Experiences Of International Students Research Articles

중국인 유학생의 한국 대학에서 생활 경험에 대한 질적 사례 연구

Objectives This study attempted to present implications for the management of foreign students in Korean university institutions and the government's direction of attracting excellent international students by revealing the characteristics of Chinese international students' life and experiences in Korean universities.
 Methods To this end, a qualitative case study was conducted on 5 Chinese international students. Data were collected through participatory observation, in-depth interviews, and literature review, and the characteristics of the life experiences of Chinese international students were analyzed through the process of coding and categorizing the collected data. Finally, in order to secure the validity of the study, the research results were reviewed and confirmed by participants and third parties.
 Results As a result of the study, it was found that Chinese international students in Korea decided to study abroad to acquire and succeed in obtaining academic background in terms of admission and chose a prestigious school within the range of admission. As it is difficult to understand and express Korean in terms of instruction, they cannot adapt to the class and prefer a passive purpose-oriented relationship. In addition, it was found that in terms of life, they prefer individual-oriented life rather than participating in school activities.
 Conclusions It is necessary to prepare a counseling center for universities and majors before admission to help Chinese international students adapt to Korean university life, and Korean language classes specialized in each major are needed to help with difficulties caused by language skills. It is also necessary to prepare an environment and conditions to activate exchanges with Korean students and to provide accurate and detailed guidance on their foreign students life.

A Qualitative Study on the Motivation and Experiences of International Students to Study Abroad

A Qualitative Study on the Motivation and Experiences of International Students to Study Abroad

Multilevel analysis of factors affecting international student adjustment and success: A conceptual framework

In an increasingly interconnected world, the success of international students in higher education institutions has garnered significant attention. This concept paper presents a multilevel perspective framework aimed at comprehensively analyzing the myriad factors influencing international student success. By focusing on adjustment, acculturation, language barriers, and motivation, this proposal aims to elucidate mechanisms that could enhance the international student experience. The framework acknowledges the complexity of international student success, recognizing that it is influenced by factors operating at various levels, including individual, interpersonal, institutional, and societal levels. Understanding and addressing these factors holistically is crucial for devising effective strategies to support international students throughout their academic journey. Drawing upon existing studies and research findings, this concept paper aims to provide insights into the dynamics of international student success. Adjustment, as a crucial aspect, encompasses the process through which international students navigate the challenges of adapting to a new academic, social, and cultural environment. Acculturation further explores how individuals negotiate their identities within the host culture while maintaining aspects of their own cultural heritage. Language barriers represent a significant obstacle for many international students, affecting their academic performance, social integration, and overall well-being. Addressing language-related challenges requires tailored support mechanisms and interventions that facilitate language acquisition and proficiency. Moreover, motivation plays a pivotal role in shaping international student experiences and outcomes. Understanding the diverse motivational factors driving international students can inform the design of interventions aimed at fostering engagement, persistence, and academic success. By proposing a comprehensive framework that integrates these key dimensions, this concept paper seeks to contribute to the ongoing discourse on international student success. It underscores the importance of adopting a holistic approach that considers the interplay of various factors and levels of influence. Ultimately, enhancing the international student experience requires concerted efforts from educational institutions, policymakers, and other stakeholders to create an inclusive and supportive environment conducive to academic achievement and personal growth.

Reflections of participating in a Students as Partners co-creator project in a second year Physiology subject: An example of an Internationalisation at Home experience

This paper showcases a partnership between students, and an academic to develop new and review existing learning resources in a second-year physiology subject “Systems Physiology” offered at Deakin University in Australia, from the perspective of both of students and the teaching staff. All involved participated in a collaborative, student lead project; it was a reciprocal process where all members contributed, in their own unique way to evaluate, design, create and implement an online activity to enhance the understanding of a concept, in this case cardiovascular physiology (both theoretical and practical aspects). This type of partnership encourages critical reflection and opens a door to new ways of learning and teaching in Higher Education. We propose that Students As Partners project could be designed to specially meet an Internationalisation at Home experience for both domestic and international students at Deakin University tapping into the diverse pool of experiences and skills that our current students already bring to the curriculum.

