Support For International Students Research Articles

‘If you are feeling alone and you are not feeling safe, it impacts everything’: a mixed-methods exploration of international students’ accommodation, subjective wellbeing and mental health help-seeking

BackgroundThe international education sector is important not only to Australian society, but also to the national economy. There are growing concerns about the potential wellbeing challenges facing international students in their host country, owing to acculturative stress; including loneliness, isolation and experiences of racism. Risks include poor mental health and decreased likelihood to access support due to stigma, language and cultural barriers, not knowing where to seek help, and poor mental health knowledge.MethodsThis study explored students’ perceptions of their accommodation, subjective wellbeing (through the Personal Wellbeing Index, [‘PWI’]), mental health help-seeking and individual engagement with evidence-based everyday health promotion actions (informed by the ‘5 Ways to Wellbeing’ model) through an online survey (N = 375) and three online focus groups (N = 19). A mixed-methods approach using descriptive statistics, ANOVA, regression analysis and thematic analysis, were used.ResultsThe PWI of international students in the survey was observed to be substantially lower (M = 60.7) than that reported for the Australian population (M = 77.5). Accommodation impacted on wellbeing (loneliness, belonging, connectedness) in a number of different ways including through location, safety, and shared accommodation. In terms of help-seeking, international students noted a number of barriers to accessing support for mental health: cost of accessing support, language and cultural barriers, lack of information on where to find support and stigma.ConclusionsIn the discussion, implications of the findings are considered, including that more could be done to shape policy and practice in service and facility provision around wellbeing, connectedness, and help-seeking for mental health support of international 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.

Help-Seeking After Intimate Partner or Sexual Violence: Exploring the Experiences of International Student Women in Australia.

Research suggests that many international students experience intimate partner violence (IPV) or sexual violence (SV) whilst attending tertiary institutions. Yet, little is known about how they engage in help-seeking and what types of support they need following IPV/SV. In this paper, we present findings from a qualitative analysis of 30 in-depth interviews with international student women who experienced SV/IPV while studying in Australia. The findings highlight how isolation and structural factors can create significant barriers to help-seeking for international student women. Yet, the findings also highlight the agency and resourcefulness of international student women in overcoming challenges. The provision of culturally and linguistically appropriate and tailored support for international students is crucial in order to help reduce the harms of SV/IPV.

Social support and psychotherapy outcomes for international students in university/college counseling centers

Objective: To explore the relationship between international students’ social support at intake and international student distress at end of treatment. Participants: Data was collected from participants (n = 40,085) from 90 United States universities using the Center for Collegiate Mental Health (CCMH) database. Methods: Participants completed measures of psychological distress and perceived social support. Using multilevel modeling, we predicted participants’ distress at end of treatment by international student status, social support, race, and length of therapy. Results: We found that international students who reported lower social support at intake ended treatment with higher levels of psychological distress when distress at intake was controlled compared to United States peers. Conclusions: Understanding the significance of social support for international students can help to inform mental healthcare professionals’ approach to psychotherapy.

Typology of Acquiring Life Skills and Mental Health in International Students in Japan during COVID-19

Life Skills (LS) are essential in the COVID era because people acquire LS (learn different abilities) to adapt to problems that arise in their daily lives at different times. Therefore, the purpose of this study is to categorize and clarify the characteristics of LS acquisition and mental health among international students during the COVID-19 pandemic. This study surveyed 407(The final analysis included 134 undergraduates: M = 69, F = 65; Mean age=19.55) international students enrolled at two universities in the Kansai region of Japan, regardless of their nationality or subject major, from October to November 2021. Utilizing the University Student Edition of the Daily Life Skills Scale (English version) and three scales measuring Loneliness, Satisfaction, and Anxiety. Firstly, the target participants were classified into three clusters using the K-means method, denoted as "Maladaptive Type," "Adaptive Type," and "Expansive Type." Secondly, the results of correlation coefficients between three mental health questions and LS indicated significant correlations among Satisfaction, Anxiety, and Interpersonal and Personal skills. Significant correlations of 0.20 or more were observed among Satisfaction, Anxiety, Interpersonal (Satisfaction (r = 0.25, p < 0.01), Anxiety: (r=-0.28, p < 0.01)), and Personal skills (Satisfaction (r = 0.39, p < 0.01), Anxiety: (r=-0.47, p < 0.01)), as well as between Personal skills and Loneliness (r=-0.28, p < 0.01). Thirdly, while focusing on exercise frequency, exercise intensity, and total exercise time in the exercise habits of international students, an examination was conducted regarding the relationship with mental health and LS acquisition. The results indicated no significant relationships, and the study concluded that exercise habits did not affect the relationship between mental health and LS acquisition among international students during the COVID-19. In the future, to enhance support for international students, educational institutions are expected to promote LS acquisition to help students adapt to the new lifestyle resulting from the pandemic.

