Experiences Of International Students Research Articles

Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success

Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success

‘I was content just staying within my own circle’: interrogating the relationship between sport and acculturation among Chinese international students at a Canadian university

ABSTRACT The aim of this study is to understand the sport and physical activity experiences of Chinese international students within a large Canadian public university in Toronto, Canada. This aim was addressed by conducting semi-structured interviews with nine Chinese international students enrolled at this university and analyzing the data through acculturation theory. The study found that sport was primarily utilized for helping participants maintain connections to their culture; an outcome of the acculturation process classified as separation (Berry, 2005), by helping them build a sense of community with fellow Chinese international students. We argue that creating such spaces for sport participation was instrumental to helping the participants navigate the dominant campus culture. Although there was also some evidence that sport created opportunities for the participants to interact with Canadian students, they experienced institutional and cultural challenges that prevented them utilizing sport to connect with, and feel a part of the broader university community. Based on these findings, we argue that sport can potentially be a useful tool for international students to maintain connections to their cultural community, though this is dependent on the demographics of such a community within each individual university campus. And while sport is often promoted as an effective tool for integration amongst international students, engaging in sport or physical activity with domestic students does not, on its own, result in the achievement of such goals and is insufficient without accounting for broader cultural challenges and barriers.

Navigating academic and everyday life challenges in the US: the role of social media for international graduate students

Purpose This paper aims to explore the adaptive experiences of first-year international graduate students at a US university. It aims to understand the challenges they encounter, strategies they adopt with social media to navigate these challenges and tensions that emerge in their social media interactions. Design/methodology/approach This study uses a qualitative multiple-case research design to collect data from 22 semistructured interviews with 11 participants. Additionally, 110 social media artifacts were collected, focusing on international students’ use of social media in everyday and academic contexts. Findings This paper offers empirical insights into social media’s role in helping international students address practical challenges and fulfill learning needs in academic studies, assistantships, cultural understanding and the constructions of ethnic and peer groups for emotional and social support. Additionally, it identifies tensions such as addiction, distractions, emotional distress and the creation of filter bubbles. Research limitations/implications Given the qualitative approach of this paper, the generalizability of study findings is limited. Future studies can focus on different sites to explore context-related issues, students across different years or use a longitudinal research design to further explore international students’ experiences in relation to social media use and its role in their adaptation over time. Practical implications This paper proposes implementing social media curricula in universities to educate students on media literacy and digital competence and create peer groups to support international students beyond classrooms. Originality/value This paper adds value to informal learning literature focusing on international students.

Exploring the experiences of queer international students accessing mental health support in Victoria, Australia

International students (IS) generate significant revenue in Australia, bringing diversity, but also distinctive needs and values. IS experience unique mental health challenges and their unmet support needs have recently received public and academic attention, notably during the COVID-19 pandemic. A small number of existing Australian studies have examined IS mental health experiences, focusing on their individual behaviours and attitudes towards help seeking. However, framing IS as homogeneous misses important variations within this population. This study therefore explores the experiences of a diverse IS subgroup - queer international students (QIS), and the barriers and facilitators that influence how they seek and gain mental health support. Semi-structured interviews were conducted with six QIS studying in Victoria. Results show that the persistent impacts of broader socio-cultural factors and systemic gaps act as barriers for QIS to access support, while awareness of intersectionality is critical in providing appropriate professional assistance to QIS.

Exploring the experiences of queer international students accessing mental health support in Victoria, Australia

International students (IS) generate significant revenue in Australia, bringing diversity, but also distinctive needs and values. IS experience unique mental health challenges and their unmet support needs have recently received public and academic attention, notably during the COVID-19 pandemic. A small number of existing Australian studies have examined IS mental health experiences, focusing on their individual behaviours and attitudes towards help seeking. However, framing IS as homogeneous misses important variations within this population. This study therefore explores the experiences of a diverse IS subgroup - queer international students (QIS), and the barriers and facilitators that influence how they seek and gain mental health support. Semi-structured interviews were conducted with six QIS studying in Victoria. Results show that the persistent impacts of broader socio-cultural factors and systemic gaps act as barriers for QIS to access support, while awareness of intersectionality is critical in providing appropriate professional assistance to QIS.

