Challenges International Students Face Research Articles

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

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.

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.

Research Supervision of International Doctoral Students: Perspectives of International Students in Two Comprehensive Universities in China

Aim/Purpose: This study aimed to explore the challenges faced by international doctoral students in Chinese universities and find out what international doctoral students perceive to be effective supervision. Background: As higher education internationalization is proliferating, there is a need for adjustment in every educational system. Despite the rise in the internationalization of higher education in China, very little research has been carried out on internalization at the doctoral level. Since research forms an essential part of doctoral programs, it is necessary to examine the challenges international students face as far as research supervision is concerned. Methodology: This study employed the exploratory case study research design adopting the qualitative research methodology. The study participants were 68 doctoral students from two comprehensive universities in China. A comprehensive university consists of diverse programs and students: for example, master’s programs, doctoral programs, undergraduate programs, and professional programs. Data were collected using a semi-structured interview guide. The qualitative data collected was analyzed thematically. Contribution: This study offers new insights into the research supervision of international doctoral students. This study suggests that every university hosting international students should pay attention to doctoral students’ research supervision and implement appropriate strategies such as those proposed in this study to allow international students to acquire new knowledge and skills as far as research is concerned. This study also proposed some strategies based on what doctoral students perceive to be effective supervision that universities can implement to improve research supervision. Findings: The study found that international doctoral students faced many challenges regarding research supervision. These challenges are language barriers, ineffective communication with supervisors, insufficient time to discuss with supervisors, cultural differences and adapting to a new environment, depression, and forcing students to change research topics. Moreover, this study found that the following strategies can be implemented to improve research supervision of international students: considering student’s research interests when assigning them to supervisors, the need for a specific time to meet with supervisors, providing or directing students where to get research materials, in-service training for research supervisors, and evaluating and modifying criteria for selecting supervisors. Recommendations for Practitioners: University administrators can establish informal research supervision learning communities that can enable supervisors from different universities to share cross-cultural supervision ideas and learn from one another. Moreover, it is necessary for supervisors to guide and direct students both in academics and social life to help them overcome depression; isolation, and adapt to a new environment. Recommendation for Researchers: This study was limited to two universities, and the participants were international doctoral students in English-taught programs. However, the situation may differ with international doctoral students in Chinese-taught programs. As a result, the researchers suggest that another study should be carried out focusing on international doctoral students in Chinese taught programs; their experiences may differ. Impact on Society: Doctoral students are significant contributors to the research productivity of an institution. It is, therefore, necessary to ensure that they acquire sustainable research skills to solve the complex problems affecting the education sector and society at large. Future Research: It is vital to explore international doctoral supervision in other disciplines as well as universities.

Exploring academic literacy practices of graduate students in English language teacher education programmes at English‐medium universities in Turkey

AbstractWhile previous research has documented the challenges international students face during their graduate level study in U.S. universities (Casanave and Li, 2008), less is known about the graduate students at English‐medium universities, which are common in non‐English dominant (EFL) contexts. To address this gap in the literature, this exploratory research study investigates second language (L2) graduate students' academic literacy practices at English‐medium universities in Turkey. During one academic year, Turkish graduate students in English language education programmes at seven English‐medium universities were invited to participate in a survey regarding their academic literacy practices in English and Turkish. One hundred ten participants responded on the survey. In addition, a subset of participants was asked to participate in semi‐structured interviews. Graduate students stated that studying through the medium of English made it almost impossible to write in their L1 (i.e. Turkish). They, however, were asked to make parallel use of English and Turkish in some genres such as academic papers and conference abstracts. Based on the results, the study highlights the importance promoting academic biliteracy along with full‐bilingualism at graduate programmes in English‐medium universities.

First Term Support for International Graduate Students Attending Small Colleges and Universities

The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.

Adaptation Challenges for International Students in Turkey

The number of international students has increased greatly in the past few years. As part of the efforts to internationalize its higher education, Turkey is one of the top destinations for international students hosting over 100 thousand international students by 2018. Research shows that with the increasing number of international students come socio-cultural and academic adaptation challenges. This study employed a qualitative approach to understand the adaptation challenges international students face in Turkey. The research discusses findings from focus group discussions with participants from more than 20 countries on adaptation challenges. Results from the focus group discussions showed that international students face challenges in their everyday life, dormitory life, campus life, social life and academic life. The range of challenges includes socio-cultural challenges, language challenges and academic challenges. Notably, findings of this study highlighted that language barrier is at the center of all other challenges affecting socio-cultural adaptation and the students’ academic life. The results were discussed under three categories: socio-cultural challenges, language barriers, and academic challenges.

Challenges faced by International students at Kwantlen Polytechnic University

This study aimed to investigate the challenges international students face during their studies at Kwantlen polytechnic university. The research focused on the English language, study-related and financial issues, and adjustment to life in Canada. The participants were 25 females and 38 male students of 18- 35 years old from China, India and the Middle East. The materials included a challenges questionnaire, coping and religiosity scales, adjustment in Canada and religious involvement scales, and a demographic questionnaire. The data were collected at three campuses of KPU. The main challenges reported by the majority of international students were high tuition fees, high rents, part-time work, and missing the families. Most international students liked small class sizes, were satisfied with the education, felt comfortable communicating with professors, were welcomed by their peers and had adjusted to Canadian culture. In general, international students who used both emotion-avoidance and problem-focused coping strategies were better at facing challenges.

