Support For International Students Research Articles

The role of social support and sociocultural adjustment for international students' mental health

The study aims to assess the role of social support, sociocultural adjustment, and other social and demographic factors in international students' mental health. In total, 193 international first-year students studying Health and Technology Sciences in Lithuania filled out a self-report questionnaire. The study revealed that overall 59% of international students had symptoms of depression and 36%—of anxiety. Students' well-being was sufficient in 56% of the cases. The regression analyses were conducted to test the role of sociocultural adjustment, social support, English reading skills, and the study field for mental health and well-being. The multivariate regression model revealed that sociocultural adjustment is a stronger predictor compared to social support for depressiveness (βs = 0.42), anxiety (βs = 0.30), psychosomatic symptoms (βs = − 0.24), and subjective health (βs = 0.16), though social support was a stronger independent predictor for well-being (βs = 0.37). Moreover, sociocultural adjustment and social support were stronger predictors than gender, while English reading skills and study field were non-significant indicators.

Navigating the Fourth Industrial Revolution: Empowering Information Professionals to Support International Students Using AI Technology

Navigating the Fourth Industrial Revolution: Empowering Information Professionals to Support International Students Using AI Technology

Living Labs as An Engaging Approach to Developing Process Thinking Competency – Case Study and Instructional StrategyLiving Labs as An Engaging Approach to Developing Process Thinking Competency – Case Study and Instructional StrategyLiving Labs as An Engaging Approach to Developing Process Thinking Competency – Case Study and Instructional StrategyLiving Labs as An Engaging Approach to Developing Process Thinking Competency –

The study addresses the imperative for exceptional flexibility and innovation in the modern business environment, emphasizing the need for process thinking competency among employees. While BPM has gained prominence, the literature lacks emphasis on process thinking skills in higher education. The paper proposes a methodology utilizing Living Labs as extracurricular activities to immerse students in mapping, analysing, and improving processes. The Living Lab, defined as a user-centric innovation environment, engages students in real-world challenges, fostering experiential learning, interdisciplinary collaboration, and user-centric design. The case study, conducted in a Polish university, demonstrates the potential of Living Labs in developing process thinking. The methodology involves four stakeholder groups: students, academics, professional staff, and external actors. The pilot phase, focused on improving international student support services, unfolds through iterative stages, leading to the co-creation of a resistant university business model. The findings highlight enhanced experiential learning, interdisciplinary collaboration, authentic learning environments, stakeholder engagement, innovation, creativity, and transferable skills development. The paper recommends incorporating Living Labs in BPM education, offering a novel approach to address the void in the literature regarding process thinking skills development in higher education.

Putin’s War: Supporting International Students During Global Crises


 At a moment when the members of education communities around the world are working to find a way to live with COVID-19, internationalization of higher education (IHE) communities have also been challenged by Russian President Vladimir Putin’s decision to wage a war against Ukraine. When it is expected from international educators to reimagine international education in a way that is equitable and inclusive (de Wit & Jones, 2018), anti-racist (Buckner et al. 2021), anti-colonial (Beck & Pidgeon, 2020), and sustainable (Shields, 2019), Mr. Putin’s war is unnecessarily taking IHE communities away from these critical conversations. This situation forces international educators to think about a) what will be the world order due to this invasion, and b) how IHE communities will adjust to the new global political realities? In Canada, we are also thinking about how we best show up for international students from Ukraine and Russia, and what are the ways we can support refugees who are being deprived of a post-secondary education due to Putin’s invasion. 

