... Bahkan, ICC harus dianggap sebagai keterampilan yang wajib dimiliki bagi para karyawan yang memasuki pasar kerja internasional saat ini (Milhauser & Rahschulte, 2010). Kompetensi komunikasi lintas budaya merupakan kemampuan kognitif, afektif, dan operasional yang memungkinkan individu untuk memahami dan berkomunikasi secara efektif dengan komunitas budaya baru (Kim, 2001). Sedangkan Chen dan Starosta (2000) mendefinisikannya sebagai kemampuan untuk melakukan perilaku komunikasi yang dapat menegosiasikan identitas budaya dari setiap mitra komunikasi. ...
... Kompetensi komunikasi lintas budaya menjadi faktor krusial yang menentukan sejauh mana seseorang dapat beradaptasi dengan lingkungan sosialnya (Kim, 2001). Hal ini berkaitan dengan adaptasi budaya, terutama dalam hal komunikasi, yang sangat tergantung pada kemampuan individu untuk mempelajari dan menginternalisasi simbol-simbol dan makna verbal dan non-verbal dari budaya di suatu tempat. ...
... Gumperz dan Cook-Gumperz (1982) menyoroti pentingnya memahami konteks gramatikal dan aksen dalam interaksi antaretnik untuk mencegah miskomunikasi. Lebih lanjut, Fisher mengatakan yang tak kalah penting adalah bagaimana individu harus memahami pola pikir sosial yang mendasarinya (Kim, 2001). ...
Penelitian ini membahas kompetensi komunikasi antarbudaya dan strategi adaptasi budaya karyawan lokal di perusahaan Korea Selatan di Indonesia. Interaksi lintas budaya di tempat kerja multinasional menghadirkan tantangan yang kompleks, terutama karena perbedaan budaya kerja antara Korea Selatan dan Indonesia. Model kompetensi komunikasi antarbudaya dan konsep adaptasi budaya digunakan dalam penelitian ini. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif. Data diperoleh melalui wawancara mendalam dengan karyawan lokal yang bekerja di IBK Indonesia. Hasil penelitian menunjukkan bahwa fleksibilitas bahasa, pemahaman budaya, dan penyesuaian gaya kerja berperan penting dalam menciptakan harmoni di tempat kerja. Penelitian ini menegaskan perlunya pelatihan lintas budaya yang komprehensif untuk mengatasi hambatan komunikasi dan meningkatkan kolaborasi lintas budaya.
... Giving that our participants' reports appear to parallel these symptoms, we argue that our research adds to the extant cultural adaptation literature by explaining how a population of foreign-born workers navigates the dilemma of misfit owing to culturally different odors present in the American workplace and moves toward bicultural adaptation. Although the literature indicates the transitional phase of negotiation traditionally lasts around three to six months (Adair & Brett, 2005;Adair et al., 2001;Kim, 2000), we found that some individuals continued to experience symptoms such as migraines/ headaches and nausea from repeated exposure to food-based odors for multiple years. Our findings suggest that when a foreign-born worker has an olfactory conflict, the negotiation phase may be an ongoing process that does not culminate in bicultural adaptation, as the current literature asserts (Kim, 2000). ...
... Although the literature indicates the transitional phase of negotiation traditionally lasts around three to six months (Adair & Brett, 2005;Adair et al., 2001;Kim, 2000), we found that some individuals continued to experience symptoms such as migraines/ headaches and nausea from repeated exposure to food-based odors for multiple years. Our findings suggest that when a foreign-born worker has an olfactory conflict, the negotiation phase may be an ongoing process that does not culminate in bicultural adaptation, as the current literature asserts (Kim, 2000). Rather, adaptive behaviors-for example, the use of medication management and other coping mechanisms such as avoidance and emotional labor-merely mask the ongoing conflict that the foreign-born worker experiences during the cyclical reentry into the negotiation phase during their bicultural adaptation. ...
... Rather, adaptive behaviors-for example, the use of medication management and other coping mechanisms such as avoidance and emotional labor-merely mask the ongoing conflict that the foreign-born worker experiences during the cyclical reentry into the negotiation phase during their bicultural adaptation. We also suggest that communication plays an important role during the next phase of adaptation (adjustment: e.g., Kim, 2000) by supporting foreign-born workers during their struggles to adjust to the American workplace. ...
The workplace is becoming increasingly global and international, with increasing numbers of employees entering new cultures. However, the role of visceral factors in cross-cultural adjustment has thus far been understudied. This paper explores the phenomenon of perceived misfit and feelings of being ostracized that legal, foreign-born workers experience from odors in the American workplace. With a sample of 35 foreign-born workers currently employed in the American workforce, we used semi-structured interviews to enhance the understanding of the unspoken but lived experiences of this population when they first encountered the culture and odors of the American workplace. We found that odors with cultural and religious significance (i.e., cooked-meat odors for workers practicing Hinduism from India and cooked-pork odors for workers practicing Islam) result in perceptions of misfit and ostracism. Additionally, our findings suggest that foreign-born workers not only experience cognitive dissonance from food-based odors but also display physical symptoms such as nausea (sometimes with vomiting) and headaches/migraines (sometimes requiring medication). Beyond the physical and psychological symptoms, we uncovered that foreign-born workers often choose not to involve human resources staff or their managers in resolving these issues despite decreases in their performance and other negative consequences of culturally offensive odors. After discussing these findings, we suggest implications/directions for future research.
... They can expand their understanding of the new culture through talks, social engagement, and intellectual exchange with other students from their home countries (Woolf, 2007). Second, Kim (2001) confirmed that this friendship type reduced the tension that students felt while visiting various countries. Third, Al-Sharideh and Goe (1998) demonstrated how such friendships boost the self-esteem of overseas students. ...
... Another detrimental effect on students was language acquisition, which had a negative impact on adjustment (Maundeni 2001). According to Kim's (2001) cross-cultural adaptation hypothesis, co-national connections provided only short-term help and hampered long-term adaption efforts. Finally, the author demonstrated that the higher the co-national interpersonal communication, the lower the intercultural transformation in terms of functional fitness, psychological health, and intercultural identity. ...
... International students benefited from high-quality intercultural contact, while native students' intercultural competency in the global marketplace was also improved. According to Kim (2001), overseas students begin looking for new partnerships as soon as they arrive in a new country. The fact that both groups are 'strangers in a strange land' strengthens their bonds with other global students. ...
International students who do not build meaningful friendships have psychological and social issues, as well as weak academic and decision-making skills. The study investigated international students' relationship formation in a multicultural setting in the Philippines, using psychoanalytic transference theory and the functional model of friendship formation. Using transcendental phenomenology, audio-recorded one-on-one interviews were conducted with 12 enrolled students from 12 nations. The data was transcribed and analyzed. According to the findings, co-national friendships were favored for psychological and emotional support, as well as the perpetuation of home cultures. Students who favored host-national friendships over multicultural home ties reported higher levels of life satisfaction, fewer social issues, and a greater appreciation for culture. Students who favored host-national connections overcame home ties and had more life satisfaction, fewer social issues, and a greater appreciation for culture and were more likely to marry and work in host nations. Furthermore, friendships enhance one's lifestyle and psychological well-being, provide enjoyment and satisfaction, enhance critical thinking, and reduce stress as well as criminal activity. The implications of the findings were examined.
