Increase Of International Students Research Articles

Examining the Portrayal of U.S. Host Families and Exchange Students in Study Abroad Websites

This study uses a content analysis to document the representation of the homestay experience focusing on the portrayal of U.S. host families and exchange students in 16 study abroad programs’ websites. Despite the increase of international students coming to the United States for secondary education and the pressing need to recruit host families, not much is known about how study abroad websites represent the U.S. homestay experience. Results suggest that study abroad websites provide a traditional representation of U.S. host families, characterized by two White host parents (with or without children) hosting predominantly White and Asian exchange students. Inter-reality comparisons also reveal an over-representation of White host families and Black exchange students in study abroad websites, though the representation of White and Asian exchange students appeared consistent with the shares of White and Asian exchange students expected in reality. Implications for study abroad programs are discussed.

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.

International University Students' Pre-Travel Preparation, Knowledge and Practices towards Travel Health in Thailand: A Nationwide Cross-Sectional Study.

International university students are vulnerable travellers due to their unpredictable schedules and lifestyles. As Thailand continues to see an increase in international students, evaluating their pre-travel preparation and preventive behaviours is crucial to identify areas for improvement. For this purpose, an online survey focusing on pre-travel preparation, knowledge and preventive practices related to travel health was distributed to 324 eligible international students from 14 Thai universities, with the majority being from Asia and Oceania (79.0%; n = 256). The results showed that half of the respondents (53.7%; n = 175) received professional pre-travel advice, mainly because of the mandatory health examination and vaccination requirements of the host university. The study also revealed inadequate knowledge about infectious and non-infectious health risks, with only one-third being aware that Japanese encephalitis is transmitted by mosquito bites, and less than half of the students recognising Thailand's emergency services number. Poor preventive practices were also observed, with less than half of those with new sexual partners consistently using condoms and less than half of those riding motorcycles always wearing helmets. These findings highlight the need for a new strategy to improve the standard of travel health preparation among this group of young adult travellers, particularly those from resource-limited countries.

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

With the continued increase in international students in China, the problem of their academic adaptation has become increasingly prominent. Analysis of the factors affecting the academic adaptation of international students and corresponding management practices can suggest measures to improve their academic adaptability. Based on grounded theory, this paper first summarizes the four main factors affecting the academic adaptation of international students, then uses structural equation modeling to construct a model of academic adaptation of international students that is tested and verified by a questionnaire survey of 2540 international students in China (51% male, 49% female). The main conclusions of this paper are as follows: (1) learning communication, course learning, and self-regulation are the main factors affecting the academic adaptation of international students, of which course learning is the most important factor; (2) academic communication and course learning have significant positive effects on self-regulation, while academic communication, course learning, and self-regulation have significant positive effects on the academic adaptation of international students; and (3) there was no significant difference in academic adaptation between genders, though there were significant differences by age. Among them, the mean score for overseas students is the largest for those older than 41 years (M = 4.79; SD = 0.33), showing that these students are most adaptable to study. Accordingly, this study advances policy suggestions for strengthening international students’ academic adaptation on the part of both universities and the government to improve the academic adaptation ability of international students in China.

How Can We Better Understand and Support International Students at Australian Schools? A Case Study of Chinese Learners

Despite the rapid increase in international students in the education sector, this area remains an under-researched. In Australia, many schools welcome international learners, but are also aware that the support they can offer cannot fully address the student’s needs. Drawing on surveys (n = 51) and focus group interviews (n = 16), this case study considers how Chinese international students at four Australian schools understand their everyday experiences. The findings show that students learn and socialise in ways that make sense to them, based on their observations and interpretations of everyday events. Although the support from the school, teachers, and local peers were appreciated, they did not completely solve students’ problems, nor were they necessarily interpreted and accepted by our participants as intended. It is important for educators to develop a more nuanced understanding of the challenges faced by international students in everyday life, and the kind of support that the students need.

