International Educational Institutions Research Articles

Cultural values and higher education choices: Chinese families

Research on the marketing of higher education institutions has mainly been concerned about the selection criteria used in the decision making process, this research fills a gap in the literature by exploring how in-grained cultural values influence a Chinese student’s decision to study abroad. Twenty interviews were conducted among participants who were in the process of deciding on higher education abroad. Nine of the participants were Chinese parents, and eleven were students. The themes which emerged from the interviews are discussed by linking it to the literature to provide insights. The decision making process is strongly influenced by traditional values rooted in Confucianism, and child-centredness due to China’s one-child policy and modern Western values. The article concludes with a discussion on the implications for the marketing of international higher education institutions.

Country of origin as a source of sustainable competitive advantage: the case for international higher education institutions in New Zealand

The lucrative higher education market has intensified the competition among higher education providers as they aggressively promote their institutions to international students. In this study, we explore the factors which are important to Chinese international students when deciding on a study destination and higher tertiary education (ITE) institution. The results of this study provided the impetus to understand the factors which can be a source of sustainable competitive advantage for New Zealand and its ITE providers in the highly competitive Chinese market. Strategically, the results revealed New Zealand must maintain its position as a provider of quality higher education and build upon two unique distinctive capabilities: its comparatively low cost and reputation of being a safe country. Additionally, it would be strategically advantageous to build close collaborations between the Government and the institution to attract overseas students.

Perceived discrimination, social connectedness, and other predictors of adjustment difficulties among Turkish international students

This study examined the role of perceived discrimination, social connectedness, age, gender, years of study in the US, English language competency, and social contact patterns on adjustment difficulties among a sample of 229 Turkish international students studying in the United States. Findings indicated that students who reported higher levels of social connectedness, lower levels of perceived discrimination, more years of study in the US, and higher levels of English language competency reported lower levels of adjustment difficulties. Other results showed that (lack of) social connectedness and perceived discrimination were predictors of adjustment difficulties. In addition, results indicated that students who socialized with individuals from the US had lower levels of adjustment difficulties than did those who socialized with coculture members. Implications are discussed and suggestions for interventions are provided.

The Foreign City as Classroom: Adult Learning in Study Abroad

To live and work in today's global community, adults need to develop an intercultural responsiveness and flexibility in order to interact sensitively in situations involving international cultural contexts, practices, beliefs, understandings, and communications. One way to support this development in adult and higher education is to offer opportunities to study abroad. These experiences can present adult learners with a setting in which to learn about global diversity and the interrelationships of issues across the world's population today. The Institute of International Education (2009) reported that study abroad participation in American colleges and universities increased over 150% in the past ten years. Of those participants, juniors, seniors, and graduate students comprised close to 70% of the study abroad population. It is clear adults of all ages are participating in study abroad programs across US institutions of higher education. Currently, short-term programs comprise over 50% of study abroad offerings nationally (Institute for International Education, 2009). Short-term study abroad programs typically last between one and five weeks and often include faculty-led groups of students from one or more institution. Chieffo and Griffiths (2009) reported these programs tend to be appealing to working adults and other nontraditional students. Indeed, adults may find that short- term programs fit better within their financial limitations and time constraints of work and family. However, critics sometimes question these programs with the concern that the focus may be more on travel and adventure than on academic learning objectives. Unfortunately, not all study abroad programs provide experiences with significant learning, development, and transformational outcomes (Gray, Murdock, & Stebbins, 2002; Green, 2002). However, some recent research suggests that studying abroad transforms students' global perspectives and cross-cultural effectiveness (Dwyer, 2004) and can increase self-reliance and self-confidence (Corda, 2007). We have very little current evidence, however, about adult learning in study abroad. Therefore, I conducted an extensive investigation that examined adult learning within the context of a short-term program in Italy. To help frame this inquiry, I looked to Wenger's (1998) concept of learning and knowing within the social learning system of a community of practice. He suggests a community of practice is a collective learning enterprise encompassing socially-constructed practices and relations. In formal education settings, a community of practice includes instructors, learners, resources and materials, the physical setting, and a variety of cultural and social influences and behaviors that affect the learning that occurs, or does not occur (Lave & Wenger, 1991; Wenger, 1998). Correspondingly, the research question guiding this component of the larger study was: What is the nature of the learning interactions (the socially-constructed practices and relations) within a short-term study abroad community of practice? In this paper, I first offer further clarification of the adult learning theory that frames this study and provide an overview of the relevant literature. I then explain the research methodology, followed by a description of the short-term study abroad program under investigation. Finally, I present the findings of the research and the implications on what the data suggest about the nature of adult learning and communities of practice in study abroad experiences. Theoretical Framework and Literature Review Situated cognition frames this study (Lave & Wenger, 1991; Wenger, 1998). Situated cognition is based on Vygotsky's (1978) social learning theory, which offers a way of understanding human decision-making and action through a sociocultural perspective. This perspective proposes that we construct knowledge both individually and together with those in the world in which we live. …

