Experiences Of International Students Research Articles

Investigating the needs, expectations, problems and experiences of international students in the process of distance education

Abstract This study aims to determine the needs, expectations, problems and experiences of international students in the process of distance education. To this end, phenomenology design was used, and university students representing different departments and countries were selected through a purposive sampling method. A total of 11 international students participated in the study. An interview form was used for data collection. According to the findings, it was found that the participants did not experience any problems during the registration and admission process and could get enough support from the institution during the orientation and services process. The most common problem in the academic process is the language used by the lecturer. Also, the students mostly preferred the department they studied in line with their choices. Thanks to the repetition of the courses in distance education, they could overcome the language and communication barriers they experienced during the face-to-face education process. It was also determined that the students’ social relations with their peers and lecturers were positive, and they did not experience any adaptation problems. Finally, participants’ statements on financial challenges focused on the difficulties in both finding scholarships and supporting themselves.

How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education

ABSTRACT The majority of the literature in the field of international education focuses on the experiences of international students, while much less is known about how teachers learn to teach this cohort. Research on teachers’ informal professional learning and critical moments of growth in their endeavour to enhance the learning experiences of international students in the vocational education and training sector is even scarcer. This article responds to the dearth of existing literature. related to teachers’ professional learning in international vocational education It is based on a study that includes semi-structured interviews with 102 staff in Australian vocational education and training. The article uses positioning theory as a conceptual frame to analyse teachers’ narratives of informal professional learning relation to teaching international students. The findings show that teachers position international students as valuable resources contributing to their informal professional development. The study indicates that it is crucial for teachers’ on-the-job learning experiences to be factored into the broader policy frameworks concerning teacher professional development. The article provides the evidence base to inform the development of situated and targeted professional learning for teachers teaching international students.

Creating International Student Experiences Through Academic-INGO Partnerships.

Short-term experiences in global health (STEGH) provide nursing students with opportunities to develop global health competencies through immersion in another culture. Skills that students obtain by participating in STEGHs can inform future practice with diverse patient populations. However, educators encounter unique challenges to the quality and sustainability of STEGHs. This article describes an academic partnership between a baccalaureate nursing program and a community-based international nongovernmental organization (INGO), how the partnership informed development of STEGH for nursing students, the benefits of the program for students and community, and the lessons learned through the process. Academic-INGO partnerships provide unique benefits for creating sustainable, rigorous STEGHs that are informed and guided by the needs of the hosting community. By partnering with community-based INGOs, faculty can design STEGHs that offer robust learning opportunities that facilitate the development of global health competencies while providing thoughtful, sustainable outreach for communities.

Designing an international research experience for graduate students

As a result of the ongoing globalization, international student experiences are becoming fundamental to advance students’ development and knowledge. Even though such growing importance, the body of knowledge regarding international interventions is dominated by subjective accounts and lacks contrasted results. In order to design an international research experience for graduate students, recommendations on the design and content of such experiences based on the review of literature were explored. A qualitative and bibliographical analysis of 40 studies evaluating the influence of international student interventions informed about the variables that such interventions should measure and the impact of such experiences on student development. Researchers especially measured the competencies intercultural development (83%), intellectual growth (58%), personal development (58%), professional development (50%), and academic development (15%). However, most of the studies failed to develop an appropriate research design that enables researchers to capture the breadth and depth of an international intervention. Results include addressing various competencies that students can gain during their experience abroad, using mixed methods to collect the data, whereby data should be collected at different time points including before, and multiple times after the international experience by different means.