Culturally responsive teaching knowledge and practices of online faculty in educational administration: a pilot study

Abstract The new statistics project that the nation will become “Minority White” in 2045 where Whites will comprise 49.7% of the population. In contrast, Hispanics will comprise 24.6%, Blacks 13.1%, Asians 7.9%, and 3.8% for multiracial populations. Given such shifts in the demographic trends, a culturally inclusive curriculum design and delivery is critical for all students’ success. The purpose of this pilot quantitative comparative research study was to assess Culturally Responsive Teaching Knowledge (CRT) and Culturally Responsive Educational Practices (CREP) in Texas public university faculty who teach and/or advise online Master’s and/or Doctoral students of color, military students, LGBTQ students, religious minority students, and international students in Educational Administration. All respondents in this pilot research study believed Culturally Responsive Teaching was “very important”. However, their self-reported ratings on knowledge of CRT were significantly lower than their value of CRT. These findings revealed the respondents recognized the importance and necessity of cultural diversity in online learning. They viewed cultural differences as assets in online courses. However, they self-perceived their own knowledge of cultural diversity in online teaching was insufficient. With the changing student demographics and increase in international students, faculty members should incorporate diverse learning activities into the online course design to promote equitable learning outcomes. These instructional methods are particularly important to the online graduate programs in the fields of Educational Administration, Instructional Administration, and Educational Leadership.

Higher education in business: a model for international students' choice

PurposeWith a considerable increase in international students studying in Asia, Taiwan has become one of the most popular study destinations. The purpose of this study is to investigate the factors and processes leading to the choice of international students studying in Taiwan. In addition, an appropriate model of students' choice that explored the impact of the motivation, career planning and the decision-making process on student's choice was constructed.Design/methodology/approachThis study was conducted using the mixed-methods methodology. A qualitative approach was used for in-depth interviews with 15 international students studying in Taiwan. The data collected from the interviews were used to create questionnaires to survey over 500 participants. The responses were subsequently used for quantitative analysis.FindingsThe results revealed the main factors of the motivation of international students to study abroad in Taiwan. A model of how the students' choice process operated was also provided. The quantitative findings indicated that students' motivation and career planning were significantly correlated, whereas both factors directly affected the decision-making process. On another note, the students' decision-making process remained a mediator between motivation, career planning and students' choice.Originality/valueThis research contributed to methodology development and the practicality of HE management. In addition, a comprehensive model was developed that diagrammatically demonstrated international students' choice in Taiwan.

Culturally Diverse Teaching Competence Of Teachers As Perceived By Students At An International University In Thailand

As higher education institutions deal with the increase of international students, teachers areincreasingly concerned with the potential challenges in dealing with teaching and learning ina culturally diverse classroom. The purpose of this study is to examine the level of culturallydiverse teaching competence of teachers in international higher education institutions. Thecultural diverse teaching competence is measured based on the five dimensions typology ofmulticultural education. They are awareness, relationship, instruction, respect, and prejudice.A cross-sectional survey design was employed with a sample of 241 participants was takenfrom a university located in Thailand. The results of the students thought that teachers weremost competent at building respect for diversity and that teachers were least competent atgeneral cultural awareness and combating prejudice. In addition, the majority of studentscome from single cultural and become more multicultural as they progress through school.Lastly, there were differences in cultural competence when comparisons were made byfaculty.