Predictors of Acculturative Stress among International Music Therapy Students in the United States

International students are those who have migrated temporarily to a country other than their birth country to receive their education (Nilsson & Dodds, 2006). The United States has more international students than any other nation (Ye, 2006). A recent survey by the Institute of International Education (2010) confirmed continued growth in international student enrollment at higher education institutions in the United States. In 2009/2010, new international student enrollment increased 53.8% from 2004/2005, and 44.1% of students came from China, India, or South Korea.As newcomers, international students need to adjust to their new life in the U.S., commonly referred to as the (Berry, 1984; Berry & Sam, 1997). As a consequence of acculturation, international students inevitably face what is termed acculturative stress (Sandhu & Asrabadi, 1994; Wei et al., 2007). Acculturative stress is defined as one kind of stress, that in which the stressors are identified as having their source in the process of acculturation (Berry, Kim, Minde, & Mok, 1987, p. 492).Acculturative stress has been found to affect a student's well-being (e.g., mental health, psychosomatic symptoms), particularly if he or she lacks resources or support systems and may have a prolonged effect on careers (Reynolds & Constantine, 2007). Although the type and degree of acculturative stress can vary, past research has suggested that language proficiency (Lee, Park, & Kim, 2009), years spent in the United States (Ye, 2006), and personality traits (Duru & Poyrazli, 2007) are particularly important variables in determining an individual's degree of acculturative stress (Johnson & Sandhu, 2007).Findings regarding the relationship between length of residence in the U.S. and acculturative stress are inconclusive. Wilton and Constantine (2003) found that length of residence in the U.S. is negatively associated with psychological distress. On the other hand, Wei et al. (2007) found that individuals who have been in the U.S. longer and have high maladaptive perfectionism showed high levels of acculturative stress. English fluency and ethnicity have consistently been found to be significant predictors of acculturative stress. Yeh and lnose (2003) showed that English fluency, social support satisfaction, and social connectedness were significant predictors of level of acculturative stress. European international students experienced less acculturative stress than Asian, Latino, and African international students. Specific personality traits may also predict acculturative stress (Padilla, Wagatsuma, & Lindholm, 1985; Duru & Poyrazli, 2007). Duru and Poyrazli (2007) examined 229 Turkish international students studying in the U.S. and found that higher levels of neuroticism and openness were associated with higher levels of acculturative stress.Currently, no studies exist examining acculturative stress in college students of specific majors (Yeh & lnose, 2003). Certain areas of study may be particularly stressful for international students. For example, achieving competency in helping professions, such as music therapy, psychology, social work, and education may require more sophisticated language skills and cultural understanding than other disciplines (Hudson & O'Regan, 1994; Dzlegielewski, Roest-Marti, & Turnage, 2004; Maville, Kranz, & Tucker, 2004). These fields tend to require interactions directly with communities.Within these fields, degree requirements specific to music therapy may be particularly demanding for students from other countries. The practicum and internship experiences, for instance, require students to be fluent in English, to know and perform music appropriate to the U.S. population, and to understand how American clients conceive of therapy itself. Furthermore, these students may experience stress associated with developing proficiency in their musical instrument (Sternbach, 2008). …

2.2.1 Graduate Program in Multi‐Disciplinary System Design and Management

Abstract“System Design and Management” program, a study that integrates humanities and sciences by crossing many disciplines, is essential to foster talented persons who can lead in the development and operation of large‐scale complex systems. A graduate school of this program was established at Keio University in 2008. The subject of the education is large‐scale complex technological and social systems, with an education curriculum constructed and practically oriented lectures provided such that students can acquire a capacity of system thinking, a design faculty in line with system life cycles and system management abilities. By collaborating with industries and related stakeholders such as domestic and international educational research institutions, we designed an educational curriculum and recruited faculty members, developed educational facilities and research centers, recruited students, provided education, and moreover designed the method of publishing accomplishments. As for the establishment of the graduate school in April 2008, the educational curriculum was formed to provide students with opportunities to acquire must‐learn capability and knowledge that were classified into six groups. The validity of the education method was confirmed based on verification of the students' self‐evaluation, evaluation by the external evaluation committee and accomplishments by students such as papers, after the first two years of graduate education.

