International Students In Higher Education Research Articles

Психолого-педагогічні основи забезпечення успішного навчання студентів-іноземців

The paper deals with the main problems of international students’ study at higher educational institutions and the necessary university services, for example, propaedeutic training and foreign language courses that help foreigners to study successfully in an unfamiliar learning environment. The interpretation of psychological adaptation and academic adaptation is given based on the analysis of the issue source. The work explores specifics of adaptation and favorable conditions for international students in higher education, as well as identifies problems with the adaptation of foreigners in university education. Recommendations for psychological support of foreigners by advisors are given. The university services of the international students’ advisors and other university staff are analyzed concerning assistance on academic adaptation to the different educational system of the country and university requirements to studying. It is indicated that knowledge of the basics of psychology, features of personality psychotypes, and human adaptive abilities is very important for advisors to help students adapt to the academic requirements of a particular educational system. Advisors should act as a mediator to facilitate the learning process of students, taking into account individual worldviews and intellectual development, for example, while developing a personal curriculum and teaching time management. The work also highlights three main forms of counseling by their advisors as seminars, individual assistance or group work. Various student centers and university campus organizations are listed that help foreigners study and live in an unfamiliar academic environment. Keywords: psychological problems of adaptation, pedagogical basics, advisors, international student, university.

Internationalisation: problems of adaptation of foreign students and possible ways of their solution

"The issue of international students in higher education is considered highly important in many countries. The current article considers the influences on the intercultural adaptations of international students at a host university during study abroad. It presents detailed results of a small-scale research project undertaken as a part of the course aimed at assisting students to manage educational research both more efficiently and effectively. This work was purposed to find out international students problems of ‘settling in’ in the foreign university and identify some aspects that influence this process. The research finds out a deeper understanding of the specific problems international students face when they arrive, and what kind of support international students can obtain from the foreign university and evaluate the effectiveness of the support provided by the host university. The article will examine both contextual and political aspects and will make some suggestions and recommendations into the context of the host university. "

Can Culturally Specific Perspectives to Teaching Western Classical Music Benefit International Students? A Call to Re-examine “What the Teacher Does”

Institutions that teach Western classical music in higher education in the West have been increasingly reliant on international students from Asia, particularly China to fulfil recruitment targets. This article examines research in music performance tuition and the general higher education literature on pedagogy for international students. After demonstrating that Asian musicians feel the presence of a covert racial and cultural prejudice caused by assimilationist values in both Western classical music and in higher education, it reviews various approaches to teaching international students in higher education and brings this into dialogue with research on music performance pedagogy. Identifying various pitfalls of attempting to promote a greater awareness of students from different backgrounds, such as stereotyping and the indiscriminate use of racialized discourses, it argues nonetheless that a greater sensitivity to cultural difference is needed in music performance tuition. By reconsidering through an intercultural lens what teachers currently do and their beliefs about music and teaching that they transmit to their students, music education research can play an important role in breaking down assimilationist attitudes to the performance and teaching of Western classical music.

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Online-based pedagogy in teaching and learning has become the order of the day in this era of the COVID-19 outbreak. It became necessary to ensure that the pandemic did not cause a time gap in learning amongst students. Online learning involves the use of virtual platforms in the form of mobile and web applications for teaching and learning. Learning can take place using audio, visual and audio-visual means. Online learning has previously been used as a supplement for face-to-face interaction; however, it became the sole means of teaching during the pandemic and a novel development. A total of 273 international students across China engaging in online classes during COVID-19 outbreak volunteered to respond to the online questionnaire were involved in this study. The results of the descriptive statistic for the study were presented using charts and line plots. The research revealed the demographic details of the respondents, Wechat as the most prevalent platform used, perceived effectiveness of online classes, and other factors such as interest, engagement, participation, and problems encountered during online teaching among international students in China. The shortcomings that this research has brought to light are expected to enhance better online learning experiences post-COVID 19 in China and other parts of the world.

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

With the increased focus on the use of digital platforms to facilitate teaching and learning comes the challenge of creating connections between international students and their new classmates. The use of social media in higher education may be one avenue that can enable not only learning but also social connections between students to improve the international study experience and sense of community. This article reports on the findings of a small survey study at an Australian university, which demonstrate that the majority of international students surveyed had greater prior experience with social network sites for personal and educational use rather than wikis, blogs, and discussion forums, which are often used in institutional settings. Furthermore, the results suggest that the educational use of social network sites led many participants to add new classmates as profile friends. These findings have implications for the choice of digital platforms for pedagogical use of social media and how that may impact on the teaching of international students in higher education for making connections.

