Experiences Of International Students Research Articles

Linguistic capital and social inequalities: Experiences of international Chinese students in Germany

AbstractThis paper explores the role of linguistic capital in production and reproduction of social inequalities drawing on 20 in‐depth qualitative interviews with Chinese international students in a German university. The paper highlights that while studying abroad can provide advantages when it comes to learning a new foreign language, it can also bring some disadvantages for those who are educated in a foreign language. It underscores that being proficient in a foreign language is not solely about the ability to communicate, but also about assigning a social value to it for some speakers such as international students. Moreover, the contexts of countries of origin and education are essential. The findings indicate that being educated in a foreign language can lead to various difficulties for international students, such as feeling excluded from social circles, facing academic challenges, and encountering obstacles when trying to find a job while studying. However, despite these challenges, education in a foreign language and particularly in Germany is perceived as advantageous because it helps students to accumulate linguistic and cultural capital, which they believe will benefit them in the labour market upon their graduation. Therefore, this paper stresses the importance of not only the advantages of linguistic capital, but also the ways in which it can simultaneously function as both an advantage and a disadvantage, thereby perpetuating inequalities within and across borders.

Transculturality, Anti‐Asian Racism and Student Mobility: A Case Study of Chinese International Student Experiences during the COVID‐19 Pandemic1

The breakout and spread of the SARS‐COV‐2/COVID‐19 virus in early 2020 caused a drastic increase in blatant racism and microaggressions against Asians/people of Asian descent. The rise of anti‐Asian racism can be viewed as a repeat of a century‐long narrative of Yellow Peril against Asian newcomers in western societies. While some reports/studies explained the phenomenon with the hegemony of race relations, it is imperative to examine the experiences of anti‐Asian racism in the context of the fast‐changing geopolitical economy and transcultural relations. Using the conceptual frameworks of Intellectual Migration and transculturalism, this study examines how the rise of anti‐Asian racism during the COVID‐19 pandemic affected Chinese international students in Nova Scotia and if their experience of racialization was critical enough to change their post‐graduation plan of staying in Canada or not. In order to provide an overview of international student experiences in Nova Scotia and to assess the significance of ethnicity and racism as factors in student mobility, we analyzed the data from two research projects. First, survey and individual interview data from the IM (Intellectual Migration) Halifax project provided detailed insights on Chinese international students' study and living experiences during the pandemic and their post‐graduation plans. Second, survey and focus group data from the NSIS (Nova Scotia International Students) project allowed a comparison of pandemic experiences between Chinese and other international students in the province of Nova Scotia. This case study aimed to examine the experiences of racialization among Chinese international students in Nova Scotia and assess the extent to which their post‐graduation mobility is shaped by racialization.

The Case of African International Students in China at the Height of COVID-19

This scholarly reflection centers the experiences of African international students hosted in China during the height of the COVID-19 pandemic. Media coverage and photos of African student maltreatment during the first and second waves of COVID-19 are compiled after a cursory commentary of Sino-African relations. In the midst of soaring anti-Asian hatred around the world, African international students were discriminated against and subject to inhumane treatment across China. We acknowledge both of these violences coexist and call on critical interculturalist and agents of internationalization to consider issues of global anti-blackness and adopt an intersectional lens in studying international students’ experiences.

International Student Experiences in Three Superdiverse Higher Education Institutions: Institutional Policies and Intersectionalities

Higher education has been facing many challenges due to factors including increased diversification, internationalization, massification, and the expansion of different forms of mobility, which are transforming the landscape of higher education towards “superdiversity”. These challenges are addressed within the framework of “inclusive education”, aiming to increase participation and foster a culture of welcome at higher education institutions. However, scholarly discussions on the ways these initiatives impact the lived experience of students who may face divergent and intersectional forms of exclusion, inequalities, tensions, and discrimination are limited. To address this gap, based on the experience of three participating universities in the European University of Post-Industrial Cities (UNIC) alliance, this paper aims to examine and reflect on the diversity and inclusion practices of the institutions, particularly those targeting concerns for international students with different profiles. Drawing on both existing and emergent data through an extensive case study analysis, the paper focuses on the scope and effectiveness of existing support mechanisms. It concludes that improving the experience of international students and promoting their inclusion at universities requires a combination of top-down and bottom-up mechanisms, as well as centralised and decentralised services. Systematic data collection using a range of engaged research tools also ensures that policies respond to real needs.

