International Postgraduate Students Research Articles

International Postgraduate Students’ Lived Experiences of Academic, Psychological and Sociocultural Adjustment During the COVID-19 Pandemic

This in-depth qualitative study investigated how international students experienced academic, psychological and sociocultural adjustment during the COVID-19 pandemic. Whilst a burgeoning body of research examines the impact of the coronavirus pandemic on international students, few studies foreground students’ lived experiences. This study gathered data through semi-structured interviews with 30 international postgraduate students who undertook degree programs at British universities in 20-21. A thematic analysis revealed that COVID-19-related stressors negatively impacted students’ psychological adjustment and led to a sense of isolation and detachment from the host environment, with students reporting difficulties in instigating and maintaining social ties. Experiences of academic adjustment were nuanced, with findings suggesting that the pandemic acted as either a barrier or facilitator of adjustment, depending on the students’ personal circumstances. With global epidemics increasingly likely, the findings from this study can support higher education institutions in developing institutional policies on how to support their international students in times of global health crises.

Hitting the Ground Running: Helping International Postgraduate Students to Succeed in Higher Education

This essay examines potential barriers to the academic success of international master’s students studying in higher education in the UK and identifies key elements that draw together university policy and culture and classroom practice to enable this group of students to ‘hit the ground running’. These barriers are viewed through the lens of academic shock and academic integrity. Key themes are discussed including the importance of factors such as language barriers, misunderstandings, and anxiety, as well as the importance of providing clear definitions of what constitutes academic integrity violations in UK universities. The timeframe of one academic year, in which full-time international master’s students are required to acquire new knowledge and skills often impedes the successful completion of early assignments set during their first term. Solutions for addressing these barriers are proposed and aimed at supporting the achievement of international master’s students.

CORRELATIONAL ANALYSIS OF THE INTERPLAY AMONG ACADEMIC ANXIETY, EMOTIONAL INTELLIGENCE MANAGEMENT, AND ACADEMIC RESILIENCE

This study examines the interplay between academic anxiety, emotional intelligence management, and academic resilience in Chinese international postgraduate students in Thailand. Using a correlational design and a sample of 353 valid participants, the study employed the Weighted Emotional Intelligence Scale (WEIS), Academic Anxiety Scale (AAS), and Academic Resilience Scale-30 (ARS). Contrary to expectations, the analysis revealed no significant differences in academic anxiety, emotional intelligence management, or academic resilience across demographic cohorts (gender, academic major, and occupation). Weak and non-significant correlations were also observed between academic anxiety, emotional intelligence management, and academic resilience. These findings challenge assumptions about demographic influences on these constructs and suggest a broader challenge for international students. Despite the prevalence of academic anxiety and deficiencies in emotional intelligence management and resilience, these constructs were not influenced by demographic factors. The study highlights the importance of holistic educational approaches that prioritize cultural and contextual factors and underscores the need for further research to unravel the complex dynamics of academic anxiety, emotional intelligence, and resilience.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0458/a.php" alt="Hit counter" /></p>

Internationalisation and the lived experiences of Non-South African postgraduate students in accessing higher education in South Africa

The internationalisation of higher education has resulted in an increase in student mobility from countries of their origin to experience a different kind of education elsewhere. South Africa absorbs most international students within Africa. According to Chasi and Quinlan (2021, 209) the Council for Higher Education reported that 6.5 per cent of the total number of enrolments in universities in South Africa are international students, which is a significant proportion of the student body. The success of these students contributes to raising the profile of South African universities as far as rankings are concerned as well as generating revenue for the institutions. This article explores the lived experiences of postgraduate international students at a university in South Africa. The aim of the article is to identify the opportunities and constraints that students experience, coming from outside South Africa to pursue postgraduate studies. Using Sen’s capability approach, the article endeavoured to unveil conversion factors that international students encounter while studying for their postgraduate programmes. A qualitative approach was employed to generate data through interviews with students who had completed their postgraduate studies. The findings revealed the capability to study as a “doing” that mattered to the students with the intention of ultimately attaining their postgraduate qualifications. Experiences along the way included both enabling and constraining factors such as immigration, cultural adjustments, supervision and institutional factors. There is a compelling need to revisit the processes of admission and immigration regarding international students aimed at benefiting both students and institutions.