Experience on Nurse-Patient Interaction with Filipino Clients among Non-Tagalog Speaking BSN Students

The Philippines have experienced an increase in international students in various programsespecially in the nursing program and medical program. This programs required students tohave clinical exposure where the students are expected to have good interaction with thepatient. This study aims to explore the experience of non-Tagalog speaking nursing studentson nurse-patient interaction with Filipino clients. A qualitative design was used in this study.A Semi-structured interview with three questions was conducted to 13 respondents selectedwith purposive sampling technique. This study included seven main informants or non-Tagalogspeaking nursing students and six general informants or Filipino nursing students’ perceptions.The respondents were recruited from one university in the Philippines. Qualitative data analysiswas done following Giorgi’s phenomenologist method. Several themes were established in thisstudy: (i) translation of words which is a mean for patients and nurses to communicate theirthoughts; (ii) the use of nonverbal (gestures, technology) to facilitate nurse-patient interaction;(iii) Importance of trust to confidence in giving care to patients; (iv) preference in giving careto English speaking patient, unsatisfied feeling when communicating with patient; (v)individual initiative in learning Tagalog which is mean to help in communication preparationto Tagalog speaking patient; (vi) support from clinical instructor and Filipino friends aremethods being used to help in communication; (vii) institutional support is one way to help thestudents in the preparation before clinical exposure. This study suggests that the support fromseveral instances such as fellow local nursing students, clinical instructors, staff nurses, and theuniversity are critical in helping the students dealing with communication problem to help theirstudents increase their self-confidence. Furthermore, willingness to learn and practice newlanguage plays an important role in effective communication and interaction with localpatients.

Cultural Factors and Study Destinations of International Students

AbstractIn this paper, we examine the role of cultural factors in attracting international students using data of 102 countries and regions from 2000 to 2015. Our results show that the export of cultural products is conducive to the increase in international students. International students choose to study in developing countries with an official language and religious beliefs that are different from their home country, but tend to choose developed countries with a common language. We also analyze the features of inbound and outbound international students specific to China. Our study indicates that “soft power,” such as a unique culture, common values and migration networks, is important for attracting foreign students.

Strategies of social (re)production within international higher education: the case of Swiss hospitality management schools

Globalisation has led to the transformation of the field of higher education, including an increase in international students’ mobility and new offers of internationalised educational curricula “at home”. This evolution provides new opportunities for both intentional and non-intentional strategies of educational internationalisation, which are a potentially important part of the social mobility and reproduction of the middle and upper classes. This article investigates the students of Swiss hospitality management schools (SHMSs)—institutions of higher education that are often privately run and characterised by a high degree of internationalisation. We explore the configurations of these students’ “cosmopolitan capital” (a combination of cultural, linguistic, social, and institutionalised assets acquired through transnational mobility or exposure to an international environment), and we ask how these configurations vary with regards to their social backgrounds, specifically concerning their proximity to the cultural versus the economic pole of the class structure. We carried out a multiple correspondence analysis of three dimensions of cosmopolitan capital of 381 students, used cluster analysis to identify five configurations of cosmopolitanism and then tested for the social characteristics of these students’ parents by using a multinomial regression model. Our results showed various strategies of the accumulation, conversion and legitimation of cosmopolitan capital, and they emphasised the role that this form of capital plays in the mobility and reproduction strategies of these students’ families.

The effects of psychoeducational intervention on the adjustment, coping self-efficacy and psychological distress levels of international students in Turkey

The global increase in international students’ population necessitates identifying their needs and engaging in practices that may support their adjustment. Along with excitement, positive attitudes and high expectations about higher education and life abroad, international students might also experience dread as they prepare to start a new life. Challenges in adjustment during the transition and developmental issues might contribute to such students’ susceptibility of intense emotional experiences, anxiety, depression and other mental health issues. Nevertheless, limited research has been conducted on interventions to facilitate transition and adjustment. Indeed, there is a dearth of psychological interventions that enhance the adjustment of international students in Turkey. This study involves a program and examines how effective this program is in enhancing the adjustment levels of international students. With a 2 × 3 controlled quasi-experimental group design, the participants in the experiment group underwent eight weekly sessions of a cognitive-behavioral-oriented psychoeducational program. The posttest results indicated significant differences in coping self-efficacy favoring the experiment group. However, no significant differences were noticed between the two groups in terms of psychological adaptation and distress. Follow-up results revealed significant changes in all the three measures favoring the experiment group. The findings indicated a positive long-term effect of the psychoeducational program in enhancing the international students’ adjustment levels. Consequently, implications for college counseling service providers in terms of designing psychoeducational programs were discussed.