Marching to different rhythms: international NGO collaboration with the state in Tanzania

This contribution examines relationships between international NGOs and state education institutions in their efforts to achieve Education for All. It does this through an investigation of Oxfam GB's multi-level and multi-strategy approach to education in Tanzania. Looking at three components of this programme, it explores what a ‘one-programme approach’ means for Oxfam GB's education work and investigates its partnerships and advocacy relationships at the local and national levels with different state education institutions and agents. The boundaries of partnership and collaboration are discussed and it concludes that advocacy practices need to be viewed as multiple, part of a process, and emergent.

Graduate education for multi-disciplinary system design and management

“System Design and Management” program, a study that integrates humanities and sciences by crossing many disciplines, is essential to foster talented persons who can lead in the development and operation of large-scale complex systems that are symbiotic, safe and secure. The subject of the new graduate school education is large-scale complex technological and social systems, with an education curriculum that provides practically oriented lectures through which students can acquire the capacity to consider systems, the faculty to design systems in line with system life cycles, and the ability for system management. By collaborating with industries and related stakeholders such as domestic and international educational research institutions, we designed an educational curriculum and recruited faculty members, developed educational facilities and research centers, recruited students, provided education, and moreover designed the method of publishing accomplishments. As for the establishment of the graduate school in April 2008, the educational curriculum was formed to provide students with opportunities to acquire must-learn capability and knowledge that were classified into six groups. The validity of the education method was confirmed based on verification of the students' self-evaluation, evaluation by the external evaluation committee and accomplishments by students such as papers, after the first two years of graduate education.

Language Learning and Study Abroad: The Path to Global Citizenship

In this article the author discusses aspects of college students studying abroad as a way to global citizenship. He is critical of how poorly informed the majority of Americans are about the world. The Institute of International Education's Get a Passport: Study Abroad campaign and the author's idea for college presidents to require all graduates of their universities to be immersed in a foreign language experience enough to speak and work in one foreign language are discussed.

Serendipity

Serendipity

The archives of the Hellenic Olympic Committee, 1894-1972 and the International Olympic Academy, 1961-1996

The Hellenic Olympic Committee (HOC) is the oldest National Olympic Committee and the second most important Olympic institution after the International Olympic Committee. Its history is closely linked to the history of the Olympic Games revival in 1896 and the organization of the Intermediate Games in 1906. These international competitions remain to this day historical milestones. The HOC's role in the organization of the torch relay in 1936, as well as in the staging of regional international competitions like the Balkan and the Mediterranean Games was also of great significance. On the occasion of the 2004 Athens Games, the HOC decided to enhance and promote its valuable historical and photographic archives. The classification of the archives of the International Olympic Academy (Olympism's international educational institution in Ancient Olympia) was also initiated as part of this process. Together these archives constitute the core pillars of sport's and Olympism's national and international history.