... This study innovatively employs a cross-cultural adaptation perspective (Kim, 2001) to analyze extracurricular internship activities, viewing them as a transition from university culture to workplace culture and considering higher learning as part of their old habits. By doing so, the study offers theoretical insights into the university-to-work transition and practical implications for key stakeholders including students, universities, and employers. ...
... The integrative theory of cross-cultural adaptation (Kim, 2001) was adopted as a conceptual underpinning for this study. Cross-cultural adaptation is defined as "the entirety of the dynamic process by which individuals who, through direct and indirect contact and communication with a new, changing, or changed environment, strive to establish (or re-establish) and maintain a relatively stable, reciprocal, and functional relationship with the environment" (Kim, 2001, p. 31). ...
... According to Kim's (2001) theory, the process of adapting to an unfamiliar culture unfolds through the stress-adaptation-growth dynamic, a process that is deeply rooted in the natural human tendency to achieve an internal equilibrium in the face of adverse environmental conditions. For most people, the experiences of stress compel them to acquire new habits as they embrace environmental challenges and strive to stabilize themselves by partaking in the act of adaptation. ...
Purpose
As competition in the graduate labor market intensifies, extracurricular internships have become increasingly popular among university students. This paper explores whether and how students’ evaluation of the higher learning that they have received changes during extracurricular internships.
Design/methodology/approach
We interviewed 47 undergraduate students who had extracurricular internships across five Chinese universities. Data were analyzed innovatively through the lens of cross-cultural adaptation theory, which guides us to view internships as a transition from university culture to workplace culture through the stress-adaptation-growth dynamic.
Findings
The findings reveal that participants faced stress from multiple sources at the beginning of their internships, which collectively prompted them to adapt proactively to the workplace culture. While acquiring new habits and trying to acculturate into the surrounding work milieu, many participants deculturated from their old habits and student identity, putting aside higher learning. As the adaptation progressed, over half of the participants even began to critique university curricula and depreciate the value of higher learning.
Originality/value
The study offers theoretical insights into internships and the broader university-to-work transition as well as practical implications for universities in balancing learning and employability goals from a novel cross-cultural adaptation perspective.
... Research in other disciplines had long noted that adjustment takes place in different dimensions. Thus, for example, Kim (1979Kim ( , 2001, one of the earliest researchers working in communication sciences, championed the idea that adjustment had cognitive, behavioral, and affective dimensions. A move to a new country creates an extension of knowledge, and learning that the subjective meaning of situations and communication differs from that in the original country. ...
... Our study also allows us to contribute to a more nuanced conceptualization of expatriate adjustment. Previous research has followed Black et al.'s (1991) conceptualization of adjustment, which does not leave space for examination of how adjustment takes place in different dimensions (Kim, 1979(Kim, , 2001: cognitive (learning and new knowledge allowing the expatriate to understand the meaning of situations and communication in the host country), behavioral (developing new behaviors that are helpful in operating in the host country), and affective (development of a sense of well-being in the host country). By contrast, our research, in line with Hippler et al. definition of adjustment, suggests that expatriate adjustment involves complex change processes, which can be understood along these three dimensions of adjustment. ...
The literature on expatriation typically assumes that cultural and institutional familiarity facilitates expatriate adjustment. This assumption underplays the role of the historical context, especially the influence of painful colonial pasts that often lie beneath such familiarity. In addition, seeking to capture expatriate adjustment as a single measure, such literature does not engage with the differences in the extent to which expatriates achieve cognitive, behavioral, and affective adjustment. Using a qualitative study addressing the work experiences of Brazilians living in Portugal, we argue that to fully understand expatriate adjustment, we must pay attention to the historical colonial relationship between the expatriate’s home and host country. Specifically, we discuss the importance of social representations of history for how expatriates narrate, interpret, and act in response to their experiences. Our research makes two theoretical contributions. First, we explain how historical colonial relationships affect expatriate adjustment and how this leads to adjustment only being partial. Second, we develop a nuanced understanding of expatriate adjustment by drawing attention to its three interdependent dimensions (cognitive, behavioral, and affective), showing that an expatriate may be well adjusted in one dimension but less adjusted in another. We call for organizations to engage more, and more critically, with history.
... You can prepare both individually and organizationally before departure. Three intern students at a low level performed individual preparation by reading about the culture of the destination country, browsing the internet, or asking someone who has already experienced the same transition [47] to help understand the potential changes the intern may encounter. With adequate knowledge, intern students will avoid experiencing language shock, role shock, and conditions beyond their expectations upon their first arrival [48]. ...
... Preparation is not only intellectually, but emotionally and psychologically, as well as pursuing and responding to new experiences in a different culture [47]. Preparation emotionally and psychologically was done by an intern at low level who works at hotel. ...
The purpose of this study is to evaluate internship programs in Japan held by Japanese departments at universities in Indonesia as an implementation of the Indonesian Ministry of Education and Culture's policy on independent study on campuses in 2020, examining the students’ culture shock level and the difficulties they encountered during the internship program. This study used a mixed-methods approach with case studies. We used quantitative data to measure the students’ culture shock level, and qualitative data to uncover the difficulties they encountered. Data were collected through a questionnaire, and a semi-structured interview with 100 intern students took place. This research found that Indonesian intern students’ culture shock was at a moderate level and encountered difficulties due to language, job performance, Japanese work culture, negative local attitude toward intern students, and the intern's personalities such as low adaptability and lack of confidence. This study also found that all of the students at each level of culture shock faced difficulties in performing jobs because of their low Japanese ability and work culture differences, but student personalities and locals’s responses are the determinants of the student’s culture shock level. The implications of this study highlight the need for an evaluation of Japanese language and culture learning curricula and methods in Indonesia.
... International students' cultural adaptation is the main topic for multilingual studies using the SNA approach. According to Kim (2001), cultural adaptation refers to 'the dynamic process by which individuals, upon relocating to new, unfamiliar, or changed cultural environ-ments, (re)establish and maintain relatively stable, reciprocal, and functional relationships with those environments. It articulates how settlers who arrive at a new environment, such as immigrants and exchange students, change from cultural outsiders to gradually active and effective cultural insiders (Kim, 2001). ...
... According to Kim (2001), cultural adaptation refers to 'the dynamic process by which individuals, upon relocating to new, unfamiliar, or changed cultural environ-ments, (re)establish and maintain relatively stable, reciprocal, and functional relationships with those environments. It articulates how settlers who arrive at a new environment, such as immigrants and exchange students, change from cultural outsiders to gradually active and effective cultural insiders (Kim, 2001). During this adaptation process, settlers develop social relations with the local community and exchange resources with each other. ...
In this review article, we propose Social Network Analysis (SNA) as an alternative model for analysing interactions within diverse educational contexts. Emphasising the capacity of SNA to reveal unexpected results through the exploration of social ties, we discuss its application in understanding the dynamics of multilingual and multicultural educational settings. Drawing on a range of studies, we showcase how SNA transcends traditional methodologies, shifting the focus from predetermined goals to the holistic examination of relational ties and network structures. Specifically, by delving into the intricacies of social interactions, SNA provides nuanced insights that contribute significantly to our understanding of complex social phenomena. As researchers navigate the ever-evolving landscape of interaction analysis, this paper advocates for the adoption of SNA as an alternative tool that complements traditional approaches, offering a fresh perspective on the multifaceted nature of human interactions.