International Student Transition to Canadian Post-Secondary Institutions

The number of international students has been increasing in the last decade in Canada. International students are bringing revenue and boosting the local and federal economy. However, they may also face various challenges as compared to domestic students because of cultural and language differences. These students need proper support to transition into Canadian culture and academic environment. The purpose of this research was to find out the challenges that these students face as international students. A semi-structured interview was applied to elicit the experiences of international students studying in Canada. The data indicated that international students go through acculturative stress, and a lack of communication skills makes it even harder to connect and build relationships. Several implications have been indicated for support services that can enhance a smooth transition for these students along with social-cultural awareness so that they feel embraced at Canadian post-secondary institutions while away from home.

Challenges Faced by International Students in Pursuing Doctoral Study: A Case Study of Saudi Students in American Higher Education Programs

Many international students aspire to seek admission to higher education and pursue their studies, especially in the US. Therefore, institutions in general and American institutions in particular must realize the students' perspectives and offer support so they can face their unique problems during their education. This review aims to look into specific learning and adaptation-related experiences of international higher education students during a challenging transition to a large, public research university in the United States. The study was conducted at an American university in the southwest. The program enrolls students worldwide seeking master's and doctoral degrees in languages and social studies. Students may select from a wide range of concentrations, such as teaching English as a Second Language, bilingual education, and social justice, to name a few. These students are often encouraged to study interdisciplinary subjects to improve their understanding of the realm of education and how it is affected by society and politics. Professors teaching these interdisciplinary subjects who descend from various countries and teach in multiple disciplines hold controversial and sometimes even contradicting visions on education and research issues. This review explored the challenges and problems that Saudi international students face while pursuing higher education. A qualitative data collection and analysis method was followed to arrive at conclusions. 6 Saudi students were interviewed in detail. Study findings revealed various academic, social, cultural, financial, and family implications. It is concluded that Saudi international students encounter specific difficulties in US institutions, such as mentoring hardships, adjustment to a new educational system, lack of administrative support, and communication gaps between the supervisors and the researchers.

International Student Policy in Canada: A Critical Analysis

This study is a critical analysis of Canadian policies on international students and these students’ experiences in Canada. The author has carefully reviewed the relevant literature and has reached a conclusion based on the literature that Canadian international education has developed significantly in the last half century with the annual arriving international students increasing substantially. This increase has served the interests of Canada well and most international students find their experiences of receiving Canadian education positive. They have become an important source of new immigrants. For good reasons Canada is considered one of the favourite destinations for international students. But when they attempt to integrate into the society and when they attempt to join the labour force, particularly in their studied field, there have been challenges. The author also discusses the implications of the Canadian policies on international students. In addition, the author offers a few recommendations on how to improve the policies and the experiences of international students in Canada, particularly for those who decide to remain here after the completion of their study.

A Closer Look at the Policies in Transnational Education in Chinese Graduate Studies: A Move Towards Orientation Program

In Chinese higher education, transnational education (TNE) is pivotal, especially in graduate studies. TNE allows students to earn foreign degrees without leaving China. This paper examines TNE policies in Chinese graduate studies, with a focus on evolving towards an Orientation Program. Historically, TNE in China grew due to economic, cultural, and political factors, including globalization's impact, government support, and international student experiences. Recent discourse centers on policy challenges and opportunities for graduate students, including educational quality and internationalization. However, research gaps exist in policy implementation and effectiveness. This paper argues for further research to assess TNE policy efficacy and areas needing improvement. Recent findings reveal complexities in TNE policy implementation, impacting quality assurance and student prospects. Drawing from prior research, this paper addresses issues in current TNE policies, proposing enhancements, such as systematic policy-making, international alignment, clear objectives, and robust monitoring mechanisms. In conclusion, a holistic approach to TNE policy is crucial. Implementing proposed measures can bolster China's higher education internationalization and enhance postgraduate competitiveness. This research contributes to the TNE dialogue and informs a Chinese Policy Orientation Program (CPOP).