American campus kaleidoscope

This study explores the academic and social experience of international students in colleges in the United States of America. Specifically, the study focuses on colleges with a high percentage of international students as they represent diverse cultural backgrounds and contribute significantly to the campus environment. Data were collected from 30 participants (undergraduate students) across five focus group interviews and a thematic analysis was performed. For academic experience, four sub-themes emerged: relationship with professors, academic resources, liberal arts requirements; and class participation weightage. For social experience, four sub-themes emerged: role of student clubs and societies; inter-college collaborations; intercultural sensitivity; and religious/cultural events. Findings provide valuable implications on how colleges with a high population of international students can improve the academic and social experience of these students.

Collaborative Online International Learning (COIL): Fighting Hunger During a Global Pandemic

Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

AIED in English Preparatory Courses: A Comparative Study of UK and North American Universities and Its Impact on Chinese International Student Mobility

With the development of AI and other computer technologies, AIED has begun to cause new reforms in the international education. At present, most Higher education institutions in European and American countries adopt AIED to varying degrees to assist and improve the teaching environment and teaching experience of international students. This article will mainly compare the application of AIED in universities in the United States, the United Kingdom, and Canada, interview Chinese students and faculty at each university through questionnaires, and analyze the interviewers attitudes towards AIED. This article will also collect reviews from international students and international education practitioners on some commonly used learning assistance platforms based on AI technology, such as MOOCS and Grammarly. This article decoded the collected interview comments and coded and integrated similar information as well. The final conclusion of this article is that the vast majority of educational professionals and international students believe that the benefits of AIEDs application outweigh the disadvantages, but ethical consideration could be drastically significant.

Different perspectives, different cultures, different places: The experiences of international and domestic students studying in an Australian university

Different perspectives, different cultures, different places: The experiences of international and domestic students studying in an Australian university

Exploring Counseling Dropout Rates Among International College Students with Disabilities

Little is known about the experiences of international students with disabilities in counseling services. Due to challenges for international students, higher levels of distress and cases of dropout from counseling at university counseling centers are expected. Researchers used data from the Center for Collegiate Mental Health (CCMH) to explore the interaction between international student status and disability status on counseling dropout. Data collected represented treatment received between August 2014 and May 2019 and represented a total sample of 159,537. Participants were categorized into four groups: international students with disabilities (n = 331), international students without disabilities (n = 8,059), domestic students with disabilities (n = 11,362), and domestic students without disabilities (n = 139,785). Data were collected from the Standardized Data Set (SDS) and counseling center final report. A hierarchical binomial logistic regression was conducted. Disability was found to have an effect on counseling dropout. More support and better understanding of disability is needed for effective counseling.

Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach

In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study’s research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.

International doctoral students’ identity formulations through their orientations to their children’s languages as both stressors and assets

AbstractThis study contributes to research on the doctoral experience of international students who are parents, and for whom the temporary experience of living elsewhere is both a challenge and a resource for all members of the family. The study investigated how a group of these students positioned themselves to their children’s English and home language during their study abroad. A group of 12 international doctoral students from one Australian university and one primary school teacher took part in the study. The doctoral students were from a number of non-anglophone countries. Membership Categorisation Analysis was used to examine the identity categories invoked during focus group discussions. The categories bilingual, student, parent, tutor and spouse, the category devices family, study, nationality/language, time and location, and the attributes responsibility and inadequacy that emerged in the analysis, suggest that language issues are important considerations for international students with families, and need focused attention.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

The development and cross-cultural validation of a Student Online Learning Experience Scale

ABSTRACT A growing body of research has explored the effects of Covid-19-induced online learning on students’ experiences. However, there is a lack of validated tools that measure the perceived online learning experiences of domestic and international students in various national and cultural contexts. To address this gap, this article aims to develop the Student Online Learning Experience Scale (SOLE-S). We conceptualised four potential dimensions of students’ perceptions of their online learning experiences: online interactions with students, teachers, university, and technology (i.e. students’ capacity to participate in online learning). Confirmatory factor analysis determined three distinct factors: online interactions with students, the university (including teachers), and technology. Based on multiple validation studies reported in this article, the 10-item SOLE-S demonstrated sound internal consistency, discriminant validity, and convergent validity. Multigroup confirmatory factor analysis on data from domestic and international students transitioning from conventional classroom learning to online learning during the COVID-19 pandemic in Italy, France, Poland, and the UK showed a stable factor structure across different cultural contexts. Bivariate and point-biserial correlation analyses revealed that the SOLE-S is associated with students’ adjustment, performance, satisfaction, and loyalty to the university. This tool will assist higher education institutions in monitoring students’ online learning experiences and developing relevant support structures to enhance their academic experience and well-being during the pandemic and post-pandemic online learning.

