Number Of International Students Research Articles

Dental students' Myers-Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta-analysis.

Dental students' personalities are strongly correlated with their didactic and clinical performances. With the significant changes in the social environment in the past decades, students' personalities may also change dramatically. Additionally, with the increasing number of international students admitted into US dental programs, educators must pay attention to the potential personality differences between domestic and international students. A systematic review focusing on the Myers-Briggs Type Indicator personality types of dental students was conducted with 11 literature databases following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline. The quality assessment of each included article was conducted following the Joanna Briggs Institute Prevalence Critical Appraisal Tool. Meta-analyses were conducted for each personality type within the United States in the past 50 years, and in each country in the past 20 years. Eighteen articles (17 reports) were included after the eligibility assessment. The longitudinal trends within the United States showed the predominant two personality types have changed from Extraversion, Sensing, Feeling, and Judging (ESFJ) and Extraversion, Sensing, Thinking, and Judging (ESTJ) to ESTJ and Introversion, Sensing, Thinking, and Judging (ISTJ) during the past 50 years. When comparing different countries, the United States, China, Korea, and Iran have the same two dominant personality types (ESTJ and ISTJ) but not the Philippines (Extraversion, Intuition, Feeling, and Perceiving and Introversion, Intuition, Feeling, and Perceiving). However, there are large variations in the prevalence of other personality types. There have been constant changes in the predominant personalities of dental students over the years. Additionally, understanding the diversity of personality types within the United States as well as among different countries could serve as the foundation for further improvements in teaching strategies and student support services.

Providing sexual health care for international students in Australia: a qualitative study of a general practice team approach.

Background Provision of culturally responsive sexual health care for international students is important, given the large numbers of international students in Australia and known lower levels of health literacy among this cohort. Team-based care in general practice has the potential to provide this care. Methods A qualitative study that developed and evaluated a team-based model of care for female, Mandarin-speaking, international students in a university-based general practice. The model involved patients attending a consultation with a Mandarin-speaking nurse with advanced skills in sexual health who provided education and preventive health advice, followed by a consultation with a GP. Evaluation of the model explored patient and healthcare worker experiences using a survey and a focus group of patients, and interviews with healthcare workers. Data were analysed using a general inductive approach. Results The consultation model was evaluated with 12 patients and seven GPs. Five patients participated in a focus group following the consultation. Survey results showed high levels of patient satisfaction with the model. This was confirmed via the focus group findings. Healthcare workers found the model useful for providing sexual health care for this cohort of patients and were satisfied with the team approach to patient care. Conclusions A team-based approach to providing sexual health care for international students was satisfactory to patients, GPs and the practice nurse. The challenge is providing this type of model in Australian general practice under the current funding model.

Understanding International Students' Perspective of Health Service Quality: A Cross-Sectional Study in a Hungarian University.

Understanding patient's preferences is important to delivering good quality services. Patients' feedback provides healthcare providers with valuable information about the services provided. The increasing number of international students enrolling in Hungarian Universities raises the need to ensure the quality of services meets international students' requirements, which includes healthcare. This study aimed to assess service quality in the University Health Center (UHC) from the international student's point of view to be used to improve the quality of services. This cross-sectional study was conducted at the university health center. We used a mixed methods approach to collect both quantitative and qualitative data. We used the importance-performance analysis (IPA) for quantitative analysis to understand expectations and perceptions in service research. The qualitative analysis was conducted from responses to reflection questions. The qualitative data were then analyzed using thematic analysis. 437 international students participated in the study, but only 402 (91.99%) were analysed. The gaps between the importance and performance of service quality were negative in all dimensions (P-value < 0.001). This suggests that there is an unmet need for student expectations and university health center performance. From the Importance factor, the highest and lowest were related to safety (4.54 ± 0.56) and efficiency (4.31 ± 0.66) dimensions. The Performance factor's highest and lowest mean scores were also related to safety (4.22 ± 0.72) and efficiency (3.91 ± 0.87), respectively. From qualitative analysis, there are two major themes several secondary themes from the thematic analysis of free-text responses were identified. The importance and performance analysis could provide useful information to university policymakers about university health center service quality. There is a need for improvement and obviating the importance-performance gaps, especially in the efficiency dimension. Decision-makers can use the IPA analysis results to allocate limited resources more effectively, giving special attention to possible organizational weaknesses for further direction.