The identity (re)construction of international students in the process of academic literacy acquisition

ABSTRACT Despite the growing number of international students in higher education, few studies have examined these students’ struggles or ideological development process as they enter new communities of practice. This study uses longitudinal ethnographic and autoethnographic methods to examine the experiences of three South Korean international graduate students at a U.S. university. Data included recorded conversations, reflective journals, personal journals, and computer-mediated communication collected during participants’ second and third semesters in the graduate program. The data were analyzed to determine how participants construct, negotiate, and develop their ideologies and positions in the process of entering a new academic discourse community, relating and responding to various ideological discourses and power-laden labels imposed on them. Study findings highlight the dynamic nature of international students’ academic literacy acquisition, and the complex process of their ideological becoming.

Impact of Education Tourism on Bahrain’s Economic Growth: A Perspective

The existence of international students makes an investigation of the impact on a country’s economy topical. Despite the complexity of measuring the economic impact of education tourism, many countries have conducted analyses to justify that international higher education students have a positive impact on the public economy. In the Gulf States, efforts to reform and modernize higher education to create knowledge-based societies are ongoing. Member states of the Gulf Cooperation Council (GCC) share a regional vision to make the Arab Gulf a hub for a world-class education. Arab higher education systems that were long characterized by mass production of graduates and incremental support from the state are now shifting to new Western models of higher education. Several factors, including the development of the knowledge economy, massive access to higher education and increasing higher education differentiation are contributing to this push. To achieve this vision, the Gulf States have adopted the Western research university model by hosting international branch campuses (IBCs) in the region. GCC governments have also embraced study abroad scholarship programs that sponsor large numbers of Gulf nationals to study in Western universities.

Colour, culture and difference in Australian teacher education: voices from the edge

PurposeAlthough much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy.Design/methodology/approachThe authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative.FindingsThe findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy.Research limitations/implicationsThe paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference.Practical implicationsThe authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia.Social implicationsBy including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites.Originality/valueThis is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.

Seeking a Sense of Belonging: The Exclusion of Female Doctorate Holders in South Korea and the US

Despite the vast literature on East Asian international students in higher education during the current era of globalization, few studies examine how the international migration of doctorate holders is gendered. The migration and career choices of Korean women who hold doctorates from American universities, we argue, are shaped by geographical imaginations based on the political connections between South Korea and the US and their personal experiences from their home and host countries. The notion of the US as an ally of South Korea and the hegemony of US higher education in Korean academia have led Korean women to pursue doctorates in the United States. Yet, the Korean women who participated in this study revealed that earning a doctorate from a world-class university did not necessarily bring them greater mobility. Whether the interviewees returned to Korea or not, they found themselves situated within the hierarchy of gendered power relations and excluded from everyday practices such as decision-making both at home and at work. Consequently, they attempted to build a sense of belonging at various geographic scales. This study found that Korean women scholars’ migration and career choices were the multi-layered outcome of gendered power relations within the family, political connections between the two countries, and cultural values of their home and host countries.

Investigating Translanguaging Practices and Attitudes of International Students in Higher Education at an American University

Investigating Translanguaging Practices and Attitudes of International Students in Higher Education at an American University

Investigating Translanguaging Practices and Attitudes of International Students in Higher Education at an American University

Investigating Translanguaging Practices and Attitudes of International Students in Higher Education at an American University

Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa

Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students

BackgroundResearch into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. ObjectiveTo compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students' engagement in dishonest academic behaviours. DesignA quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. SettingsFive Australian universities. Participants701 occupational therapy students. MethodsStudents completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. ResultsSignificant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students' self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. ConclusionsThe reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.

PROMOTING THE PSYCHO-SOCIAL WELL-BEING OF INTERNATIONAL STUDENTS THROUGH MINDFULNESS: A FOCUS ON REGULATING DIFFICULT EMOTIONS

ABSTRACTThis qualitative study explores the potential of a mindfulness programme for providing psycho-social support to international students in higher education. The article focuses on analysing the nature of emotional distress among students, how they regulate difficult emotions, and the effects of the mindfulness programme on emotion regulation. For this purpose, in-depth interviews were conducted with students before and after the mindfulness programme, and the weekly mindfulness sessions were observed. The study identified that stress, anxiety, anger, sadness, loneliness and insecurity were among the most difficult emotions experienced by international students. Through mindfulness, students improved in awareness of their emotions, learnt to relate to difficult emotions more constructively, and regulated negative emotions more effectively. Nevertheless, many suggested that they would have welcomed more attention to emotion regulation, as it was identified as a key challenge in their lives. These findings have important implications for the psycho-social well-being and academic achievement of international students.