... Foreign language proficiency and broader communication competence are at the core of socio-cultural adaptation (Kim, 2001;Ward et al., 2001). Language proficiency is arguably a key factor for effective communication and social interaction with people in the local country. ...
... International students go to a different cultural environment not only to obtain a degree, but some also seek jobs there after graduation and even decide to immigrate to the host country (Cameron, Farivar, & Coffey, 2019;Lu & Everson Härkälä, 2024). An individual's ability to adjust to new living conditions, food, housing, and public facilities, among others, allows them to successfully "fit in" the local environment (Berry, 1992;Ward, 2001) Moreover, cultural adjustment indicates international students' responses to and potential ability to overcome cross-cultural challenges, such as acculturation stress and anxiety in their adaptation to the host country (see Kim, 2001;Yeh & Inose, 2003). These challenges, however, are part of the transition process between educational systems and academic practices, social norms and values. ...
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.
... When individuals enter a culture unknown to them, they bring the cultural communication skills and knowledge they have learned and absorbed in their native country (Y. Kim, 1988). The profoundly ingrained cultural conditioning that shapes individuals' sense of self and actions often goes unnoticed, unexamined, and unchallenged until they come into contact with individuals from various cultural backgrounds. ...
... Ultimately, the new cultural patterns supplant a significant number of the old patterns, resulting in a perceptible overall modification of unfamiliar individuals (Y. Kim, 1988). ...
This study aims to analyse, understand and interpret the visual representation of cross-cultural adaptation and its symbolic information in Georgette Chen's paintings. Based on the conceptual framework model created in this study, the target is deeply studied using relevant concepts combined with the qualitative research case study method. The analysis results show that cross-cultural adaptation in Georgette Chen's paintings is a symbol that expresses the desire for a new identity and nostalgia for the old culture, which also reflects the characteristics of different stages in the process of cross-cultural adaptation. The study concluded that the oeuvre of Georgette Chen provides a profound insight into the intricate process of cross-cultural adaptation, vividly embodied through incorporating various cultural elements. This study contributes to the broader discourse on the intersection of Visual Arts and Cross-Cultural Adaptation. It will benefit artists, researchers, and scholars interested in studying this area.
... Towards the new pattern of learning, the international students showed general emotion of discomfort because of being scared and concerned with depression apparently due to the sudden dissonance with the educational structure they were accustomed to. It portrayed that adapting to new environments takes time, and encounters with new environments are usually shocking and unpredictable, often leading to disturbing and confounding experiences (Kim, 2001;Veliz & Marandi, 2023). The international students expressed reactions that were similar to one experiencing a cultural shock of being confronted with attitudes, patterns, norms and behaviours that are somewhat alien to them. ...
... The international students expressed reactions that were similar to one experiencing a cultural shock of being confronted with attitudes, patterns, norms and behaviours that are somewhat alien to them. The results have confirmed Kim's (2001) theory which affirms that adaptation level to new environments will not be linear but will involve some other factors in determining how well or not the individual adjusts to the new host environment. Most students had an adverse disposition to this situation due to its suddenness and other environmental components, such as living arrangements and space usages. ...
This phenomenological study investigates the unique learning and cultural experiences of international students in Estonian universities during the Covid-19 pandemic and subsequent remote learning in 2020–2021. The closure of universities and the shift to online education prompted 15 international students from diverse countries to navigate unprecedented challenges. This study is novel in its exploration of how international students in Estonian universities uniquely navigated the challenges posed by the Covid-19 pandemic, emphasizing the role of social connectedness, local language proficiency, and participation in local associations within Estonian society. The research employs a distinctive combination of individual, face-to-face, semi-structured interviews and an ethnomethodological framework with conversation analysis, shedding light on the nuanced ways in which these students shaped their identities in the context of remote learning. Despite most students speaking languages other than their native tongue and possessing basic knowledge of Estonian, their adaptation remained largely unaffected. The study underscores the significance of international travel experiences and multicultural competencies in aiding students as they navigated the new learning environment characterized by self-regulated learning and virtual communication. By offering a detailed examination of international students’ experiences during lockdown, this research contributes to the broader understanding of international education, cultural adaptation, and online learning.
... The experience of international students in adapting to new cultures has drawn academic attention for over a century [26]. The term "intercultural adaptation, " also known as acculturation [34], intercultural adjustment [44], or cross-cultural adaptation [35], refers to the adjustment of behaviours and the avoidance of misunderstandings when living in a different cultural context [2]. ...
With the rise of international education in the Asia-Pacific, Chinese students have become a key demographic in Australian universities. However, cultural differences between China and Australia often challenge these students' adaptation. Drawing inspiration from the growing trend in the modern entertainment industry, researchers have explored game-based learning approaches to address solutions in various educational disciplines, including intercultural adaptation in international education. This study examined the effectiveness of using a game-based approach to help Chinese international students improve their intercultural adaptation at a top-ranking Australian university. Using a mixed-method investigation involving 158 university students in the 2019 academic year, this study revealed that participating in game-based orientation programs is beneficial for Chinese students to better understand their study requirements, expand communication pathways, and engage in local social life. The Sociocultural Adaptation Scale (SCAS) was used to define variables, with survey data analysed through the Mann-Whitney U test and interview data interpreted using coded variables. The major concerns for their intercultural adaptation difficulties in Australia relate to the development of academic skills, as well as the adjustment to the local socio-cultural system. Game-based orientation programs can assist them in fostering general academic skills and promoting cultural learning by creating more opportunities to understand and interact with the local socio-cultural context. These findings provide insights for educational administrators, providers, and designers to make further improvements to current university programs and offer more effective support, particularly in the post-COVID-19 recovery of Australian higher education.
... e latter assertion goes in line with ndings by Menzies et al (2015) research, which identi ed previous experience and living independently abroad had equipped postgraduate international students for a «smooth» transition in an Australian HE institution. As accounted by Kim (2001) previous experience abroad served as a preparedness strategy since some students felt capable for the planning of their experience. ...
This research reports on a qualitative case study conducted to identify the use- fulness of the support provided, in the form of institutional services by a prestigious British university to a cohort of Mexican postgraduate international students during the 2016-2017 academic calendar, prior to and on their arrival. Empirical evidence was gathered through a qualitative in situ questionnaire, focus groups, and interviews during the participants’ first four weeks in the UK. Findings from this research seem to demonstrate the emphasis on the institutional support provided was on administrative matters that would assist the participants to make their way to the city of studies. Further backing up the claim that international students have been treated as a homogeneous group and assisted with a one-size-all approach, this study validated the need for the implementation of a more specialised and institutionally elaborated support system, which takes into consideration the diverse needs of international students."
... Los hallazgos relacionados con la adaptación a la vida cotidiana en la cultura anfitriona fueron similares a los de otros grupos de estudiantes internacionales en movilidad, incluso cuando estos otros grupos no estaban pasando por una pandemia. Por ejemplo, la preparación previa a la llegada a la cultura anfitriona fue reportada como útil para afrontar mejor su adaptación al arribo (Ward et al., 2001;Kim, 2001): ...
En consonancia con la aseveración que indica que los estudiantes
internacionales son personas con un alto grado de motivación, este artículo analiza la experiencia de cuatro estudiantes mexicanos de pre-grado quienes partieron durante la contingencia sanitaria por COVID-19, periodo de mayor incertidumbre e inestabilidad, a Europa y Asia para realizar movilidad presencial durante un semestre. La información se recolectó a través de entrevistas semi-estructuradas y los hallazgos indican que, a pesar de los retos enfrentados, la experiencia de movilidad los guió hacia el desarrollo de un perfil como ciudadanos mundiales.
