Training International Students Research Articles

From cocoons to butterflies: Cross-cultural resilience of the first graduates of an international undergraduate pedagogy program at the University of Pécs

The University of Pécs, UP has a long tradition of training international students, and educational sciences related programs have a crucial role within this repertoire. Amongst these programs an undergraduate one, i.e. Pedagogy BA – Intercultural Educational Assistant Specialization was developed, authorized and issued in the middle of the Covid 2019 Pandemic.
 Due to the international nature of the program both its content and command must meet criteria of current standards, therefore it aims at fulfilling the ethos of the 2030 OECD Learning Compass. The first graduates received their degrees in July 2023, and are heading towards their future careers as educators – but are they armed with competences suggested by the OECD 2030 Learning Compass?
 Besides outlining the peculiarities of the program, and the ways its designers coped with the struggles of the circumstances of the pandemic years via the author’s (i.e. program manager’s) participative-observational narrative description, a brief interpretation of students’ cross cultural resilience is being introduced based on a survey carried out amongst the first graduates. Their feedback is overall positive regarding the development of their own self-perceived cross cultural resilience. Also, it may be concluded that the newly introduced major could cope with the challenges that occurred during the years of the Pandemic.
 The practical significance of this report is obvious, as it reflects on relevant lessons that may be learnt by the management of the program and initiators of future programs alike. It also calls attention to the significance of the learner’s role shift that may be attached to the OECD 2030 Learning Compass framework.

History of neurosurgery at Howard University: the nation's only historically black academic institution that practices neurological surgery.

Howard University Hospital has been a pillar for healthcare delivery in the Black community, an underserved sector of Washington, DC, since its founding in 1862. Neurological surgery, one of the many areas of service provided, was established by trailblazer Dr. Clarence Greene Sr., who was appointed the division's first chief in 1949. Because of the color of his skin, Dr. Greene had to complete his neurosurgical training at the Montreal Neurological Institute, as he was refused the opportunity to train in the United States. He went on to become the first African American to be board certified in neurological surgery in 1953. Drs. Jesse Barber, Gary Dennis, and Damirez Fossett, the subsequent division chiefs, have all continued Dr. Greene's legacy of providing academic enrichment and subserving a disparate population. Many patients who may not have received treatment otherwise have been able to receive exemplary neurosurgical care from them. Under their tutelage, numerous African American medical students have gone on to train in neurological surgery. Future directions include developing a residency program, collaborating with other neurosurgery programs in continental Africa and the Caribbean, and establishing a fellowship for training international students.

Research on the Scholarship Management for International Students in China in the Post-Pandemic Era

In the post-pandemic era, the management system of scholarships has played an important role in recruiting and training international students for Chinese universities. Meanwhile, there are some problems needs to be solved and optimized in the management of scholarships. The universities shall focus on its development goal of international education, continuously improve and perfect the scholarship management system of studying in China.

Research on the Construction of the Training Mechanism for International Students in Colleges and Universities—Taking the Cultivation of International Students in China from a “Double First-Class” University in the West of China as an Example

The development of my country’s higher education is inseparable from the training of international students in China. In recent years, my country’s attractiveness to foreign students has increased, and the scale of students studying in China has gradually expanded. However, in the practice of training international students in my country, there are still problems that need to be solved urgently, such as unreasonable teaching forms and insufficient standardization of training procedures. Reconstructing the training mechanism of law majors in China by innovating training norms, establishing quality certification for studying in China, etc., will provide new ideas for the training of international students in my country, and promote the healthy and orderly training of international students in China. develop.

Organization of Research Activities as a Factor in Increasing the Efficiency of Training International Students in Host Russian Universities

