Challenges International Students Research Articles

Promoting multicultural and social justice counselling competency of international counselling students

AbstractThe enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.

It’s Just Too Much: Narratives of International Educators Navigating COVID-19

ABSTRACT The purpose of this study is to address how international educators who work with international students in the United States experienced the COVID-19 pandemic. Using secondary traumatic stress and compassion satisfaction as frameworks alongside a qualitative narrative inquiry research design, we interviewed 31 international educator participants to understand how they navigated organizational dynamics on their campuses, supported international students, and were impacted personally and professionally by the pandemic. Findings demonstrate participants’ experiences being in alignment with elements of secondary traumatic stress given institutional pressures and isolation, constant exposure to the trauma and challenges of international students that they sought to assist with, and complex immigration regulations that were constantly in flux during the pandemic. International educators’ work environment, broader professional network, satisfaction and passion in working with international students, and overall commitment to their profession served as positive mitigators to the challenges they experienced and reflected element of compassion satisfaction.

A qualitative exploration of transitions, compliance, and onboarding challenges for international students in health professional education degrees

Background: Australia provides education services to international students which includes international students completing a health professional education (HPE) degree. Studying for a HPE degree can be challenging for most students. There are specific challenges for international students when completing a degree with clinical placements. The challenges international students can face include receiving adequate and timely information, understanding health service access, and receiving the correct information from education providers and agents. Objectives: To gain an in-depth understanding of the challenges for international health professional education students in accessing healthcare, understanding the requirements of compliance to attend clinical placements and the difficulties with attending clinical placements. Design: A semi-structured interview schedule based on findings from a survey (N = 318 participants) was used to explore international student perspectives in one-on-one interviews. Methods: Data were collected from international HPE students from a single Australian metropolitan multi-campus university using a questionnaire, which included qualitative open-ended questions, in addition to semi-structured follow-on interviews. Data collection took place between March and October 2021 and qualitative data were inductively thematically analysed. Results: Challenges reported in interviews by six international students were focused on understanding the navigation of new administrative systems and compliance processes. Students noted gaps in the communication of understanding legislative compliance requirements to attend clinical placements, difficulties accessing healthcare and making use of overseas student health cover, organisational issues, and transport issues when attending clinical placements. Conclusions: Higher education providers and international education agents must address communication deficits in course requirements linked to clinical placement prerequisites. This study highlights gaps in commencing international students’ understanding, and higher education providers' communication of clear, timely detailed information.

Culture Shock: Challenges of International Students

In the globalized landscape of higher education, the number of students seeking academic opportunities abroad has surged. This literature review investigates the cultural shock experienced by international students, examining its scale and impact globally and within Asia. The method used the PRISMA checklist and flowchart for selection and review of journals, consisting of three stages: identification from databases (n = 3,874,770), screening (n = 157), and inclusion (n = 10). Additionally, information was sought from books, dissertations, unpublished materials, and personal experiences as a teacher of international students. The review identified three themes regarding cultural shock. The first theme, Cultural Shock Syndromes, reveals that students generally experience homesickness, a desire to escape their new environment, and distress. The second theme, Aspects of Culture Shock Experienced by Students, includes language barriers, daily schedules, non-verbal communication, homesickness, loneliness, seasons and weather, and food. The third theme, Effects of Culture Shock on Students’ Lives during their Study, focuses on academic performance, social integration, and overall well-being. The conclusion is that cultural shock significantly affects international students as they navigate new academic and social environments, encompassing challenges such as homesickness, social exclusion, identity confusion, and cultural dissonance. These factors collectively contribute to heightened stress and anxiety, negatively impacting students' academic performance and overall well-being. Understanding the specific complaints and challenges associated with cultural shock highlights the critical need for comprehensive support systems.

Academic English Adaptation

The number of Nigerian students studying in the UK has increased significantly in recent years. However, research has shown that these students face various challenges in integrating into their new academic environment. This study seeks to examine the challenges related to language use, specifically academic English, at the University of Coventry. Despite their previous education in English, these students encounter difficulties with the accent, speed, and intonation of lecturers from diverse linguistic backgrounds. To better understand the challenges international students, specifically Nigerian students, face while studying in the UK, a semi-structured interview was conducted with six students at Coventry University. The participants were chosen from different geographical locations in Nigeria and represented undergraduate and postgraduate students. The research explores their initial struggles and gradual adjustments to comprehending lectures. The findings reveal that while linguistic challenges are significant, students adapt without requiring extra language classes due to continuous exposure and utilisation of various learning resources.