... New intercultural communication theory that emerged from those early programs reflected that marriage. As I observed it at the time, the new theories had three major themes: group identity, adaptation, and face negotiation (e.g., Kim, 1988;Ting-Toomey, 1988); the construction of "third culture" (e.g., Casmir, 1976;Prosser, 1978); and perceptual constructivism and intercultural empathy (e.g., Bennett, 1979;Singer, 1975;Delia et al., 1982). Many of these theories and others were summarized by Gudykunst (2005) in Theorizing about Intercultural Communication, where he explicitly suggests that intercultural relations and communication theory are combined in at least two major ways: (1) understanding "culture" in communication terms; (2) understanding how processes of communication vary among cultures. ...
... The redaction of the items has been adapted to refer to a more general AI use instead of only ChatGPT use. The English version of the scale was adapted through a back-translation procedure to Chinese, following the recommendations by Kim (2001) regarding that the focus of translation should be on the global meaning of the statements, instead of a textual translation. ...
Introduction
Academic engagement of Chinese college students has received increasing research attention due to its impact on Students’ Mental health and wellbeing. The emergence of artificial intelligence (AI) technologies marked the beginning of a new era in education, offering innovative tools and approaches to enhance learning. Still, it can be viewed from positive and negative perspectives. This study utilizes the Theory of Planned Behavior (TPB) as a theoretical framework to analyze the mediating role of students’ attitudes toward AI, perceived social norms, perceived behavioral control, and their intention to use AI technologies in the relationships between Students’ academic engagement and Mental health.
Methods
The study involved a total of 2,423 Chinese college students with a mean age of approximately 20.53 ± 1.51 years. The survey was conducted through Questionnaire Star, using a secure website designed specifically for the study. The Hayes’ PROCESS Macro (Version 4.2) Model 80 with SPSS 29.0, a multivariate regression analysis with a chain mediation model that allows for multiple mediators to be tested sequentially, has been used. The statistical test explored the direct and indirect effects of students’ engagement (X) on mental health (Y) through a series of mediators: attitude toward AI (M1), subjective norm (M2), perceived behavioral control over AI use (M3), and AI use behavioral intention (M4).
Results
The direct positive relationship between engagement and mental health (β = 0.0575; p < 0.05), as well as identifying key mediating factors such as perceived behavioral control (β = 0.1039; p < 0.05) and AI use of behavioral intention (β = 0.0672; p < 0.05), highlights the potential of AI tools in enhancing students’ well-being. However, the non-significant mediating effects of attitude toward AI (β = 0.0135), and subjective norms (β = –0.0005), suggest that more research is needed to understand the nuances of these relationships fully.
Discussion
Overall, the study contributes to the growing body of literature on the role of AI in education and offers practical implications for improving mental health support in academic settings.
... The journey of adapting to a new sociocultural environment may be stressful for international students due to navigating a balance between maintaining their home culture and adapting to the new culture of their host country. This may be explained by diverse cultural disparities, identity negotiation and feelings of helplessness [66,68]. Poor sociocultural adaptation was found to be significantly related to lower well-being, increased psychosomatic symptoms and anxiety [69]. ...
Promoting international students’ mental health unmet needs: An integrative review
ABSTRACT
Background: There are increasing concerns about the mental health needs of international students. Previous studies report international students experience additional challenges and higher levels of stress compared to domestic students. This integrative review aimed to identify perceived stressors, coping strategies and factors contributing to access of mental health services of international students.
Methods: A systematic search was performed between January 2010 to December 2023 using PubMed, CINAHL, ProQuest, Cochrane Library, Scopus and PsycINFO databases. An additional manual search was performed including reference lists of included articles. Data extracted and reviewed by three reviewers. This review adopted Whittemore and Knafl’s five-stage approach, with specific steps for problem identification, literature search, data evaluation, data analysis, and presentation.
Results: A total of 21 studies were included in this review, with a total of 4442 international students recruited, aged between 17 to 43 years. Nineteen studies reported international students’ gender, with a higher proportion of females (n=2205) than males (n=1022). Ethnicity including Asia, Europe, Latin America, North America, South America, Africa, Middle East and Pacific Island were reported in 18 studies. The Health Belief Model was used to explain relationships among independent and dependent variables and guide the findings of this review. Three identified themes emerged including: 1) understanding cultural variations with perceived stress; 2) coping strategies in dealing with stress and challenges in a new environment; and 3) perceived threats and stress affecting how international students perceived barriers and benefits to access counselling support services and mental health services.
Conclusion: This review demonstrates the importance of increased cross-cultural interactions between international students and domestic student counterparts to enhance belongingness and connection to host countries. This may facilitate adaptation to new living and learning environments. It is crucial academic institutions offer programs that can be effectively implemented and sustained to address the unmet mental health needs of international students. University orientation programs, students counselling and health services should integrate cultural events, social support groups, leadership programs and resilience models of acculturation to promote mental health and wellbeing among international students. While these studies show promising results, there is a need for further robust evaluative studies to develop culturally sensitive mental health promotion programs for international students.
KEYWORDS
International students; challenges; coping; mental health needs
... This integration is not just about deeply understanding the core principles of Confucianism but also about continually adapting and reflecting on these principles to suit diverse cultural contexts. According to Kim et al.'s cross-cultural adaptation theory, 23 cultural adaptation is a gradual and dynamic process. In nursing practice, HCPs learning and internalizing Confucian thought may experience stages of cultural shock, adjustment, and integration. ...
This commentary explores how Confucian values influence shared decision-making (SDM) in Chinese healthcare, particularly in oncology. It highlights two key cultural foundations: Family Harmony and Filial Piety, which underscore the deep-rooted involvement of families in medical decision-making, often prioritizing collective decisions over individual autonomy; and Ritual Governance, which explains the cultural roots of power imbalances in healthcare relationships, where patients typically defer to the authority of doctors, and the role of nurses in SDM is limited. The paper argues that for SDM to be effectively integrated into Chinese healthcare, strategies must be adapted to align with cultural norms while encouraging patient empowerment. It also calls for a nuanced understanding of the evolving Chinese culture and emphasizes the need for global healthcare providers to develop cultural competence to better support Chinese patients, especially in the context of oncology, both domestically and internationally.
... Asian Americans being situated as a model minority with less overt discrimination may be relevant here. Finally, it is also necessary to employ terms to describe having competency with one's original culture and having competency with a new culture, and for this we will use Yun Young Kim's [9] definitions of enculturated and acculturated, respectively. Note that "acculturated", when used this way, is describing an individual's competency with a new culture, with no implication of their competency with their original culture, and this should not be confused with Berry's [6] broader use of "acculturation", meaning the process of change upon contact with a new culture. ...
FOB (fresh-off-the-boat) is a term used to refer to unassimilated immigrants or sojourners, which has created a divide within the Asian community. In this study, we coined the term FOBism, a form of internalized racism (or appropriated racial oppression) that intersects with assimilation, and we developed a measure of FOBism. We created a 14-item, 3-factor FOBism Scale and evaluated its psychometric properties among a sample of 296 Asians in the United States. Exploratory structural equation modeling (ESEM) was utilized to select items and evaluate the factorial validity. Results yielded a strong factor structure, internal consistency reliability, and construct validity. Construct validity was demonstrated through FOBism scores’ positive correlations with measures of within-group discrimination and internalized racism, and negative associations with an Asian cultural orientation. The FOBism Scale is a promising measure that could be used as an assessment tool and to raise awareness of the phenomenon.