The Impacts of a Redefined HEI Image Model on Postgraduate International Students' Satisfaction in Malaysia

The influx of international students has moved beyond the Global North towards the Global South in countries like China, Malaysia, Singapore, and Hong Kong as they pursue strategies to become an international education hub in Asia. This massive competition among higher education institutions (HEIs) worldwide necessitates revisiting the existing image models to understand their heightened impacts on student satisfaction for both retaining existing students and attracting new ones. This study attempts to do so by gathering responses from 200 international postgraduate students from two renowned universities in Malaysia. The redefined HEI image model based on postgraduate international students shows that all of its three dimensions have a positive significant impact on students' satisfaction and decision-making. The outcomes of importance-performance map analysis (IPMA) have yielded the results of PLS-SEM both at the construct and indicator levels toward building more socially responsible HEIs as a service industry to boost student satisfaction in both regular and uncertain times.

Engaging in classroom discussions: Academic socialisation of Chinese international students in the UK

This study reports on a qualitative multiple-case study that investigates Chinese international students’ academic socialisation through classroom discussion. It explores how these students navigate their classroom participation and socialisation process. The participants included six Chinese international postgraduate students, studying in the UK for the first time. Data were collected over eleven months through multiple means, including formal interviews, classroom observations, and reflective interviews. The findings reveal that the students underwent academic self-socialisation mainly through negotiating prior and present academic experiences, negotiating competence and identity, and making efforts towards improvement. In the process of academic self-socialisation, they exerted different types of agency to drive the process, such as strategic, defensive, and reflective agency as well as agency for improvement. The study has important implications for academic staff and international students in a study-abroad context.

Unravelling International Students' Preferences in Embracing Malaysian Cuisine: A Pilot Study

This pilot study aims to investigate the preferences of international students in embracing Malaysian cuisine during their tenure at local university. Students frequently experience difficulties in their social and academic environments. No study has been explored on the relationship between students’ views and perceptions of Malaysian food. The objective of this study is to precede further studies on key factors that influence international students' preferences for Malaysian cuisine that may perhaps provide insights for universities and local food establishments to promote more of Malaysian cuisine internationally. The pilot study was conducted at Universiti Teknologi Malaysia, Kuala Lumpur branch, which consist of a significant number of undergraduate and postgraduate international students. Kuala Lumpur has many options for type of restaurants and varieties of local cuisine. The research instrument used in this study is a self-administered questionnaire, that was validated and distributed to only international students. The study employed a quantitative method approach to understand the factors influencing the food choices of international students, towards Malaysian cuisine. The questionnaire developed includes demographic information, followed by the Theory of Planned Behaviour (TPB) sections, (i) attitude, (ii) subjective norms and (iii) perceived behavioural control. The findings of this pilot do prove that attitudes, social norm and perceived behavioural control had a significant positive effect on intention to consume Malaysian food with attitudes playing the main factor. The quality, taste and cultural background of the food product are the drivers that led them to consume local cuisine. This study has provided valuable insights for further research and the development of strategies to cater to the culinary preferences of international students in UTM Kuala Lumpur especially. The findings thus far could provide insights for local food establishments to enhance the promotion of Malaysian cuisine to international students, to potentially increase the demand for local foods and boost the industry's revenue.