JARER Editorial Volume 8 (1) of 2023

Editorial for JARER Vol. 8 Issue 1, 2023 Editorial Welcome to the Volume 8 (2023) Issue 1 edition of the Journal of African Real Estate Research (JARER). The journal remains an exciting platform for the dissemination of scholarships and the different types of applied research engaged within the real estate sector in Africa, and it has continued to grow in leaps and bounds. As reported in the last issue, JARER has been listed in the Directory of Open Access Journal (DOAJ) since January 2023 and has been recognised as meeting acceptable quality in the three categories (real estate finance, real estate & urban economics and built environment) of the 2021 American Real Estate Society's (ARES) Real Estate Journal List. The list can be found at https://www.aresnet.org/page/journal-list. We want to appreciate the efforts and support of the journal editorial board members, our anonymous reviewers, and other stakeholders, without which these achievements would not be possible. Also, the support we continue to receive from the African Real Estate Society board members, the Library services at the University of Cape Town and the Urban Real Estate Research Unit at the university is appreciated. Our gratitude also goes to the Journal Manager, Ms. Lesedi Kgaka, for her diligent efforts in moving the journal forward. As usual, the current issue contains thought-provoking and informative topics and is a must-read by everyone who cares to have an understanding of African real estate research and related cities. The first paper, focusing on Lagos, Nigeria, examined the benefits and challenges in the adoption of modern technologies for real estate marketing. The work found that real estate practitioners in Nigeria were yet to fully tap into the unfolding benefits of modern technologies due to a low level of enlightenment and a lack of property data. The paper concluded with the need for practitioners to be enlightened, educated, and trained on the use of various modern technologies for real estate marketing. The second paper, which is an examination of the factors influencing the adoption of automating systems in high-rise buildings in Lagos, Nigeria, found the need to protect buildings against failure as the most significant factor influencing the adoption of automation in the management of facilities in high-rise buildings. The paper concluded that the use of automation in facilities management of high-rise buildings presents facility managers with innovative ways of ensuring the functionality of the built environment. The roles played by various actors in household mobility and the eventual reoccurrence of slums in the city of Kampala, Uganda, amidst the slum upgrading initiatives formed the focus of the third paper. The paper, which adopted a case study approach, found that the influence of slum upgrading actors in the low-income household mobility and reoccurrence of the Namuwongo slum was exhibited through three thematic areas. These are the tracking of the residential mobility tendencies, fit-for-purposes of the upgrading programs and actors' collaboration in the process. The paper's conclusion emphasised the need for actors' collaboration and participation of low-income slum-dwelling households to enable adequate fit-for-purposes of the in-situ upgrading initiatives. Given that access to housing is one of the challenges international students face in universities worldwide, the fourth paper examined housing satisfaction among international students studying at Hong Kong's universities. Using the snowball sampling technique, data was collected from seventy-four international students of six nationalities studying at four universities in Hong Kong. This study highlighted some far-reaching implications for Hong Kong universities, including the need to revisit the issue of accommodation and support provided to international students and an increase in the student housing stock to assist international students. The fifth paper examines Blockchain technology's (BCTech) potential in the real estate sector. To achieve this objective, the paper used a systematic review of the literature found in Researchgate, ScienceDirect, Semantic Scholar, IEEE Xplore, and Google Search. Examining a total of 99 publications from 2016 to 2022, the paper found that BCTech could provide platforms for tokenised ownership, smart contracts, quick transactions and cost reduction and offers secure and transparent platforms for real estate stakeholders. The study concluded that though BCTech is not yet widely used, it has a lot of potential to offer in terms of the sustainability of the real estate industry. I am sure that the JARER will continue to grow from strength to strength in the years to come and contribute to the development of African researchers' activities and endeavours. I look forward to receiving your feedback on this and previous issues of the journal. Professor Abel Olaleye Editor-in-Chief

Challenges of International Students: From Environment to Individual

This article aims to identify and figure out the challenge of international students in Western countries through the sight of recent research. Then gather the implications for giving mental and spiritual support in various aspects to international students. The stressors of international students in multiple layers, like culture, educational background, and mental health, were analyzed and discussed from different perspectives in this review. The coping methods are implied in the later part of the article. Some of them come up from researchers who study in the relevant area. The structure of implication corresponds to that of analysis paragraphs, aiming to give comprehensive suggestions about improvement. Based on limited practice, future research design and exploration in the fields of politics, mental health, and social studies are needed.

Exploring Intercultural Teaching Strategies to Promote International Students' National Education

With its long history, rich cultural traditions and rapidly developing economy, China attracts international students from all over the world to study and experience. With the increase of international students, promoting their national education about China has become an important and urgent task. This paper discusses cross-cultural teaching strategies to promote international students' national education. Based on the needs and challenges of international students' national education, cross-cultural teaching strategies such as designing an inclusive curriculum, encouraging communication and interaction, engaging in cross-cultural comparison and reflection, fostering cross-cultural sensitivity and adaptability, as well as teachers' roles and pedagogical support are proposed. These strategies have a positive impact on the comprehensive development of international students and can facilitate the effective implementation of national education for international students.

