International Students In Higher Education Research Articles

Determinants in Attracting International Students to U. S. Host States

This study empirically investigates the determinants that attract international students in higher education to the United States at the host state level. Factors identified in literatures on international higher education and student migration of U.S. students to out-of-state higher education are merged to develop hypotheses to explain the attractive forces of an international student when choosing a host state study destination. A panel dataset consisting 3,438,993 international students enrolled in 50 host states, across 1781 higher education institutions and 202 countries was used to conduct our investigation. Results showed that academic opportunities, academic quality, bilateral student flows, and social support have significant influences. This study also finds that host states could play a critical role in planning and coordinating state-level information to attract international students. Vigorous efforts at the national, state and campus levels need to be combined to ensure the long-term competitiveness of U.S. higher education institutions.

Supporting international students in higher education: a comparative examination of approaches in the U.K. and U.S.A.

This discussion paper offers a critical examination of the ways in which international students are supported by the variety of systems commonly in place at universities in the U.K. and U.S.A. - two countries that attract large numbers of students from overseas. While acknowledging the difficultly of defining the term 'support', the article describes, compares and critiques the approaches deployed in both nations. Though certain broad, structural similarities are identified, the authors discuss how a shared neoliberal instrumentality guiding student support leads to differently inflected institutional responses in both countries. Consideration is also given to the extent to which differences in 'national' values and beliefs about higher education might be implicated in these diverse approaches and, finally, to what lessons might be learned from these comparisons.

12: Academic Dishonesty Among International Students in Higher Education

12: Academic Dishonesty Among International Students in Higher Education

Group Counseling with International Students: Practical, Ethical, and Cultural Considerations

International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling. The purpose of this article is to present counseling groups as a treatment modality for addressing international students' adjustment concerns. Special attention is directed to the practical, ethical, and cultural challenges of conducting group counseling with this population, in addition to presenting recommendations for future practice and research.

Trade in Higher Education Services in Malaysia: Key Policy Challenges

In recent years, Malaysia has emerged as an unexpected contender in the world market for international students in higher education. Recognizing this sector as a potential new source of growth and export revenue, Malaysia aims to become a regional hub for higher education. In view of this, the objectives of this paper are to profile the pattern of trade in higher education services in Malaysia and to analyze the main factors that have contributed toward the trade performance of this sector. The paper also seeks to identify key policy challenges faced by the country in terms of enhancing the trade in this sector. The main findings show that the trade pattern has changed over time and this change is contributed by both external and internal changes, including unilateral liberalization measures. Key policy challenges for enhancing trade lie in removing domestic constraints in the face of increasing competition from other emerging contenders as well as attaining international accreditation and recognition for home-grown programmes. Policy directions for the future need to address these domestic hindrances as well as to rationalize the number of players. Since Malaysia's increasing trade in this sector has largely evolved without offering this sector for liberalization until recently, it is important to reassess the potential costs and benefits of further liberalization before committing this sector for liberalization in more trade agreements.

The role of an International Student Tutor in a UK law school: a case study

International students arriving in the UK for the first time often experience an acute sense of disorientation.1 The reasons for this response to their new surroundings are not hard to find. They are confronted by a new social and academic culture. They have to find their feet in a new institution. And they are expected to meet the demands of a higher degree. Students in this situation need reassurance. To know that a tutor has put herself in your shoes is reassuring. Newcastle Law School has sought to meet this need by appointing an International Student Tutor whose job it is to offer guidance on how to respond to the challenge of a radically new situation. This post has existed (first as a pilot) since 2004. Since that time, the School has gathered statistical data that support the conclusion that support on the model offered in Newcastle can facilitate learning and enhance the student experience more generally. At a time when British universities hold themselves out as offering international students a rich and rewarding experience, initiatives that may help to turn this into a reality deserve to be taken seriously.2 This article is a contribution to a debate on the initiative implemented by Newcastle Law School for new first year international students in ensuring both their social and academic needs are supported during the initial academic year. Initiatives of this degree ought to have a place in British higher education. The paper undertakes both qualitative and quantitative analysis to evaluate the effectiveness of the programme initiated; questionnaires (open questions) are collected from students from 2006 to students doing their first year. 1See Y. Zhou, D. Jindal-Snape, K. Topping, J. Todman, “Theoretical Models of Culture Shock and Adaptation in International Students in Higher Education” (2008) Studies in Higher Education 33(1), 63–75, which focuses on contemporary theoretical approaches, namely “culture learning”, “stress and coping” and “social identification”. Also, see B. Leask, Teaching NESB and International Students of the University of South Australia, Teaching Guide (Adelaide, University of Adelaide, 2000). Leask describes overwhelming emotions held by international students by using a card game. 2D.M. Peterson, P. Briggs, L. Dreasher, D.D. Horner and T. Nelson, “Contributions of International Students and Programs to Campus Diversity” (1999) New Directions for Student Services 86, 67–77 states “Higher education institutions that take international students for granted, as ‘cash cows,’ do so at their peril”.

