Large Numbers Of Foreign Students Research Articles

Psychiatric disorders and psychosocial problems among immigrant students

Background Migration is associated with stress that may result in adverse physical and psychological health problems. It involves three phases. Each stage has its own risks, challenges, and difficulties. Mansoura University has a large number of foreign students from different nationalities who come to study in various scientific fields. Aim The aim of this study was to assess the presence of a group of various psychiatric disorders and psychosocial problems among a sample of immigrant students in Mansoura University and to compare them with a control group of Egyptian students. Moreover, this study aimed to identify factors related to migration (premigration, migration and postmigration stages) that may affect mental health of immigrant students. Participants and methods In this study, data were collected from 135 college students who completed the Adolescent Psychopathology Scale − applicable up to 19 years old − which evaluates the presence and severity of symptoms of psychological disorders and distress: the English version for immigrant students and the Arabic version for the Egyptian students. Moreover, an additional paper was added to the sheet introduced to the immigrant students to obtain data about their migration process. Results In our study, nonrefugee immigrants (education is the purpose of migration) had a lower risk of having psychiatric disorders or psychosocial problems than the compared group (the Egyptian students). Conclusion Nonrefugee immigrants are likely to differ from other immigrants on the basis of educational and economic status, linguistic capacity, migration experiences, being in groups and exposure to adversity and trauma through premigration, migration, and postmigration stages, which undoubtedly play a protective role for them against psychiatric and psychosocial problems.

ACTIVITIES OF HIGHER EDUCATIONAL INSTITUTIONS AND PUBLIC ORGANIZATIONS OF THE REPUBLIC OF MORDOVIA ON ADAPTATION OF MIGRANT STUDENTS TO THE NEW SOCIO-CULTURAL SPACE: HISTORY AND MODERNITY

The Russian Federation is a multinational state. Globalization of the modern world leads to an increase in international ties. All this is reflected in the main directions of the state policy in the field of strengthening international cooperation and forming respect for historical values and cultural heritage of the peoples of the Russian state.
 
 The authors consider the main directions of activities carried out by regional higher educational institutions and public organizations in the field of adaptation of migrant students in the sociocultural space which is new for them.
 
 Since migrant students are a special category of population because of their age and social status, it is characterized by a number of special problems. Migrant students face many stressful effects of their new life environment. The quicker they adapt to new conditions, the more successful their learning process will be. Adaptation of international students has a long time character, as it is a very complex process. Students-migrants face great difficulties, among which are: a new sociocultural environment, unusual climatic conditions, an unfamiliar language and educational system.
 
 As practice shows, for a large number of foreign students, getting education in Russia is the so-called “launching pad” into future life. When receiving Russian education, foreign students hope to relocate to Russia for permanent residence, taking the citizenship of our state.
 
 Mordovian higher educational institutions continue to increase the export of educational services. Every year the geography of countries is expanding, admission of students from abroad increases. This trend will continue, as one of the objectives of the national project “Education” is to increase the number of foreign students.

СТРУКТУРА ГОТОВНОСТИ ПРЕПОДАВАТЕЛЕЙ ВУЗА К РАБОТЕ В ИНТЕРНАЦИОНАЛЬНЫХ ГРУППАХ СТУДЕНТОВ КАК ЯВЛЕНИЕ И ПЕДАГОГИЧЕСКОЕ ПОНЯТИЕ

As universities strive to take their position in the world rankings a large number of foreign students are studying at Russian universities. The presence of foreign students at the university indicates that the education process at such universities is at a high level. In our country a lot of universities have dual programs, when the subject is taught in both languages Russian and English. To do it lecturers must be ready and able to give lectures at a high professional level. The article discusses two structures of the university lecturers’ readiness to work in international groups of students. The first structure of readiness includes the following components: psychological, cognitive, intellectual, and conative readiness. According to the second, which is an aspect of professional qualification, the readiness of the lecturers to work in the international groups of students consists of the following elements: professional competence, morality, initiative and professional qualification.

Brexit and the Future of UK Capitalism

Brexit and the Future of <scp>UK</scp> Capitalism

Culture Shock of Sojourners and the Implications for Higher Education Performance

The advent of globalization and international educational exchange has enabled a large number of foreign students have been studying in the USA, the UK and Australia, etc. simultaneously, more and more foreign teachers have come to teach in Chinese universities and colleges. This has made intercultural communication inevitable and important to the teaching quality and culture shock has exerted a direct on teaching, learning and research. Therefore, identifying intercultural differences and managing culture shock should be a prerequisite to quality classroom teaching and higher education performance. This paper analyzes the relevant theories, stages and causes of culture shock, interviews Chinese students and sojourn scholars in foreign countries, investigates foreign teachers in China and explores the various countermeasures to manage culture shock to enhance higher education performance.