A Trend Analysis of the Challenges of International Students Over 21 Years

International students leave their countries to pursue their educational goals in a different country and must adapt to succeed. However, they may face challenges when adapting to and learning a new culture. This study investigates the challenges common to international students in their host countries and summarizes the publishing trends. A literature search of peer-reviewed articles published in Scopus, Taylor & Francis, EBSCO Host, Web of Science, Springer, PubMed, and Wiley Online over 21 years (2002–2022) was done for data collection. After the screening, a total of 175 articles were included in this review and analyzed with content analysis. The findings show that the top four destinations for international students (USA, UK, Australia, and Canada) produced the most articles about international students’ challenges. Additionally, most papers investigated more than one challenge, and sociocultural (82.9%) and academic challenges (82.3%) were the most researched, with language issues as the primary cause. The results also show no changes or improvement in the challenges of international students in 21 years, and areas such as psychological and economic challenges need more research. These challenges and other trends found in the articles are discussed and directions for future research are suggested.

Adjustment Challenges of International Students: Implications for Social Work Practice

International students are confronted with copious challenges as they endeavor to study abroad. This study investigates the adjustment challenges international students encounter as they transition to their new environment, and the coping mechanisms or adaptation strategies they use to survive the challenges they experience. The role of the social worker in helping international students adjust, and collaborating with appropriate college offices to strategically position themselves to support international students is also discussed. A mixed method of study was utilized. A modified version of the Michigan International Students Problem Inventory (MISPI) was used in addition to data collected through survey questionnaires. Descriptive and inferential statistical methods (mean, standard deviation, t-test, and One Factor ANOVA) were used to analyze the data. This paper is an extension of my doctoral dissertation. While drawing on useful literature and other important information from my dissertation for the analysis, the work is also different from many perspectives in terms of new scholarly sources, enhanced ideas, and analyses. Results of the study revealed several challenges international students encountered with racism, discrimination and relationship between faculty and students being the greatest. It is imperative for social workers to support institutions to provide resources that caters to the specific needs of international students. Creating a positive and welcoming environment is crucial for the efficacious adjustment of international students.

The Role of College and High School Partnerships for International Student Experiences

The purpose of this study is to understand the experiences of international students engaged in partnership programs between their high school and a destination college. Specifically, this study focuses on the experiences and perceptions of a group of Brazilian international students who graduated from a dual diploma high school program prior to arriving at a four-year research university in the United States to complete their postsecondary education. The study is guided by a conceptual model based in the literature around challenges of international students, Tinto’s (1975) academic and social integration theory, and the four primary types of social interactions (Rose-Redwood & Rose-Redwood, 2013). We utilize a case study method centered on six interviews which investigated students’ college experiences during their social and academic integration processes. The findings provide insight into how participation in the dual diploma high school program benefited international students in their college integration.

Teaching International Students in a Difficult Time

The coronavirus (COVID-19) pandemic has forced instructors and students to work together under constantly evolving circumstances. The abrupt transition to online education has contributed to making the educational experiences of instructors and students more emotionally complex and intense. Growing attention has been directed toward understanding the challenges international students face and their impact on the students’ learning experiences, considering the unprecedented difficulties the global pandemic has posed for international student mobility. In this context, instructors are in a unique position to support international students. One way to do so is by being (more) empathetic. Empathy is important because it not only helps us feel for and with the other, but also improves the academic outcomes of students. This paper discusses the importance of empathy in teaching international students by expanding on the concept of teacher empathy. This paper also critically examines the experiences of international students in higher education in several domains of lived experience, such as the linguistic, academic, social, cultural, and psychological. Other aspects of empathy presented are its contagious nature and the concept of radical empathy. This paper concludes by highlighting the practical application of empathy in light of international students’ experiences.

Problems and Challenges of Medical English Language Education in Kyrgyzstan

The article delves into the challenges international medical students in Kyrgyzstan face, particularly in Englishlanguage-based programs. With a surge in demand for medical education in the country, the article explores the conventional and unconventional factors affecting the experiences of these students. It addresses issues such as the difficulty of adapting to an unfamiliar education system, external factors complicating adaptation, the impact of the COVID-19 pandemic. The study based on narratives from 250 international medical students, highlights the challenges of transitioning to life in Kyrgyz higher education. It emphasizes the importance of creating a supportive student body organization and fostering inclusivity between international and local students. In conclusion, this article aims to call for reforms and improvements to enhance their educational and personal experiences. It highlights the need for collaboration with experts to ensure a stronger education system and improved student support.

