International Student Population Research Articles

English-medium instruction as an internationalisation strategy at a second-tier Chinese University: instructors’ challenges and their shaping factors

Joining the tide of global internationalisation of higher education, Chinese universities have embraced English-medium instruction (EMI) as a strategic response. The adoption of EMI is to comply with government mandates and for institutional survival, as it will increase the international ranking and bring in more income from international students. The switch of medium of instruction and pedagogical issues arising therefrom have drawn considerable scholarly attention. However, little attention has been paid to the implementation of EMI in second- or mid-tier universities, and, particularly, to the attendant pedagogical issues. In comparison to top-tier universities, second-tier universities’ instructors must deal with amplified tensions created between the pedagogical needs and institutional requirements brought by the EMI policy. This study seeks to shed light on the challenges, and their contributing factors, confronted by educators in these universities. Employing a language policy analysis framework informed by policy enactment theory, the research draws upon an examination of both national and institutional policy documents, as well as interviews conducted with nine educators and administrative leaders across three distinct faculties. The investigation reveals that the emergent challenges in implementing EMI stem from several sources, including lax admission standards for international students and the divergent backgrounds and requirements of local versus international student populations. These findings underscore the imperative for a thorough appraisal of contextual nuances before the formulation and implementation of language-in-education policies. This is particularly salient in second-tier academic institutions, which often grapple with limited resources and may not possess the same level of preparedness to adapt their systems as swiftly as their more resourced counterparts.

Reflection on Challenges Faced by Chinese Students in Australian Curriculum Assessment System based on AfL

The growing population of international students in Australian higher education institutions presents a unique set of challenges for educators responsible for implementing the Assessment for Learning (AfL) principle. This article explores the specific obstacles faced by Chinese students as they strive to adapt to the Australian higher education curriculum evaluation system from their own perspectives. Additionally, the authors of this article offer in-depth and targeted strategies aimed at enriching the learning experiences of Chinese international students by applying AfL principles. These proposed methods are intended to provide assistance to international students who share a similar educational background in China, helping them overcome the diverse learning challenges encountered in a new and unfamiliar educational setting.

Adjustment and campus friendliness for international students studying in the United States

International students are an increasingly important population in the United States, growing in both size and contributions. While research has outlined challenges encountered by international students and the importance of campus climate, little research has defined and empirically assessed the friendliness of college and university campuses toward international students from the students’ perspectives, which was the aim of the current study. Universities with large international student populations were invited to distribute a survey that included the International Friendly Campus Scale (IFCS; Wang, et al., 2014) and two open-ended questions about students’ positive and negative experiences. The sample included 938 international students from eight universities in the United States, of which 622 and 566 students answered the first and second open-ended questions, respectively. Through thematic analyses of the open-ended questions, this study identified factors that international students find most helpful for their cross-cultural adjustment in addition to aspects of their campuses that could be improved. Results suggest that helpful factors for international student adjustment include social support, events, campus resources, access to shared and diverse cultures, an inclusive environment, language fluency and opportunities for learning, and individual characteristics. Areas of improvement include increased events and socialization, better communication, a more welcoming attitude toward diversity, improved administrative support, more financial support, and decreased discrimination. Additionally, correlation and group comparisons were used to assess international students’ perception of campus climate and compare patterns between different demographic groups. Practical suggestions based on these results are also discussed.

Acculturation in a poly-social-media context: tertiary-level Chinese-as-an-additional-language (CAL) international students’ perspectives and practices in mainland China

ABSTRACT In the ever-evolving landscape of globalisation and technological convergence, social media emerges as a polymedia environment rich in communication opportunities. Against the backdrop of China as an increasingly prominent global player, the above phenomenon is particularly evident among China’s vast and varied international student population. Employing a qualitative approach underpinned by interpretivism, we conducted semi-structured in-depth interviews with 20 tertiary-level Chinese-as-an-additional-language (CAL) international students in emerging adulthood (18-to-29-year-old) to explore their perceptions and practices of acculturation in mainland China. Informed by thematic analysis, we categorised how participants positioned themselves into four groups: experience-oriented students, achievement-tasked students, integration-motivated students, and self-identified ambassador students. Our findings indicate that participants perceive and use home- and Chinese social media within relational nexuses, strategically navigating this integrated mediated environment to facilitate acculturation beyond mere technical considerations. Moreover, our study deepens the debate on acculturation by challenging negative inclinations common to leisure-related products and informal practices in individuals’ acculturation journeys, and this conceptual expansion holds pedagogical promise for strengthening the connection between formal schooling and personalised, adaptive learning in the digital wilds. We conclude by highlighting the role of training and support systems provided by international students’ home countries and host societies in facilitating acculturation.