A Qualitative Exploration of Challenges for International Students Enrolled in Health Professional Education Degrees in Australia

This qualitative study reports on the experiences of international students enrolled in a Health Professional Education program at a large Australia university. International students have long contributed to Australia’s economy. However, the sustainability of international students’ contributions to Australia’s economy is questionable. Challenges for international students have been widely reported in Australia. Students enrolled in Health Professional Education having unique challenges of their own. In total, 19 semi-structured interviews were conducted in 2020 and the data were thematically analysed. The findings uncovered numerous challenges for international students and those unique to international students enrolled in health- related degrees. Although all identified challenges may not be feasible to address, this study highlights recommendations for strategies that could be implemented by universities and policy makers to reduce challenges and to enhance graduate outcomes for this student population.

Evaluation of Instrument Design to Explore Supervision Experience of International Chinese Doctoral Students in a Malaysian University

This study assessed the feasibility of an interview protocol to examine international Chinese doctorate students' supervision in Malaysia. It is carried out from a larger study that seeks to address gaps in the literature on these students' problems, supervision dynamics, and coping methods, given their importance in academic and cultural interchange. The initial design involved a comprehensive literature review, interview procedure development, and field expert and target student input. The respondents evaluated the interview protocol's clarity, relevance, cultural sensitivity, and linguistic ease indicated a need for revisions to improve understanding and application. Half of participants assessed the procedure as straightforward, however cultural sensitivity and language limitations were recognized as areas for improvement. On the other hand, five experts recommended simplifying technical language, including open-ended questions, and adjusting for cultural and educational variation to make the procedure useful for future study. The findings revealed that although the interview protocol's basic design is strong, adding the proposed improvements would improve its relevance, clarity, and cultural appropriateness. These upgrades should make data gathering easier, help us understand the international doctorate student experience in Malaysia, and shape future educational policy. Academicians and politicians might use the revised methodology to correctly capture Chinese PhD students' complex experiences to improve supervisory and academic assistance in Malaysian institutions.

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

AbstractIn recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.

Understanding Chinese international students’ language ideologies and multilingual practices in English-medium instruction programs in Germany

Analysed through the lens of language ideology, this qualitative study delved into the multilingual experiences of Chinese international students in English-medium instruction (EMI) studies in Germany. Drawing on semi-structured interview data from 16 Chinese postgraduate students in an international university, this study probed into these students’ language ideologies related to English, German, and Mandarin Chinese. Data analysis showed that their language ideologies were complex and intertwined with academic success, social integration, future employment, solidarity within ethnic groups, and widening local networks. It was also found that the participants’ multiple while often conflicting language ideologies were pivotal in shaping their investment in and usage of particular languages. The findings of this study contribute to a deeper understanding of the diversity inherent in international students’ language ideologies in EMI and have significant implications for the internationalisation of multilingual environments in higher education (HE).

Bystander intervention for problematic alcohol use among graduate and international students: opportunities and challenges

Objectives Bystander intervention (BI) is a prevention approach commonly used for interpersonal violence, but is less studied for problematic alcohol use (PAU). Domestic graduate and international students’ life experiences bring a unique context for the potential application of BI to PAU. Methods and Measures We conducted a mixed methods study that consisted of a needs assessment and focus groups at a southeastern university in the U.S. The aims of this study were to understand (1) differences in PAU BI opportunities for domestic graduate versus international students, (2) reasons for differences in PAU BI use, and (3) barriers/facilitators in use of PAU BI. Results Overall, participants had few opportunities to use BI. Domestic graduate students had slightly more opportunities compared to international students. Most prominent reasons for lack of opportunities included not wanting to drive, the cost of drinking, and holding a graduate student identity (e.g. not interested in heavy drinking). Trusting others to be responsible for themselves was a common barrier noted for not using BI for PAU. Conclusion PAU BI programs should contextualize experiences of domestic graduate and international students to provide appropriate skill development that considers unique barriers and facilitators to intervention use.