The Lived Experiences of Asian International Students in the U.S. Higher Education

Asian international students have long constituted the largest portion of the international student body in the United States (U.S.), a trend that persists despite the hurdles presented by the COVID-19 pandemic. These students play an essential role in stimulating the U.S. economy, facilitating cross-cultural exchange, and nurturing international collaboration and understanding. During the 2022-2023 academic year, Asian international students comprised 70.3% of the total international student population in the U.S. higher education. The number of Asian international students in the U.S. higher education institutions is so considerable that their lived experiences within the U.S. higher education system deserves a thorough examination. Existing empirical research demonstrates that plenty of Asian international students are underserved, mainly facing culture shock, linguistic barriers, racial discrimination, and mental health issues. This systematic literature review aims to: 1. Investigate whether Asian international students face any challenges in the U.S. higher education; 2. Classify the challenges (if any) encountered by Asian international students in the U.S. higher education; 3. Offer valuable insights to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to best support the well-being and success of Asian international students in the U.S. higher education.

Latest Open Doors report examines trends in international student enrollment

The Institute of International Education, in collaboration with the U.S. Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics since 1948 on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of American students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

AbstractIn recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.

Online Support for International Students’ Engagement in Learning: A Case Study on Padlet Usage at a University in Korea

The number of international students in South Korea, which dropped sharply during the COVID-19 pandemic, reached its highest level in 2023. It is predicted that the number of international students will continue to increase with the active growth in international exchange and due to diverse government support. This study introduces Padlet’s canvas layout in a class for international students to organize the course and boost engagement and interactions among the students and with the instructors. A survey and interviews with 22 undergraduate students from eight different countries, studying in Korea, were conducted to comprehend how they benefited from using the Padlet platform and their experience with it. The results indicate that Padlet enhances the students’ sense of belonging, expands their thinking processes through collaborative interactions and feedback from professors and colleagues, and increases their knowledge, leading to positive effects on class participation. Moreover, the use of Padlet accommodates diversity among different cultures and has a positive impact on cooperative learning in an international context. Based on these findings, several strategies for the implementation of Padlet in an educational setting can be suggested. To stimulate the participation of international students in learning, professors should consider offering the option of staying anonymous versus using real names when posting on Padlet. To improve the effectiveness of feedback, instructors should visualize their feedback. In addition, it is critical to institute guidelines to evaluate the relevance of the information in order to provide information that meets the students’ level of understanding and to establish a healthy level of information exchange. However, due to the limited sample size, the findings from this study cannot be generalized. Thus, we recommend expanding the sample in future studies to enable the use of inferential statistics, such as investigating differences in student attitudes by demographics.

Of ‘international exposure’, place and mobility trajectories: domestic students and international students in the education hub of Dubai

ABSTRACT In 2023, the UAE hosted the second largest number of international branch campuses in the world. They cater for ‘local’ Emirati students and the large resident community of ‘expatriates’, but there also is a growing number of international students coming to study in Dubai from abroad. Drawing on semi-structured interviews with students in Dubai, this paper compares the locational and study choices of international and domestic students at international branch campuses. The findings show that the domestic students often opt to study locally due to the more affordable tuition fees and gendered expectations to stay close to their families. Meanwhile for international students, the prestige associated with certain international branch campuses, usually is a decisive factor in motivating them to study in Dubai, alongside concerns for safety and proximity to their country of usual residence. In addition, many international students believe that Dubai’s reputation as a ‘world’ city, which attracts people, goods, and investments from various part of the world, and the transnational education they are engaged in, will enable them to benefit from ‘international exposure’. Both international and domestic students regard the academic credentials they attain in Dubai as potentially paving the way for the realisation of post-study aspirations.

"A different country, a different language, a different culture…" Educational experiences of international nursing students studying in Turkey: A qualitative study