Traditional healers and epilepsy treatment on the Kenyan coast

Traditional healers and epilepsy treatment on the Kenyan coast

Report of the Honors Committee, 2007

Report of the Honors Committee, 2007 Scott Curtis The Honors Committee of the Southeastern Division of the Association of American Geographers (SEDAAG) each year recognizes outstanding student and faculty achievements. Serving on the 2007 committee were: Scott Curtis, chair (East Carolina University); Joby Bass, chair-elect (University of Southern Mississippi), Michael Harrison (University of Richmond), Ronald Kalafsky (University of Tennessee), and Robert Yarbrough (Georgia Southern University). The 2007 Honors Committee congratulates the following individuals who received awards at the recent annual SEDAAG meeting in Charleston, South Carolina. Lifetime Achievement Award The Lifetime Achievement Award honors individuals with an extensive record of research and publication, excellence in teaching and advising, service, and lasting contributions to the geography profession. The Honors Committee designated Professor Stephen J. Walsh for the 2007 award. Dr. Walsh received his Ph.D. from Oregon State University. Upon graduation in 1977 he was hired as an assistant professor at Oklahoma State University. He was promoted to associate professor in 1981 and joined the faculty at the University of North Carolina-Chapel Hill in 1986. Dr. Walsh was promoted to full professor in 1991 and in 1995 established the Carolina Population Center. His research is focused on geographic information science applications of human-environment interactions and land use change. His productivity is nothing short of amazing, having published over 200 refereed articles. His recent first-author credits include three chapters in the Encyclopedia of Environment and Society, and two articles in Geo-Forum on the application of complexity theory in human-natural systems. In the last five years alone he received over 2 million dollars in grant funding from agencies such as NASA, NSF, NIH, and the Mellon Foundation. Dr. Walsh has received numerous awards and honors in his distinguished career. In 2006 he was elected a fellow of the American Association for the Advancement of Science for “substantive landscape characterization and spatial analysis through remote sensing and geographic information science.” He is a strong proponent of SEDAAG, serving as President from 2003–2005. Dr. Walsh was previously awarded SEDAAG’s Research Honors Award (1999), and was recognized by the Association of American Geographers (AAG) with the National Honors for Distinguished Scholarship (2001). Finally, Dr. Walsh is praised as the model researcher-teacher. One of his referees notes that his “students [affectionately known as Labrats] publish regularly, get grants, win awards, get jobs at major universities, and perhaps most important, [End Page 139] they become well-trained and successful scientists who ask the right questions.” Research Honors Award Recipients of the Research Honors Award demonstrate abundant evidence of quality publications and research leadership at both the institutional and organizational level. The 2007 recipient of the award is Professor Ann M. Oberhauser. Dr. Oberhauser received a BA from Carleton College and MA and Ph.D. in Geography from Clark University. After a brief time at the University of Toledo as an adjunct professor, Dr. Oberhauser has spent the majority of her career at West Virginia University (WVU), where she is now a full professor. Dr. Oberhauser has over 40 publications and book reviews; she is the first or sole author of the majority of these. Included among these publications are several book chapters in important edited volumes such as Geography in America at the Dawn of the 21st Century and A Companion to Economic Geography. She has won NSF research grants, and multiple WVU research and teaching awards. Further, Dr. Oberhauser has presented her work at nearly 50 regional, national, and international conferences and educational institutions. Dr. Oberhauser is cited as “one of the leading feminist geographers of the AAG” and “among the most important scholars of feminist geography in the world today.” As one referee notes, “her research interests are also woven into the courses she teaches, the way in which she mentors students, and her feminist activism within Geography.” Evidence for this can be found in her service as Chair of the AAG Committee on the Status of Women in Geography, membership on the Committee on the Status of Women in Geography in SEDAAG, membership on WVU’s Advisory Council for the Center for Women’s Studies, contributions to the feminist pedagogy literature, and the quality of...

Supporting Undergraduates in Conducting Field-Based Research: A Perspective from On-Site Faculty and Staff

Supporting Undergraduates in Conducting Field-Based Research: A Perspective from On-Site Faculty and Staff

US Counter–terrorism Options: A Taxonomy

US Counter–terrorism Options: A Taxonomy

Enhancing the Study Abroad Experience through Independent Research in Germany

The last decade has seen the number of US un dergraduates who study abroad more than double (Bhandari and Chin). While Europe is stifll over whelmingly their main destination, with Germany still among the ten most popular countries, Ameri can students are increasingly being drawn to other locations, particularly in less developed parts of the world where discipline-specific academic pro grams and unique travel opportunities challenge traditional notions of the study-abroad experience. While all indications point to the number of Ameri cans who study abroad continuing to rise each year-especially with the strong support of large scale federal initiatives that are aimed at expanding the global sensibilities of American college stu dents, such as the Lincoln Commission Report call ing for one million Americans studying abroad by 2017-this increase may have a much smaller im pact in the more traditional European locations. This possibility begs the question of what can be done to continue making study in Germany specifi cally of interest for American undergraduates. One answer to this issue lies in continuing to make it not only possible but enticing for American study abroad students to undertake independent re search in Germany, both supported by pre-depar ture training as well as on-sight guidance. The Institute of International Education's an nual Open Doors report currently has Germany ranked seventh among its twenty most popular study abroad destinations for American under graduates (Bhandari and Chin). And, going back two decades, that ranking hardly changes. In 1985-86, Germany ranked fifth on the list and a decade later, in 1995-96, it ranked sixth. Since 2001, Germany has held steady at seventh place after perennial favorites like the United Kingdom, Italy, Spain, and France, and newer attractions like China and Argentina (Chow). While the fluctua tion in Germany's rankings is hardly alarming and these numbers should be looked at in the context of the significant overall rise in the number of Ameri can students studying abroad generally, it sfill points to a possible slight decline in interest in Ger many as an attractive study abroad destination. Within the study abroad experience, students have the opportunity to explore new intellectual and personal territory and discover others and themselves in a way that can differ dramatically from what they can do in their own culture. Discov ery of the Other can occur within the immersion ex perience itself or as a byproduct of simply being in another environment, but it can take on a more ac ademic focus through a structured research oppor tunity. Any quick review of the promotional efforts for study abroad in Germany make its attractions for students obvious: a highly modern and politically powerful player in the heart of Europe whose his tory, infrastructure, and university culture offer myriad opportunities for research. However, to help students take advantage of the opportunity to conduct independent research in Germany, faculty at the home campus, in the German department and elsewhere, as well as committed personnel in the study abroad office, need to provide the train ing and guidance that help students undertake meaningful and eventually rewarding projects abroad. Ever since the end of the Second World War, the German federal government has been admira bly proactive in attracting scholars back to the country through the cultural efforts of the Goethe Institute and the large range of scholarships that are awarded each year by the German Academic Ex change Service/DAAD, to name only the most high