International Master’s Degree Students’ Experiences of Support at a Finnish University

This phenomenographic study explores international master’s degree students’ ways of experiencing support in Finnish higher education. The study draws on Schlossberg’s Transition Model and the Culturally Engaging Campus Environments Model as a conceptual framework. The phenomenographic analysis of 17 interviews with international master’s degree students identified four ways of experiencing support as: (a) study system adjustment, (b) learning enhancement, (c) personal growth, and (d) autonomy development. The findings identified participants’ experiencing support in relationships, use of information, communication, services, the flexibility of studies, learning and study environments. The presence of two indicators, Humanizing Educational Environments and Availability of Holistic Support suggested that the campus environment was culturally responsive to academic and personal support of international degree students. The findings contribute to the understanding of support for international degree students in higher education and may be used to develop services to support international degree students’ social, cultural, and career integration into host communities.

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.

Motivation, Self-efficacy, and International Students’ Academic Performance

This project explored how international students’ learning motivations and self-efficacy can affect their academic performance when studying abroad via a systematic literature review approach. It specifically explored two sets of relationships by outlining the key concepts and theories that predict such relationships, discussing the specialities of these concepts and theories with regard to the research target, international students, and summarising and comparing the findings of empirical studies in specific contexts.The project specifically reveals that international students’ motivations can be enhanced by their clear goals to study abroad and undermined by their sociocultural adaptation to the learning environments. Their self-efficacy beliefs can also be damaged by their language difficulties and adaptation problems. Despite some inconsistencies in empirical research findings, international students’ intrinsic motivations and self-efficacy beliefs can both positively enhance their academic performances. Based on these findings, teachers are suggested to offer adequate social support for international students by providing student counselling services, promoting an inclusive culture, and supporting the construction of international student communities. These methods will assist international students’ cultural and academic adaptation and enhance their academic motivations and self-efficacy beliefs. The teachers are also suggested to differentiate teaching approaches in response to the specific needs of international students and facilitate students’ self-efficacy development through affirmative recognition.

Fragmentary Consideration on the Extra-curricular Program of Employment Support for International Students

Fragmentary Consideration on the Extra-curricular Program of Employment Support for International Students

Unpacking the value sought by Chinese international students in UK higher education

ABSTRACT The purpose of this paper is to offer multi-dimensional insight into notions of value sought by Chinese international students (CIS), the UK higher education sectors largest overseas student body. Value in the context of student recruitment is often discussed one dimensionally, often as an input-output calculation. Following calls for higher education institutions to better understand the needs and expectations of international students and to adopt strategic management and marketing theory we examine the push and pull factors for Chinese international students drawing on concepts from within the Service-Dominant Logic paradigm such as ‘value-in-context’ and ‘value-in-social-context’ to offer a more nuanced view of value sought. We conduct a qualitative study of 20 Chinese international students, a mix of undergraduate and postgraduate and from a range of subject areas. Our findings highlight a number of different value types sought by Chinese international students each of which can be linked to the development of identity and the key consumer value types of ‘esteem’ and ‘status’. With a greater understanding of the value sought by Chinese international students universities will be better able to develop their recruitment strategies and their provision and support for Chinese international students in order to more effectively co-create that value.

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.

Inclusive mental health support for international students: Unveiling delivery components in higher education.

This study examines the delivery components of inclusive mental health services in higher education, centering on international university students. Through interviews with 32 participants at a state university in the United States, including students, counseling staff, and faculty, six key themes emerged: mental health professionals' multicultural self-awareness, focus on reparative services, mainstream mental health theories and approaches, professionals' cultural background, faculty involvement and physical space and confidentiality. These findings underscore the importance of training for professionals, expansive mental health offerings, incorporation of diverse approaches, confidentiality, active faculty participation and suitable physical environments. By addressing these components, universities can enhance the quality of mental health support for international student populations, promoting their overall well-being and academic success.

Multicultural Classrooms in European Higher Education: Findings from Interviews with International Students and Teaching Staff

The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain).&#x0D; &#x0D; The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions.&#x0D; &#x0D; The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms.&#x0D; &#x0D; Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices.&#x0D; &#x0D; Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.