Supporting international students in higher education: constructions, cultures and clashes

The article focuses on support issues relating to students on international degree programmes, and draws on the findings of a qualitative research project involving students enrolled on a joint degree course in English and education studies delivered at two higher education institutions in England and the Netherlands. Students on the programme were recruited from both these countries, as well as a number of other states in Europe, Africa and Asia. The paper examines the differing support priorities of international students and the ways in which these needs might be classified. In the process, associations between student characteristics (including age, ethnicity, nationality and aspects of personality) and perceived support requirements are explored. Particular attention is paid to an analysis of international students’ understandings of support, and the ways in which these understandings may be socially constructed at different levels, with regard to the wider ideological influences of the students’ educational backgrounds, and the more context specific social dynamics of ‘being on the course’.

Theoretical models of culture shock and adaptation in international students in higher education

Theoretical concepts of culture shock and adaptation are reviewed, as applied to the pedagogical adaptation of student sojourners in an unfamiliar culture. The historical development of ‘traditional’ theories of culture shock led to the emergence of contemporary theoretical approaches, such as ‘culture learning’, ‘stress and coping’ and ‘social identification’. These approaches can be accommodated within a broad theoretical framework based on the affective, behavioural and cognitive (ABC) aspects of shock and adaptation. This ‘cultural synergy’ framework offers a more comprehensive understanding of the processes involved. Implications for future research, policy and practice are explored.

The Sociocultural Needs of International Students in Higher Education: A Comparison of Staff and Student Views

The following article examines the sociocultural needs of higher education students on an international degree programme delivered jointly by a post-1992 university in England and a polytechnic institution in the Netherlands. A brief discussion of relevant literature is followed by a methodological overview, detailing the qualitative research design, sample, and method. Results from the focus-group interviews indicate that the majority of students attach great significance to their sociocultural needs in all years of the programme. A number of specific social support mechanisms were identified by the students, as was a greater need for staff assistance in helping the learners create and maintain their social networks. Student views are subsequently compared to those of teaching staff, who articulate a more general awareness of growing student needs and dependency on staff. The article examines these disparities in understandings and discusses staff perceptions of the ways in which institutions might resolve such tensions.

Globalization, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology

This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.

International Students in Higher Education: Identification of Needs and Implications for Policy and Practice

This study assesses the needs of international students in higher education and examines their overall experiences since entering an institution of higher learning in the United States. More specifically, the investigation focuses on the similarities and differences of the students as a function of their geographical region and other demo-graphic factors such as gender, degree objective, and field of study. Survey feedback was received from 640 volunteer respondents. The results indicate that female students typically have greater needs than the male international students for campus services and that the international students from various regions differ in their needs. The undergraduate international students reported a greater need for services than did the graduate international students. The findings also indicate that international students majoring in science fields have the highest needs. Students with higher grade point averages reported fewer needs. Implications for policy and practice are discussed.

Culture of Competition? Comparing international student policy in the United States and Australia

abstract This article focuses on the growing phenomenon of international students in higher education, and compares international student policy and practice in higher education in the United States and Australia. Recurrent themes in recent years are marked by a changing context for higher education, considerable growth in foreign student numbers, and the emergence of international education as a significant export industry, with intense competition throughout the Asian region. The thrust of this analysis is on American and Australian international student policy development in the 1990s, with particular emphasis upon student flows, demand patterns and economic impact. This study reveals increasingly similar national interests, with Australia now being a rising contender in the field. This essay also reviews some of the criticism of the United States for its complacency, and under‐investment in international education.

Acculturation of International Students in Higher Education: Australia

Acculturation of International Students in Higher Education: Australia

Bibliographic Instruction for International Students in Academic Libraries

Reviews the problems posed by international students in higher education in the USA, and some of the difficulties they encounter. Specifically relates these problems to the provision of library services and, more specifically, to bibliographic instruction. Reports on a survey from the University of Toledo to examine foreign students′ background knowledge of academic libraries and to develop a programme to meet the special needs of this multicultural group. Presents specific conclusions and recommendations.

