Satisfaction Of International Students Research Articles

The success, satisfaction and experiences of international students in an immersive block model

Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.

A Study on the Satisfaction of Chinese International Students with Electronic Payment Platforms in Korea: The Case of KakaoPay

A Study on the Satisfaction of Chinese International Students with Electronic Payment Platforms in Korea: The Case of KakaoPay

The success, satisfaction and experiences of international students in an immersive block model

Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.

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.

Social Support, Academic Burnout, and Life Satisfaction of International Students

This study aims to explore the internal relationship between academic burnout, social support, and the life satisfaction of Chinese overseas students using the College Student's Learning Burnout Scale, the Social Support Scale, and the Life Satisfaction Scale to survey 167 international students. It is indicated by the results that the overall academic burnout of international students is at the upper-middle level, the level of objective support, subjective support, and overall social support of female international students is greater than that of male international students, but there is no significant difference in the utilisation of support between female and male international students. Social support has a significant and positive predictive effect on life satisfaction, while the relationship between social support and life satisfaction is negatively moderated by academic burnout.

Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective

Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.

A Comparison of the Resilience, Anxiety, and Life Satisfaction of Chinese Left-Behind Children and International Students

The present study compared the resilience level, anxiety level, and life satisfaction level of Chinese left-behind children (LBC) and international students (IS) between 11 and 15 years old and investigated the relationships between these three variables and physical activity (PA). Chinese LBC (n = 86) from Guiyang City, Guizhou Province, China and Chinese IS (n = 60) in Vancouver, Canada filled out a survey that measured their resilience level, anxiety level, life satisfaction level, the duration and frequency of PA of different types and intensities in various domains, PA Enjoyment, and participants’ attitudes toward PA. In addition, 10 participants were randomly chosen to participate in an interview after completing the survey. The survey results showed that IS possessed higher resilience level and life satisfaction level than LBC, and both groups had no significant difference in anxiety level; LBC engaged in more PA than IS. Besides, resilience level was positively related to the amount of light PA in household or yard work domain as well as PA enjoyment; anxiety level was negatively related to PA enjoyment as well as annual household income; life satisfaction was positively related to the total amount of PA across all domains as well as PA enjoyment. Participants also mentioned in the interviews the effectiveness of PA in distracting them from worries and other negative emotions, which in turn helped reduce their anxiety and improve their resilience and life satisfaction. Therefore, participating in more PA could be a promising way to improve resilience level and life satisfaction level or reduce anxiety level for the two groups.

Effects of Social Networking Sites Usage on Chinese Students’ Life Satisfaction in Malaysia: Cultural Identity as a Mediator

Social networking sites (SNSs) serve as a powerful tool for international students to adapt to the host country and improve life satisfaction. However, the use of SNSs also brings negative influences on their life satisfaction. Additionally, the mechanisms by which this occurs are still unclear. This study employed an online cross-sectional survey of 267 Chinese students in Malaysia to explore the relationship between SNSs usage (usage engagement and acculturation usage) and life satisfaction by considering the mediating effect of host cultural identity and ethnic cultural identity. Data analysis relied on Statistical Package for the Social Sciences and AMOS software. The findings showed that SNSs usage engagement and two cultural identities helped to improve life satisfaction. Moreover, two cultural identities can explain how SNSs usage engagement influences life satisfaction. Contrary to expectations, acculturation usage had a non-significant influence on life satisfaction. However, under the mediating effect of host cultural identity, acculturation usage positively predicted life satisfaction. The research can provide references for the Malaysian government and educational institutions when introducing relevant policies to promote the life satisfaction of international students. The shortcomings and possibilities for future research are also discussed.

How are they doing? University outcomes of international students studying in Canada

Globally, over the past few decades, there has been a considerable increase in research on the host country experiences of international students. This is not the case for examinations of university outcomes. As a result, in this article, as a first step, comparisons are made between the academic achievement (GPA), satisfaction, and intent of international students to return to their university as compared to Canadian domestic students at three points in time. First, I show that over several decades there has been little difference in the outcomes of international and domestic students. Second, based on cluster analysis and analyses of covariance, outcomes of contemporary students, as embodied in an “‘adjustment index,”’ are compared and dissected. This procedure shows that while international students suffer from an overall disadvantage in adjustment, there is considerable within group difference. Overall, while there is much room for improvement, the outcomes of international students are hopeful.