International students’ academic satisfaction and turnover intentions

PurposeThis study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation.Design/methodology/approachThe sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses.FindingsFindings indicate that self-efficacy, as a pre-sojourn characteristic, affects adjustment variables inclusive of cultural adjustment, affecting academic satisfaction and turnover intentions. Adjustment variables (coping, cultural adjustment and organizational support) mediated relationships between self-efficacy and turnover intentions.Research limitations/implicationsThe proposed model moves the research forward by examining an ecological systems framework describing how individual, social, academic, cultural and institutional factors function in supporting international students’ transitions. Results may be generalizable to other large US universities with varying dynamics and resources available (or not) for international students.Originality/valueGiven the challenges international students face in the USA in adapting to both new culture and academic setting, it is imperative to identify what elements of their transition and academic environment predict academic success. This is one of the first studies testing the propositions derived from Schartner and Young’s (2016) model.

Learning challenges and preferred pedagogies of international students

PurposeThe purpose of this paper is to understand the challenges international students face during their higher education in the USA. This research study was conducted at a private university in the Eastern region of the USA from October 2012 through May 2013 (Fall and Spring semesters) with undergraduate and graduate international students. International students for this study are defined as those students who are on an international student visa status (F1).Design/methodology/approachThis research adopts an online survey method to understand the challenges international students encounter in a single university. A total of 111 students responded providing a response rate of 33 percent. The results were analyzed using frequencies and percentages.FindingsThe findings of this study suggest that the primary learning challenges of international students are inadequate writing skills, non-participation, and comprehension abilities. The predominant learning needs are writing academic papers, enhancing class participation, and having local mentors. The students recommend that professors offer detailed feedback, encourage nurturing environments, and provide informal feedback for assignments. The preferred pedagogies are class lectures, class discussions, and individual assignments.Practical implicationsThis study provides implications for both faculty and administrative staff in managing international students better.Originality/valueThis paper provides a holistic picture of the challenges international students face during their higher education in the USA. Most of the research on this population focuses only on one of the elements addressed in this research. The results of this empirical study will help guide both local faculty and global academic institutions in understanding this student population better.

Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph

Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the relationships, experience, and challenges of international graduate students and their faculty advisors at the University of Guelph, through focus group discussions, semi-structured face-to-face interviews and online surveys. Language barriers and financial difficulties were among the major challenges international students face adapting to their academic and social environment and working with their faculty advisors. We found that building good student-advisor relationship requires understanding graduate student and advisor formal responsibilities and expectations. Le mentorat des étudiants de cycles supérieurs pose tout un défi, même dans les cas où l’étudiant et le professeur ont tous deux des valeurs culturelles semblables. De nombreux étudiants internationaux viennent d’une culture différente de ce que nous connaissons au Canada. Leur défi est de s’adapter à leur nouvel environnement et pour leurs conseillers pédagogiques, de les comprendre et de collaborer avec eux. Cette recherche explore les relations de travail, l’expérience et les défis auxquels sont confrontés les étudiants internationaux de cycles supérieurs et leurs conseillers pédagogiques à l’Université de Guelph par le biais de discussions de groupes de consultation, d’entrevues face à face semi-structurées et d’un sondage en ligne. Les barrières linguistiques et les difficultés financières s’avèrent comme étant les défis principaux auxquels font face les étudiants internationaux lors de leur adaptation à leur environnement académique et social et dans leurs interactions avec leurs conseillers pédagogiques. Nous avons constaté que pour établir de bonnes relations étudiant-conseiller pédagogique, il est essentiel de comprendre les responsabilités et les attentes formelles des étudiants et des conseillers pédagogiques.

How Do We Get People to Interact? International Students and the American Experience

American colleges and universities consider diversity a way to foster personal growth and a healthy society, challenge stereotypes, encourage critical thinking, and help students communicate and feel comfortable with people they may perceive to be different. Quality interaction that has the potential to grow into authentic relationships between Americans and international students may be the bridge to affecting these outcomes, but how do we get people to interact? In this article, based on research as well as her own experience as an international student, the author explores some of the challenges international students face and suggests ideas for sparking interaction between international students and Americans.

International Students in Western Developed Countries: History, Challenges, and Prospects

Many scholars have described the various challenges international students face in Western developed countries including the United States, the United Kingdom, and Australia. Some of the challenges include differences in culture, language barriers, adjustment problems, medical concerns, pedagogical challenges, housing issues, lack of support services, and financial difficulty. This paper explores some challenges of international students and implicates the need for host universities to provide more resources and support services towards meeting international students’ academic and social needs. Aside from exploring the challenges, conflicts, and contradictions to the international student experience, and their implications to academic performance, the paper presents recommendations and suggestions to host universities on how to meet international students’ varying academic and social needs.

Communicating with and empowering international students with a library skills set

Much library research over the last decade has focused on serving this particular group of library user. The project synthesizes and supplements past recommendations with a survey of academic institutions in the Southern USA. Data were collected from 123 colleges and universities. Both librarians and international student support staff agreed that the major challenges international students face are language/communication problems, adjusting to a new educational/library system, and general culture adjustments. The paper recommends a model for library skills training for internationalstudents by weaving together ACRL’s Information Literacy Competency Standards with the communication, educational and cultural adjustments international students encounter when studying in the USA.