International Student Community Research Articles

Motivation, Self-efficacy, and International Students’ Academic Performance

This project explored how international students’ learning motivations and self-efficacy can affect their academic performance when studying abroad via a systematic literature review approach. It specifically explored two sets of relationships by outlining the key concepts and theories that predict such relationships, discussing the specialities of these concepts and theories with regard to the research target, international students, and summarising and comparing the findings of empirical studies in specific contexts.The project specifically reveals that international students’ motivations can be enhanced by their clear goals to study abroad and undermined by their sociocultural adaptation to the learning environments. Their self-efficacy beliefs can also be damaged by their language difficulties and adaptation problems. Despite some inconsistencies in empirical research findings, international students’ intrinsic motivations and self-efficacy beliefs can both positively enhance their academic performances. Based on these findings, teachers are suggested to offer adequate social support for international students by providing student counselling services, promoting an inclusive culture, and supporting the construction of international student communities. These methods will assist international students’ cultural and academic adaptation and enhance their academic motivations and self-efficacy beliefs. The teachers are also suggested to differentiate teaching approaches in response to the specific needs of international students and facilitate students’ self-efficacy development through affirmative recognition.

한중 부동산 앱(App) 필터 기능의 UI/UX 비교 연구

Due to language and environmental constraints, Chinese foreign students in Korea use real estate apps as their main means of renting apartments. Real estate apps are the main point of contact in the design of real estate services for international students, and not only can the needs and expectations of the international student community be clarified through the screening function of UI/UX, but also the design features presented by the apps can be reflected in the user experience. Therefore, using literature analysis, case study, and other research methods, we took 다방 and직방 in Korea and shell and Anjuke real estate apps in China as the scope of the study to identify the relationship between service design and UI/UX, as well as the specific differences in the screening functions of real estate apps in the two countries, and further summarize how they affect the user experience in the service design. The study mainly concludes the following: first, there are obvious differences in the layout and form of the screening functions of the two countries' apps, which is the root cause of the inconvenience for international students; second, the two countries have their own strengths in content classification levels and information optimization; and third, the two countries should learn from each other in the form of personalized recommendations, but both countries are very weak in the area of intelligent suggestions, which needs to be further strengthened.

Rhizomic communication practices bridging international students and the host society and beyond

AbstractEvidence suggests that the COVID-19 pandemic has significantly impacted international student communities while reflecting wider societal inequalities. This study in the Finnish context examined international students’ experiences of the published national crisis communication and media usage during the first year of the pandemic. Using the national COVID-19 crisis communication practices as an example, we examined what kinds of strategies the international students deployed to access information in this non-English-speaking country and how they perceived the information communicated. Theoretically, we based the analysis on the theories of crisis communication and information inequality, which identify communication practices, such as language choice, that differentiate groups of people and impact their health outcomes. These are combined with rhizomic understanding, as reported by Deleuze and Guattari (1988/2020), of accessing media, and extended it to a mobile group of people (international students) living transnational lives. The data included interviews with international students studying at Finnish universities. The findings show that the students deployed five interlinked strategies to access information during the COVID-19 pandemic that highlight the heterogeneity of information and its usage, global asynchronousness of pandemic paths, and temporal changes in approaching information.

Connecting with family, friends and others

This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.

Choosing GIS graduate programs from afar: Chinese students' perspectives

AbstractWith the increasing demands for geospatial analytics in industry and academia, the need for Geographic Information Systems/Science (GIS) education is on the rise. A growing number of departments in geography have launched or expanded their GIS graduate programs. However, the factors influencing students choosing GIS programs have not been examined yet. In this study, we looked at Chinese students applying for overseas GIS programs and examined factors influencing their decision‐making. We distributed the survey in GISphere, one of the largest GIS international student communities, and 84 valid questionnaires were returned. We analyzed the spatial and demographic patterns of Chinese students applying for overseas GIS programs. We identify five main factors that affect their choices of GIS programs: (1) education quality and awareness, (2) physical, social, and political environments, (3) improved employment prospects, (4) personal recommendations, and (5) the application process. Our study offers implications for the development of GIS graduate programs. We anticipate that the conclusions drawn from this research will benefit and advance geography and GIS education globally.

“Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK

Abstract British higher education institutions attract a large number of international students, especially Chinese students, to pursue degrees in the UK every year. This longitudinal mixed-methods study tracked the informal language contact and social networks of Chinese foundation program students in the UK for two terms. A Language Contact Questionnaire and a Study Abroad Social Network Survey were administered to 84 students and semi-structured interviews were conducted with 26 participants in the first term and the second term of study. Data revealed that the participants generally had a high percentage of L1 use, high academic L2 contact, and mainly L1 social networks during studying abroad, with little variation over the two terms. Their relationships with international friends were superficial and a vibrant international student community was not found. L2 topic multiplexity and online L2 contact frequency weakly predicted the total informal L2 contact at Term 1 and Term 2. This study underscores that degree-oriented SA participants may have different prioritization and leisure time routines compared with summer school participants or exchange students abroad. Thus, with an extra foundation year in the host country, the current sample seemed to prioritize academic preparation, rather than social integration.

The prospect of higher education marketing: adaption, transition or hybridisation?

Purpose This study aims to examine the impacts of the forced shift to online/hybrid learning on international students’ perceptions and behaviour. It aims to understand the direction of future university marketing changes to address this vital and urgent concern. Design/methodology/approach This study deployed an explorative qualitative design and data collected through interviews (n, 20) with prospective international students. Findings The study identified four main themes: mode of class operation, that is, the balance between online/offline/hybrid modes of course delivery; enhanced level of flexibility in terms of both visa regulations and financial aid; strategic use of social media and virtual tools to connect with and impress the international student community; and evidence of digitalization and experiential learning. Practical implications This study has many theoretical and managerial implications. As international students perceive COVID-19 as an under-researched theme in the higher education market, the study’s outcome helps understand the grey areas of expectation versus reality in higher education marketing. Originality/value This research offers a new perspective from the demand side on higher education marketing strategies amid COVID-19.

Flourishing as international students and scholars in the US

International students and scholars in the US face many internal and external challenges: barriers in writing, presentations, and interviews, difficulties in building professional networks, visa and funding restrictions, and ineligibility for many fellowship opportunities. Here, three international students and scholars use first-person narratives to share their unique experiences tackling these challenges. They also suggest what institutions can do to support the international student and scholar community.

Assessing knowledge and self-report intention from COVID-19 symptoms based on the Health Belief Model among international students in Heilongjiang, China: a cross-sectional study

BackgroundA COVID-19 outbreak has been contained in China through effective prevention measures with the collaboration of the citizens. However, there is resistance to self-reported symptoms as required in the international...

Low-Carbon Research and Teaching in Geography: Pathways and Perspectives

Universities and research centers are major producers of greenhouse gas emissions. There are growing calls from within the university sector for more proactive approaches to reducing the emissions associated with research and teaching and to contribute more to climate change mitigation. These debates have considered both the campus-based emissions of universities with large estates and the travel-related emissions associated with international staff and student communities. There is therefore an increasingly acute tension between universities’ imperative to foster international networks and expand research and teaching on the one hand and their moral obligations to decarbonize on the other hand. In this article, we consider how academic departments can navigate this challenging paradox. Our study is based on an analysis of the Department of Geography at Durham University in the United Kingdom. We examine the major sources of emissions associated with this department and find that by far the largest contribution comes from air travel for staff research and student field trips. We then explore student perspectives and consider potential pathways toward a low-carbon model of research and teaching. Overall, we find a high level of support for decarbonization in the academy and potential for significant emissions reductions with minimal impact on quality of research and teaching.

Higher Education, Exclusion, and Belonging

Generations of migrants from Asia since the 1800s have endured challenges in locating their place and belonging in Australia due to systemic racism and discrimination against the cultural and religious ‘other’. These persistent issues have intensified during the pandemic, especially towards Chinese communities, including international students. This paper investigates the impact of the pandemic on Chinese, Indian and Russian international students in Australia. It reveals how, throughout the first year of the pandemic, international student, ethnic and religious community organizations implemented multiple and overlapping coping strategies to assist international students in Australia, who had been left vulnerable by a lack of government support and escalating geopolitical tensions in the Asia-Pacific region. By highlighting the religious dimensions of these strategies of connectedness and belonging, it contributes new insights in an under-explored aspect in studies on international students in Australia, pointing the way for further investigation.