Perception of overseas experiences among medical students in Japan: a national online survey

BackgroundData on the perceptions of medical students on international experience in non-English-speaking high-income countries (HICs) are very limited. This study aimed to assess the perceptions of medical students in Japan toward overseas experience while in school and post-graduation, as well as to characterize the support they require to pursue their profession in international settings.MethodsA cross-sectional national survey was administered online between September 16, 2020, and October 8, 2020. Participants were recruited from 69 medical schools using snowball sampling through acquaintances and social media platforms. The survey results were analyzed by two researchers.ResultsA total of 548 students from 59 medical schools responded to the survey. Among them, 381 respondents (69%) expressed interest in working abroad, while only 40% seriously considered it. The majority of students responded that they would like to pursue clinical training abroad for a short term or while they were medical students (54%) or during a residency/fellowship (53%). The most popular regions among the respondents for future international experiences were North America and Europe. Finally, the most reported reasons for hesitation to work abroad were language barriers (70%), followed by lack of clarity regarding career options after working abroad (67%), difficulties obtaining medical licensure abroad (62%), and the lack of role models (42%).ConclusionsAlthough nearly 70% of participants reported a high interest in working overseas, various barriers to working abroad were identified. Our findings identified key problem areas that could be targeted when promoting international experiences for medical students in Japan.

Humanising the internationalisation of higher education: enhancing international students’ wellbeing through the capability approach

ABSTRACT The international student experience has strategically transformed the internationalisation of higher education globally. Due to the COVID-19 pandemic, international student wellbeing has decreased. To enhance their wellbeing, we argue international students’ experience should be broadened to include community engagement, thereby increasing core capabilities for, by and with international students. Using Sen’s capability approach as a conceptual framework, we conducted a study in South Australia during the height of the pandemic. Partnering with one local non-for-profit organisation, we asked: ‘How have engagements with the local community affected international students’ capabilities to enhance their wellbeing?’ We offer critical interpretivist perspectives to report on a pilot study of 75 survey responses and 18 in-depth interviews. The findings identify diverse macro-structural forces that form a social context which has marginalised the students. Despite contingent and tenuous social relations and contexts, with support from the community outside the university, some students converted their capabilities to fortify their wellbeing. This study is critical given that the goal of re-strategising internationalisation of higher education begins from the students’ needs through an effective partnership between universities and communities.

Mediation Effects of Language Anxiety and Prior Learning Experience on Academic Speaking Challenges and Strategies among Libyan Students in Malaysian Universities

This study examined the academic speaking challenges faced by Libyan students in Malaysian universities, explored the strategies they used to overcome these challenges, and investigated the influence of prior learning experience and language anxiety on their academic communication abroad. The research also highlighted the role of self-regulated learning in helping Libyan students tackle their academic challenges and implement effective communication strategies in their new international academic setting. The study employed an explanatory mixed-mode research design, involving a questionnaire with 223 respondents, interviews with 15 informants, and a focused group discussion. Field notes and member checks were used for validation. Correlational procedures, structural equation modeling (SEM), and bootstrapping resampling analyses were conducted to examine the relationships between variables, validate study models, and test research hypotheses. NVivo analysis was utilized to code and generate themes from interviews, focus group discussions, and field notes. Findings revealed that Libyan students in Malaysian universities displayed strong self-regulated learning characterized by positive motivation and self-awareness, enabling them to overcome communication challenges through the implementation of various strategies to achieve academic success. The study also demonstrated that language challenges, language anxiety, and prior experience influenced the adoption of academic speaking strategies. These results emphasize the need for stakeholders to address the negative prior experiences faced by Libyan international students and highlight the importance of further research on previous experiences and emotional factors to gain a deeper understanding of the learning experiences of international EFL students in higher education institutions.

More Than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). By analyzing qualitative and quantitative data collected from self-report pre- and post- course surveys (n=587), we review the general learning experience of Chinese international students (n=30) in comparison to other international students (n=34) and domestic students (n=523). Our study shows support, but at the same time undermines some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The preliminary results suggest that educational research and policy makers should move beyond a focus on language proficiency and examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.

Cultural Experiences of International Students in Canadian and American Higher Education Institutions: Implications for Africans in Canadian Universities

Cultural Experiences of International Students in Canadian and American Higher Education Institutions: Implications for Africans in Canadian Universities

Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic

ABSTRACT This paper explores how COVID-19 affected the experiences of international students enrolled to UK on-campus universities and how they made sense, navigated and lived out the on-line university as the possible educational alternative put in place during COVID-19. We argue that ‘emergency teaching’ was normalised as digital education, leading students into a digital trap that constrained to a large extent their educational experience to access of expert knowledge. This curriculum issue is reflective of a lack of digital imagination which is compounded by a scarcity of digital cultural knowledge resulting in misrecognition of digital education as a field in its own right. We conclude that digital education would benefit from being understood as having its own logic of practice and localised within the cultural norms of its field of application: a digital field.