... In other words, cross-cultural adaptation refers to the progressive enhancement of an individual's capacity to operate in a foreign environment through an evolutionary or continuous learning process. With time and expertise, the process of adapting never stops; rather, it changes and becomes easier to handle (Kim, 2000). When someone moves from one heterogeneous culture to another that is distinct from their original culture, they may make conscious and inclined behavioural choices and adjustments depending on their cognitive and emotional attachments to both cultures. ...
With the popularity and ubiquity of social media, it seems that adjusting to different cultures is easier than it used to be. Despite social media's pervasive presence in the daily lives of expatriate teachers, there is little research on how it influences their acculturation experience. Hence, this study looks at social media's role in the cross-cultural adaptation process of expatriate teachers in China. Nine expatriate teachers who taught in China were selected from five Chinese colleges as the study's participants. Using semi-structured interviews, the study explored the role of social media in the participants' adaptation experiences in China. The study highlights three important findings that advance the discussion on the development of social networks and cross-cultural communication when working abroad. First, social media is primarily used by expatriate teachers to maintain daily contact with their family and friends from their hometown, and local friends. Second, even though they do join several online expat support groups, expatriate teachers primarily make local friends and fully integrate into the offline culture to achieve cross-cultural adaptation. Thirdly, social media plays a less significant role in expatriate teachers' cross-cultural adaptation compared to personal traits and local support.
... Ο όρος αυτός αποτελεί νεολογισμό, ενώ άλλες αποδόσεις του στα ελληνικά είναι «πολιτιστική αλληλεπίδραση», «πολιτιστική επαγωγή», «πολιτιστική διαπίδυση» και «πολιτισμική ένταξη» (Μπράιλας, 2014). Ο όρος επιπολιτισμός και οι συνακόλουθοί του, υπονοούν ότι όταν το άτομο αλλάζει περιβάλλον προσαρμόζεται στους κανόνες, στις αξίες, στα έθιμα, στις νόρμες και στη γλώσσα του νέου περιβάλλοντός του, του νέου τρόπου ζωής (Redfieldet al., 1936; Sam, 2006.Με άλλα λόγια, το άτομο επιπολιτίζεται, λαμβάνοντας νέα χαρακτηριστικά, νέες εμπειρίες, οι οποίες εφόσον είναι έντονα αποσταθεροποιητικές οδηγούν σε μάθηση, δηλαδή σε δημιουργία και, κατ' επέκταση, σε εξέλιξη (Kim, 2001). ...
... Teoria ta jest szczególnie przydatna dla analizy motywacji decydujących o formie aktywności rekreacyjnych ukraińskiej młodzieży, koncentrując się na ich intencjach integracji społecznej i utrzymania więzi rodzinnych. Niemniej, ważnym jest też to, że skuteczna adaptacja często wymaga nieustannej interakcji zachodzącej między jednostką lub grupą czy środowiskiem, w wyniku której dochodzi do przekształcania wewnętrznej struktury podmiotu oraz sposobów działania zgodnie z wymaganiami otoczenia, a także do przekształcania otoczenia i dopasowywania go do struktury wewnętrznej podmiotu (Kim, 2001). ...
Tematem artykułu jest adaptacja młodzieży ukraińskiej w warunkach migracji związanej z wojną w Ukrainie. Głównym celem prezentowanego badania jest wyznaczenie stopnia adaptacji młodzieży ukraińskiej do nowego społeczeństwa w warunkach migracji, a także analiza społeczno-kulturowych aspektów, mających wpływ na adaptację młodzieży ukraińskiej zamieszkującej w Polsce. W celu przeprowadzenia badań posłużono się kwestionariuszem ankiety. Zawierał on 22 pytania merytoryczne oraz 3 pytania o charakterze metryczkowym. W badaniu wzięło udział 34 kobiety oraz 6 mężczyzn, czyli 40 osób studiujących na WSMiP Uniwersytetu Jagiellońskiego zdobywających tytuł licencjacki, którzy przyjechali do Polski po wybuchu pełnoskalowej wojny. Zgodnie z otrzymanymi wynikami, większość respondentów studiujących na uczelni ocenia swoją adaptację pozytywnie. Studenci aktywnie uczestniczą w życiu społecznym. Najbardziej istotnymi problemami młodzieży ukraińskiej w warunkach wojennej migracji są samotność i brak integracji z polskimi rówieśnikami.
... Yet, many encounter challenges in cultural adaptation and integration, shaping their experiences profoundly. Cultural adaptation, as described by Kim (2001), is the dynamic process of establishing effective relationships in unfamiliar cultures. Narjes's cross-continental transition was marked by significant challenges, including experiences of discrimination. ...
This qualitative research investigates the educational mobility of Afghan women in diaspora, particularly those who have experienced forced migration following the Taliban's takeover of Afghanistan in 2021. The study delves into how their intersectional identities, including gender, ethnicity, religion, and socioeconomic status, shape their educational experiences. These Afghan women's educational journeys are further complicated by the challenges posed by political and economic conditions in refugee communities, which limit their access to education and employment opportunities while increasing the risk of discrimination and violence. Using an autoethnographic approach, we leverage our personal experiences as Afghan women who immigrated to Canada during two distinct Taliban occupation eras. Through self-reflection, journaling, and daily life observation, we provide nuanced insights into the multifaceted challenges faced by Afghan women during their forced displacement and migration.
... Insufficient background checks on foreign teachers make it challenging to ensure their stability and effectiveness upon joining the school. [1] ...
Economic globalization has accelerated the exchange and integration of cultures among countries worldwide, intensifying the process of educational internationalization. In the new era of educational reform and openness, with the increasing number of international schools, more foreign teachers specializing in various languages and disciplines come to China to work in the international schools. The cross-cultural management issues of foreign teachers have gradually become prominent. This article explores strategies for managing foreign teachers, focusing on recruitment, compensation, training, and performance evaluation, to help international schools better address the challenges of cross-cultural management of foreign teachers in China.
... Host culture receptiveness is critical to the sojourner's engagement with, and integration into, their new societal environment (Kim, 2001). Berry (2005) proposes that sojourners employ an 'orientation strategy' which balances their need for relationships with members of the host culture while maintaining their heritage culture and identity. ...
Australia’s much-vaunted reputation as a successful egalitarian, multicultural country has substantial merit, but it also has a chequered history, and the official narrative of egalitarianism and multiculturalism is experienced differentially by vulnerable, marginalised people and communities who bear the brunt of residual and new forms of racism and linguicism. One of the most vulnerable groups in Australian society is the cohort of Chinese international students, who face barriers of racism, linguicism, and exploitation. This paper presents the results of a study which consulted Chinese international students about their experiences in Australia. It found that while their experiences varied, a disturbing common thread of discrimination - from overt to more clandestine modes of aggression – occurred. Implications for Australian decision-makers are enormous, particularly for educational and governmental institutions, for whom Chinese international students seem to represent a commodity rather than real, often vulnerable, young people.
