International Student Achievement Research Articles

FACULTY ENGAGEMENT IN INTERNATIONAL STUDENT SUCCESS: A REVIEW OF BEST PRACTICES AND STRATEGIES

This review investigates the pivotal role of faculty engagement in enhancing the success of international students within higher education settings. Recognizing the increasing diversity of student populations globally, the study aims to synthesize existing research to discern effective strategies for supporting the academic, social, and cultural integration of international students. By examining the impact of faculty involvement both inside and outside the classroom, this review sheds light on best practices that contribute to the broader discourse on internationalizing higher education. The review explores the multifaceted dimensions of faculty engagement and its correlation with international student success. Within the classroom, effective teaching methodologies, inclusive pedagogical approaches, and culturally responsive practices are identified as key factors influencing the academic achievement and retention of international students. Moreover, fostering an inclusive learning environment that embraces diverse perspectives and encourages active participation is crucial for promoting student engagement and satisfaction. Beyond the classroom, the review delves into the importance of faculty involvement in co-curricular activities, mentorship programs, and community engagement initiatives. By actively participating in extracurricular events, faculty members can facilitate cross-cultural interactions, provide social support networks, and promote a sense of belonging among international students. Additionally, mentorship programs led by faculty mentors offer personalized guidance, academic advice, and cultural adjustment assistance, thereby nurturing the holistic development of international students. Furthermore, the review highlights the significance of faculty training and professional development in preparing educators to effectively support diverse student populations. Cultivating intercultural competencies, understanding the unique challenges faced by international students, and adopting inclusive teaching practices are essential components of faculty development initiatives. This review underscores the critical role of faculty engagement in fostering academic success, social integration, and overall well-being of international students. By synthesizing research findings and identifying best practices, this study contributes to the advancement of strategies for internationalizing higher education institutions and promoting inclusive excellence.
 Keywords: Faculty Engagement; International Student; Success; Best practices; Strategies.

The politicization of PISA in evidence-based policy discourses

Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies – high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a neutral enterprise that is guided by the best available evidence. Indeed, political discourse and policy framing surrounding PISA often results in the selective use of results to justify contested policy reforms. Brief cases from Japan, Sweden, and Canada illustrate how national policies have been adopted that are not grounded, and may even run counter, to research findings. The discussion examines the politicization of PISA and its symbolic role in adding legitimacy to education reform agendas. Collectively, the analysis offers an alternative perspective to the popular notion that PISA guides evidence-based decision-making.

Is University Support Effective? A Longitudinal Study of Cultural Adaptation of South Asian Students in Chinese Universities

The successful adjustment of international students to the new environment depends on their ability to interact effectively with the external environment. However, the literature has not yet provided a clear understanding of how the support provided by host universities affects the academic achievement and cultural adaptation of international students, particularly in longitudinal studies involving students from different countries and regions in China. Based on Student-centered Learning Engagement framework, this study developed and tested a model composed of three variables—university support, academic achievement and cultural adaptation, and collected data from South Asian students at Chinese universities from 2017 to 2019 through questionnaires. The findings revealed that university support significantly affected cultural adaptation through academic achievement. The study suggests that Chinese universities should provide appropriate levels of support for international students to achieve positive academic outcomes, and to better understand and adapt to the universities, societies, and cultures.

Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective

Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.

How are they doing? University outcomes of international students studying in Canada

Globally, over the past few decades, there has been a considerable increase in research on the host country experiences of international students. This is not the case for examinations of university outcomes. As a result, in this article, as a first step, comparisons are made between the academic achievement (GPA), satisfaction, and intent of international students to return to their university as compared to Canadian domestic students at three points in time. First, I show that over several decades there has been little difference in the outcomes of international and domestic students. Second, based on cluster analysis and analyses of covariance, outcomes of contemporary students, as embodied in an “‘adjustment index,”’ are compared and dissected. This procedure shows that while international students suffer from an overall disadvantage in adjustment, there is considerable within group difference. Overall, while there is much room for improvement, the outcomes of international students are hopeful.

Best and brightest? The impact of student visa restrictiveness on who attends college in the US

Before the COVID-19 pandemic, student F-1 visa applicants faced a 27 percent refusal rate that varies by time and region. Recent immigration policies have created uncertainty in whether international students will receive their visas. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences the enrollment of international students in the US. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.

A comprehensive review of international students' perceptions of the learning environment in relation to academic achievement

Purpose: The primary purpose of the research is to pursue the international student's perception of the learning environment related to academic achievement in international universities to establish the elements of an educational culture that contribute to the academic achievement of international students. Research methodology: Numerous studies have been conducted over the last few decades to determine how students perceive their learning environment as reflected by their average level of academic achievement. The impact of international students from the Asian & African continent and their social, cultural, and educational experiences on their academic achievement was evaluated by reviewing global and local materials conducted at one Chinese university in Zhejiang province. This study commenced with a search of computerized educational, sociology, and psychology databases using the exploratory phase method. The materials for the review are divided into two sections: a synopsis of academic, social, and cultural consequences & a description and criticism of strategies for promoting international competitiveness and fostering intercultural understanding. Results: International students' perception of the learning environment has a significant impact on academic achievement at international foreign universities, and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of international students.