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.

International student experience in Indonesia and public diplomacy consequences: Governance of Darmasiswa program

<span lang="EN-US">This study discussed Darmasiswa program as Indonesia’s public diplomacy effort in the educational fields conducted by the Republic Indonesia Ministry of Education, Culture, Research, and Technology (Kemendikbud RI). Despite its vast opportunities, Indonesia still has difficulties attracting international students compared to various neighboring countries. By analyzing the seven pillars of public diplomacy, supported by international communication and industry 4.0 concept, this study showed that Kemendikbud has considered the seven pillars in public diplomacy in conducting public diplomacy efforts. It is found that Darmasiswa is a state-directed effort designed to enhance favorable international relations through the student movement’s positive experience. The strategy is formed by uses various types of communication channels that support each other’s. The message is also processed by involving policy and rationality by prioritizing consistent, truthful, and credible as part of the main elements. Besides, they form strategies by maximizing cooperation with various parties. In Kemendikbud, the program undertakes audience research and actors from 1st and 2nd track diplomacy as part of its tactics. The program also found that public diplomacy in Darmasiswa program has acknowledged changes in the 4.0 era through new media usage. However, there are still many challenges encountered in the performance of the seven pillars.</span>

Sexual and Reproductive Health Experiences of International Students Studying in Universities of Western Countries

Engaging in sexual relationships is part of adulthood, but doing so in a foreign country can be risky because unsafe sexual experiences can have severe consequences for international students. This review explored sexual and reproductive health (SRH) experiences and needs of international university students in Western countries to identify challenges and gaps and to discuss critical SRH interventions. Four databases (Scopus, Embase, Web of Science, and PubMed) were searched for peer-reviewed journal articles published between 2000 and 2023. After screening 1607 articles, 10 met the inclusion criteria. Results of the review showed that many international students lack comprehensive knowledge about sexual health and sexually transmitted infections. They often obtain SRH information from informal sources, face language barriers, and experience difficulties navigating the healthcare systems of their host countries. University sexual wellness programs should examine how cultural orientations impact the sexual health of international students and provide culturally appropriate SRH interventions.

COVID-19 Experiences of International Students in Vancouver, British Columbia, Canada

This study looked into the lived experiences of international students during the COVID-19 pandemic in Vancouver, British Columbia, Canada. The research focused on how international students viewed the COVID-19 pandemic, their personal, social, economic, health and hygiene, and schooling experiences. A validated and reliable researchers-made questionnaire was used. Weighted means and Fisher’s Exact Hypothesis Testing on Association were used to analyze the responses of the international students. The researchers used Fisher’s exact test since they wanted to know whether the proportions for one variable were different among values of the other variable. Foreign students had a solid grasp of the potential risks COVID-19 posed and accepted the associated lockdown requirements. The survey results indicated that the students’ nationality played a vital role in their perception of their financial health and well-being. Students were insecure with their accommodation, expenses, and scheduling. Lastly, they also felt alone, and economically challenged.

Digitalisation of the Teaching and Learning for International Students in Higher Education: A Systematic Review

During the COVID-19 pandemic, digitalisation in the international higher education sector was underlined by migration to online delivery across different educational contexts. However, research into the execution of digitalisation together with its impacts on the teaching and learning of international students in higher education is scattered and fragmented. This study aims to systematically review articles related to these topics based on a four-step refined process: initial search, filtering, screening, and in-depth review. Thirty-five identified articles were used to examine (1) the main forms of digitalisation of teaching and learning for international students, (2) the digitalization-related experience of international students in learning, (3) the opportunities of digitalisation of teaching and learning for international students and (4) the challenges of digitalisation of the teaching and learning for international students. Based on the findings, we discuss the implications of capitalizing on digital technologies and refining pedagogies in online and blended modes of delivery.