International students in higher education

PurposeThe purpose of this paper is to investigate international students’ willingness to communicate (WTC) in US university classrooms, focusing on the role of classroom environment. International students in higher education have great economic and academic impacts, studying their WTC in classrooms facilitates their learning and speaking of English and helps them better participate in class activities and acclimatize to schooling in their adopted cultures.Design/methodology/approachSurvey data were collected from 50 Chinese undergraduate students who took English as a second language (ESL) class at a large Midwestern university. Four students participated in follow-up interviews.FindingsResults revealed that in ESL classrooms, confidence and motivation had a direct impact on WTC, classroom environment had an indirect effect on WTC through the mediation of motivation and confidence. Qualitative analysis also showed that classroom environment greatly impacted WTC in both ESL and general classrooms, and teacher factors were most important.Practical implicationsThese results have direct pedagogical implications for teachers serving international students in higher education.Originality/valueThis study facilitates the understanding of the previously under-studied influence of classroom environments on WTC, which has direct pedagogical implications. WTC research focuses predominantly on language learning classrooms, this study initiates an extended exploration of WTC in language learning as well as general classrooms.

International Students' Academic Achievement and Progress in Turkish Higher Education Context: Students' and Academics' Views

This study aims to express the international students' and academics' views about the conditions that affect academic achievement and progress of international students at a Turkish university from a qualitative research paradigm. The participants were 15 international students (10 males and 5 females) and 8 academics from different disciplines in the target university. Open-ended questions and classroom observations were employed to collect data. Also, second-wave interviews were conducted with the participants in order to have a deeper understanding the conditions influencing their academic achievement and progress. The collected data were analyzed by conducting thematic analysis. The findings concerning international students' views indicated that one of the most important factors that affect their academic achievement and progress is related to the proper use of the Turkish language proficiency, especially in writing. In parallel with students' views, the academics also stated that they are not satisfied with the whole progress of the international students in the classroom because they sometimes have communication problems within the course. All in all, the findings suggest that the model of instruction for international students in higher education should be grounded well and organized systematically. Implications are discussed for fostering the standards of teaching international students in higher education.

Ethics in Academic Writing Help for International Students in Higher Education: Perceptions of Faculty and Students

International students often turn to various sources for help, including writing center tutors, friends, faculty mentors, online sources such as Google translate, and proofreading and editorial services, among others. While receiving help from these sources is both understandable and somewhat expected, what type and level of help is appropriate or ethical is not always clearly defined. The current research study investigates perceptions of faculty and international students at one U.S. university as to what is ethical in academic writing help for international students in 17 different scenarios. Findings suggest that students, far more than faculty, lacked certainty and agreement on whether certain help they may receive is ethical. The two groups’ views also varied on machine translation and the use of for-pay editors. Faculty, in general, had the least agreement on the use of machine translation and the use of a for-pay editing service for sentence- and discourse-level help and expressed that specific contexts and instructor’s expectations should be taken into consideration. Also, perceptions of students from East Asia showed notable differences. We argue that establishing and communicating clear guidelines concerning writing help should be part of any policy of academic integrity and present an “ethicality index” to help begin conversations as each institution, program, or faculty establishes the boundaries of ethical writing help in a specific context.

Why study abroad? Sorting of Chinese students across British universities

This research contributes to the booming literature on the mobility of international students in higher education. We analyse university-level factors that affect the sorting of Chinese international students across British universities. We produced a unique data-set merging university-level data from the 2014 UK Higher Education Statistics Agency and the Higher Expectations Survey, supplemented by qualitative evidence from six focus groups for illustrative purposes. Our results, using nationally representative evidence for the first time, confirmed that university prestige is the most important driver for the sorting of Chinese students across British universities, together with further effects of the broader social and cultural offerings that the universities provide. Interestingly, the cost of study and marketing strategies deployed by universities do not seem to drive the Chinese students’ university choices. Our findings underline the importance of diffuse institutional factors such as university rankings and their taken-for-granted status by students themselves.

The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as “Equals”?

Research on international students in British higher education points to marginalization of their unique perspectives in university classrooms. The aim of the article is to consider how the most recent policy changes, particularly the teaching excellence framework (TEF), continue to do so. The article also argues that the TEF, being a major higher education reform, can lead to change in attitudes toward international students and contribute to their more equal status. The article discusses how this could be done and proposes changes to the TEF that would distance universities from policy moves that have contributed to the “peripheral” status of international students for many years. Despite being British-based, the analysis has international implications as it points to a series of ways in which the scope and nature of metrics used in national evaluations of teaching quality can affect the status of international students in higher education.

Best Practices in Teaching International Students in Higher Education: Issues and Strategies

Regardless of their level of academic preparedness, international students face distinct challenges that arise from language issues as well as ones of a personal and social nature, all of which can lead to frustration and failure (Bossio & Bylyna, ). This article discusses an online survey carried out in a Canadian college that identified academic and sociocultural issues faced by international students and highlighted current or potential strategies from the input of 229 international students, 343 domestic students, and 125 professors. Findings reveal that counterproductive behavior may obstruct academic achievement and communication, and there is evidence of disagreement about international students’ academic strengths. A disconnect between participants was also found regarding academic expectations. Moreover, findings reveal that English language abilities are not the sole hindrance to academic success. Responses highlight the need for, and list steps toward, a more proactive and continual pedagogical evolution for faculty and postsecondary institutions to enhance the academic experience and success of international students.