POSITIVE IMPACT OF SELF-ASSESSMENT FIRST YEAR EXPERIENCE ON ACADEMIC ACHIEVEMENT AMONG INTERNATIONAL STUDENTS

The academic aspect plays a vital role as a 'transformative' element in bringing change into the life of each individual. One of the main goals of students continuing their studies abroad is to obtain a high-quality education. The first-year experience is considered an important phase involving self-assimilation, emotional change, cultural shock and social values that can influence the academic achievement of international students. The discussion of this paper elucidates the factors that contribute to the more meaningful first-year experience differences by comparing the process of self-assimilation and academic achievement of international students. In-depth interviews with 40 international students from four Malaysian public universities were conducted using a qualitative method approach that used objective sampling techniques. The findings lead to a self-reflection on the nature of international students, which is expressed through a narrative outpouring of emotions that describe the excitement, desire, and hope. The elements of transformation and self-assimilation of students in this study are interconnected with (i) the reputation of Malaysian public universities as a prestigious educational destination, (ii) the quality of a more comprehensive and 'versatile' higher education system, (iii) the flexibility and dynamics of the academic programs offered, and (iv) contemporary and ‘market driven' academic programs. The empirical data from this study is hoped to be useful information for the university's human resource management, which relies heavily on international student enrolment. This effort is in line with Malaysia's National Strategic Plan for Higher Education or PSPTN, which was created to transform the country into a global hub of higher education excellence.

Cross‐country data on skills and the quality of schooling: A selective survey

AbstractScores in standardized international student achievement tests and some recent adult literacy studies provide interesting data on the quality of educational outputs and on the skill level of the population that can be a useful complement to the data on the quantity of schooling which have been most commonly used in the growth literature. This paper describes the most recent available primary data on the subject, reviews different attempts to organize, standardize, and summarize them, and discusses the strengths and weaknesses of the existing indicators and their potential usefulness as explanatory variables in empirical analyses of the determinants of income and welfare levels and growth rates. A final section investigates the distribution of these indicators across a sample of 21 OECD countries.

Best and Brightest? The Impact of Student Visa Restrictiveness on Who Attends College in the US

The F-1 student visa program brings more educated migrants to the US than any other immigration program, yet student visa applicants face an approximately 27 percent visa refusal rate that varies by time and region. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences US undergraduate enrollment outcomes of international students. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.

ОҚУ САУАТТЫЛЫҒЫ ТАПСЫРМАЛАРЫНА ҚОЙЫЛАТЫН ТАЛАПТАР

The proposed article is devoted to the state of general literacy of the Kazakh education system today, the level of literacy of students, new requirements and tasks for reading literacy, the state of the goals achieved by the National Plan. According to the authors, reading literacy involves, first of all, reading books by children. This article also discusses the pros and cons of evaluating educational achievements. To this end, we decided to tell you about how PISA – the international student achievement assessment program - helps students and students. This is due to the fact that the PISA program evaluates the ability to use the knowledge and skills acquired in school to solve life problems in various spheres of society.

The digital explosion: It’s impact on international student achievement

The purpose of this study is to conduct empirical research into the use of an interactive e-book in a predominantly international MSc Business Management cohort, evaluating its impact on engagement, and academic achievement. There is a lacuna in the current state of research into interactive e-books, and a lack of attention on international students studying in the UK. Quantitative data was obtained and analysed using t-tests and correlational analysis. The key findings were that those students who used the interactive e-book scored significantly higher coursework and examination marks than those students who did not. Student engagement was critical to the effectiveness of the interactive e-book, with students performing better when it was adopted as summative as opposed to formative assessment. The paper contributes to the literature on blended learning and the use of digital technology, and strongly highlights the benefits of its use in an international student cohort.

INDIKATOR PENGARUH SOSIAL DALAM PENGUASAAN BAHASA DAN KESALINGHUBUNGAN PRESTASI AKADEMIK PELAJAR ANTARABANGSA

This study explores the social indicators that affect the learning experience of international students for language proficiency as well as its relationship with academic performance in higher learning institutions. A total of 20 respondents consisting of international students from various nationalities were interviewed to obtain the required data. The study found that language proficiency was a major barrier to academic and social adjustment of international students with several other academic indicators such as classroom activities, assessment methods, and systems as well as longing and loneliness have influenced their academic performance. Using a qualitative method, this research also found that international students have several initiatives to facilitate adaptation including improving language proficiency, time management, and interaction with other individuals. Thus, studies have shown that there is a correlation between these social indicators with the academic achievement of international students.