A Case Study of Nonnative English-Speaking International Students' Adjustment to a Korean University

Kim, Jeongyeon. 2018. “A Case Study of Nonnative English-Speaking InternationalStudents' Adjustment to a Korean University”. The Sociolinguistic Journal of Korea 26(1).111~133. In the midst of intense global economic competition, institutions of highereducation in many non-English-speaking societies have rigorously expandedinternationalization and seen a dramatic increase of international students. This studyinvestigated a case of nonnative English-speaking international students' adjustment toa Korean university devoted to internationalization. A mixed method was adopted toexamine the relationships between adjustment and factors including perception ofEnglish as a lingua franca (ELF), perception of English-medium instruction, culturalknowledge, and perceived language proficiency. The analysis of the questionnaireresponses of 132 international students and qualitative interviews with seven of therespondents revealed their negative view of EMI, which was frequently associated withthe local language used in class. Their adjustment correlated significantly with theamount of the knowledge of the Korean culture and with the extent to which theywould perceive English as a means of intercultural communication. Although therelationship between their view of EMI and adjustment was not significant, it was foundstill valid and indirect through the factor of the Korean language proficiency. Notably,in the qualitative interviews, the participants revealed limited understanding of the wayinteraction is framed in different local communities. These findings are discussed topropose improved support for international students of non-English-speaking highereducation.

Clinical Supervision of International Supervisees: Suggestions for Multicultural Supervision

An increase of international students in various settings has been noted in a range of disciplines including counseling and other mental health professions. The author examined the literature on international counseling students related to their experiences in counseling training, particularly in supervision. From the counseling literature, five different themes were identified: (i) acculturation and cultural difference, (ii) language barriers, (iii) social isolation, (iv) cultural perceptions of the profession and transferability, and (v) multicultural discussions. In addition, a critical lens is provided to situate the literature through a holistic and ecological perspective.

Cosmopolitan Berkeley and the Concept of Cultural Diversity in an American University

The argument that cultural and other forms of diversity enhance the educational experience of all students is generally associated with post-1960 efforts to expand the presence of disadvantaged groups on the campuses of America’s universities and colleges. In the case of the University of California-Berkeley, arguments on the merits of cultural diversity have much earlier roots in the historical enrollment of international students. Debates in the late 1800s and early twentieth century revolved around the appropriateness of enrolling foreign students, particularly those from Asia. The result was an important intellectual discussion on the merits of diversity and the ideals of a cosmopolitan university that was eventually reframed to focus largely on underrepresented domestic students. In this essay, I discuss how the notion of diversity, and its educational benefits, first emerged as a value at Berkeley. I then briefly discuss the significant increase of international students at Berkeley and other public universities. Thus far, the primary impetus of this increase has been mostly financial—Berkeley has faced significant public disinvestment, seeks new revenue sources, and can charge international students tuition rates similar to elite private colleges and universities. By targeting 20 percent of all undergraduates as international or out-of-state (US-resident non-Californians)—the majority international—the Berkeley campus is essentially diversifying its student body. How does having a more globally inclusive enrollment fit into our contemporary ideas of diversity? I attempt a brief discussion of this question and the policy challenges generated by the dramatic increase in international students at the undergraduate level at Berkeley and other UC campuses.

The Study of International Students’ Behavior Intention for Leisure Participation: Using Perceived Risk as a Moderator

ABSTRACTAs a result of globalization and internationalization, along with encouragement from the Taiwanese government, recent years have seen an increase in international students coming to Taiwan. Subsequently, the experiences of international students—their study, lifestyle, and adaptability to the new environment—have attracted much research attention. Active participation in local leisure activities has been suggested to help international students quickly adapt to life in Taiwan. However, individuals’ different perceptions of risk may influence their intentions to engage in such helpful activities. This article applies the Theory of Planned Behavior (TPB) as a framework, and uses perceived risk as a moderator to explore international students’ intention to participate in leisure travel activities while staying in Taiwan. The study found that there exists a strong relationship between attitude, subjective norms, and perceived behavioral control and intention to travel for leisure.