To Stay or To Return? Return Intentions and Return Migrations of Chinese Students During the Transition Period in the United States

ABSTRACTNowadays, we witness a growing number of skilled migrants being trained away from their home countries. International students, especially those who seek postgraduate degrees, have been viewed as one type of skilled migrants among popular migrant-receiving countries. Since the 1990s, the United States has been hosting increasingly large numbers of foreign students in the higher education sector and accommodating skilled migrants in the job market. These skilled migrants, who have obtained higher educational degrees and skills from U.S. universities, pose different types of migration patterns when they transition from being international students to becoming skilled migrants. Their decision-making processes also involve different factors. This article thus examines the experiences of these migrants in a transition period. By examining the decision-making process of return migration among migrants in the transition period, this article reveals migrants' changing return intentions, return migration plans, and return migration behaviors at different stages of the transition period; distinguishes the underlying factors; and establishes a linkage between two migrant population groups. Its findings can suggest policy implications for understanding the mentality and considerations of this skilled labor force and shed light on the current discussion on international competition for global talent and human capital.

English and international students in China today

China has since 2000 started marketing itself as a hub for international education, and there has been a push by the government to attract a large number of foreign students to the country's universities. Sharma (2011) reported that there were around 260,000 foreign students studying in China's universities, and that the aim of the Ministry of Education was to attract around 500,000 foreign students by 2020. However, as China is a so-called ‘emerging destination’ for foreign students, perhaps not surprisingly, the vast majority - around two-thirds - of its foreign student population is currently from the Asia region (Study in China, 2012). Although the largest number of foreign students in China study Chinese language programs, an increasing number are attracted by such programs as engineering and medicine. These courses are also being promoted as English-medium programs, with whole degree programs offered from undergraduate to postgraduate levels in English. Little research has been carried out on how these programs are being conducted, the reception of these programs by foreign students in China, and the impact this is having on China's universities. The attraction of international students to China's higher education institutions would no doubt alter the dynamics of language use on these university campuses. This article reports on the reception and use of English by foreign university students in one such international degree program: international undergraduate students studying for a degree in Bachelor of Medicine and Bachelor of Surgery (MBBS) in the School of Medicine of one of China's leading universities. This case study provides an example of how English-medium instruction programs are currently being used to attract foreign students to China's universities, partly in order for these universities to promote themselves as ‘international’ institutions (see also Botha, 2014; and Bolton and Botha, 2015).

Spanish

This article aims to point up the strategies applied by the University of Salamanca to establish itself as an institution able to provide a new route to projection and internationalization of the university studies during Franco’s regime. The arrival of foreign students took place through several channels (courses, special lessons, agreements, teacher exchange, etc.) whose presence managed to encourage the gloomy scenery of the Spanish University. Latin America played a fundamental role in this process, becoming the key asset to the increase in foreign students. On the contrary, it took a lot of time to set up and build relationships with Europe and North America, hitherto not lively. A same phenomenon did not occur for Africa. Overall, since the sixties, the University of Salamanca has reached an important projection level and has been able to attract large numbers of foreign students. These data match those recorded in very few national universities. All this makes it an indispensable reference when it comes to discovering the first steps taken in order to achieve the opening of the Spanish University and a small extension of its field of view. Received: 01/08/2013 / Accepted: 24/08/2013 How to reference this article González Gómez, S. (2014). Proyección e internacionalización de los estudios en la Universidad española del franquismo. Revisión de la realidad de la Universidad de Salamanca. Espacio, Tiempo y Educación , 1(2), pp. 89-112 . doi: http://dx.doi.org/10.14516/ete.2014.001.002.004

Immigrant China

This article tackles a new phenomenon that will have profound consequences for the future of the international migration order: international migration to the People’s Republic of China. For decades, China has had large numbers of foreign students, expatriates, returned overseas Chinese, and ethnic Chinese refugees. However, in the past few years, immigration to China has become much more diverse and numerous. Chinese students and scholars abroad return to China in ever greater numbers. Traders and labor migrants from all over the world are attracted by China’s trading opportunities, political stability, and prosperity. Middle-class Koreans, Taiwanese, and Southeast Asians are looking for cheaper living costs and better jobs. European, North American, and Australian university graduates travel to China for employment or to start a business. This article asks to what extent government policy making and the formation of immigrant groups and ethnic relations are informed by unique features of China’s late socialist society and government, or alternatively, to what extent they follow patterns similar to established developed immigrant countries in Asia, Europe, and North America.

How Much Diversity in Our Schools?