International Students in Higher Education: A Follow-up Study of University Graduates

Despite current concern about declining foreign student enrolments in Canadian post-secondary institutions, there remains a paucity of information regarding international students' perceptions and performance after returning to their own countries. To assist in overcoming this deficiency, this paper reports about methodological procedures, results and research and policy implications from an investigation of CIDA graduates who had studied at the University of Alberta between 1972 and 1984. A range of substantive outcomes are presented: educational attainments and characteristics of students; marital and family circumstances; preferred programs of study; use of and satisfaction with university facilities; academic and personal interaction; prior and subsequent employment; adjustments to Canada; advantages and disadvantages accruing from studying in Canada; as well as comments about the experience and advice for prospective international students. The findings had policy implications relating to correction of imbalances according to gender, nationality and employment background of students, as well as to provision for academic, personal, recreational and financial needs of international students. Suggestions are also made about data collection emphases, strategies for establishing and maintaining contact with informants, and productive avenues for future inquiry.

The Costs and Returns of Human Migration

The Costs and Returns of Human Migration

Social Darwinism

Previous articleNext article FreeSocial DarwinismD. Collin WellsD. Collin Wells Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Sociology Volume 12, Number 5Mar., 1907 Article DOIhttps://doi.org/10.1086/211544 Views: 1457Total views on this site Citations: 14Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:David-Jack Fletcher Introduction, (Mar 2021): 1–33.https://doi.org/10.1007/978-981-16-0013-5_1Russell K. Schutt, Jonathan H. Turner Biology and American Sociology, Part I: the Rise of Evolutionary Thinking, its Rejection, and Potential Resurrection, The American Sociologist 50, no.33 (Apr 2019): 356–377.https://doi.org/10.1007/s12108-019-9403-yIvo Budil Clémence-Auguste Royerová a vznik sociálního darwinismu, Anthropologia integra 8, no.11 (Jun 2017): 13.https://doi.org/10.5817/AI2017-1-13Thomas J. Gerschick, J. Dalton Stevens Invisibility, Visibility, Vilification, and Near Silence: The Framing of Disability in the Early Years of the American Sociological Society, (Dec 2016): 1–27.https://doi.org/10.1108/S1479-354720160000009003 , Review of Religion and Chinese Society 3, no.11 ( 2016): 3.https://doi.org/10.1163/22143955-00301001Geoffrey M. Hodgson Social Darwinism, (Dec 2015): 1–4.https://doi.org/10.1002/9781118663202.wberen066Alan Sica A Selective History of Sociology, (Feb 2012): 25–54.https://doi.org/10.1002/9781444347388.ch2William H. Jeynes Race, Racism, and Darwinism, Education and Urban Society 43, no.55 (Sep 2010): 535–559.https://doi.org/10.1177/0013124510380723Daniel Becquemont Social Darwinism: from reality to myth and from myth to reality, Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42, no.11 (Mar 2011): 12–19.https://doi.org/10.1016/j.shpsc.2010.11.001Robert Vitalis The Noble American Science of Imperial Relations and Its Laws of Race Development, Comparative Studies in Society and History 52, no.44 (Oct 2010): 909–938.https://doi.org/10.1017/S0010417510000502Yuefang Zhou, Divya Jindal-Snape, Keith Topping, John Todman Theoretical models of culture shock and adaptation in international students in higher education, Studies in Higher Education 33, no.11 (May 2008): 63–75.https://doi.org/10.1080/03075070701794833Thomas C Leonard Retrospectives: Eugenics and Economics in the Progressive Era, Journal of Economic Perspectives 19, no.44 (Nov 2005): 207–224.https://doi.org/10.1257/089533005775196642Geoffrey M. Hodgson Social Darwinism in Anglophone Academic Journals: A Contribution to the History of the Term, Journal of Historical Sociology 17, no.44 (Dec 2004): 428–463.https://doi.org/10.1111/j.1467-6443.2004.00239.xWilliam Kruskal The Significance of Fisher: A Review of R.A. Fisher: The Life of a Scientist, Journal of the American Statistical Association 75, no.372372 (Dec 1980): 1019–1030.https://doi.org/10.1080/01621459.1980.10477590