American campus kaleidoscope

This study explores the academic and social experience of international students in colleges in the United States of America. Specifically, the study focuses on colleges with a high percentage of international students as they represent diverse cultural backgrounds and contribute significantly to the campus environment. Data were collected from 30 participants (undergraduate students) across five focus group interviews and a thematic analysis was performed. For academic experience, four sub-themes emerged: relationship with professors, academic resources, liberal arts requirements; and class participation weightage. For social experience, four sub-themes emerged: role of student clubs and societies; inter-college collaborations; intercultural sensitivity; and religious/cultural events. Findings provide valuable implications on how colleges with a high population of international students can improve the academic and social experience of these students.

The socio-cultural experience of Chinese international students in Australian schools: challenges and opportunities

ABSTRACT Objective The needs and experiences of Chinese international students in the context of secondary education have been largely under-researched. Tertiary education research has shown international student populations are particularly susceptible to acculturative stressors, loneliness, and isolation in host cultures therefore it is important to consider these factors amongst secondary students studying abroad who are potentially even more vulnerable. Method This qualitative research explored the experiences and challenges faced by Chinese secondary students in Australia and their help-seeking behaviour. Interview data was collected from 17 participants across two different school settings. Results Thematic analysis identified three key themes; Adjustment Difficulties, Academic Difference and Help-seeking and support. It was found that the challenges experienced by international students consisted of living, academic and sociocultural factors. Participants reported experiencing cultural discrimination but were reluctant to seek formal help for this. Conclusion The results have implications for Australian secondary schools given the high number of international students that study in the country. Recommendations are made for how international students can be better supported.

Mental health help-seeking intentions & coping strategies of Chinese international students in the United States

Background Chinese international students (CIS) in the United States may face unique mental health challenges that are often overlooked in discussions about mainstream college student needs. Objective This study aims to investigate the predictors of mental health (MH) professional help-seeking intentions among CIS at a large public Midwestern university, as well as the obstacles that hinder their use of professional MH services. Methods The study used quantitative and qualitative approaches to gather data on CIS’ help-seeking attitudes. Quantitative analysis focused on the association between specific factors and help-seeking intentions. Qualitative coding of open-ended questions provided additional insights into obstacles and suggestions for improving mental health support. Results The study identified several factors influencing the mental health help-seeking intentions of Chinese international students. Two primary negative predictors were a preference for emotional self-control and concerns about the questionable quality of treatment. Conversely, having previous experience with professional mental health services, both in China and the United States, was found to be a positive predictor of help-seeking intentions. Additionally, qualitative analysis of open-ended responses revealed further obstacles to seeking help and provided useful suggestions for enhancing mental health support for Chinese international students in college settings. Conclusions The study identifies key factors that influence CIS’ attitudes toward seeking professional mental health services. Understanding these factors can help in developing strategies to better support the mental health of CIS in college settings. Limitations Several limitations must be acknowledged in this study. The cross-sectional design limits the ability to draw causal inferences from the data. Additionally, the sample may not be fully representative of the broader population of Chinese international students, which may affect the generalizability of the findings. Self-reported data may also introduce response biases. Future research should consider longitudinal approaches and a more diverse sample to validate and expand on these findings.

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.

Identifying and Responding to Gaps in Services for International Graduate Students and Postdoctoral Fellows to Enhance the Graduate Community and Promote Quality Research Outcomes

The growing enrollment of international students in doctoral science, technology, engineering, and mathematics (STEM) programs in the U.S. has contributed to the need for an increase in specifically-designed programs, resources, and services that address the unique challenges of the international student population. When transitioning to the U.S. to pursue higher education, international students often experience obstacles, including language barriers, sociocultural challenges, and academic alienation, which significantly impacts the ability to successfully adapt to the new learning and living environment, oftentimes continuing throughout the duration of the program. Furthermore, international postdoctoral fellows engaged in STEM research fields may lack a sense of belonging due to similar barriers. The recruitment and retention of competitive international students and postdoctoral fellows directly impacts the quality and magnitude of research outcomes, while also enhancing and enriching the cultural diversity and experience of the graduate community. We use data collected from an international student and postdoctoral survey distributed to more than 65 students and 90 postdoctoral fellows as well as listening sessions to identify gap areas where additional resources are required and where modifications are needed to more productively serve the international population at Augusta University. Our findings indicate that international students and postdoctoral fellows experience more anxiety and isolation when they are not supported, personally, socially and academically, by their administrative leaders, faculty, peers, and surrounding community. Incoming students who were connected with current graduate students prior to their arrival to the U.S. experienced a greater level of support and were more confident and comfortable in their adjustment to society in the U.S. The implementation of additional events and experiences led by the responses of the international population, including research shadowing opportunities in on-campus laboratories, social gatherings connecting students and postdoctoral fellows of different cultures, writing circles and professional development workshops, and one-on-one sessions enhances community belonging and prioritizes personal and professional growth among this vulnerable student population. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