This article summarizes the practices of organizing research activities that can improve the training of international students in Russian universities. The authors analyzed and identified the correlation between the internal costs of research and development (R&D), the equipment in university research laboratories, and the number of foreigners studying at Russian universities. The authors used the methods of analysis and synthesis and a systematic approach to explore the experience of Russian universities in the training of international students. To identify the impact of internal R&D costs and the equipment of university research laboratories on the number of foreigners studying in Russian universities, the authors applied correlation and regression analysis, which included building a regression equation, calculating the correlation coefficient, the t-test, the coefficient of elasticity, and the coefficient of determination. This research paper revealed a strong correlation between the number of international students in the Russian Federation on the internal R&D costs and the cost of fixed assets and the equipment of Russian universities, which was proven by the calculated correlation coefficients, elasticity coefficients, and determination coefficients. The authors concluded that universities could influence the number of international students. This article proposes some methods for organizing the research activities of international students that increase their academic mobility and form the most relevant scientific and professional competencies. Higher educational institutions of any major can implement these recommendations for managing the research activities of international students. The novelty of this study lies in the fact that the authors performed the correlation and regression analysis and revealed the dependence of the number of international students in the Russian Federation on internal R&D costs, the cost of fixed assets, and the equipment of Russian universities. The authors illustrated the analysis results with the trend predictive values of factorial features and the value of the effective feature estimated according to the regression equations built. Using the calculated MAPE and Forecast Accuracy indicators for these predicted values, the authors concluded that the level of factorial features and the effective feature were predicted with high accuracy. Thus, host Russian universities can increase the number of international students through effective organization of research activities.

Триязычие в подготовке иностранных студентов к профессиональной коммуникации

The process of professional training of international students faces the necessity of introducing the conception of multicultural and multilingual education. The study is based on linguo-cultural and personality oriented methodological approaches. There are several factors that are to be taken into account when training international students in the multicultural academic educational space, namely, their age, intellectual and cultural background, peculiarities of the native culture and language. The results of the study show that special attention is to be given to the validity of the information acquired for cross-cultural communication in the professional sphere. In the multicultural context of the Russian university productive communication can only be achieved via active mediation of a specially trained teacher who secures interaction of students with different cultural, academic and social backgrounds. Language-mediator becomes one of the most powerful instruments in the process.

Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions

Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating the implementation of multicultural education, and the experience in training international students at the flagship university of Kuzbass – Kemerovo State University – has been conducted. As a result, the following trends of the multiethnic higher education evolution have been defined: the purposeful organization of multiethnic educational environment; the shaping of tolerance to multiethnic environment in both students and teaching staff; the training of university teaching staff for professional activity in multiethnic environment, particularly, for designing the content of multicultural education along with applying modern interactive educational technologies. The defined trends promote higher quality of education and regional human capital as indispensable provision for sustainable development of the coal mining region Kuzbass.

Russian Students' Use of Social Network Sites for Selecting University Abroad

This qualitative case study explores how undergraduate students from the Russian State University for Humanities used social network sites (SNSs) for their decision to transfer to higher education institutions (HEIs) abroad. Participants reported using specific SNS features, such as likes and shares, for measuring HEI rating and indicated that ability to use native language was among motivating factors for membership in a specific SNS. The reported benefits of SNSs included instantaneous connections with likeminded individuals, realistic visualization of campuses, and unbiased and multidimensional views presented by SNS members. One of the emerging findings was that participants with no connections abroad relied exclusively on SNSs for their college choice. Participants with connections abroad relied on the advice of international contacts, and SNSs played a complementary role. HEI professionals may consider hiring and training international students to maintain consistent and meaningful content on different SNS platforms, particularly in their countries’ specific SNSs.

The Problems of Linguistic and Academic Adaptation of International Students in Russia

Introduction. In the context of internationalization of higher education, attracting students from abroad is considered a tool for strengthening the country’s positions in the world’s educational space. The paper addresses the issue of linguistic and academic adaptation of international students in Russia. International students tend to experience difficulties when adapting to a new/different socio-cultural environment. The relevance of the article is determined by strengthening of integration processes, international relations, competing trends between higher education systems in the world. Materials and Methods. The quantitative research into barriers to the linguistic and academic adaptation of international students in Novosibirsk universities, conducted by the authors in April 2018, is presented. The survey of international students (N = 310) in Novosibirsk universities identified the main barriers to linguistic and academic adaptation. The survey had been created online through an Internet-based survey application Google Forms. The authors employed general scientific methods and the sociological method while conducting research. Results. We studied two groups of students. Group 1 included students from post-Soviet countries (N1 = 256) and group 2 included students from other countries (beyond post-Soviet countries) (N2 = 54). International students are experiencing difficulties. There are common problems for all international students in academic adaptation: low general educational level; weak training in core disciplines and special subjects; the difference between forms and methods of teaching in a Russian university from the forms and methods of instruction in domestic the higher education institution. The main barrier to the successful adaptation of international students is the language barrier which affects the academic barrier. Most international students who do not speak Russian are not able to fully comprehend lectures and understand other educational materials. International students need to quickly master the language, adapt to a learning system and fit into another culture in order to successfully learn. Local and regional programs should be developed to support international students to effectively involve them in a new environment. The research results demonstrate a positive impact of socialization on adaptation. Discussion and Conclusion. Analysis of Russian and international studies of linguistic and academic adaptation shows that the most effective ways to overcome the adaptation difficulties include orientation programs as domestic supplementary educational programs, refresher courses for teaching staff involved in training international students, and a set of socializing services for international students. The goals are to study psychological, intercultural, social problems of adaptation of international students in Russia. The results of the research presented in the article will aid in the organization of training of international students at the university. The article can be useful for teaching staff and managers of Russian universities and international researchers. The obtained results contribute to the development of theoretical and methodological base for studying the problems of international students adaptation.