Migration governance and higher education during a pandemic: policy (mis)alignments and international postgraduate students’ experiences in Singapore and the UK

ABSTRACT This paper is concerned with the nexus between migration governance and higher education. While the intersections between these two societal/policy systems have received attention in existing literature, much has changed as a result of the recent COVID-19 crisis. The global pandemic has introduced spatial and temporal disjuncture that significantly impact how international students navigate these systems. We address this issue through the lens of international student mobility, taking postgraduate international students’ perspectives as a vantage point. By drawing on a comparative qualitative study between Singapore and the UK (specifically, London), we focus on how international students experience, first, (mis)alignments between migration governance and pandemic-induced mobility regulation and, second, tensions between mobility regulations and institutional measures adopted by universities in Singapore and the UK. In both contexts, pandemic governance often compounded the complexities of migration policies, creating additional barriers for international students. In navigating these new challenges, international students adaptively draw on various resources while also imagining new possibilities presented by the otherwise challenging circumstances.

Embracing the Extend Platform in Postgraduate Education: Unveiling Student Perspectives on Technological Trends in Course Delivery

Recent global events have made it crucial for higher education to continuously update course content with digital alternatives to meet evolving student expectations and enhance their learning experience. The extent of course redevelopment varies widely, depending on the specific learning outcomes. While numerous studies investigate the impact of digitally revitalized course materials on tertiary students, less is known about the user experiences of international postgraduate students in the context of a second language teaching methodology course using different delivery modes. Our study examined postgraduate students’ perceptions of Extend using the Technology Acceptance Model 2 (TAM 2). Extend is an online platform implemented as the main course delivery platform in two postgraduate courses at a large urban Australian university. The results from mid-term evaluation surveys and end-of-semester course evaluations indicated that most students had positive attitudes towards Extend, finding it beneficial for content inclusivity and course objective transparency. The findings highlight both the perceived usefulness and ease of use for building their independent learning journey. However, for a long-term successful learning outcome in delivering this platform across various class deliveries, other aspects related to individual differences need to be taken into consideration.

International Students’ Vocabulary Mastery and Language Confidence in Foreign Language Learning through Student-Centered Method

Among the major problems faced by international students learning Malay language are the limitation of Malay language vocabulary mastery and the lack of confidence in Malay-language question and answer process. This research explores the effectiveness of the Two-Way Question-Answer method as an alternative method in building student’s vocabulary and confidence in Malay question-answer. The research involved 30 international post-graduate students of Malay Language Course 1 at Universiti Kebangsaan Malaysia (UKM). The research was conducted by action research where the data obtained through observation during intervention methods, comparison between conventional and intervention methods’ post test score as well as the linkages between variables in the questionnaire form. The data were analyzed using the Wilcoxon Sign Rank test for score comparison and Simple Linear Regression tests for the analysis of the association between variables. Results of the research shows that the participants build their vocabulary and self-confidence through a question-and-answer exercises during the intervention session. Comparison analysis between conventional and intervention cycle for both skills recorded a significant difference, with p value of 0.000 recorded by both. Regression analysis showed a significant association between intervention method for both targeted skills, with R Square/ R₂ values for vocabulary (0.751) and verbal answer method (0.711). This finding proves that the use of the Two-Way Question-Answer method has the potential to help second and foreign language learners increase vocabulary and confidence in foreign language

International Postgraduate Students’ Perceptions of Learning Difficulties and Their Impact on Academic Performance in British Universities

This qualitative study explores the perceived academic differences encountered by Asian postgraduate students studying in British universities and their impacts on the students’ academic achievements. To achieve this aim, semi-structured interviews were conducted with five postgraduate students of diverse Asian background studying at a prominent British university. The results indicate that the assessment, teaching and learning methodologies, and communication systems are perceived as the major areas of differences. Consequently, the perceived differences lead to challenges in adapting to the demanding requirements of critical academic writing, using specialized language for disciplinary communications, and embracing independent study patterns. The findings also highlight some positive outcomes associated with the experience of studying within a Western education system, as reported by the learners. The implications of this study are significant for British universities as they underscore the importance of recognizing the underlying challenges faced by international students while studying in the UK.