Exploring the Online Learning Experience of Chinese International Graduate Students throughout the Pandemic

Objectives The purpose of this study is to explore the online learning experience of international graduate students studying abroad in a pandemic situation. Methods To this end, in-depth interviews were conducted with 12 Chinese graduate students who had online learning experience while studying abroad in Korea, Australia, and the UK, and a qualitative analysis was conducted on the transcribed interview data. These semi-structured interviews were designed to gather comprehensive and detailed information regarding the participants' experiences, perspectives, and insights regarding online learning. The interview data were transcribed verbatim and subsequently underwent a qualitative analysis process to identify and extract meaningful themes and patterns. Results Firstly, the study participants expressed satisfaction with the opportunity to continue their learning journey while feeling physically and psychologically safe through online learning, a significant step forward from their initial concerns about the feasibility of online learning in the COVID-19 environment. Secondly, they faced various challenges in adapting to online instructors and teaching methods, particularly as international graduate students with language and cultural barriers. Thirdly, it was revealed that the participants in the study had complicated feelings about the dual aspects of using technology, which is one of the main elements of online learning. That is, they did not deny that ethical risks were a concern. In contrast, the ability of technology to speed up the learning process was also mentioned. Fourthly, the participants found solace in forming supportive student communities, whether self-sustaining or provided by the educational institution, as a means of overcoming the difficulties encountered in the online learning process. Finally, successful online learning required learners to possess adaptability and a greater tolerance for change, as they balanced the demands of online education with their work and family responsibilities. Conclusions This study intended to explore in depth the online learning experience that has rapidly increased since the COVID-19 epidemic. The results derived from this research are expected to be important data to understand what kind of experience international learners are in, especially those who have crossed borders who will be learning in different cultures and educational environments.

Navigating the housing crisis: A comparison of international students and other newcomers in a mid‐sized Canadian city

AbstractThis article investigates the housing experiences of international students in comparison to other newcomers in the mid‐sized Canadian city of St. John's, Newfoundland and Labrador, with a focus on how they navigate housing crises. Drawing on recent literature on housing justice, a quantitative survey of 188 participants, and 30 qualitative interviews, the findings reveal that international students and other newcomers are at different stages of their housing careers, have different needs and goals, and are experiencing the affordability crisis differently. Housing discrimination is a pressing concern, especially for international students who are subjected to intersectional prejudice, exploitation by landlords, and amplified challenges due to the COVID‐19 pandemic. The article argues for inclusive housing and immigration policies that acknowledge international students as part of the Canadian housing market and ensure their rights to housing.

University students’ experiences with non-first language as the medium of instruction – a mixed method study

ABSTRACT Students from Asian countries form the largest group of mobile international students in Western anglophone countries. Despite research on the mobility experiences of international students to anglophone and non-anglophone countries, there are limited cross-comparative, mixed-method studies exploring the experiences of host language acquisition and usage and how these impact on academic performance and shapes social connectedness. This study contributes further understanding by exploring language acquisition experiences of international university students in Taiwan and Australia, where the language of instruction is not their native language. In the two universities studied, usage levels (general usage, speaking, reading, listening and writing) differed and depended on situational and contextual needs. Those studying in Australia consistently reported higher mean scores of host language usage across three of the five components: listening, reading and writing. Written communication was perceived to be a challenge for both groups during interviews. Overall, students preferred face-to-face classroom learning and highly valued peer support. Information communication and technology use was common in supporting vocabulary and pronunciation. We discuss how the findings of our study inform the types of academic learning support needed, and how these differed, depending on the host language, and student background.