The Notion of Trajectory to (re)Think about Training and Personalized Support for International Students in a (post)Pandemic Context. Case Study of three Trajectories of Students in Exile

Le processus d’appropriation de langues étrangères dépasse le cadre d’un cours ou d’un programme sur une période plus ou moins limitée. La notion de trajectoire d’appropriation fournit des jalons pour explorer la diversité de parcours longs. Il s’agit en effet d’observer et d’étudier la succession et l’imbrication des expériences d’appropriation linguistique vécues par des individus pour mettre en évidence une perception dynamique et évolutive du sujet apprenant dans la complexité et la variété de ses contacts avec une/des langue(s) étrangère(s). Cette perspective, partiellement abordée par les travaux sur la mobilité et sur les biographies langagières, implique également la prise en compte des projets, des perspectives et des attentes, appréhendées à un moment T de la trajectoire.Les entretiens non directifs menés ici auprès de trois étudiantes en exil de l’Université de Lille, dans le cadre d’un dispositif de formation de type atelier de conversation, fournissent à la fois des données et des pistes pour (re)penser ce dispositif de formation et tendre vers un accompagnement – encore plus – personnalisé en contexte (post)pandémique.

Multilingual International Students’ Communicative Practices in US University Classrooms: Rethinking Appropriate Englishes Through English as a Lingua Franca Perspectives

In this critical essay, Yumi Matsumoto uses the concept of English as a lingua franca to understand multilinguals’ communicative practices and to support an alternative understanding of English language use among international students in US university classrooms. The essay draws on two examples of university classroom interactions involving non-native international students’ English use and considers them through both more traditional perspectives on second language acquisition and an English as lingua franca approach, which analyzes communicative practices without making assumptions about students’ status as either native or non-native English speakers. These cases suggest that multilingual international student English use is transforming the notion of “Englishes,” specifically multiple English language norms and communicative practices in US university classrooms. By understanding international students’ communicative practices and valuing how they communicate and achieve understanding through different Englishes, Matsumoto asserts, we can provide better educational support for multilingual international students and empower them.

From Macau to the United States and Canada

Framed as a narrative inquiry, this investigation focuses on the lived experiences of Seth, a 24-year-old international student from Macau at a university in Ontario prior to the pandemic. Semi-structured interviews were employed to explore the participant’s experiences of belonging and identity formation over the course of his transnational journey. Seth’s story highlights the importance of social interaction for the sociocultural adjustment and academic performance of international students. As universities in Canada prepare to welcome international students for face-to-face instruction in the fall of 2021, this investigation becomes a timely reminder of the importance of adequate socio-academic support for international students.

Supporting international graduate students’ academic language and literacies development through online and hybrid communities of practice

This paper reports on the implementation of online and hybrid communities of practice (CoPs) in an academic English course for international graduate students in a Canadian university. The study aimed to examine how participation in CoPs supported students in developing the academic language and literacies required in their programs. The research was informed by sociocultural theory and Scarcella's (2003) academic English framework. Each student self-identified an area of academic English they wished to develop, designed strategies to help them improve in that area, and carried out their strategies over three months. The 23 students were put into CoPs, and they collaborated with their CoP members to provide feedback and support to each other. The data for the study were artefacts shared by students online, including written posts, discussions, video and audio clips, images, links, and drafts of their work. Data from seven focal participants were analyzed deductively using codes generated inductively through a literature review. The results indicated that the CoPs developed students' academic language competencies, facilitated constructive feedback, affirmed students' diverse identities, and provided a supportive space for academic socialization. The study recommends the integration of CoPs into academic language support for international students.

COVID-19: Threat or Opportunity for the Portuguese Higher Education's Attractiveness for International Students?

The paper analyses the influence of COVID-19 on Portuguese institutions’ intake of international students and their responses to the pandemic. Two dimensions are considered: quantitative impact on international enrolments and higher education institutions’ strategies for the recruitment and support of international students. The first dimension is analysed through national statistics and comparison of enrolments over the past five years. Then, the institutional strategies implemented to encourage recruitment of new international students and to support existing ones during the lockdown are explored. Statistics show that COVID-19 had a negative impact on international enrolments, although less severe than expected. Growth has continued, but at a much slower pace than in the past few years. The slowdown in growth was much more pronounced in polytechnics than in universities. Additionally, the measures implemented by Portuguese higher education institutions suggest that these have coped with COVID-19 as an opportunity to rethink and redefine strategies.