COVID-19 and aggravated housing precarity for international students: an Australian case study

Housing experience of international students has attracted increasing academic attention in recent years. Australia’s large international student population is largely reliant on lightly-regulated private rental housing, a market sector subject to extreme turbulence during COVID-19. However, while aspects of Australian student housing stress during the pandemic have been already investigated, the specific issues affecting a substantial component of the broader cohort have yet to be examined. Around 130,000 Australian international students were stranded overseas for two years (2020-22) by international border closures. Their experiences cast new light on vulnerable renter precarity in lightly-regulated markets. Via an online survey and in-depth interviews, this paper examines the challenges posed for stranded international students in terms of their Australian tenancies, and how these were handled. Three main findings emerge: 1) uncertainty deriving from travel restrictions reduced student bargaining power in the rental market; 2) inability to terminate leases, unfavourable rent negotiation outcomes and welfare exclusion caused serious financial stress; and 3) widespread subletting exposed students to eviction and exploitation. These findings foreground important downsides of Australia’s long-existing neoliberal university regime and inadequate student housing provision that endanger the fundamental purposes of higher education, and risk tarnishing Australia’s reputation as an international student destination.

The Improvement of the Selection Mechanism of International Students Coming to China: Take Countries along the Belt and Road as an Example

As China's influence grows globally, particularly after the introduction of the Belt and Road Initiative in 2013, an increasing number of foreign students are choosing to pursue their higher education in China. Given this context, China is beginning to place an increasing emphasis on the quality control of its international student population. Thus, this essay examines China's current system of international student selection. The examination reveals that there are issues with China's system for selecting international students. Both the language assessment and the academic ability evaluation are devoid of professionalism and refinement, as well as consistent criteria. Additionally, the preliminary mechanism has not gained traction or been useful, and other complementing, alternative mechanisms are disregarded. This paper offers recommendations from three perspectives—the language evaluation mechanism, the academic assessment mechanism, and the alternative assessment mechanism—to encourage the enhancement of the selection process for foreign students entering China. In order to support both the internationalization of higher education and the Belt and Road initiative, the Chinese government and universities should raise the bar for selecting international students and implement policies that are appropriate for the current state of affairs and the challenges facing the countries that form the route.

Directed Self-Placement for Multilingual, Multicultural International Students

Directed self-placement (DSP) methods remain relatively rare in multilingual writing programs because such methods present unique ethical and academic risks. Grounded in five years of institutional research, this article reports on a first-year writing program in which DSP is the sole means of placement for international students and in which the international student population is linguistically, educationally, and culturally diverse. We offer logistical and technical guidance for creating DSP programs for multilingual writers, and we argue that DSP can be a vehicle for more equitable, socially just writing placement for multilingual, multicultural writers.

Potential Hepatitis a Analysis: Research on Healthy and Safe Lifestyles in Indonesian Education in Taiwan

Purpose: This research aims to develop a predictive model using the Health Belief Model behavioral theory approach to understand changes in eating habits and physical activity among Indonesian students in Taiwan. Given the historical context of hepatitis A outbreaks in Taiwan and the importance of preventive health behaviors, the study seeks to lay the foundation for further intervention research focused on promoting healthy lifestyles among Indonesian students. Methods: The research employs a basic research approach to develop a predictive model, drawing on the Health Belief Model framework. Data collection involves administering questionnaires to Indonesian students in Taiwan to assess their eating habits, physical activity, knowledge about hepatitis A prevention, and adherence to Clean and Healthy Living Behavior (PHBS) practices. Statistical analysis is conducted to identify factors influencing knowledge and behavior related to hepatitis A prevention. Results and Discussion: Analysis of questionnaire data from 112 Indonesian students reveals that many behaviors do not reflect PHBS practices aimed at preventing hepatitis A transmission. The results indicate that factors such as age, gender, and level of education significantly influence knowledge about hepatitis prevention and healthy hygiene behavior. Specifically, higher levels of knowledge correlate with better preventive behaviors, suggesting the importance of educational interventions in promoting health awareness among students. Implications of the Research: The findings have implications for public health interventions targeting Indonesian students in Taiwan to prevent hepatitis A transmission and promote healthy lifestyles. By identifying factors influencing knowledge and behavior related to hepatitis prevention, the research provides insights for developing targeted interventions and educational campaigns aimed at improving health outcomes among this population. Originality/Value: This research contributes to the literature by applying the Health Belief Model framework to understand and predict changes in eating habits and physical activity among Indonesian students in Taiwan. The study addresses the need for preventive health measures in response to hepatitis outbreaks and underscores the importance of cultural and contextual factors in shaping health behaviors among international student populations. The findings provide a basis for future intervention research and highlight the significance of promoting health awareness and preventive practices in diverse cultural settings.