Interpreting academic integrity transgressions among learning communities

Educational institutions rely on academic citizenship behaviors to construct knowledge in a responsible manner. However, they often struggle to contain the unlawful reuse of knowledge (or academic citizenship transgressions) by some learning communities. This study draws upon secondary data from two televised episodes describing contract cheating (or ghostwriting) practices prevalent among international student communities. Against this background, we have investigated emergent teaching and learning structures that have been extended to formal and informal spaces with the use of mediating technologies. Learners’ interactions in formal spaces are influenced by ongoing informal social experiences within a shared cultural context to influence learners’ agency. Building upon existing theories, we have developed an analytical lens to understand the rationale behind cheating behaviors. Citizenship behaviors are based on individual and collective perceptions of what constitutes as acceptable or unacceptable behavior. That is, learners who are low in motivation and are less engaged with learning may collude; more so, if cheating is not condemned by members belonging to their informal social spaces. Our analytical lens describes institutional, cultural, technological, social and behavioral contexts that influence learner agency.

Translanguaging in writing: a bilingual PhD student’s reflection

Abstract With a critical narrative approach, this reflective practice research aims to do a personal narrative inquiry on the researcher herself during her dissertation research/writing period. The researcher explores and reflects on her various translanguaging strategies used throughout the course of her dissertation research and writing. Data collection includes her reflective journal entries, interview recordings and transcriptions with her research participants, reflective conversation audio recordings with her peers and research voice memos during her dissertation writing process. Using narrative analysis, this study indicates translanguaging allows the researcher to establish her dual-identities in both U.S. and Chinese educational settings, and helps her to develop her own writer’s voice and also engages her to think more creatively and critically as a researcher and a writer. This study presents a first-person reflective practice that deconstructs bilingual PhD students’ dissertation writing journey. It highlights the significance of bilingual international graduate students’ language repertoire to their academic writing, which matters not only to individual students, but may better serve international student community cross the world.

대학교의 교육서비스품질이 유학생의 자아존중감, 전공만족, 충성도에 미치는 영향

The current education market has rapidly reduced the number of students admitted to high school from high school due to various problems in Korea. Due to the influx of foreign education market, the supply and demand of education has not been able to balance supply and demand, and this has changed from a supply-oriented market to a market centered on demand. Self-esteem and major satisfaction can be major variables affecting the loyalty of major students. Therefore, it is necessary to identify and improve key variables that can be developed and changed to improve the quality of education service, self-esteem, major satisfaction, and loyalty of international students. For the demonstration of this study, international students attending three schools in Jeollabuk-do (Jeonju University, Wondae University, Woosuk University), which are judged to have similar school size, external evaluation level, and admissions procedure for new students It was selected as a study subject. From March 15 to April 30, 2020, a questionnaire was conducted using the convenience sampling method through the international student community due to Corona 19, and a total of 230 copies of the questionnaire were distributed, excluding 20 copies that could not be used as analytical data. 210 parts were used as data for analysis of the results. The results of this study are as follows. First, in order to understand the degree of influence of educational service quality on the self-esteem of international students, factors of education service quality were analyzed and regression analysis was conducted. As a result, all factors of educational service quality were responsive, confident, reliable, and empathetic. It was found that there was no significant effect on self-esteem. Second, in order to understand the degree of impact of educational service quality on major satisfaction, a factor analysis of each item of educational service quality was conducted to perform regression analysis. As a result, all factors of educational service quality responsiveness, confidence, reliability, and empathy were satisfied. It appeared to have a significant effect on. Third, in order to understand the degree of the impact of educational service quality on loyalty, a regression analysis was performed by analyzing each item of educational service quality. As a result, it was found that only factor response and reliability of educational service quality affect loyalty (preference). Fourth, as a result of conducting a regression analysis by analyzing each item of education service quality in order to understand the degree of the impact of education service quality on loyalty, all factors of education service quality are responsiveness, reliability, reliability, and empathy. Fifth, in order to understand the degree of self-esteem affecting major satisfaction, it was found that the factors of self-esteem were analyzed and regression analysis was performed, indicating that the major satisfaction was not significant. Sixth, in order to understand the degree of the effect of self-esteem on loyalty, a regression analysis was performed by analyzing the factors of self-esteem, and the results showed a significant result only in the preference of loyalty.