Mental health, coping strategies, and social support among international students at a Canadian university

Objective. This study aimed to explore the mental health status, coping strategies, and social support of international students in Canada. Participants. Undergraduate and graduate international students studying at one Canadian university participated in an online survey. Methods. The survey consisting of four assessments—the Mental Health Continuum-Short Form, Kessler Psychological Distress Scale, the Carver Brief-Cope Inventory, and the Multidimensional Scale of Perceived Social Support—was distributed during the winter and spring terms of 2020. Results. Of the 338 participants from 53 countries, 76% demonstrated optimal mental health without mental disorders; 86% used approach coping strategies. Those who are women, married, and Ph.D. students showed better mental health and lower psychological distress. Coping skills and social support significantly predict participants’ psychological distress and subjective well-being. Conclusions. This study findings address the gaps in meeting the mental health needs of international students and raise awareness of this population's unique mental health status.

COVID-19 and Higher Education: A Qualitative Study on Academic Experiences of African International Students in the Midwest.

COVID-19 pandemic has harshly impacted university students since the outbreak was declared in March 2020. A population impacted the most was international college students due to limited social networks, restrictive employment opportunities, and travel limitations. Despite the increased vulnerability, there has been limited research on the experiences of African-born international students during the pandemic. Using an exploratory qualitative design, this study interviewed 15 African-born international students to understand their experiences during the pandemic. Thematic analysis revealed that the COVID-19 pandemic influenced participants’ academic life directly via an abrupt shift to online learning and indirectly through disruptions in an academic work routine, opportunities for networking, and career advancement, resulting in lower academic performance and productivity. These experiences were worsened by other social and regulatory barriers associated with their non-immigrant status. The study findings suggest an increased need for institutional and community support for international students as vulnerable populations during a crisis to promote sustained academic success.

The Role of Higher Education Institutions Plays in Supporting Chinese International Students

Chinese international students play a crucial role in the United States' higher education systems. China remains the top source of international students in the United States, sending more than 372,000 students to the United States from 2020-to 2021. This literature review explicitly focused on Chinese international students. Acknowledging that this student group has both positive and negative experiences interacting with the United States education system, existing research is more likely to focus on individual factors. However, higher education institutions' support systems are playing vital roles in the success of Chinese international students. I looked into issues with existing supports. After reviewing the existing literature, I suggest better support for international Chinese students and future research to consider the linguistic background of research participants and acknowledge international students' heterogeneity. Finally, I conclude by recommending future research that includes more culturally sensitive longitudinal studies, focus group discussions, and relationship building.

Mentoring in professional training of international students

Introduction. Mentoring is one of the major instruments of international students’ adaptation to getting education in Russian universities. Finding out the attitude of international students to various forms of mentoring will help their professional growth. The object of the research is to find out the opinion of Turkman students about mentors and mentees and to define the main ways to ensure individualized psychological pedagogical support of international students in Russian universities. Materials and Methods. The total number of Turkman respondents of Ryazan State University named after S. A. Yesenin who took part in the survey was 55. Empirical methods included online opinion poll of international students with the help of cloud technologies (Google Forms), participant observation method, interview. Results of the Study. The data obtained show positive attitude of Turkman students towards mentoring. To wit, 41 survey participants (75 %) gave an answer that a mentor is a university lecturer or teacher sharing their knowledge and experience with their students and supervising the whole process of learning. 8 people (15 %) consider their groupmates to be mentors, which shows potential readiness of some Turkman students for budding. Over 50 % of those who took part in the poll believe that mentors must communicate with their relatives or official representatives as it ensures their feeling of security. 45 international students (82 %) said that there should be one mentor who will supervise them during the whole period of university education, with only 10 people (18 %) considering that mentors should be different at each stage of their professional growth and development. Mentoring serves the purpose of individualized professional training of international students. Conclusion. The results of the research can profit educators to work out the strategy of further development of various forms of mentoring (group, individual, virtual) while giving professional training to international students. Besides, they will help international graduates find gainful employment. Another application of the results obtained is doing graduation research work in the form of Startup.