Challenges Faced by International Students: A Case Study of Jambi’s Institute of Higher Learning

Although there have been many studies investigating international students, many of them focused on the students who travel in pursuit of higher education in English countries and/or universities. This current qualitative study is intended to explore the experiences of international students, particularly the challenges, and strategies to deal with the challenges and the culture shock while studying in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. The participants of this study were nine international students who studied at one public university in Jambi. Through thematic analysis, we found that international students faced some challenges living and studying in Jambi, such as language issues, academic issues, individual issues, and living style and related issues. To overcome the challenges, international students employed two main strategies, including self-management strategies and seeking help. Moreover, although the culture of international students is quite similar to the culture of the hosting country, we identified a lack of foreigner sense and physical contact as the culture shocks experienced by one international student. Looking at the challenges and culture shocks experienced by international students, this study suggests that preparation is crucial for prospective international students before pursuing their studies overseas.

Remote Learning in Higher Education During the Pandemic: A Study of the Experiences of Chinese International Students at United Kingdom and United States Universities in 2020/21

During the COVID-19 pandemic crisis, many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning (ERL). The aim of this study was to explore how Chinese students, who studied in United Kingdom (UK) and United States (US) universities during the 2020/21 academic year, perceive their experiences of remote learning. As the UK and the US have two relatively advanced education systems, the arrangements of their universities for ERL and their support for international students are worth exploring. Moreover, during the ERL, a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located. Therefore, semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities, while remaining in China. The data were analyzed using the thematic analysis method. The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.

Cultural Exchange and Educational Activities: Experiences of Muslim International Students in South Korea

This paper discusses the experiences of international students in Korea and their involvement in various educational activities. The paper begins with a brief introduction of the students and their journey to Korea, followed by an exploration of the value of religion and its role in their life as Muslim international students. The paper then delves into the events in which the students participated, including a cross-cultural activity, a walk in the KNU, a food stall at the KNU fair, a visit to the mosque, a Daehyeon-dong movie day, an international cooking program, and an Apsan observatory hiking event. The paper highlights the cultural exchange and interactions that took place during these events, as well as the significance of such activities in promoting cross-cultural understanding and appreciation. The paper also acknowledges the efforts of the organizers and the role played by the university in facilitating these activities. Overall, the paper emphasizes the importance of such events in promoting cultural diversity and understanding in today’s globalized world.

AsianCrit lens on Chinese international student multi-dimensional transitions and experiences in the US

PurposeThe purpose of this study is to examine Chinese international students' narrative stories, experiences and racial dynamics while studying in the United States to argue that Chinese international students navigate multi-dimensional transitions and experiences in different stages. This study uses an AsianCrit lens to address the gap in existing research focusing on Chinese international students' narratives and experiences.Design/methodology/approachNarrative inquiry with a social constructivist paradigm was used to provide an in-depth exploration of Chinese international students' navigation and negotiation in multi-dimensional experiences. Three phases of semi-structured interviews and journal entries were utilized to examine participants' experiences and struggles while studying in the United States. Descriptive coding, deductive coding and restorying were used to analyze and feather narrators' voices and stories for interpretation.FindingsThe findings in this qualitative study demonstrate that Chinese international students have unique backgrounds, and their backgrounds shape their multi-dimensional transitions and experiences in the present and the future. The findings address students' nuanced experiences in academic transitions and non-academic transitions with an AsianCrit lens.Practical implicationsThe study calls for higher education institutions to promote intercultural and international training for faculty and staff to better understand and support the unique needs of international students.Originality/valueUsing Multiple and Multi-dimensional Transitions theory with an AsianCrit lens helps make sense of the intersection of international student status, geopolitical tensions, racial dynamics and international student experiences.