Declining Foreign Enrollment at Higher Education Institutions in the United States: A Research Note

When the Institute of International Education reported a drop of 2.4% in international student enrollment in the United States in 2003/2004, the first absolute decline in foreign enrollments since 1971/1972 (Open Doors, 2004), many were quick to point fingers at visa policies instituted after the September 11, 2001 attacks. The “Visas Mantis” review—a security clearance required for foreign students studying any of roughly 200 scientific fields—was blamed for tarnishing the view of the United States as a welcoming place for international students. Although the review has certainly been the cause of increased visa delays and rejections, this article takes the view that it is not the only cause for the dip in foreign enrollments in the United States. Through econometric analyses, it is shown that other than the visa quagmires, improved access to domestic education opportunities and tuition fee increases can indeed explain the drop in foreign enrollments.

Chinese Graduate Students' Adaptation to Learning in America: A Cultural Perspective

IT HAS BEEN A COMMON PHENOMENON for large numbers of foreign students to study on campus in American universities. Chinese students from the People’s Republic of China make up one of the largest groups among these foreign students. In 2004/2005, there were 62,523 students from China1 who were the second largest group among the 565,039 foreign students in the US (Institute of International Education, NY 2005). Over the last five years, the number of Chinese students in the US has grown by 15 percent. In spring 2006, there were 1,211 foreign students from 106 countries studying at the University in Midwest America where this study took place.2 Of the 248 Chinese students who made up the largest group from any single country, 233 were graduate students and 15 were undergraduate students (International Affairs Office, the University 2006). Students from different cultures have come to the US with experiences of different teaching/learning systems in their home countries. Studies that have been carried out on foreign students suggest that their adaptation to teaching and learning in a host country tends to depend on the similarity between the foreign student’s cultural background and the culture of the host country. Several crosscultural studies have indicated that American culture and Chinese culture represent two extremes in the cultural continuum, in light of the identified dimensions of culture (Hofstede 1997; Hofstede and Bond 1999). Because of considerable cultural differences, the transition from learning in the Chinese academic setting to the American academic setting may present great difficulties for newly-arrived Chinese students.

Globalization, Education and Emiratisation: A Study of the United Arab Emirates

AbstractThe United Arab Emirates Government has pursed educational excellence for its citizens through the provision of free education for all nationals from K‐12 to University. Furthermore, from the earliest days of federation the United Arab Emirates Government has encouraged private education providers to establish educational operations under the governance of the Commission for Academic Accreditation. The growth and globalization of education has contributed to an increase in the number and quality of private and/or international educational institutions entering the United Arab Emirates. These private educational institutions provide gateways to western educational qualifications and ideologies, while generating revenue as new markets are developed. More recently the United Arab Emirates Government has embarked on an affirmative action program to satisfy the employment and career aspirations of its citizens with a focus that links employment and education. In this paper, the author examines the discourse of globalization of a developing nation in the context of the United Arab Emirates education system and examines the implications for the United Arab Emirates Government. The conclusion suggests that education is not the panacea for the problems faced by the United Arab Emirates Government, but recommends the inclusion of health based education into the current curriculum reform along with the acceleration of the articulation and accreditation program.

Beyond Disciplines: India Studies in the United States

Beyond Disciplines: India Studies in the United States