... International students' experiences, such as their interactions with unfamiliar cultural norms and customs, will likely impact their desire to learn Hungarian (Berry, 2005;Schumann, 1978). Identity formation can significantly influence students' language learning process, particularly when transitioning between their home culture and Hungarian culture (Kim, 2001;Norton, 2000). ...
While extensive research has been conducted on L2 motivation in the Hungarian context, more studies need to be focused on international students beginning to learn Hungarian while studying in Hungary. This article offers an explanatory investigation into the motivational dispositions influencing the learning of Hungarian as a second language (L2) among international students at Hungarian higher institutions. By utilizing a mixed-methods approach, the study included 203 international students. It analyzed components of the L2 Motivational Self System (L2MSS), including the Ideal L2 Self , the Ought-to L2 Self , and Learning Experiences , alongside other motivational dispositions such as cultural integration, personal aspirations, and social influences. The aim is to address the existing knowledge gap regarding the dynamics of language learning motivation, particularly for less commonly taught languages like Hungarian. The findings highlight the importance of aligning language learning with students' cultural and personal goals, revealing strong connections between various motivational factors. Regression analysis suggests how different elements, such as the Ideal Self, Intrinsic Motivation , and Ought-to Self , contribute to the overall motivation for learning Hungarian. This research provides valuable insights into the complex interplay of motivational factors, offering a more profound understanding for educators and policymakers aiming to improve the language learning experience for international students.
Intercultural communication has become essential in today's globalized world to promote respect and understanding amongst many civilizations. Effective cross-cultural communication is crucial for cooperative and peaceful cohabitation as globalization brings people from diverse cultural origins closer together than in the past. In addition to being a means of idea and information exchange, intercultural communication acts as a link in the construction of relationships across societies that have different customs, values, and beliefs. Societies have historically developed as a result of contacts between civilizations, whether via trade, education, or diplomacy. For example, the Silk Road facilitated trade between the East and the West, allowing for the transmission of information, technology, and cultural customs in addition to the movement of products. These exchanges have enhanced civilizations and show the great influence cross-cultural communication can have on understanding and development. 1Effective cross-cultural communication is not without its difficulties, though. Misunderstandings and disputes can result from communication style differences, cultural prejudices, and language limitations. People and cultures need to approach communication with empathy, openness, and a desire to learn from each other in order to overcome these obstacles. Active listening, cultural awareness, and the use of inclusive language are just a few tactics that can greatly enhance communication and ease conflict. Mutual respect for civilizations depends on appreciating diversity and appreciating cultural differences. Societies may go beyond surface-level exchanges and establish deeper relationships through genuine intercultural discourse, which will promote global cooperation and collaboration. In the end, intercultural communication is about creating understanding bridges that enable civilizations to coexist in harmony and mutual respect rather than only exchanging words.
According to Georg Wilhelm Friedrich Hegel, the fundamental tool for understanding the development of thought is logic, and Hegel's philosophy of logic is approached in three stages: abstract logic, concrete logic, and the logic of spirit. Abstract logic examines the most basic conceptual framework of thought, while concrete logic explains how these concepts transformed into more complex thought processes. The logic of spirit analyzes how thought processes evolve in a societal and historical context. Comprehensive research on Hegel's principles of reality and intercultural communication has not been found in the literature. Therefore, religious beliefs and cultural communication phenomena have been examined based on Hegel's philosophy of logic. The research findings are as follows: The principles of reality are based on three basic principles: materialism, causality, and reciprocity. Understanding the interactions between religions and cultures, which represent different conceptual structures is significant in the light of these principles. The research results show that Hegel's dialectical process explains how conflicts between different systems of thought give rise to more complex levels of thinking. This principle plays a crucial role in resolving conflicts arising from religious beliefs and cultural diversity. The principle of transforming reality emphasizes that thought is not merely a theoretical activity but also a process that impacts social reality. In this context, religious and cultural communication is not merely a mental activity but also a process that shapes reality. The principle of the unity of opposites stresses the need to see the diversity between different religions and cultures as complementary elements with the potential for mutual understanding and enrichment. I addition, the principle of the historical process and social evolution highlights the importance of considering historical and social contexts in understanding the interactions between religious and cultural beliefs and practices. This study demonstrates that Hegel's principles of dialectical progress, transforming reality, the unity of opposites, and the historical process can be used as a functional methodology in the behavioral sciences.
The article is devoted to the study of the reflection of modern Chinese culture in media discourse and analyzes how media contribute to the cross-cultural adaptation of modern Chinese culture, which combines tradition and modernity in the process of communication using the media to convey a narrative, and achieves cultural adaptation in accordance with international aesthetics through integration into other cultures. This paper examines the relationship between cross-media storytelling and cultural adaptation, and questions how contemporary Chinese films, television series, and music exemplify media narratives that contribute to cultural adaptation. The study concluded that although Chinese culture is actively being incorporated into the global media landscape through various platforms, there are numerous challenges associated with cultural differences that may hinder the full understanding and acceptability of these products outside of China. The results may be useful for extrapolating the experience to the promotion of other cultures, including contemporary Russian cinema, music and art, which face similar difficulties in adapting to the perception of international audience, when it is important to take into account cultural characteristics and build a universal narrative that can find a response in other countries.
Abstract This study examines the relationship between language, technology, and culture in EFL education in Jordanian colleges. It examines how digital communi-cation technologies, artificial intelligence, and the internet affect language usage, understanding, and cultural preservation across cultures. The study uses qualitative research methods, including semi-structured interviews with 15 Jordanian university EFL teachers, to accomplish these goals. The research revealed that the integration of interactive and multimedia re-sources in language training has resulted in a significant transformation facilitated by technology. This study emphasizes the research’s practi-cality. It provides guidelines and techniques for educators, governments, and institu-tions to use technology in English language training. Future research should involve a diverse range of EFL instructors and students, develop comprehensive teacher training programs, advocate for clear online ethics, data security, and inclusivity rules, and promote digital inclusion and equal technological access for all students. Jordanian educational institutions can enhance language learning and cross-cultural understanding.
Keywords Language technology cdotCulture interaction cdotEFL Instruction cdotJordanian universities cdotEducational technology cdotCultural preservation
We studied the affective component of intercultural competence: intercultural sensitivity. Specifically, this mixed methods study will be used to understand how Latin American students experienced their experience studying abroad in the UK, including what and how they learned and changed. The study explores the relationships between intercultural sensitivity and experiences of intercultural contact to predict the variables that impact its development. This study contributes to our understanding of the phenomenon of learning abroad, particularly in the context of UK higher education. Results suggest that emotions are key to the experience of studying abroad, both positive and negative, and these impact the ways that one learns about oneself and about others and one's ability to reflect on one’s own culture as well as being open to a new culture.
An increasing number of international students are pursuing studies in China and encounter challenges and uncertainty in a new foreign environment. Cross-cultural adaptation is influenced by social self-efficacy, social interaction, and WeChat use but little is known about the interaction of these three factors in influencing cross-cultural adaptation. The study examined the mediating role of social self-efficacy in the relationship between WeChat use and cross-cultural adaptation for international students in China. Method: Questionnaire data were collected from 215 international students in four universities in China. A majority were from Asian countries and aged 18-25. The students had high levels of WeChat use and cross-cultural adaptation, and a moderately high level of social self-efficacy. Pearson’s correlation test results revealed that WeChat use was a positive predictor of social self-efficacy and cross-cultural adaptation. Similarly, social self-efficacy was a positive predictor of cross-cultural adaptation. Linear regression analyses showed that the association between WeChat use and cross-cultural adaptation was partially mediated by social self-efficacy. The findings suggest that social self-efficacy has the potential to act as a protective factor in the cross-cultural adaptation of international students in China because, in the event of low WeChat use, the students may still be better able to adapt to cross-cultural environments if they have high social self-efficacy.