AimThis study was aimed at investigating the educational experiences of international nursing students in Turkey. BackgroundNursing education has now gained an international dimension, which creates an environment where students from different cultures come together. In Turkey, nursing education is expanding internationally due to the increasing number of international students. DesignA descriptive- phenomenological qualitative study. MethodsThe study data were collected from nursing students who came to Turkey from 17 different countries between April 2023 and July 2023 to study at a nursing faculty in Turkey using a semi-structured interview form. Of these students, 27 constituted the study sample. The data collected were analyzed using the content analysis. The COREQ checklist was used in reporting the study. ResultsFour themes emerged: a) challenges, b) gains, c) support needs and d) recommendations. Among challenges reported by the participating students were language barriers, cultural adjustment issues and lack of social support. As for the gains of being a foreign student, they stated that they experienced intercultural interaction and improved their language skills, independence and self-confidence. In the study, the need for language support, provision of psychological assistance and cultural adaptation support for these students and the importance of practical recommendations such as mentoring programs and orientation trainings to improve their educational experience were emphasized. ConclusionIn conclusion, in this study, the importance of targeted strategies in nursing education in areas such as language support, psychological assistance and cultural adaptation was emphasized, which helps international students to have a successful educational experience. It was also concluded that mentoring programs and orientation trainings could enrich the educational processes of students by facilitating their adaptation to their new environment. This study is notable in the literature in that students from 17 diverse countries share the same program and the same prerequisites.

The Mediating Effect of Acculturation Ability in the Relationship between Discriminatory Stress and Mental Well-Being among Chinese Students in South Korean Universities

As the number of international students in Korea increases, it is particularly important to pay attention to their mental well-being and adaptability. This study aimed to explore the mediating effect of acculturation ability on the relationship between discrimination stress and mental well-being among Chinese students studying in Korea. The mental well-being of international students has always been a concern. However, for the Chinese students in Korea, who occupy the largest proportion of international students and have special discrimination stress, their psychological adaptation to the cross-cultural environment has not been fully studied. Discrimination stress may negatively affect their mental well-being, and the acculturation ability may play a key role in this process. This study examined the relationship between discrimination stress, acculturation ability, and mental well-being by reviewing data from the literature on Chinese international students studying in South Korea. This study discovered that the association between discriminatory stress and mental well-being is significantly mediated by acculturation skills. That is, international students with higher acculturation ability are more likely to mitigate the adverse effects of discrimination experiences on their mental well-being. The results of this study highlight the importance of acculturation ability in the mental well-being research of international students. In the future, support and intervention measures should be developed for Chinese students studying in South Korea to improve their acculturation ability so as to reduce the negative impact of the stress brought by discrimination on mental well-being and promote the sound development of cross-cultural education.

What did Open Doors 2023 reveal about international students?

Since 1948 the Institute of International Education, in collaboration with the United States’ Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of Americans students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Determination of Factors Affecting International Students’ Satisfaction Levels Using CHAID Analysis

Internationalization has recently been a core element for higher education institutions (HEIs) worldwide. Various components provide internationalization in HEIs. However, international students stand out from the others due to providing numerous benefits to host countries. Therefore, HEIs around the world seek to increase the number of international students and their satisfaction levels. This study, inspired from the importance of international students, seeks to determine the factors affecting the satisfaction levels of international students who study at a Turkish state university. To this end, an on-line survey consisting of 25 questions were administered to a total of 330 international students studying at Middle East Technical University (METU). Survey data were evaluated using the CHAID (Chi-Squared Automatic Interaction Detection) analysis. The findings of the analysis indicated that the international students’ implications, study degree and gender played a major role in their satisfaction levels. Considering these influential factors determined by the CHAID analysis will contribute to the internationalization strategies which is developed to attract more international students to HEIs.

International Student Recruitment and Support in Indonesia: A Systematic Review of Literature from 2012–2022

The Republic of Indonesia has been a significant source country of international students worldwide yet data is scarce about local international students. Increasing international student numbers is in line with the country's strategic development goals yet growth has been limited over the last two decades despite government funding of both long/short-term mobility programs and changing global/regional student mobility trends. This review systematically analyzes 28 papers from 2012–2022 investigating international students in Indonesian higher education regarding recruitment and support via an inductive thematic analysis. Six themes emerged showing that research has focused on the overall scope, rationale, and high-level organizational challenges of internationalization with scholarship only occasionally investigating Indonesia's destination attractiveness or student-centric issues. Research on international students, in Indonesian or English, is nascent and policy/practice suggestions and avenues of future research are discussed.

Sustainable educational tourism and the acculturation of international students from the Global South

PurposeThe aim of this study is to understand the acculturation experiences of international students in order to maximize their academic and social experiences which, in turn, can facilitate the development of sustainable educational tourism in the host country.Design/methodology/approachUsing a qualitative methodology and semi-structured interview techniques, 40 international postgraduate tourism students from the Global South were interviewed.FindingsThe findings in this study demonstrated that the main problems faced by these students are inadequate funds and language difficulties.Originality/valueThis study highlighted the fact that although the number of international students is growing all over the world, for most of the students from poorer parts of the world, being an international student is fraught with difficulties. It also demonstrated that although acculturation stress is a serious concern, lack of adequate funding assumes greater importance for students from a poor background.