Preface

the 3rd International Conference on Law, Economics, and Governance (ICOLEG 2023) organized by the Law Faculty, Universitas Diponegoro. This year ICOLEG held on July 11-12, 2023 at Patra Semarang Hotel & Convention. This international conference is divided into two forms of agenda as follows: Plenary Sessions; and Scientific Sessions which separated into three chambers. Faculty of Law, Universitas Diponegoro organizes this conference every two years (biannual international conference) as a forum to exchange ideas and experiences on law, economics, and governance issues. This conference invites speakers whose international reputation and call for papers to national or international law lectures, undergraduate and postgraduate law students from national or abroad, practitioners, government officers, and environmental activists or staff of Non-Government Organizations (NGO) to present their papers according to ICOLEG Theme in 2023, namely “Progressive Law in The Midst of Climate Change” with the topic :1. Environmental Law, Economic, and Governance2. Climate Justice and Sustainable Development3. Blue and Green EconomicWe invited several reputable speakers from various universities to discuss these issues. They are: Prof. Dr. Petra Minnerop (Professor of International Environmental Law and Climate Change, Durham Law School, British), Assoc Prof. Constatinos Yiallourides (Macquarie University, Sidney), Assoc. Prof Salawati Mat Basir (Faculty of Law, Universitas Kebangsaan, Malaysia), Assoc Prof. Dr. Johan Shamsudin bin Sabarudin (Faculty of Law, University of Malaya), Prof. M.R. Andri Gunawan Wibisana (Faculty of Law, Universitas Indonesia), Prof. Dr. F.X. Adji Samekto (Faculty of Law, Universitas Diponegoro), Dahliana Hasan, Ph. D (Faculty of Law, Universitas Gadjah Mada) and Iman Prihandono (Faculty of Law, Universitas Airlangga).This conference provided an academic opportunity for dialogue among the academician, officers, NGO, and other parties to solve the environmental issue. Every submitted paper has reviewed by our Scientific Committee who consists of ten experts from several universities around the world, namely : (1) Taylor’s Law School, Malaysia; (2) Australian Catholic University, Australia; (3) Universitas Kebangsaan Malaysia, Malaysia; (4) Universitas Airlangga, Indonesia and (5) Universitas Diponegoro, Indonesia. The Scientific Committee will select the paper based on high quality standard to be published on proceeding.We would like to express our sincere gratitude and immense appreciation the honorable speakers, the participants, and also many people who are involved. We realize that the international conference would not be successfully conducted without their contribution.Hopefully this proceeding could provide the new insights and solutions regarding the climate change issues from the scientific perspective. The Editorial Team ICOLEG 2023 List of COMMITTEE are available in this pdf.

Postgraduate international students’ cosmopolitan capital accumulation in transnational spaces: aspirations, gains, and struggles

Postgraduate international students’ cosmopolitan capital accumulation in transnational spaces: aspirations, gains, and struggles

Intercultural Communication Interaction Among the Local and International ELS Postgraduate Students: A Case Study of International Universities in Malaysia

ABSTRACT Introduction The study aims to look at postgraduate students' perceptions of intercultural communication. It also looks at the difficulties that both local and international students face in terms of communication interaction in the classroom and on campus. Methods The researcher interview four participants who were chosen at random among postgraduate students in International Islamic University Malaysia. The researcher used semi-structured interview questions as the instrument and a thematic analysis is used to answer the research questions then generated the themes and subthemes for the analysis of the study. Findings The results yielded that the complexity of culture, language barrier, attitude towards foreigners; social interaction, individual differences, perceived laziness and stereotyping constitute students’ perceptions on intercultural communication interaction among the local and international ELS postgraduate students. Furthermore, Results show that in these groups, the majority opposed intercultural interaction amongst non-native speakers. The results of this work have implications for future research on intercultural communication awareness among both local and international students.