건강계약이 중국 유학생의 문화적응과 여가만족에 미치는 영향

건강계약이 중국 유학생의 문화적응과 여가만족에 미치는 영향

Psychosocial effects of self-disclosure among Chinese international students in Japan

This study examined the effects of four types of self-disclosure on the life satisfaction of Chinese international students studying in Japan. Using an online survey, the study found that offline self-disclosure predicted life satisfaction both directly and indirectly, mediated by received social support and perceived social support, while the direct effect of online self-disclosure was not significant. All four types of self-disclosures predicted received social support, while the social support obtained from host nationals online did not affect perceived support. The analysis also revealed that the paths were moderated by the length of residence in Japan. Only online self-disclosure positively and directly predicted life satisfaction for newcomers, while only offline self-disclosure did for those who had stayed longer. Offline received social support was perceived as helpful for both groups, while that of online predicted perceived social support only for newcomers. Theoretical implications and limitations were discussed.

International students in the lesser-known part of Asia: The mosaic of experiences in a Vietnamese higher education institution

The quest for global ranking has motivated higher education institutions (HEIs) in Vietnam to increase the number of international students in their enrolments. However, little is known about experiences of current international students in Vietnamese HEIs. This article offers a mosaic of international student experiences (ISE) in a Vietnamese-taught course offered by a Vietnamese university. The data show that teaching staffs play a crucial role in the satisfaction of international students, however, services and physical facilities are areas that need significant improvement. It also discusses other interactive aspects of ISE before presenting the case of an international student with disability to show how international mobility, aspiration, and personal determination can navigate him through a journey that was nothing short of extraordinary. This article is also to answer the recent scholarly call for a more geographically diverse and transformation-centred ISE literature, which is believed to remain relevant in the future.

Research on cross-cultural adaptation and educational management of international students in China: Case of African students at Zhejiang Normal University.

With the closer China-Africa relations and the vigorous development of the country's education for international students, the number of African students studying in China has surged, and the difficulty of education management in colleges and universities has increased accordingly. Many scholars have conducted in-depth research on the educational management model, educational management policy, educational management status and optimization strategy for international students in China. However, the existing research dimensions are relatively single and lack of comprehensiveness. This study takes the educational management practice of African international students in Zhejiang Normal University as the breakthrough point and introduces the investigation of international students' cross-cultural adaptability. A sample of African students coming to China is selected from Zhejiang Normal University (n = 475). This study designs a questionnaire based on the dimensions of enrollment management, teaching management, and daily management combined with the teaching satisfaction, cultural adaptability, and emotional attitude of African international students in China. After data analysis with SPSS 26 and AMOS 24, it can be found that enrollment management is significantly positively correlated with the time in China. Teaching management is positively correlated with age, educational background and it is positively correlated with enrollment management. Differentiated management is positively correlated with Chinese proficiency, and it is positively correlated with enrollment management and teaching management. The recognition of management staffs is positively correlated with enrollment management, teaching management and differentiated management. Teaching satisfaction is positively correlated with enrollment management, teaching management, differentiation management and recognition of management staffs. Cultural adaptation is significantly positively correlated with Chinese proficiency, enrollment management, teaching management, differentiated management, recognition of management staffs, and teaching satisfaction. Emotions and attitudes are significantly positively correlated with age and time in China, and it is positively correlated with teaching management, the recognition of management staffs, teaching satisfaction, cultural adaptation, and academic qualifications. Through in-depth analysis, it can be found that there exist problems in the current education management of African international students, such as insufficient enrollment channels, incomplete enrollment promotion, unreasonable curriculum settings, inadequate implementation of the tutorial system, and excessive differentiated management. In order to further improve the quality of educational management for African international students in China, countermeasures such as adhering to the idea of "a community with a shared future for mankind" to optimize the enrollment management; advocating the value of "harmony but different" to improve teaching management; implementing the "people-oriented" service tenet to improve daily management; deepening community value identification to promote students' cross-cultural adaptation should be implemented.

Analisis Tata Kelola Penyelenggaraan Kelas Internasional terhadap Kepuasan Mahasiswa di Universitas Brawijaya

The purpose of the study was to determine the level of satisfaction of international class students, the governance of the implementation of international classes at Brawijaya University. Method This research is quantitative using a survey approach with an associative approach. This study uses a population of all students in the International class of Universitas Brawijaya, which is 477 people from the class of 2017, 2018, 2019, 2020, and 2021. The sample was taken using the slovin formula, the sampling technique used stratified random sampling so that a sample of 218 was obtained. person. The instrument in the study was valid and reliable. The data analysis method used multiple linear regression analysis. The results of the study prove that transparency (X1), accountability (X2), responsibility (X3), independence (X4), fairness (X5), quality assurance and relevance (X6), effectiveness and efficiency (X7), non-profit (X8) significant effect on student satisfaction (Y). Research can be a reference for the management of Universitas Brawijaya in improving the quality of education services for international class students.