Designing and Implementing Health and Wellness Programs: Positioning Health and Wellness at the Forefront of a Polytechnic Institution

The past 20 years has seen a renaissance of activity with respect to workplace wellness. The concept of providing a health and wellness program for employees has grown to include employee assistance aid. Within the Polytechnic community the health and wellness programs have expanded to the student body as well. If you consider the fact that a Polytechnic has a population of some small cities, then the case for support of providing services is well founded. Due to the mix of international and domestic student populations the wellness programming has taken on a new mosaic of services. The attention to cultural sensitivities and competencies need to be addressed and incorporated when contemplating any services and programming to be delivered to the Polytechnic community. Most recently, with the increase of mental health issues amongst staff and students it is time to implement a strong interdisciplinary approach to wellness and mental health.

Comparative Analysis of Lexical Bundles in Dissertation Abstracts: Insights for Teaching Academic English to Chinese Students

Lexical bundle research in academic abstracts has predominantly focused on research articles, with less attention given to dissertation abstracts. This is particularly relevant for Chinese graduate students who are required to provide English abstracts in their dissertations. Addressing this gap, the study compared the structural and functional distribution of lexical bundles in dissertation abstracts by linguistics students from China and the United States to inform academic instruction. Two corpora, the Chinese University Student Collection and the American University Student Collection, each with 700 abstracts, were compiled and analyzed. The findings showed that Chinese students proportionally used more noun phrase (NP) and prepositional phrase (PP)-based lexical bundles, but fewer verb phrase (VP)-based ones, compared to their American counterparts. Additionally, they used a higher proportion of research- and participant-oriented bundles, but fewer text-oriented bundles. These differences highlight distinct structural and functional preferences in lexical bundle usage between the two student groups. This study underscores the importance of adapting instructional strategies to address these differences, enhancing English academic writing skills of Chinese graduate students by acknowledging the diverse linguistic approaches of international student populations.

Exploring the Dynamics of Student Perception of Administrative and Support Services in Higher Education

This research provides a comprehensive understanding of international students' experiences in Philippine HEIs, offering valuable insights for institutions to enhance administrative services and support mechanisms for this diverse demographic. This mixed-methods study delved into the dynamics of international students' experiences in higher education institutions (HEIs) in the Philippines, with focus on visa application, admission, enrolment, instructional delivery, awareness of support services, satisfaction levels, and coping mechanisms. Drawing insights from 234 international students across two universities in Baguio City, the findings underscore the positive perceptions of students in critical areas. Notably, the visa application, admission, enrolment efficiency, and instructional delivery all received strong agreement, indicating a high level of satisfaction among the international student population. A nuanced awareness pattern emerges, with a notable discrepancy between traditional support services (such as library materials and medical services) and online services (including networking events and free campus internet). While the overall satisfaction with support services is evident, the dissatisfaction with free campus internet services stands out as a specific concern. The findings indicate a diversity of strategies, from self-care and positive reframing to engagement with social media and seeking guidance from teachers and school counsellors used as coping strategies utilized by students. However, the prevalence of entertainment-focused coping mechanisms, such as watching movies and television, signals the importance of a holistic approach to student well-being beyond academic support. Institutions are recommended to focus on refining communication strategies for online services and addressing specific concerns raised by students. Additionally, fostering a supportive environment that recognizes and accommodates the diverse needs of international students is crucial.