Examining Service Learning as an Approach to Intensify International Students’ Multicultural Understanding

The purpose of this investigation was to identify, examine, and analyse the opinions of four international postgraduate students who embarked on a service-learning project required by the course taken in Semester 2, 2021/2022. It included engaging in community service, connection to their academic endeavours, reporting the outcomes, critical reflection, and reciprocity. Choral speaking activities were selected as the tool for their engagement with children in the community. The qualitative approach was chosen as the research design, employing in-depth semi-structured interviews. The findings pointed to the beneficial aspects of service-learning which include: (1) enhances multicultural understanding; (2) improves civic involvement; (3) acknowledges that academic work has real-world importance; and (4) promotes language learning as well as reciprocity, that need to be improved.

Experiences of Communication Obstacle of International Students of Northeast Normal University China


 
 
 
 Objectives: China now offers top-notch postsecondary education to students worldwide. Similar problems develop every year when hundreds of international students come to China for further education, creating new difficulties. This study looks into the challenges and obstacles international postgraduate students face while spending a full academic year at NENU in Changchun, China.
 Methodology: A qualitative process was used to choose 86 international students, both male and female. Six foreign students, all nationals of different countries, were recruited from various Northeast Normal University schools. After gathering the data through a thorough process of in-person interviews, a themetic analysis method was applied.
 Findings: Emerging themes were examined in both the individual interviews and the aggregate for more examination. The findings demonstrated how a number of issues, including the academic barrier, the cultural barrier, and adjustment strategies, affect the lives of recently arrived students. Incorporate issues related to diet, communication, and other psychological factors.
 Implications: Conversely, these obstacles also spur international students to create problem-solving solutions. They create novel learning strategies to overcome obstacles as they grow into autonomous learners. Time, effort, and a great deal of support from various sources are required for the adjustment and adaptation.
 
 
 

Mentoring international postgraduate students and early career researchers through transnational telecollaboration: a supervisor’s autoethnography

Mentoring international postgraduate students and early career researchers through transnational telecollaboration: a supervisor’s autoethnography

Achieving sustainable learning in China: An exploration of international master students’ assessment and learning experiences at a Chinese university

ABSTRACT With an increasing number of international students to study in China, however, few studies have investigated how international students experienced assessment in Chinese higher education. Drawing upon the concept of sustainable assessment, we present findings from interviews with thirty international postgraduate students who shared assessment and learning experiences at a Chinese university. Findings revealed the ways these students navigated qualitatively different assessment and learning settings between coursework and research project in the programme while indicating various views towards different tasks. In understanding their experiences, we evoke notions of in-betweenness to illuminate their negotiating experiences between different settings of assessment and learning. We argue that combining principles of sustainable assessment with conversations about a sense of in-betweenness can support universities and academics to better design meaningful assessment and learning practices for international students.

The Influence of Social Support on Postgraduate Students' Psychological Well-being: Self-Esteem as a Mediator

The study aimed to examine the impact of social support and self-esteem towards postgraduate students’ psychological well-being in Malaysian public universities and self-esteem as a mediator. In all, 335 postgraduate students from 13 public universities in Malaysia participated in this study. The present study conducted employing the quantitative research method using an online questionnaire. Convenient sampling was used to gather the data. Postgraduate students received the online questionnaire through postgraduate groups. The data were analysed using the PLS-SEM version 3.3.9. The validity and reliability of survey items, as well as the link between variables, were evaluated using the measurement model and structural model. The findings in this study indicate that social support and self-esteem have significant impact on psychological well-being. Besides, self-esteem plays partial mediation on social support and psychological well-being. The findings would be useful in helping university administrators, supervisors, counsellors, friends, and family members recognise the need to boost postgraduate students' psychological well-being and discover the solution to do so. For postgraduate students to be psychologically well-adjusted, their self-esteem and social support must be strengthened. To gain a more in-depth comprehending, a mixed methods technique may be adopted in future research. Furthermore, future study shall be able to compare the psychological health of local postgraduate students with international postgraduate students.

NEEDS ASSESSMENT REPORT ADOPTING A MIXED-METHOD DESIGN: CHINESE POSTGRADUATES’ IMPRESSIONS OF CRITICAL THINKING APPROACH IN RESEARCH METHOD COURSE

In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0026/a.php" alt="Hit counter" /></p>