CANADIANS tend to see our country as demonstrating the possibilities of a society with high cultural diversity and low conflict. (1) We are officially a bilingual country, with guarantees of education for religious and language minorities, as well as the rights of Aboriginal people, embedded in our constitution. Since 1971, multiculturalism has been an established element of Canadian national policy alongside bilingualism. We are a country built on immigration from many parts of the world; Canada accepts about 250,000 immigrants and refugees per year, which is close to 1% of the population, among the highest rates in the world. The vast majority of Canada's immigrants today come from eastern and southern Asia. Many do not speak English or French as a first language. As a result, Canada's large cities are highly diverse. Toronto is nearly 50% foreign-born, while most other urban centers also have substantial immigrant and nonwhite populations. In recognition of these realities, Canada's public school system already embodies quite a bit of diversity and choice, even though the issue has not sparked the same sort of passionate debate as in the U.S. or a number of other countries. Consider some of the educational choices already available to Canadian families: * All provinces have a system of independently governed Francophone schools to meet the requirements for minority-language education in the Canadian constitution; in Quebec the situation is reversed, with a system of Anglophone schools established for the same purpose. * All provinces provide French immersion programs for non-Francophone students who wish to be educated in French. * Alberta, Saskatchewan, and Ontario fund Catholic schools as part of their public systems, again as part of the constitutional arrangements under which they entered the Canadian confederation. * Many provinces provide substantial public funding to independent or private schools, typically at about 50% of the level of funding for public schools. * Most First Nations control their own education systems. * The three northern territories all recognize and support Aboriginal languages in their schools. In Nunavut, most primary teaching is carried on in Inuktitut, the Inuit language still spoken by almost all residents of the territory. * Within their public systems, most provinces support a variety of other alternative programs. Examples include Aboriginal-focus schools, black-focus programs, single-sex programs, religious schools within the public system, bilingual and heritage language schools or programs, multigraded programs, International Baccalaureate programs, and others. For the most part, this approach has worked reasonably well. Canadians feel we have done well compared with the challenges in European countries that suddenly face large numbers of foreign students; think Ireland, Norway, Spain, Sweden, or Switzerland (yes, Switzerland, now 20% foreign-born), not to mention the well-known disputes over immigration in Germany, France, or the Netherlands. But there are definite signs of strain in Canada, too. Recent immigrants--those who have come in the last decade--are not faring as well as did earlier immigrants. (2) Their incomes are lower, and they are having more difficulty getting established, even though they are generally well educated in their home countries and Canada has experienced prosperity and declining unemployment for quite a few years. Canada has continued to struggle over recognition of the educational and labor-market credentials of immigrants, and many immigrants find themselves unable to use professional credentials from their countries of origin. There are worries that many second-generation Canadians feel alienated from Canadian society and continue to experience unacceptable levels of discrimination, especially with regard to employment. Meanwhile, Canada's nearly one million Aboriginal people--who are, of course, not immigrants--continue to lag significantly behind national averages in such areas as longevity, health, and education. …

Chinese Graduate Students' Adaptation to Learning in America: A Cultural Perspective

IT HAS BEEN A COMMON PHENOMENON for large numbers of foreign students to study on campus in American universities. Chinese students from the People’s Republic of China make up one of the largest groups among these foreign students. In 2004/2005, there were 62,523 students from China1 who were the second largest group among the 565,039 foreign students in the US (Institute of International Education, NY 2005). Over the last five years, the number of Chinese students in the US has grown by 15 percent. In spring 2006, there were 1,211 foreign students from 106 countries studying at the University in Midwest America where this study took place.2 Of the 248 Chinese students who made up the largest group from any single country, 233 were graduate students and 15 were undergraduate students (International Affairs Office, the University 2006). Students from different cultures have come to the US with experiences of different teaching/learning systems in their home countries. Studies that have been carried out on foreign students suggest that their adaptation to teaching and learning in a host country tends to depend on the similarity between the foreign student’s cultural background and the culture of the host country. Several crosscultural studies have indicated that American culture and Chinese culture represent two extremes in the cultural continuum, in light of the identified dimensions of culture (Hofstede 1997; Hofstede and Bond 1999). Because of considerable cultural differences, the transition from learning in the Chinese academic setting to the American academic setting may present great difficulties for newly-arrived Chinese students.

L’École Nationale de la Santé Publique 1962-1966

The creation of the French National School of Public Health in 1960 was a major step forward in the field of Public Health, a concept which emerged at the end of the 19th century. Villermé, Louis and Parisot were its main proponents in France. From 1962 to 1966, the school opened in temporary buildings in Rennes (Brittany), before moving to its permanent premises in 1966. During its first four years the school provided eight basic courses, to which two new ones were subsequently added, one for hospital managers and one for health engineers. A large number offoreign students attended these courses, and two international seminars were organized on behalf of WHO.