Language Used by Chinese Malaysian Students Studying at an Australian University

In Australia, more than 33% of total international students are Mandarin speakers. Mandarin has become a common language in the international student community in Australia. Speaking Mandarin is important while studying in an English-speaking country. This article explores Chinese Malaysian students’ language proficiency and their language attitudes. Five participants were selected from an Australian university, they were interviewed based on sociolinguistic case study research. The language proficiency of five participants was classified at five levels and the participants were required to self-rate in all their languages in the questionnaire. The findings show that three of the five participants preferred speaking English in Australia while the other two felt more confident of speaking Mandarin. All participants claimed that living in Australia, English and Mandarin are equally important. In contrast, the five participants’ Bahasa Melayu proficiencies had largely decreased because of less practice and negative attitudes.

Building a Career in Cardiovascular Research: A Conversation With Barbara Casadei, MD, DPhil.

Building a Career in Cardiovascular Research: A Conversation With Barbara Casadei, MD, DPhil.

The Classical Tradition in Medieval Catalan, 1300–1500: Translation, Imitation, and Literacy by Lluís Cabré et al

Reviewed by: The Classical Tradition in Medieval Catalan, 1300–1500: Translation, Imitation, and Literacy by Lluís Cabré et al John Dagenais Keywords history of the language, Historical Romance, Old Spanish, medieval Castilian, materialist hermeneutics, history of the book, translation, material culture, novela sentimental, Cárcel de amor, Catalan Literature, Crown of Aragon, Occitan, Spanish Empire, poetry, Classical Reception, Dante, Mediterranean Studies, Food Studies, Galen, ballads, María de Zayas, Aljamiado, Mudéjar, pilgrimage Cabré, Lluís, Alejandro Coroleu, Montserrat Ferrer, Albert Lloret, and Josep Pujol. The Classical Tradition in Medieval Catalan, 1300–1500: Translation, Imitation, and Literacy. Tamesis, 2018. ISBN: 978-1-85566-322-0. The past forty years have seen an unprecedented effort by scholars in the Catalan-speaking areas of the Iberian Peninsula to advance the knowledge of medieval letters in those areas, a project already well under way in the early years of the last century, but interrupted by the Spanish Civil War and the dictatorship of Francisco Franco. The authors of the present study begin by linking this volume back to Antoni Rubió i Lluch’s El renacimiento clásico en la literatura catalana (1889) and offer the fruits of post-Franco research in what they present as the first monograph on the topic of the classical tradition in medieval Catalan letters since the publication of Rubió i Lluch’s work. They define this classical tradition as consisting of “translations (both extant and lost) of classical texts, works from the Italian Renaissance (from Dante to Leon Battista Alberti), and works by major medieval authors who contributed to the transmission of classical material” (x). The importance of translation and imitation in the formation of medieval Catalan letters can scarcely be exaggerated, and translation and imitation stemming from these three traditions is of particular weight and interest. The three areas just outlined have fairly flexible borders. This study avoids rigid classifications and often strays—always in interesting ways—outside these borders. One might see the result as a sort of general survey of medieval Catalan letters viewed through the lens of translations and adaptations of the classics. This volume is part of a recent effort to bring the fruits of new research, hitherto chiefly published in Catalan, to a larger, international audience through publications in English. As the authors state, “the aim of the study in this volume is to disseminate this knowledge [of the classical tradition in medieval Catalan] in a language that can reach the international community of students and scholars interested both in the endurance of classical literature and in the history of medieval literature in Romance languages” (x). It is important to keep this goal of outreach toward a prospective English-language readership in mind when it comes to understanding some of the choices that the authors made in putting together this volume. [End Page 192] The book is divided into two parts. The first part contains a chapter on the “Historical Background,” followed by chapters on “Literacy: Translations and Royal Patronage,” “Imitation: The Classical Tradition in the Works of Five Major Authors,” and “Printing: Humanism and Renaissance.” The second part consists of a “Catalogue of Translations to 1500.” The volume includes three maps: “The Catalan-Speaking Territories,” “The Dominions of Alfonso the Magnanimous (1442–58),” and “The Crown of Aragon and its Area of Influence in Occitania before the Battle of Muret (12 September 1213).” The book has two appendices: “Italian Renaissance: Printed Editions, 1473–1535” and “Rulers of the Crown of Aragon, 1137–1516.” There is an index to proper names (or titles of anonymous works) of individuals mentioned in the study and a thorough bibliography. The first chapter of Part I is written keeping in mind the prospective readership of students and scholars unfamiliar with the history of early Catalonia and the medieval Crown of Aragon as well as with the pan-Mediterranean presence of the Catalan language in that period. On this latter point, they venture well into the twentieth century and the fate of Catalan under the Franco dictatorship. This is a clear and concise exposition of these matters. I would certainly recommend this chapter to students and colleagues interested in getting quickly up to speed on the...

ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE

An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.

Mobility experiences of international students in Thai higher education

PurposeThe purpose of this paper is to achieve a better understanding of the current phenomenon regarding challenges of and potential for increased international recruitment and enhancement of the teaching and learning experience in Thai HE. The focus on what made these people choose Thailand, and their actual perceptions and experiences in Thai universities, are two main foci of this paper.Design/methodology/approachA qualitative approach through narrative interviews was selected as the researchers did not want to constrain this study with preconceived notions that might unduly steer the findings. During the interviews, detailed notes were taken, and the conversations were taped recorded, and then transcribed and analysed. The analytic approach adopted was a thematic analysis. NVivo qualitative data analysis software (QSR International Pty Ltd Version 11, 2017) was used to help organise and analyse the data.FindingsThe findings show that availability of scholarships, word-of-mouth referrals, and geographical and cultural proximity to a home country appear to be important pull factors. A series of interviews with international students from many different cultures, from both developed and developing countries, yielded some surprising insights including strong research support in some disciplines and the fact that academic life is personalised in Thai universities.Research limitations/implicationsThe findings from this study suggested that engaging returnees as ambassadors, creating links between international student community and home student community before, during and after the education abroad experience could potentially help Thai HE to be more marketable at a global scale. International students have potentials to be future contacts for inducing the flow of international students evident by the social network or word-of-mouth referrals as one of the prominent pull factors.Practical implicationsThe findings from this paper provide advice and guidance on how values-based, rather than purely numbers-driven strategies can help Thai HEIs across the country to be more attractive to students and to enhance their experience once they come to study in Thai HEIs.Originality/valueThis study will make an important critique of current theories of academic mobility that primarily focus on developed countries. Current literature in international education favours native English language countries and overlooks experiences of international students in developing countries. This study will contribute to the existing literature which is lacking in reported perceptions and experiences of international students in Asian countries, particularly the new emerging educational hub in Southeast Asia like Thailand. The paper includes experiences of students from developed countries such as Canada, France, Germany, the UK and the USA, filling in the gap in the current literature that dominantly reports experiences of Asian students in the developed English-speaking countries. Additionally, this study also reports the experiences of international students from the countries that are lesser known in the context of international education, including Cambodia, Egypt, Indonesia, Laos, Myanmar, Pakistan, South Africa, Sudan and Uganda.

Social Isolation, Loneliness, and Mental and Emotional Well-being among International Students in the United States

Background: Loneliness and social isolation have the ability to affect an individual's mental and physical health. With research linking both to morbidity and premature mortality, their effects must be viewed as important public health problems. Loneliness and social isolation can be especially pronounced in the international student community, particularly at the university level, as this population encounters challenges assimilating to their host university, surrounding community, and host country. This study explores the risks and sociocultural factors associated with loneliness, social isolation, and psychological distress with regards to the overall adjustment of international students. Methods: In this qualitative, narrative case study, 10 international graduate students at a university in the United States participated in two focus group sessions followed by individual interviews. Thematic areas and topics were identified using Barrer's three models of social support. Study was completed between December 2016 and September 2017. Results: All of the participants shared that they had experienced loneliness and social isolation at some point during their acculturative process resulting in perceived xenophobia and a sense of insincerity on behalf of domestic students when attempting to forge connections. For some, these experiences elicited feelings of depression, a disinterest in building connections with domestic students, and in attending social events held on campus and within the community, further exacerbating feelings of loneliness and social isolation. Conclusions and Implications for Translation: Results shed light on the impact that poor acculturation can have on the student's mental and physical health and how bridges between the international and non-international communities can be built and more importantly, sustained. There is a critical need for more effort to be focused on attending to both the mental and physical health needs of migrant students during their stay at the host university. Key words: • Acculturation • Social Isolation • Loneliness • Mental Health • International • Student Copyright © 2019 Girmay and Singh. This is an open-access article distributed under the terms of the Creative Com- mons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.