Cultural shocks: understanding the impact on international students' academic journey at Yogyakarta, Indonesia

This study explores the experiences of international students who face cultural shock when starting higher education in Indonesia. Cultural shock manifests itself in a variety of ways, including changes in food, societal norms, behaviour, language, and religion, which cause students to experience stress, anxiety, and depression. The study investigates the coping mechanisms of the students, which include maintaining communication with locals, friends and family, engaging with Indonesian peers and immersing themselves in local culture. Despite initial difficulties, students gradually adjust to their new academic environment, aided by language proficiency, supportive university communities, and cultural assimilation within the curriculum. The findings emphasise the importance of predeparture education in terms of study programmes and their global implications, as well as fostering receptivity to diverse cultures and understanding cultural differences in order to facilitate effective adaptation and academic success abroad. Limitations include the subjective nature of experiences and the need for further investigation of specific cultural adaptation strategies. The recommendations include providing comprehensive support services for international students and incorporating cultural education into academic curricula.

Conflicting geographical imaginaries in globalised labour markets: The local valorisation of international education among employers and returned international students

AbstractWhile scholars have extensively investigated the post‐study career experiences of international students, there has been a dearth in the literature on the mediation of intersubjectivities in the local valorisation of international education, particularly neglecting the perspective of recruiters. Through the lens of geographical imaginaries and drawing on qualitative data from recruiters in professional sectors and returned students in China, this paper reveals the significant role of imaginaries in shaping the perceptions and practices of both parties during the university‐to‐work transitions. The findings underscore that overseas credentials, codified knowledge, and embodied competencies were central to recruiters' and returnees' imaginaries regarding international education. However, conflicts in these imaginaries between recruiters and graduates resulted in the distinct valorisation of the socioeconomic value of overseas education between the two groups and created challenges for returnees' transitions from overseas education to local professional employment. This study emphasises the importance of emplaced intersubjectivities in comprehending international student mobilities as an ongoing transnational process across global educational spaces and local labour markets. It also underscores the role of local contexts and networks in valorising and mediating the value of international education, creating place‐specific patterns of university‐to‐work transitions among returnees.

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.

International student experience of employment integration in Finland

International students have the potential to contribute significantly to host countries through cultural enrichment, economic growth, and human capital development. However, their successful integration into the host society is crucial to realise these benefits. By applying the framework of the two-way integration process from acculturation theory, this study examines the employment integration of international students in Finland, a non-native English-speaking country. Our semi-structured, qualitative in-depth interviews identify several key challenges encountered by international students, including limited information about the labour market, unfamiliarity with recruitment practices, a lack of industry connections, communication gaps from recruiting companies, and host country language barriers. We provide recommendations to organisations and recruiters on how to embrace diversity in their recruitment processes, as well as suggestions to universities on how to better support international students’ transition into the workforce of the host country.

How perceived rights and duties influence identity positions in an international TESOL graduate program

AbstractThe continued push to internationalize Korean higher education means that international and Korean students are enrolling in courses that are undergoing dynamic changes that neither group may be prepared for. This research investigated how the experiences of international students and Korean students who attended the same TESOL graduate school assigned identity positions to each other and their professors during such courses. Using positioning theory allowed this qualitative study to illustrate how participants assigned perceived rights and duties to act, know, or believe in accordance with who they believed they, and other people were, on their program. Violations of these perceived rights and duties resulted in assigning negative identity positions that previously were limited in description to vague “tensions” which impacted international student performance. Findings explain how cultural differences connected to language, participation, hierarchy, and friendships were keenly felt by all participants, and the perceived rights and duties that were violated due to these differences reinforced the marginalized identity position some international students felt.