외국인 유학생의 대학생활적응에 대한 질적 문헌분석

Objectives In this study, we aim to comprehensively examine the experiences of foreign international students studying in South Korea and explore the direction of future research on foreign international students.
 Methods A qualitative literature review was conducted on papers published from January 1st, 2012 to February 14th, 2023. The literature analysis was based on Dewey's theory of experience and categorized according to temporally, spatially, and sociality in the narrative inquiry space. The topic analysis referred to Baker and Siryk's concept of college life adjustment, which includes academic adaptation, social adaptation, personal-emotional adaptation, and adaptation to the college environment.
 Results There have been efforts to shift the perspective on foreign international students from language learning to a more individualized approach at the national level. For international students, the classroom was a complex space intertwined with various relationships, and the campus was like a home within Korea that provided psychological stability. However, to live as a part of South Korea, life adjustment to the world outside the campus was also necessary. On the other hand, foreign international students also experienced dilemmas depending on their personal and social situations.
 Conclusions Language education should be approached in a multidimensional manner, and a systematic and organic learning support system for foreign international students is required throughout the university. In addition, there is a need for systems and education that allow Korean students to grow as peer learners with international students.

Being an International Student in Turkey During the Covid-19 Pandemic: A Phenomenological Study

This study aims at identifying the experiences of international students from different countries studying at Turkish universities during the COVID-19 pandemic.A phenomenological qualitative study was designed accordingly. The sample consists of 20 international students selected using the maximum variation sampling technique. An interview form prepared by the researchers to determine the experiences of international studentsduring the COVID-19 pandemic was used to collect data.The data were collected through online interviews (Zoom) conducted with the participants. Content analysiswas applied to the data. MAXQDA 2020 software package was used for content analysis. The obtained results revealed that related to the pandemic, international students in Turkey had some positive and negative experiences in their social life, communication with acquaintances, psychological condition, education, and travel.

Spiritual Wellbeing of International Students: A New Zealand Case Study

Wellbeing of international students is an extensively explored topic in international education discourses. A plethora of research has been devoted to general wellbeing of international students. Nevertheless, little is known about international students’ spiritual wellbeing which can be pivotal to their adaptation to the new environment. In the context of New Zealand higher education, utilizing an intrinsic single case study design, this study examined spiritual wellbeing experienced by Indian international students. Phenomenographic interviews were conducted with 13 Indian students who were studying management courses at postgraduate level in an institute of technology in a North Island city of New Zealand. Data analysis generated three dimensions (spiritual cognition, spiritual practice, spiritual efficacy) of spiritual wellbeing which were influenced by four strategies of adaptation (connection, isolation, accommodation, integration). This study provided new insights into the experiences of international students which may influence international education in the long run.

International student mobility to non-traditional destination countries: evidence from a host country

Since the early 1990s, Latvia has experienced high levels of emigration. Still, current dynamics show that net migration has nearly ceased and that a growing share of new immigrant populations are from non-European countries. One of the leading causes of a sizable share of recent immigration is the globalisation of higher education and the mobility of international students. However, in recent decades, international student mobility (ISM) has brought attention to various aspects of higher education, educational export, and migration trends. This has captured the interest of academics and practitioners worldwide. Receiving countries recognise the importance of attracting international students as potential residents, especially as they undergo unfavourable demographic changes. The paper aims to present empirical evidence on ISM in Latvia by assessing international student daily life and study experiences. The focus is on examining the perspective of a host country. The study utilises statistical data, survey data and a case study of the University of Latvia to analyse the link between the origin of the student and their choosing Latvia as a non-traditional destination for quality higher education. The findings indicate that Latvia is an attractive destination for young migrants from diverse geographies, including Europe and Southeast Asia and consistent flows of students from former Soviet countries. One of the main factors that draw international students to Latvia is the affordability of education offered in English, providing a “second chance” for achieving success and specific clusters of degree students from European countries studying medicine.