Critical Analysis of International Students’ Experiences in Using Career Services by Adopting Neo-Racism Theory

International students frequently encounter difficulties using university career services for their postgraduation career development. University career services provide very little customized and inclusive support for international students coming from different national and cultural backgrounds. By adopting neo-racism theory and drawing on findings in the literature and from my master’s thesis, I provide a critical discussion on how this lens can be applied in analyzing international students’ challenges in using career resources in the Canadian context. Pragmatically, the paper underscores the need for university career centres to adopt a culturally sensitive approach to support international students’ career development.

From Learning to Teaching: Incorporating Cultural Familiarity to Enhance GTA Support for International Students' Learning

From Learning to Teaching: Incorporating Cultural Familiarity to Enhance GTA Support for International Students' Learning

Is University Support Effective? A Longitudinal Study of Cultural Adaptation of South Asian Students in Chinese Universities

The successful adjustment of international students to the new environment depends on their ability to interact effectively with the external environment. However, the literature has not yet provided a clear understanding of how the support provided by host universities affects the academic achievement and cultural adaptation of international students, particularly in longitudinal studies involving students from different countries and regions in China. Based on Student-centered Learning Engagement framework, this study developed and tested a model composed of three variables—university support, academic achievement and cultural adaptation, and collected data from South Asian students at Chinese universities from 2017 to 2019 through questionnaires. The findings revealed that university support significantly affected cultural adaptation through academic achievement. The study suggests that Chinese universities should provide appropriate levels of support for international students to achieve positive academic outcomes, and to better understand and adapt to the universities, societies, and cultures.

Qualitative Study of the Cross-cultural Adaptation of Chinese Students in Philippines

The paper sought to understand the current situation and problems of cross-cultural adaptation of Chinese students and provide a reference basis for cross-cultural adaptation. From January 2023 to July 2023, 12 Chinese students in the Philippines were selected by purposive sampling method, and semi-structured interviews were conducted by descriptive nature research method, and the data were analyzed by using Colaizzi's seven-step analysis method to extract themes. Three themes were extracted: life adjustment problems, communicative adjustment problems, and psychological adjustment problems. Firstly, the problems of communicative adaptation of Chinese students are more prominent, especially language problems and cultural differences are the main factors that produce communicative adaptation problems; secondly, the problems of living adaptation are common, especially the problems of accommodation environment and living conditions are the most critical factors that affect living adaptation; finally, the problems of psychological adaptation are not negligible, and psychological adaptation problems are the most important factors that Chinese students tend to solve through internal adjustment. International students are more inclined to adjust their psychological adjustment problems through internal adjustment means and are less likely to share their psychological difficulties actively, and compared with other adjustment problems, psychological adjustment problems are often more easily diluted and neglected by international students. This paper provides a qualitative study on the intercultural adjustment of Chinese students to provide a reference for the study of international students' intercultural adjustment and to provide information and emotional support for Chinese international students to promote the level of international students' intercultural adjustment ability.

Supporting international students with disabilities

Dr. Loren O’Connor, the Director of Kolpin &amp; O’Connor Global Consultants, an international firm specializing in helping universities create accessible education offices and advancing key equity and inclusion initiatives, discusses how postsecondary institutions can support international students with disabilities. You can contact Dr. O’Connor at dr.oconnor.global@gmail.com.

Supporting international students with disabilities

Dr. Loren O’Connor, the Director of Kolpin &amp; O’Connor Global Consultants, an international firm specializing in helping universities create accessible education offices and advancing key equity and inclusion initiatives, discusses how postsecondary institutions can support international students with disabilities. You can contact Dr. O’Connor at dr.oconnor.global@gmail.com.

Supporting international PGT students’ interaction and participation, academic confidence and belonging through academic skills classes and a student-led video project

This paper reports on a research project which took place at a university in the North of England during the academic year 2021-22. As a small team of discipline-based Academic Skills Tutors, we provide weekly two-hour classes for PGT Education students. Classes focus on giving students the tools to develop their academic and communication skills. The aim of our research was to find out about students' interaction and participation, levels of academic anxiety, and sense of belonging. To gather students’ views, we conducted an online survey which was sent to all students, and we ran three focus group sessions. We then presented the results to students and asked them if they would like to participate in a video project in which their experiences were captured, with a view to creating a resource for incoming PGT students to support their transition to postgraduate study in the UK. The project produced three short videos, each of which picks up one of the themes of the research (participation, academic anxiety and belonging). This paper first presents our research findings on the three themes: student interaction and participation, academic anxiety and students' sense of belonging. It then reflects on the process of producing the student-led video project.