ELEMEN TRANSFORMATIF DAN AKULTURASI DIRI DARI PENGALAMAN TAHUN PERTAMA PENGAJIAN DI UNIVERSITI AWAM MALAYSIA SEBAGAI WASILAH PRESTASI PENCAPAIAN AKADEMIK PELAJAR ANTARABANGSA

The academic aspect plays a vital role as a transformative element in bringing change into the life of each individual. One of the main goals for students to continue their studies abroad is to obtain a high-quality education. The freshman experience is considered an important phase involving self-assimilation, emotional change, cultural shock, and social values that can influence the academic achievement of international students. The discussion of this paper detailing the factors that contribute to a more meaningful freshman year experience is differentiated by comparing the process of self-assimilation and academic achievement of international students. The qualitative approach using the purposive sampling technique has involved in-depth interviews of 40 international students from four Malaysian Public Universities. The findings of the study generate a self-reflective understanding of the nature of international students which is translated through selective narratives of emotional outpouring, describing excitement, desire, and hope. The new findings for this study relate to the elements of transformation and self-assimilation of students who have an interrelationship with (i) The reputation of Malaysian Public Universities as a prestigious study destination, (ii) The quality of the higher education system which is more comprehensive and versatile, (iii) Flexibility and the dynamics of the academic programmes offered, (iv) Contemporary and market-driven study programmes, and (v) The added value of English proficiency as a method of learning and teaching. The sharing of empirical data of this study is expected to be useful information to the human resource management of the university which has a high dependence on the enrolment of international students. This effort is in line with the National Strategic Plan for Higher Education (PSPTN) which was formulated with the vision of transforming Malaysia into a hub of excellence in higher education on the international stage.

Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018

This study used international student achievement data from the OECD's Programme for International Student Assessment (PISA) 2018 to identify the profiles of school digital inclusion (SDI). In digitally inclusive schools, students who live in the digital era benefit from digital technology and a digitally enhanced educational environment without alienation and exclusion. We compiled profiles of SDI by conducting a latent profile analysis on data from 27 countries. Multinomial logistic regression analyses were conducted to examine whether a school's socioeconomic status and type could predict its likelihood of fitting a particular profile across SDI subgroups. Schools were categorized in terms of low-, medium-, and high-level digital inclusion. Socioeconomic status and type of school were significant predictors of profile membership. Based on the results, the practical implications for promoting SDI include digital infrastructure as a prerequisite, teachers' confidence in using digital technology and instructional competence, and the digital skills of teachers and students.

More than learning English? The impact of university intensive English language program attendance on international student academic achievement

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.

SCHOOL BIOLOGICAL EDUCATION WITH A FOCUS ON WORLD EXPERIENCE

The international student achievement assessment program (PISA) is an international assessment of skills and knowledge from 15-year-old students, in addition, it provides information on a range of factors that contribute to successful studies, schools, and the education system. PISA is the result of joint efforts of the Organization for economic cooperation and development (OECD) member countries. As PISA is an international assessment, it measures skills that are universally recognized as key outcomes of the educational process. Instead of testing on facts, the assessment focuses on young people at the end of compulsory school education and their ability to use their knowledge and skills to meet real-world challenges

Best and Brightest? The Impact of Student Visa Restrictiveness on Who Attends College in the US

Recent immigration policies have created massive uncertainty for international students to obtain F-1 visas. Yet, before the COVID-19 pandemic, student visa applicants already faced an approximately 27 percent refusal rate that varies by time and region. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences US undergraduate enrollment outcomes of international students. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.

Cross-Country Data on Skills and the Quality of Schooling: A Selective Survey

Scores in standardized international student achievement tests and some recent adult literacy studies provide interesting data on the quality of educational outputs and on the skill level of the population that can be a useful complement to the data on the quantity of schooling which have been most commonly used in the growth literature. This paper describes the most recent available primary data on the subject, reviews different attempts to organize, standardize and summarize them, and discusses the strengths and weaknesses of the existing indicators and their potential usefulness as explanatory variables in empirical analyses of the determinants of income and welfare levels and growth rates. A final section investigates the distribution of these indicators across a sample of 21 core OECD countries.

DEVELOPMENT AND IMPROVING STUDENTS' EXPERIMENTAL SKILLS THROUGH STEM ACTIVITIES

There are some trends currently being monitored in the country: interest in science studies and related professions is decreasing; unsatisfactory results of international student achievement research (PISA, TIMSS). In order to make students more interested in natural sciences and to motivate them to relate their life to STEAM activities, it is appropriate to encourage students to engage in independent research and to discover the joy of discovery. One of the ways to solve this problem is the students' practical experimental activity in the laboratories of University. In this way, students not only get to know the laws of science, new technologies, but also carry out experiments, research and projects. The research analyses the usage of STEAM program “Cognition of Energy and Thermal Processes” for students of ninth (1st Gymnasium) grades in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students are advised to do five experimental works in this field. The program engages a basic educational method – inquiry-based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. It can be stated that educational experimental activities are necessary and useful for students. By using these experimental activities, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyse and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. Keywords: experimental skills, science learning system, inquiry-based learning, STEAM education.