The Faults of Neoliberal Education: Examining International Students’ Experiences within Korean Higher Education

The overwhelming negativity towards neoliberalism has focused on policies that have reduced academic life to strictly corporate terms and how the customer education model has led to the demise of civic and democratic values. Following Western universities' models, Korean education has adopted the same values and policies, inheriting the subsequent issues and problems that lie therein. This paper continues the call for resisting neoliberalism by exposing its negative impact on the acculturation experiences of international students in Korea. The study participants used transactional language to describe their feelings of marginalization and invisibility and the impoverished ways their host university treated them. Utilizing a qualitative case study methodology set within the framework of neoliberalism, this paper documents how neoliberal policies have been ideologically ingrained in Korean higher education. It highlights the necessity of reforming current policies to deter acculturative stress. It is hoped that the findings inspire resistance to the neoliberal ideology that Korean policymakers have subconsciously followed.
 
 Received: 23 December 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

White International Graduate Students and Whiteness

This emerging scholar’s piece explores the construct of whiteness and how it both shapes the experiences of white international graduate students in the United States as well as how they enact whiteness themselves. This dissertation study seeks not to recenter whiteness in scholarship, but to name and disrupt it in relation to a scarcely researched student population, namely white international graduate students. By way of a Post-Intentional Phenomenology grounded in Critical Whiteness Studies (CWS), the study interrogates prevalent power structures in international higher education grounded in whiteness in addition to exploring the role white international students play in it.

Navigating Cultural and Academic Tides: A Systematic Literature Review On The Supervision Experiences Of International Chinese Doctoral Students In Malaysian Universities

This article embarks on a comprehensive literature review to explore the unique experiences of international Chinese doctoral students under the supervision of faculties in Malaysian universities. The study aims to identify the challenges, coping strategies, and academic dynamics encountered by these students, considering the cultural, linguistic, and educational backgrounds that influence their doctoral journey. It also seeks to understand the role of supervisors in facilitating a supportive and effective learning environment for these international students. The review synthesizes findings from existing academic papers, doctoral theses, and institutional reports, providing a multi-dimensional analysis of the supervisory relationship, adaptation processes, and academic achievements. This article contributes to the broader discourse on international education, cross-cultural supervision, and the specific needs of Chinese doctoral students abroad, offering valuable insights for academic institutions, educators, and policymakers aiming to enhance the doctoral experience for international students.

Us In The U.S .: Experiences of International Graduate Students At A US-Based Institution

Abstract: Our study explored the lived experiences of international graduate students (IGS) at a predominantly white institution (PWI) in the U.S. Using semi-structured focus group interviews rooted in desire-based narrative inquiry, we engaged about 20% of our university’s IGS from diverse backgrounds, spanning master’s and doctoral levels, representing 12 countries and 5 continents, and encompassing various nationalities, ethnicities, and religious affiliations. Through four interviews, we uncovered recurring, overlapping themes related to participants’ triumphs and challenges. A shared narrative emerged across participants and groups, highlighting how duration of stay, cultural perceptions, English proficiency, and academic environment intertwine to shape their journey. We translated these insights into culturally humble recommendations for university administrators and policymakers, aimed at refining the IGS experience through shared governance and fostering a holistic environment of growth and inclusion. A unique characteristic of this research is that this study has been conducted by IGS for fellow IGS.

A Qualitative Analysis of the Experiences of International Students in an Overseas Short-Term STEM Program

A Qualitative Analysis of the Experiences of International Students in an Overseas Short-Term STEM Program

Exploring the Impact and Factors to Consider in Higher Education Practice: A Study in Reference to Generative Artificial Intelligence

This study examines the impact of generative artificial intelligence (GAI) on higher education, focusing on the experiences of international students. It highlights the challenges of recognizing AI content and the potential for unfair charges against students. The essay also addresses biases in AI models and the need for justice and equity in AI judgments. It advocates for a well-rounded strategy that addresses both potential and problems, emphasizing AI literacy and ethical considerations. The essay incorporates the AI competency framework to ensure fair use of AI in the classroom.

