the context of international students in Australia, this review encompasses a selection of research published between early 2020 and late 2023, providing a broad overview of the available literature during this period. Drawing on the insights from the literature, this paper engages in comprehensive discussions, followed by a set of recommendations. These findings hold significance for higher education providers, educators, and policymakers seeking insights into improving effectiveness of eLearning practices, online teaching, student engagement, student welfare, and support practices and strategies aimed at better assisting international students. The article advocates for a more profound acknowledgment and efficient addressing of the diverse challenges and needs of international students in the midst of major disruptions and unfortunate events such as a global pandemic.
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