Coping Strategies among International Postgraduate Students at One South African University

This paper’s purpose was to explore coping strategies employed by international postgraduate students at one South African university amid challenges faced during their studies. The study was a qualitative case-study where data was collected through telephonic semi-structured interviews with 14 international postgraduates, with the prime objective of examining the nature of departure intentions and coping strategies of the international students and then present an analysis of the coping strategies adopted through the process of thematic coding. The findings indicate that while students had high departure intentions, they managed to complete their studies by relying on various coping strategies. Within this positive trend there were variations within individual experiences and coping strategies. The recommendation was that institutions should talk about international student support services before and at arrival, and during the study, to link students to relevant support structures such as counselling and support groups.

Social Support and Acculturative Stress of International Students.

Continuing to study abroad brings challenges, apart from academic demands. International students are prone to acculturation stress as a consequence of cultural differences. Many research reports show that social support is a great buffer against experienced stress, but there has thus far been no study that analyzes the real effect of social support on acculturation stress. This meta-analysis study aims to investigate the true effect of social support on acculturation stress of international students based on studies reporting it. A meta-analysis was performed following PRISMA. The electronic databases used were Science-Direct, ERIC, ProQuest, Google Scholar (only for ETD), and opengrey.edu, with the article year limitations being 2009–2019. Eight (8) studies were involved in the meta-analysis. There were three instruments of acculturation stress and five instruments of social support that were used in the different studies. The effect size analysis showed that there was no difference in the effects of eight studies (z = −0.553; SE = 0.497; 95% CI = −1.248–−0.699; p = 0.580). Furthermore, there was no statistically significant moderator variable, the instruments used were quite diverse. The role of a moderator, other than gender, was not used because of limited information from the studies used. Social support plays a major role in reducing acculturation stress in international students. However, studies involving moderator and confounding roles need to be conducted.

Post-Graduation Work Visas and Loopholes: Insights into Support Provision for International Graduates from the Perspectives of Migration Agents, Universities, and International Graduates.

Background: Major host countries of international students such as Australia, Canada, New Zealand, the UK, and the US have introduced post-study work rights as a strategic policy to both enhance their destination attraction and support international students' post-graduation work experiences. While this policy is generally welcomed by both host institutions and international students, little is known about the support mechanism for the growing cohort of international student graduates who stay in their countries of study on temporary graduate visas, especially in relation to major concerns such as post-graduation work, visa application, and migration pathways. Objective: This article fills an important gap in the existing literature. It aims to assess the role of universities in supporting their international alumni on temporary visas. Research Design: It is derived from a study that includes 50 interviews with university staff, agents, and international graduates. It uses positioning theory as a conceptual framework. Results: The findings of the study raise concerns about the scope of university advice. It reports loopholes which legitimize the practices of migration agents to the conditions that enable them to exercise their exclusive rights in providing work-migration nexus advice to international students and graduates, making this cohort vulnerable to exploitation of unethical agents. The study provides the evidence base to develop recommendations for related stakeholders in improving the post-graduation experiences of international student graduates who remain in the host countries on temporary visas.

Support those impacted by global crises, including the war in Ukraine

Although it may seem difficult to find practical ways to show support for your institution's international students, staff, and faculty who have been impacted by the Russia–Ukraine war and other recent global crises, it comes down to some very basic strategies.

Support those impacted by global crises, including the war in Ukraine

Although it may seem difficult to find practical ways to show support for your institution's international students, staff, and faculty who have been impacted by the Russia–Ukraine war and other recent global crises, it comes down to some very basic strategies.

Support those impacted by global crises

Although it may seem difficult to find practical ways to show support for your institution's international students, staff, and faculty who have been impacted by the Russia–Ukraine war and other recent global crises, it comes down to some very basic strategies.

Support those impacted by global crises

Although it may seem difficult to find practical ways to show support for your institution's international students, staff, and faculty who have been impacted by the Russia–Ukraine war and other recent global crises, it comes down to some very basic strategies.