Scholarships for international students as a way to ensure the right to education (including case studies)

Access to education is recognized in several international human rights instruments, including the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. However, for many people, especially those from marginalized communities, access to education can be difficult due to financial, cultural and language barriers. In response to these challenges, there is growing recognition of the importance of scholarships and financial aid in expanding access to education for international students. Previous research has shown that scholarships can play a critical role in overcoming financial barriers and expanding access to education. For example, a study by the Organization for Economic Co-operation and Development (OECD) found that increased investment in education, including scholarships and financial aid, is associated with higher economic growth (below we will write in more detail about this study). In this article, we will take a fresh look at the importance of the right to education and the role that scholarships for international students can play in securing and protecting this right. We will also discuss the challenges international students face in accessing higher education and the impact of scholarships in overcoming these barriers. Ultimately, this article will demonstrate how scholarships for international students can be a valuable tool in ensuring access to education for all and ensuring that everyone has the opportunity to realize their right to education. Moreover, we will also look at several case studies to analyze the impact of scholarships on the lives of specific students from low-income countries. In addition, this article will show the correlation between granting scholarships and the economic growth of the countries (scholarship providers) as well as their receiving additional and unobvious at-first-sight political benefits.

Vulnerability and Well-Being: International Students’ Experience in North Queensland, Australia

In this article, we examined the impact of COVID-19 on international students’ experience and highlighted the importance of supporting this student group. We drew on findings from a mixed methods study in North Queensland, Australia. First, we discussed mental well-being and analysed how the COVID-19 pandemic has impacted individuals’ mental health and well-being. We linked our analysis to international students’ vulnerability and well-being, looking specifically at the impact of financial and emotional distress. The findings of our study provided knowledge regarding the challenges international students face in North Queensland. In order to better meet the needs of international students, we argue that higher education institutions must provide tailored programs and services, including nurturing, supportive, responsive, and needs-orientated environments, to address the challenges international students face, and the mental health needs posed by the pandemic and beyond.

International students and the politics of vulnerability

A significant about of educational research has foregrounded the challenges international students face while living learning abroad. While “challenge centric” research has been productive for highlighting the needs of international students, it has tended to reify international students as a vulnerable group in need of intervention. This approach has often downplayed international students’ agency and has not fully moved beyond the boundaries of deficit thinking. This article discusses the implications of framing international students as a vulnerable group before offering some conceptual starting points that might orient future research in more productive directions. It suggests that foregrounding the agency of international students offers a promising mode of reanimating research, and briefly discusses the methodological, conceptual, and political implications of doing so.

Challenges of International Students At Akdeniz University-Turkey

Challenges of International Students At Akdeniz University-Turkey

Challenges of Asian international students in the U.S. Public affairs programs: A cross-discipline review

Scholars have perceived a globalization process in higher education and recognized the influx of international students, especially students from Asia, in the U.S. programs of public affairs as a factual aspect of the globalization of the academic profession. However, the studies that examine international students’ experiences and challenges in the public affairs programs have remained scarce. This article broadens the literature review to multiple disciplines in order to understand the common challenges experienced by Asian international students while it identifies the particular challenges of international students in public affairs programs. Based on the cross-discipline literature review, this article highlights the lessons that American public affairs programs can take in order to provide more accommodating and inclusive educational environments to international students. It also recognizes the missing areas in the literature about the challenges of Asian international students in American public affairs programs that future studies are expected to investigate.

An analysis of Chinese students’ use of Chinese essay references

Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n=7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in the United Kingdom. It examines (1) what knowledge resources are used in their essays; and (2) what the characteristics and patterns of these choices are. When allowed to construct their own essays, Chinese students appear to choose to use a significant proportion of Chinese knowledge resources within English academic essays. This use increases when their lecturers and tutors explain and accept the value of non-English academic resources. This article then discusses the implications of this result for lecturers.

Challenges home and international students face in group work at a Dutch university

ABSTRACT This study aims to provide insights into the challenges that home and international students experience when collaborating in mixed groups. A selection of 261 reflective journals written by students as part of the Intercultural Communication Skills course at a Dutch university in the domains of life sciences and engineering was analyzed. These journals were written by 210 Dutch ( = home) students, 22 European (non-Dutch) students, and 29 Asian students. The quantitative analysis showed that the main challenges were group management, contribution to group work, and feedback. Asian students reported challenges related to feedback significantly more often compared to Dutch and other European students. The qualitative analysis showed that Dutch, other European, and Asian students’ concerns differed in terms of interaction and communication styles stemming from their various cultures of learning.