ОБУЧЕНИЕ ПРЕПОДАВАТЕЛЕЙ ПРОФИЛЬНЫХ ДИСЦИПЛИН ИНОЯЗЫЧНОМУ ПРОФЕССИОНАЛЬНОМУ ДИСКУРСУ

The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.

Peer-led Discussion Groups in Foreign Languages: Training International Students to Become Peer-Facilitators

While practice is paramount to achieve fluency and accuracy in a foreign language, Higher Education is understandably limited in the amount of language practice it can offer to its students. The initiative discussed here aims to address this issue by providing peer-led discussion groups in languages in a systematic manner. For the past three years, a team of language practitioners at the University of Limerick, Ireland have developed a programme whereby groups of native speakers receive training before facilitating discussion groups and/or one-to-one sessions. In this study, we will first present an overview of the initiative. We will then focus on the training offered to the peer-facilitators. The main principles of the training package will be explained: it seeks to prepare the facilitators to select relevant topics, to focus on language fluency and to provide constructive feedback to participating students. Finally, we will draw some conclusions from our experience, provide some recommendations and discuss the value of peer-supported activities to integrate International students in their host university.

Making a Global Impact: The United States’ Role in Training International Students as Rehabilitation Counselors and Educators

The World Health Organization (WHO) has estimated that about 10% of the world's population has some kind of disability (Poverty and Disability, 2000), yet many of the individuals who live in developing nations lack access to rehabilitation services. In this paper the authors share their concerns and rationale regarding the role of the United States in preparing international students. Specific recommendations to promote the growth of international rehabilitation education and collaboration include (a) accelerating collaborative research and training activities, (b) coordinating international scholars exchange and internship programs, (c) advocating disability rights through political activism, (d) encouraging student involvement in non-governmental agencies, (e) emphasizing cultural sensitivity in rehabilitation education curriculum and research activities, and (f) reviving university-based international rehabilitation programs.

Making a Global Impact: The United States' Role in Training International Students as Rehabilitation Counselors and Educators

Making a Global Impact: The United States' Role in Training International Students as Rehabilitation Counselors and Educators

TRAINING EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS IN MARRIAGE AND FAMILY THERAPY

Recognizing mental health needs of diverse populations, emphasizing cultural diversity, and recruiting ethnic minority students are important foci of current of marriage and family therapy training programs. However, the profession has made little progress in identifying the needs and experiences of its international students and practitioners. This research examines the experiences of doctoral-level international students across the areas of theory, clinical training, supervision, practice, and research. A qualitative methodological approach was used to explore the research questions. Thirteen in-depth interviews were conducted. Findings revealed that most respondents experienced some adjustment problems, want more academic and career support, and need increased recognition for their cultural differences. Recommendations for training international students are included.

Conversations with Suwanrang: The Treatment Relationship in Cultural Context

Due to the changing cultural composition of the U.S., social workers are increasingly working with clients from different cultures. As a result of globalization, our schools of social work are training international students who return home to work in their native countries and take with them our theories and models of practice. It is essential that, as a profession, we address questions about the relevance of our models to work with clients from different cultures. This paper will use theoretical concepts from anthropology and data from field research with Suwanrang, a social worker in Northern Thailand to address these issues. The implications of the debate between universalist, relativist, and cultural pluralist perspectives within anthropology for psychodynamic, developmental models and social work treatment will be explored. The paper will focus on the ways the treatment relationship is shaped by and varies with culture

Training international students from developing nations as psychologists: A challenge for American psychology.

Training international students from developing nations as psychologists: A challenge for American psychology.

Training international students from developing nations as psychologists: A challenge for American psychology.

Training international students from developing nations as psychologists: A challenge for American psychology.