Exploring the Influence of Teacher-Student Interaction Strength, Interaction Time, Interaction Distance and Interaction Content on International Student Satisfaction with Online Courses

Since the outbreak of COVID-19 in January 2020, international online courses in universities in China have begun to develop on a large scale. This study explores the related influencing factors of teacher-student interaction on international student satisfaction with online courses in Chinese universities. It reveals which aspects of teacher-student interaction in online classes positively correlate with international students' satisfaction. This study is of a quantitative nature with four (independent variables (IVs) and one dependent variable (DV). The four IVs are the four dimensions of teacher-student interaction, namely interaction strength (IS), interaction time (IT), interaction content (IC), and interaction distance (ID). The DV is international student satisfaction (ISS) with online courses. This study was conducted in a university in Zhejiang Province, China. To answer the questionnaire, one hundred international students who were unable to enter China during COVID-19 were selected by stratified random sampling. The study used SPSS 21 to conduct descriptive and multiple linear regression analysis on the collected quantitative data. A total of 93 valid questionnaire data was collected. The analysis results showed that both IVs (IC & ID) have a positive correlation with the DV (ISS). Therefore, under the condition of limited equal resources, online teachers may give priority to the teacher-student interaction factors that have the greatest impact on the satisfaction of international students, carefully design teacher-student interaction activities, and maximise the satisfaction of international students.

DETERMINASI KEPUASAN MAHASISWA KELAS INTERNASIONAL IIB DARMAJAYA LAMPUNG

In attracting international class students, IIB Darmajaya tries its best to give all the best to meet student satisfaction. English is an obligation for international class students in every given course, and they must graduate from that course. This study aims to determine the factors that determine the satisfaction of international class students of IIB Darmajaya and to determine what factors are the most dominant in the satisfaction of international class students. The population in this study were active students of IIB Darmajaya. The sampling method used in this study is non-probability sampling using a purposive sampling technique to obtain a sample of 100 respondents. The analytical tool used in this study is descriptive analysis. The results of the Importance Performance Analysis show the essential attributes, namely regarding students having problems, lecturers/employees can solve problems, the department always finds out what students need. Students feel safe with the final grades of lectures. In general, the student satisfaction index in the international class for the attributes tested is in the reasonably satisfying criteria.

Academic Satisfaction of International Students at Irish Higher Education Institutions: The Role of Region of Origin and Cultural Distance in the Context of Marketization

Internationalization of higher education has increased the diversity of the student body at higher education institutions. There is evidence that the experiences of international students vary according to their region of origin, but trends on a larger scale remain underexamined. Drawing on Eurostudent VI data from the Republic of Ireland, this article investigates how academic satisfaction varies between students from different global regions of origin and from national settings with distinct cultural distance characteristics. Results suggest that international students have higher levels of academic satisfaction than Irish students, but that differences between students from diverse regions of origin persist. In addition, international students originating from a national context with high power distance, irrespective of levels of individualism, have higher levels of academic satisfaction compared with Irish students. Furthermore, self-perception of being a detached customer rather than an equal partner in education has the strongest association with academic satisfaction, suggesting that commercialization trends affect both international and domestic students.

Perception and Satisfaction of International Students on Higher Education Services in Thailand

This research aimed to study international students’ perception and satisfaction on Thai higher education services using quantitative research to explore the opinions by collecting 348 questionnaires from 20150 international students who came to study in Thailand in 2018. The major findings of international students’ opinions on the reasons why students chose to study in Thai higher education were the opportunity to find a job immediately in Thailand after graduation, the high demand in the labor market, and the quality and educational standard. The education information was communicated through the university’s website, a relative or friend’s referral, and announcements from the government. Top challenges found were language and communication, different culture, and day-to-day issues. The major satisfaction issues found were the university’s environment, education system, facilities, tuition fee, and education standard. However, gender do not affect the satisfaction of the stay, except food as a preference. Age factors affect different preferences in terms of atmosphere, Environment and language used. Lastly, racial factors affect different satisfactions in all aspects, at the statistically significant of .05 level. Keywords: Perception, Satisfaction in Educational Services, International Students, Thailand

Learner-related Factors Affecting Study Participation and Learning Satisfaction of International Students in Covid19 Response Distance Education: Focusing on Real-time Video Course

Learner-related Factors Affecting Study Participation and Learning Satisfaction of International Students in Covid19 Response Distance Education: Focusing on Real-time Video Course

Effects of Social and Organizational Support on the Satisfaction of International Students and Career Commitment

Perceived organizational support and perceived social support affect individual performance. Their influence may or may not be the same depending on the situation. This study describes the different effects of perceived organizational support and perceived social support on organizational satisfaction and social life satisfaction. Furthermore, it proves that perceived organizational support and perceived social support enhance the organizational (school) satisfaction and social life (life of studying abroad) satisfaction of international students. On addition, through this process, they also increase the career commitment of students. This paper identifies the importance of perceived organizational support and perceived social support necessary to improve the international students' performance, and explain the impact and relevance of their different satisfactions. Through this, this article proposes ways to improve the performance of international students and the discriminatory relevance of perceptions of different objects.