Although personality has been present in the investigations of various aspects of foreign language learning (FLL) for at least several decades now, it has typically been approached as an independent variable, influencing achievement in FLL, both in general and with respect to specific skills, and manifesting in language learners' performance. Given the recent empirical findings in several relevant fields of research, we believe that personality should be given more attention and addressed from an interdisciplinary perspective , particularly with respect to how it is possibly affected by the FLL experience as well as the extent to which the very use of a foreign language shapes human behaviour and determines individuals' choices. The present chapter discusses some of the most crucial findings of three categories of studies: 1) investigations of personality in the broad sense; 2) investigations of specific lower-order aspects of personality, and 3) investigations of the foreign language effect (FLE) on individuals' reasoning and choices.
According to media systems dependency theory, the more dependent a person is on the media for satisfying their needs, the more important the media will be to that person. This is particularly true in times of uncertainty such as health crises or natural disasters. While several studies have examined how the COVID-19 pandemic impacted international students' mental health in Canada and Australia, no study has looked at how international students studying in the United States used media and interpersonal channels during this global crisis. Therefore, we surveyed 194 US-based international students from four continents, representing 54 countries to answer this question. Results revealed that of all types of media, international students mostly relied on social media in English to meet information, orientation, and play needs during the pandemic. Cultural differences emerged in the reliance on friends for surveillance, relaxation, and orientation, with European students reporting contact with American friends more than international students from other continents. African students, on the other hand, reported significantly higher reliance on social media and their friends back home.
Este artigo explora como as redes familiares, as redes de amizade e as tecnologias digitais influenciam aintegração de mulheres migrantes em Vitória/ES (Brasil). Investigamos o papel das mídias sociais e dosaplicativos de mensageria na construção e manutenção dessas conexões sociais. Desenvolvemos umaabordagem de “Análise Multinível de Integração”. Utilizamos uma metodologia que combina análise de dadosquantitativos e qualitativos, métodos tradicionais e computacionais, incluindo a criação de um “Índice deIntegração Multinível”, para examinar a integração das migrantes em várias dimensões: social, cultural,econômica, política e espacial, numa análise abrangente e sistemática, tendo em vista uma compreensãomultinível das complexidades das experiências migratórias femininas e sua relação com tecnologias digitais eprocessos de integração.
The purpose of this study is to investigate the relationship and mechanisms influencing the positive psychological capital, social support and sociocultural adaptation of Chinese international students pursuing higher education in Malaysian universities. Through quantitative research methods, the mechanisms that facilitate or hinder the successful sociocultural adaptation of Chinese international students to a new sociocultural environment are revealed. Given the increasing popularity of cross-border international student mobility, this study is highly relevant and provides important insights into the potential opportunities and challenges posed by such mobility. The findings suggest a significant positive relationship between psychological resources (positive psychological capital) and sociocultural adaptation among Chinese overseas students. Meanwhile, social support played a partial mediating role, facilitating the transformation of internal strengths (psychological capital) to external outcomes (sociocultural adaptation). The findings of this study have important implications for university assistance programmes that aim to improve the success and well-being of Chinese overseas students by enhancing psychological resources. Furthermore, this investigation contributes fresh insights to the wider discourse on intercultural education, clarifying how psychological elements impact international student adjustment within such contexts. It serves as a foundation for crafting more impactful interventions targeted at mitigating acculturative stress encountered by international students during their overseas academic pursuits.
The aim of this article is to discuss the relations between intercultural and environmental approaches to teaching English from a global perspective. Our interest is directed towards creating an educational model that will enable the teaching of English for International Communication objectives. In this paper, we will pay particular attention to the influences coming from the external environment. These influences are, however, manifested in the behavior of students, both at the psychological and the cognitive level. The terms of the living environment greatly affect the speed and accuracy of acquiring knowledge in general and language learning in particular. This is based on the fact that it requires commitment and concentration to be performed in adequate environmental conditions. The proposed teaching model is expected to conform to the learners‟ care-taking environment that provides conditions for healthy physical, humane, and affective social context.
В статье рассматривается использование китайского мессенджера WeChat как механизма конструирования мигрантской инфраструктуры студентами из КНР. Показывается, что мессенджер становится не только инструментом коммуникации для китайских студентов российского вуза, но и базой для разветвлённой инфраструктуры: организации питания, торговли, развлечений, в том числе и нелегальных. Через сопоставление с результатами
предшествующих исследований "китайских" рынков делается вывод о типологическом сходстве создаваемой инфраструктуры на основе WeChat и экосистем "этнических" рынков, существовавших на протяжении 1990–2010-х гг. Однако, если "китайские" рынки представляли собой конвенциональные локальности контакта с Другим в физическом пространстве города, где преимущественно и концентрировалась соответствующая инфраструктура, то использование интернет-мессенджера принципиально меняет конструкцию.
Последняя формируется по распределённой модели, а точкой её сборки становится не место в физическом пространстве, а виртуальная площадка мессенджера WeChat.
Introduction: Social connections in the host country improve International Medical Graduates' (IMGs') well-being, intercultural competence and performance at work but is an issue that has been largely overlooked in the academic literature and policy discussions. The aim of this study was to better understand the social connections that IMGs form by exploring this phenomenon in a UK context.
Methods: IMGs and UK Medical Graduates (UKMGs) practising in Scotland were invited to participate. This was a qualitative study using online semi-structured interviews for data collection and reflexive thematic analysis.
Results: Forty-one participants were recruited (24 IMGs and 17 UKMGs), selected with maximum variation in terms of gender, ethnicity, speciality, grade and country of primary medical qualification. Twenty-one (58%) of the participants had experience working in other parts of the UK. Five themes were identified: (i) overcoming early isolation, IMGs strove to overcome their initial social isolation which harmed their mental well-being; (ii) where connections are made, IMGs form social connections mainly at work and within their religious communities; (iii) seeds of segregation, some IMGs found themselves outside tight UK native friendship groups. Alcohol was a socially exclusive activity for some IMGs, as were other host country cultural norms. Exclusion led IMGs to form social connections with other IMGs or other ‘outsider’ groups; (iv) degrees of Discrimination, discrimination and racism were experienced by some IMGs. Discrimination was individual, structural and institutional, and (v) “Open (ing) the door”, participants described interventions at organisational, departmental, and individual levels to improve IMGs' ability to form social connections.
Discussion: This study highlighted the challenges that IMGs face when trying to form social connections. More emphasis needs to be placed on promoting an environment where social connections, in particular between IMGs and host country natives, can flourish.
The objective of this research paper is to present a conceptual model of authentic leadership in a cross-cultural context, aimed at exploring how cultural elements influence the development and perception of leaders’ authenticity. This model draws upon authentic leadership development model and incorporates a followership perspective to study authentic leadership. It posits that culture assumes three critical roles within this framework: expanding, enabling, and encoding. In the expanding role, the concept of authentic leadership is broadened in scope due to varying self-concepts across cultures as individuals from different cultural backgrounds express diverse expectations of what an authentic leader should be. In the enabling role, exposure to different cultures through international experiences enable leaders to enhance their cross-cultural psychological capital and cultural intelligence, allowing them to navigate variations in authenticity effectively. Finally, for the encoding role, the perception of leader’s authenticity, which is related to behavioral integrity, value congruence, and emotional authenticity, becomes intricate as the three factors are encoded due to the differences between leader’s and follower’s cultural norms and values.