Cross-border Communications

In this essay, we set out to explore the ways in which our approaches and assumptions around internationalisation, and the experiences of international students, have been challenged. Drawing on our experiences as academics through the transitioning times over the last two years, we have chosen to approach this through a series of reflections on four themes: university as an imagined community, globalisation, home not as a metaphor, and a journey toward humility. Through this essay, we invite discussions on these topics to foster excellence in teaching and learning internationalisation in the higher education sector.

Experiences of International Students at a Canadian University

Universities in Canada are increasingly attracting international students, but few studies have examined their experiences. This research identified the key supports and barriers for international students in order to make policy-relevant recommendations. This convergent mixed-methods study combined survey (n = 104) and interview (n = 14) data to investigate international student experiences through the lens of international students. Exploratory factor analyses revealed writing and mathematics skills and relationships with faculty and students as key factors for success. Frequency analyses revealed that racism was a persistent barrier. Assistance, access, diversity and equity issues were also raised. Open and axial coding of qualitative data corroborated these findings and revealed three dimensions of internationalization according to international students’ perspectives: Exchange; Understanding, Sharing, and Support; and Transformation. Recommendations to universities included offering bursaries to international students from underrepresented regions, developing intercultural awareness of faculty, and providing program-specific student support centres with peer mentors.

Exploring the transformative learning experience of international adult students in the Indonesian context

The recent mobility of international students has a tendency to increase, in number Numerous studies, conducted in western countries, have investigated those students’ academic and non-academic learning processes, albeit focusing more on the process of self-adjustment to a new environment different from their home country. This study aimed to examine the transformative learning process of international adult students in an eastern country. Adopting a qualitative research design, the study collected data through semi-structured interviews and analyzed it interpretively through the stages of coding, categorizing, and drawing conclusion. The findings showed that the international students went through various stages during the learning processes, namely a) disorienting dilemma as a result of the differences between habits and challenges faced; b) exploration of information by mingling with local students and local community, observing daily life events, and immersing themselves in the community real life; c) making meaning through reflection and feeling; and d) doing self-transformation in ways of being, the affective experience of life, and more discriminating. The results of this study can become a consideration for higher education institutions to provide international students with learning services.

“Am I Really Living or Just Getting by?” Financial Security and Health-Related Decisions among International Students in Australia

International students in Australia risk financial insecurity and as a result, may make suboptimal health decisions. Limited research has explored the experiences of international students’ health-related financial decision making. In-depth interviews were conducted with 31 international students to explore how financial situation influences their decisions in Australia. Data were thematically analysed. Findings highlight that limited income can impact overall wellbeing and health-related decision making. When making financial health-related decisions, participants prioritised urgent health needs and education. Participants who perceived their financial situation limited were less willing to spend money on mental health services, social activities, and food. This study suggests that students may consider the long-term financial benefits of studying abroad when making decisions, but they do not consider the long-term health implications of stress and wellbeing. Enabling students to improve their financial situation and lower their expenses could enhance wellbeing and facilitate health-related decision making.

Constructing global citizenship identity through accumulating cultural capital: Chinese female international students’ experiences at a British university

Purpose This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK. Design/methodology/approach Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities. Findings In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying. Research limitations/implications This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home. Originality/value To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

Exploring International Graduate Students’ Experiences, Challenges, and Peer Relationships

As the number of international students in higher education continues to grow, so do concerns regarding systemic obstacles, discrimination, and social isolation that can impede students’ academic success. Peer mentorship has been shown to support graduate students through academic socialization and achievement in higher education (Lorenzetti et al., 2019). The purpose of this study was to explore the transitional experiences of international graduate students, and the extent to which peer-mentoring relationships can support academic and emotional well-being. Researchers interviewed 13 international graduate students from 3 professional faculties at a research-intensive Canadian university. International students described academic and intersectional challenges experienced while navigating and adapting to new environments and how these impacted both academic outcomes and students’ well-being. Relationships with peers were viewed as an essential means by which students could access academic and psychosocial supports necessary to adjust to and thrive in their new educational and cultural environments.