Enhancement of International Students’ Psychological Well-Being and Social Integration Through Peer-to-Peer Support Networks

This study explores the efficacy of “Peer-to-Peer Wellbeing Circles” in enhancing the psychological well-being and social integration of international students. Through a combination of literature review, innovative program design, and empirical evaluation, we address the prevalent issues of loneliness, cultural shock, and mental health challenges faced by this population. Our methodology involves matching students based on shared interests and backgrounds and facilitating monthly exchange activities to foster connections. Findings from questionnaire feedback highlight significant improvements in participants’ social interactions and mental health support, with a majority reporting enhanced well-being. This initiative underscores the vital role of peer support networks in educational settings, offering a replicable model for institutions aiming to improve international student experiences. Our results contribute to the growing body of evidence supporting structured peer support programs as a means to alleviate the psychological stresses of studying abroad.

Sustainable educational tourism and the acculturation of international students from the Global South

PurposeThe aim of this study is to understand the acculturation experiences of international students in order to maximize their academic and social experiences which, in turn, can facilitate the development of sustainable educational tourism in the host country.Design/methodology/approachUsing a qualitative methodology and semi-structured interview techniques, 40 international postgraduate tourism students from the Global South were interviewed.FindingsThe findings in this study demonstrated that the main problems faced by these students are inadequate funds and language difficulties.Originality/valueThis study highlighted the fact that although the number of international students is growing all over the world, for most of the students from poorer parts of the world, being an international student is fraught with difficulties. It also demonstrated that although acculturation stress is a serious concern, lack of adequate funding assumes greater importance for students from a poor background.

Transcultural nursing: a qualitative analysis of nursing students’ experiences in a multicultural context in North-Eastern Namibia

BackgroundCulture is a fundamental concept in healthcare settings due to the reason that care provided to patients is holistic and encompasses their perspectives on health, which are greatly influenced by the patients’ cultures. To prepare culturally competent nursing graduates, it is important to understand the experiences of students on transcultural nursing during clinical practice. However, there are limited studies that have explored experiences of students on transcultural nursing, specifically those located in multicultural societies. In addition, studies focus on experiences of international students who visit with student - exchange programme. Nevertheless, their experiences of transcultural nursing may differ since they are not residents and have limited exposure to transcultural nursing, and therefore cannot be generalized to undergraduate resident students. This study aimed to explore and describe transcultural nursing experiences of nursing students during clinical practice at an intermediate hospital in north-eastern Namibia.MethodsDescriptive and explorative qualitative designs were used, data were collected via individual interviews from 16 final year nursing students, who were sampled using maximum variation purposive and snowballing sampling. During data collection, an interview guide was used together with audiotape and field notes. Data analysis followed Tesch’s eight steps in qualitative coding process. Trustworthiness was ensured using four principles of Lincoln and Guba, Moreover, ethical clearance and permission were granted by research ethics committees from two institutions.FindingsFour main themes emerged as findings of the study are: nursing students’ exposure to different cultural practices and beliefs; personal feelings experienced by nursing students during transcultural nursing; challenges experienced by students during transcultural nursing; and nursing students coping mechanisms.ConclusionsNursing students had mixed experiences on transcultural nursing which touch on aspects such as exposure to cultural aspects, personal feelings, challenges, and coping mechanisms. These findings are useful in helping nurse educators, clinical mentors, students, and future researchers to understand experiences of students on transcultural nursing. Consequently, assist in enriching transcultural nursing issues in curricula and for adequate preparation of graduates to become culturally competent when providing nursing care.

International Student Perceptions of an American Educational Leadership Program: A Look at Students Residing in Qatar and Their Quest to Receive an Advanced Degree from an American University

Transnational Higher Education has become more prevalent and an option that many international students seek. International students choose online education through United States universities for a plethora of reasons including the perceived high quality of US universities, the flexible modality of online education, and the associated reduced costs. This study seeks to examine the perceptions and experiences of international students residing in Qatar as they progress through a United States university’s online (hybrid of synchronous and asynchronous) master’s degree principal preparation program in Educational Leadership. This phenomenological qualitative study surveys international student candidates at the completion of the program to ascertain their experiences of receiving an advanced degree from a university in the United States. The candidates represent a variety of countries, yet work as teachers in various types of schools in Qatar. This study should add to the growing research of transnational education and help to provide a better understanding of international student insights.

The success, satisfaction and experiences of international students in an immersive block model

Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.