This chapter provides an overview of how international students in the United States used media and interpersonal channels to communicate with family, friends, and each other during the COVID-19 pandemic. The chapter starts by discussing the challenges of international students during the health pandemic. It then provides a review of the role of media during a crisis. Factors influencing media use during the COVID-19 crisis include culture, personality, and time spent in a foreign country. Finally, the chapter ends by providing suggestions for how universities can better equip their international offices to deal with international students during challenging times such as the COVID-19 pandemic.
In the ever-evolving landscape of the tech era, where global connectivity is at its zenith, the role of cultural intelligence becomes paramount for fostering innovation on a global scale. This abstract delves into the significance of cultural intelligence in the technology-driven environment, emphasizing its pivotal role in navigating cross-cultural influences to drive forward global innovation. As technology continues to erase geographical boundaries, individuals and organizations find themselves operating within an increasingly interconnected world. This interconnectedness brings about a rich tapestry of cultural influences that can either serve as catalysts for innovation or potential obstacles to progress. Acknowledging and harnessing this diversity is essential for creating a conducive environment for global innovation to flourish. The abstract explores the concept of cultural intelligence, encompassing the ability to understand, adapt to, and leverage cultural differences effectively. It highlights the multifaceted dimensions of cultural intelligence, including cultural awareness, cultural knowledge, cultural skills, and cultural motivation. These components collectively empower individuals and organizations to bridge cultural gaps, fostering collaboration and co-creation in a globalized technological landscape. In the context of the tech era, where rapid advancements in artificial intelligence, robotics, and digital platforms shape the future, the need for cultural intelligence becomes more pronounced. The abstract discusses real-world examples of how cultural intelligence has played a pivotal role in the success of global tech initiatives, illustrating how it goes beyond a mere soft skill to become a strategic asset for tech-driven innovation. Furthermore, the abstract addresses the challenges posed by cultural diversity in the tech sector, such as communication barriers, differing work styles, and varying approaches to problem-solving. It explores frameworks and best practices for developing and enhancing cultural intelligence within tech teams, ensuring that cultural differences become a source of strength rather than a hindrance. Ultimately, the abstract concludes by emphasizing the transformative potential of cultural intelligence in the tech era. By embracing and integrating diverse cultural perspectives, individuals and organizations can navigate the complexities of cross-cultural influences, leading to more inclusive, innovative, and globally impactful tech solutions. As the world becomes increasingly interconnected, the cultivation of cultural intelligence emerges as a cornerstone for driving forward the next wave of global innovation in the ever-evolving tech landscape.
Just as animals forage for food, humans forage for social connections. People often face a decision between exploring new relationships versus deepening existing ones. This trade-off, known in optimal foraging theory as the exploration–exploitation trade-off, is featured prominently in other disciplines such as animal foraging, learning, and organizational behavior. Many of the framework’s principles can be applied to humans’ choices about their social resources, which we call social exploration/exploitation. Using known principles in the domain of social exploration/exploitation can help social psychologists better understand how and why people choose their relationships, which ultimately affect their health and well-being. In this article, we discuss the costs and benefits of social exploration and social exploitation. We then synthesize known person- and situation-level predictors of social decision making, reframing them in the language of the explore–exploit trade-off. We propose that people explore more when they find it more rewarding and less costly, and when the environment has many opportunities to do so. We conclude by discussing hypotheses generated by applying optimal foraging theory to social decision making.
While we understand the importance of entrepreneurs listening to stakeholders, we lack a sufficient theory-driven understanding of why some entrepreneurs and their ventures can listen to their stakeholders more effectively than others. We offer a listening model of venture growth based on listening theories and the literatures on new ventures and capability development. Listening is initially facilitated by entrepreneurs’ cognitive and behavioral processes, but continued venture growth creates a paradox for entrepreneurs. Listening to stakeholders may also deplete entrepreneurs’ personal resources, diminishing their listening capacity. This paradox can be overcome by generating their ventures’ listening capability—behavioral routines and attention structures for listening—enabling them to acquire and interpret quality information from stakeholders more effectively to build or adapt the capabilities necessary for venture growth. The ventures’ listening capability acts as a dynamic capability, which itself can be dynamic. This listening model of venture growth contributes to the entrepreneurship literature on stakeholders, entrepreneurs’ abilities, and ventures’ capabilities and dynamic capabilities.
To explore how to develop primary school students’ ability to narrate Chinese stories in foreign language, in this study we employ two rounds of teaching action through school-based English micro-courses using a flipped classroom. Through a quantitative analysis of the grades of the 163 students in the pretest and post-test using SPSS 27.0 and a qualitative analysis of the interviews with the four teachers and 163 students using Nvivo12 after the action, we find that students’ ability to narrate Chinese stories in foreign language improve significantly. Specifically, the grades of the students in the vocabulary test increase markedly, but the scores in the cross-cultural communication competence section improve, but not significantly. However, the reader can discern progress in the cognitive, affective, and operational aspect of cross-cultural communication competence through the student interviews.
This study examines challenges with cultural diversity, adaptation strategies, and attention to practical experiences while studying in Taiwanese universities, as well as the ability to gain the intercultural sensitivity of Bangladeshi students. In this study, intercultural sensitivity defines Bangladeshi students' capability to understand, respect, and accept Taiwanese cultural diversity. Moreover, this study demonstrates how to improve ethnocentrism attitudes (denial, defense, and minimization) to turn into ethnorelativism attitudes (acceptance, adaptation, and integration) attributed to the Developmental Model of Intercultural Sensitivity. The DMIS concepts emphasize the development of intercultural sensitivity among Bangladeshi students, including language barriers, cultural differences, food choices, religious background, and more; these significant challenges have impacted their academic and social lives. Most importantly, Bangladeshi students are limited in their numbers in Taiwan, along with Muslim students. Therefore, they have contributed to Taiwanese universities as a crucial part of scientific researchers, scholars, and promoters of the quality of education. The fact that they shared diverse cultural experiences and strategies in in-depth interview sessions means that swapping the pieces of information uses rich data analysis for this study.
Despite a significant influx of Asian students to Indonesia, little research addresses their cultural adjustment. This study investigates communication patterns among 30 postgraduate international students at Airlangga University, Indonesia, using an ethnographic approach and communication accommodation theory (CAT). Through participant observation, interviews and inductive thematic analysis, the research explores how international students adapt their communication patterns, strategies and behaviors in the Indonesian cultural context. This study investigates the role of accommodation and convergence in cross-cultural interactions, shedding light on communication dynamics among international students and their Indonesian counterparts. Findings reveal diverse experiences; while 50% adapt well to cultural diversity, over half actively converge with Indonesian norms. Language poses a substantial hurdle, with 70% facing challenges in daily communication. The study sheds light on accommodation and convergence dynamics in cross-cultural interactions, emphasizing the impact on communication among international students and Indonesians. This research enhances understanding of intercultural communication, offering valuable insights for educators, policymakers and institutions supporting international students.
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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