Multinational Universities in the Modern World and their Mission

The author presents and describes various kinds of multinational universities. These include the national universities in multi‐ethnic developing countries, the universities that have been created in developed countries to serve large numbers of foreign students, and the universities, that, although created in the developed countries for the nationals of these countries, have ended up attracting large numbers of foreign students owing to their prestige. Then, evoking the role of universities and education in general as an aid to the foreign policies of given countries, the author concludes his paper with a presentation of the mission and the functioning of the Peoples’ Friendship University of Russia.

Foreign Students and Graduate Economic Education in the United States

Of late, over half the Ph.D.'s awarded in economics in the United States have gone to foreigners. At the same time, time-to-completion of a Ph.D. has risen. The presence of many foreign students in graduate economics programs may provide some insight for this longer duration. This article explores this relationship and offers an explanation for the large number of foreign students studying in the United States.

外国人児童受け入れ校における教育実践とその課題

This paper is intended as an investigation of how Japanese schools should accept foreign students from an analysis of the educational practices of Japanese public elementary schools.The survey was made in Moka City, Tochigi Prefecture, and Tsukuba Science City, Ibaraki Prefecture. Through a comparison between these two areas, three perspectives of analysis were considered, with the following comparisons between 1) the areas: Moka and Tsukuba, 2) the characteristics of foreign students and their parents: who are from South America with Japanese background and from East Asia, Europe, and North America, 3) the types of schools: those with a large number of foreign students and a small number. The survey was made through interviews and questionnaires to foreign students, their parents, Japanese students, and teachers. Also, observation of intensive Japanese language classes and regular classes was made.

Foreign students in Italy

The paper presents an analysis of the trends in and links between policies, practices and foreign student enrolment in Italian universities. While the number of foreign students has increased in Italy over the post-war period, the trend and composition of the flow have been affected by changes in government policies and institutional practices regarding foreign students as well as developments in countries sending large numbers of foreign students to Italy. Greek students continue to account for a large proportion of the foreign student population in Italy, but there has been a marked trend toward a reduction in the share of students from developing countries. Over time, foreign student enrolments have become more evenly distributed among faculties and institutions and by gender. Preliminary analyses of degree completion suggest that foreign students progress in their studies at rates slightly lower than Italian students.

International Education: An Imperative Need

Although the world is in a state of rapid change, the world of education still exists in a state of complacency and status quo. The United States educates a large number of foreign students, yet the international school is in its infancy in this country, and, according to several leading educators, most students in the United States enter and exit from college with little understanding of the international environment. This article is based on the theory that our society, in this era of possible nuclear destruction, may be in a state of crisis. One of the possible answers to this urgency is international (world) education that will orient people in all countries to the need for working together for mutual understanding and cooperative goals.

Bologna and the Royal Society in the seventeenth century.

IN the years after 1660 the new experimental philosophy was introduced into the learned circles of Bologna in a self-conscious, deliberate and organized fashion. The city, politically a part of the Papal States, was at that time experiencing a slow but inexorable social and economic decline (1). Its old and famous university obviously suffered from the effects of this decline and no longer attracted large numbers of foreign students (2). A further check on cultural activity in the city was the control of the Inquisition, so cruel and relentless in the first half of the century as to render the city perfectly orthodox by 1660 (3). Yet there was detectable the influence of Galilean thought despite the unfavourable cultural and political environment of the city. This is particularly attributable to the activity of Cesare Marsili, friend and assiduous correspondent of Galileo (4), and of Bonaventura Cavalieri, an early follower of Galileo, who held the chair of mathematics and astronomy at the University of Bologna from 1629 to 1643 ($). (It is no accident that the first collected edition of Galileo’s works (admittedly incomplete) was published in Bologna in 1650). It was this tradition which, some years later, inspired Marcello Malpighi, Geminiano Montanari, and Giandomenico Cassini (among others) to attempt to disseminate in Bologna the aims, methods of work and organization of the Accademia del Cimento, with which all of these had been in close contact while living for longer or shorter periods in Tuscany, and of which they were corresponding members, and to try to emulate the aims and methods, as they saw them, of the Royal Society of London.

Norwegian Students at British Universities — a Case Study of the Academic Performances of Foreign Students

Abstract Bie, K. N. 1976. Norwegian Students at British Universities — a Case Study of Academic Performances of Foreign Students. Scand. J. educ. Res. 20, 1‐24. Great Britain has a long tradition of accepting large numbers of foreign students. Generalizations about their academic performances conclude that foreign students do worse than British students. Norwegian students have constituted a large group at British universities and colleges. This study compares their performances with those of contemporary British students in the 1950's and 1960's, in architecture, business administration, dentistry, engineering and medicine at 16 institutions in England, Scotland and Wales. It was found that Norwegian students had a lower failure rate than British, and their final examination results and the means in annual examinations compared favourably with their British counterparts. Statements about foreign students’ performances are thus not confirmed by Norwegian students’ performances. The question of whether mot...