“The people who are out of ‘right’ English”: Japanese university students' social evaluations of English language diversity and the internationalisation of Japanese higher education

Previous research indicates that evaluations of speech forms reflect stereotypes of, and attitudes towards, the perceived group(s) of speakers of the language/variety under consideration. This study, employing both implicit and explicit attitude measures, investigates 158 Japanese university students' perceptions of forms of UK, US, Japanese, Chinese, Thai and Indian English speech. The results show a general convergence between students' explicit and implicit attitudes, for instance, regarding US and UK English as the most correct, and solidarity with Japanese speakers of English. The findings are discussed in relation to intergroup relations between the traditional Japanese cohort and specific groups of overseas students, particularly in light of recent internationalisation policies adopted by many Japanese universities, and the resultant increase in international students from South and East Asia.

International Berkeley: Past and Current Debates on the Role of International Students in an American University

The argument that cultural and other forms of diversity enhance the educational experience of all students is generally associated with post‑1960 efforts to expand the presence of disadvantaged groups on the campuses of America’s universities and colleges. Yet, in the case of UC Berkeley, arguments on the merits of cultural diversity have much earlier roots in the historical enrollment of international students. Debates in the late 1800s and early twentieth century revolved around the appropriateness of enrolling foreign students, particularly those from Asia. The result was an important intellectual discussion on the merits of diversity that was eventually reframed to focus largely on underrepresented domestic students. In this short essay, I discuss how the notion of diversity, and its educational benefits, first emerged as a value at UC Berkeley. I then briefly discuss the significant increase of international students at UC Berkeley and other public universities. Thus far, the primary impetus of this increase has been mostly financial Berkeley has faced significant public disinvestment, seeks new revenue sources, and can charge international students tuition rates similar to elite private colleges and universities. By targeting 20 percent of all undergraduates as international or out-of-state (US-resident non-Californians)—the majority international—the Berkeley campus is essentially diversifying its student body. How does having more globally inclusive enrollment fit into our contemporary ideas of diversity? I attempt a brief discussion of this question and the policy challenges generated by the dramatic increase in international students at the undergraduate level at Berkeley and other UC campuses.

International students and the Chinese academic library: A user survey at Beijing Normal University Library

With great increase of international students coming to study in China, more and more challenges occur for Chinese academic libraries to meet their needs. In case of Beijing Normal University Library (BNUL), we conducted a user survey and a five-point Likert Scale questionnaire focusing on the areas of library services, resources and environment was used to explore international students' library usage preference and their perceptions on importance and performance of these three areas. The analysis started with descriptive analysis followed by gap analysis between importance to the users and library's performance, and key findings from suggestions of international students were listed. The main objective of this paper is to know international students' information needs, analyze their assessment to the library, determine where and how gaps exist and find out aspects that BNUL need to improve. The paper finally drew some conclusions on how to improve BNUL service quality to international students.

International students and the Chinese academic library: A user survey at Beijing Normal University Library

With great increase of international students coming to study in China, more and more challenges occur for Chinese academic libraries to meet their needs. In case of Beijing Normal University Library (BNUL), we conducted a user survey and a five-point Likert Scale questionnaire focusing on the areas of library services, resources and environment was used to explore international students' library usage preference and their perceptions on importance and performance of these three areas. The analysis started with descriptive analysis followed by gap analysis between importance to the users and library's performance, and key findings from suggestions of international students were listed. The main objective of this paper is to know international students' information needs, analyze their assessment to the library, determine where and how gaps exist and find out aspects that BNUL need to improve. The paper finally drew some conclusions on how to improve BNUL service quality to international students.