Discussing the Motivations of Chinese Pupils to Study Abroad and Predicting Its Effects on Adaptation Based on Self-determination Theory

As the escalating population of Chinese international students has emerged, their adaptation has become a concern for educators all around the world. Previous literature has rarely explored the impacts of individual factors, such as motivation, on students' adaptation processes. So, this article discusses the motivations possessed by Chinese international students first and then attempts to clarify their importance in adapting. It provides a perspective for foreign universities and researchers to address the issue of international student maladjustment, which contributes to the psychological well-being of students who study overseas. This study is secondary research. Based on self-determination theory, this article categorises the motivation of Chinese international students into intrinsic and extrinsic motivation. Then, this article investigates the effects of these two types of motivation on students' adaptation journeys. The study found that the extrinsic motivations of Chinese students are: 1. Better living environment and lower expenses; 2. Future occupations; 3. The expectations of parents; 4. Professional Curriculum. Intrinsic motivations are 1. Spiritual Freedom; 2. Self-improvements. In comparison, intrinsic motivation is more beneficial to student adaptation. As a result, this article suggests educators need to focus on developing students' intrinsic motivation to learn.

Curriculum Quality, Process Innovation, School Reputation, and Perceived Value Affecting the Loyalty of Chinese Higher Education Students in Thailand

This qualitative case study investigates the factors influencing the loyalty of Chinese higher education students in Thailand, focusing on curriculum quality, process innovation, institution reputation, and perceived value. Through in-depth interviews of 30 selected students and content analysis of the transcripts, the study uncovered the nuanced perspectives of Chinese students and revealed the significance of these factors in shaping their loyalty. Findings highlighted the importance of curriculum quality, faculty reputation, and support services in influencing perceived value, while also introducing the concept of process innovation as a key factor impacting loyalty. The study offered valuable insights to the understanding of loyalty to an institution and provided actionable recommendations for higher education institutions aiming to enhance the loyalty of their international student populations in the context of global competition and the unique challenges faced by Chinese students in Thailand.

Performance Appraisal Practices in Indian HEI –A Critical Analysis

Abstract: With a large student population, the number of Higher Education Institutes (HEI) in India is growing manifold. When it comes to the number of HEI, India stands third in the world next to China and the U.S. (Rekha N, 2016). However, even after 75 years of independence, only four Indian B Schools occupy a place in the top 100 globally (Nanda, 2021). Though the number of management institutes and the student intake therein is increasing, the number of international students in these B Schools is declining. Whereas the scenario is contrary to what we observe about the population of international students studying in top global institutes outside India. Compared to other countries, India has the biggest advantage of the best return on investment and lowest fees for MBA programs. Despite this, why do Indian B schools lack a global profile? It is time for us to introspect the quality of our educational institutes and the programs offered by them. Existing studies and literature suggest that there are many factors responsible for it but this paper explicitly attempts to understand the critical issues hitting the Indian B schools -mainly the failure to attract and retain goodquality faculty members. Though there are several reasons, the focus of the research work is on the performance appraisal practices followed in HEI specifically in private management institutes in Pune, India, and its outcome It is found in the research outcome that though the private institutions consider the parameters of performance appraisal as mentioned by regulatory authorities, it is not directly linked with promotions, increments or financial incentives. There is no concrete positive outcome of performance appraisal; it is done for compliance purposes only. In the end, the researchers propose suggestions that may benefit all the stakeholders and help the Indian B Schools to acquire a global profile. Keywords : Higher Education Institutes; B School; Performance Appraisal; Faculty member; MBA; Students.

En français or in English? Examining Perceived Social Roles of International Students in Response to Their French and English Speech

Canada’s growing population of international students brings ethnolinguistic diversity and socioeconomic benefits to their host communities. However, students often experience social exclusion and lack of belonging, reporting little communication with local community members for many cultural, ethnic, and religious reasons. The present study, conducted in Montreal, investigated the role of international students’ second language speech in local community members’ perception of the social roles that students can assume in a host society (e.g., friend, neighbour, colleague). Four English- and French-speaking international students’ recordings were presented to 38 francophones, all non-student residents of Montreal, who evaluated the students’ comprehensibility and accentedness and assessed how acceptable these students were in various social roles (e.g., friend, neighbour, colleague) in two languages (French vs. English) and in two situations (making a request vs. making a potentially controversial statement). The students’ ratings were greater when they spoke French than English (regardless of speech content) and when they requested help than when they expressed a controversial statement (regardless of language). Social ratings were generally associated with comprehensibility, not accentedness, where more comprehensible speech was linked to greater perceived acceptability. Findings highlight the importance of sociolinguistic context and language in local residents’ judgments of international students’ social roles.