A roommate problem and room allocation in dormitories using mathematical modeling and multi-attribute decision-making techniques

Purpose In recent decades, the student population in dormitories has increased notably, primarily attributed to the growing number of international students. Dormitories serve as pivotal environments for student development. The coordination and compatibility among students can significantly influence their overall success. This study aims to introduce an innovative method for roommate selection and room allocation within dormitory settings. Design/methodology/approach In this study, initially, using multi-attribute decision-making methods including the Bayesian best-worst method and weighted aggregated sum product assessment, the incompatibility rate among pairs of students is calculated. Subsequently, using a linear mathematical model, roommates are selected and allocated to dormitory rooms pursuing the twin objectives of minimizing the total incompatibility rate and costs. Finally, the grasshopper optimization algorithm is applied to solve large-sized instances. Findings The results demonstrate the effectiveness of the proposed method in comparison to two common alternatives, i.e. random allocation and preference-based allocation. Moreover, the proposed method’s applicability extends beyond its current context, making it suitable for addressing various matching problems, including crew pairing and classmate pairing. Originality/value This novel method for roommate selection and room allocation enhances decision-making for optimal dormitory arrangements. Inspired by a real-world problem faced by the authors, this study strives to offer a robust solution to this problem.

Experiences of International Graduate Students at Makerere University

The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

A STUDY ON SATISFACTION OF INTERNATIONAL STUDENTS IN CHINA

Currently, China has become one of the countries with the largest increase in the number of international students in the world, but the current evaluation of the quality of higher education in China does not focus on the satisfaction of international students in China. Therefore, this study examines the quality of education in China from the perspective of international students. The current situation provides ideas for university development to improve the quality of education for studying abroad in China. Based on the research on student satisfaction and the actual experience of managing international students, the theoretical aspects of international student satisfaction in China were constructed according to five indicators: hardware, teacher qualifications, application achievements, management services, and learning outcomes, and the International Students Program in China was developed accordingly. The satisfaction scale is used to conduct surveys and collect data, and to find out the status quo of international students’ satisfaction in China and its influencing factors. Through descriptive statistics and analysis of variance, the study suggests that the current international students in China are highly satisfied with Chinese education and scholarship, and that the level of knowledge of the Chinese language could significantly affect the satisfaction of international students in China.

Research on Cross-Cultural Adaptation of International Students from Countries along the Belt and Road Initiative Route

With the implementation of the Belt and Road (B&amp;R) Initiative, China has deepened economic and cultural exchanges and dialogue with the countries along the Belt and Road Initiative route, which has a direct influence on a significant increase in the number of international students in China. Thus, it has become an urgent need for colleges and universities in China to solve the problem of cultivating international students. The huge difference in cultural background, ideology and language between Chinese students and international students, and even among the international students is an important obstacle to the education of international students. In this paper, 160 international students from countries along the Belt and Road Initiative (BRI) route admitted by a Chinese university are selected as the objects to explore the cross-cultural adaptation difficulty confronted by international students. Additionally, this paper aims to put forward several measures in a bid to continuously improve the cross-cultural adaptation of international students and thus promote our economic and cultural exchanges with foreign countries. The B&amp;R Initiative is a kind of global view that China puts forward beyond national and ideological barriers to conform to the historical development trend of human society. It is the inevitable by-product of economic globalization. With the deepening of the B&amp;R initiative, China has deepened its economic and cultural exchanges with the countries along the Belt and Road initiative route, which has led to a significant increase in the number of international students in China. The Annual Report on the Development of Chinese Students Studying Abroad (2017) showed that among the top 15 countries from which international students in China came, most countries were those along the BRI route, among which Thailand, India, Pakistan, Laos, etc., showed a significant increase in the number of overseas students studying in China. This indicates the Initiative’s big role in promoting China's educational cooperation with the countries along the BRI route. However, different language systems, education systems, talent cultivation systems and other barriers have caused an obvious cross-cultural adaptation of international students in China. To this end, this paper aims at promoting international students to better adapt to China's education mode, by exploring the cross-cultural adaptation of international students from countries along the BRI route.