Social Integration of African international students in Northern China

2008 ◽  
Author(s):  
Lawani Ajibike Omolola
Keyword(s):  
International Students ◽  
Social Integration ◽  
Northern China

scholarly journals How to Retain Global Talent? Economic and Social Integration of Chinese Students in Finland

2020 ◽  
Vol 12 (10) ◽  
pp. 4161 ◽  
Author(s):  
Hanwei Li
Keyword(s):  
International Students ◽  
Social Integration ◽  
Chinese Students ◽  
Vital Role ◽  
Structured Interviews ◽  
Mainland Chinese ◽  
Knowledge Based ◽  
Multicultural Environment ◽  
Nation States ◽  
Policies And Measures

Global talent is the key resource for today’s knowledge-based society and sustainable economic development, and an increasing number of countries are aiming to not only train but also to retain international students as a potential supply of highly skilled labor in innovative fields. This article explores ways to retain international students as global talent through an empirical study on mainland Chinese students’ integration into Finland as an example. Based on data obtained through semi-structured interviews with 30 Chinese students, this research identified a number of individual and societal factors that contribute to their difficulties with economic and social integration. The findings demonstrate the complexities of the language barrier faced by Chinese students in non-Anglophone country contexts, and the important interplay between students’ social and economic integration. The host environment (nation-states and organizations) also plays a vital role in creating a more open and multicultural environment to enhance the capacity of such young people to integrate and innovate. This paper concludes with a number of proposals for individuals, organizations (including higher education institutions (HEIs), and nation-states to consider for innovating their policies and measures to better integrate global talent.

scholarly journals Relationships Between Stress and Psychosocial Factors with Sources of Help-Seeking Among International Students

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Martin A. Swanbrow Becker ◽  
Shengli Dong ◽  
Julia Kronholz ◽  
Chris Brownson
Keyword(s):  
Clinical Practice ◽  
International Students ◽  
Social Integration ◽  
Psychosocial Factors ◽  
Sense Of Coherence ◽  
Support Services ◽  
Help Seeking ◽  
Professional Support ◽  
Professional Help ◽  
Sources Of Support

This study explored the prevalence of stressors and their impact on distress for international students who did not seek help, those who sought either informal or professional help, and those who accessed both informal and professional help. Results indicated that international students underutilize professional support services when faced with serious stressors, such as assaults, and often do not seek help from any source for those stressors contributing most to their overall distress. Those endorsing higher levels of belonging, sense of coherence, mindfulness, academic and social integration and their sense of connection to their university tend to turn to informal sources of support, while those with lower levels tend to turn to professional supports. Implications for prevention, outreach, and clinical practice are discussed.

scholarly journals Reducing Stress and Promoting Social Integration of International Medical Students through a Tandem Program: Results of a Prospective-Program Evaluation

2018 ◽  
Vol 15 (9) ◽  
pp. 1959 ◽  
Author(s):  
Anne Herrmann-Werner ◽  
Florian Junne ◽  
Felicitas Stuber ◽  
Daniel Huhn ◽  
Christoph Nikendei ◽  
...  
Keyword(s):  
International Students ◽  
Medical Students ◽  
Social Integration ◽  
International Medical ◽  
Ability To Work ◽  
Curricular Intervention ◽  
National Medical ◽  
Stress Levels ◽  
Medical Faculties ◽  
Reducing Stress

Medical students, and especially international medical students (IMS), have been shown to experience more psychological distress than the general student population in Germany. In order to address these issues, a structured Tandem Program (TP) to reduce stress and foster social integration of IMS has been introduced at the Medical Faculty of Tuebingen. The Tandem Program was evaluated prospectively with perceived stress (PSQ-20) as the main outcome. Secondary outcomes were ‘motives to participate’ in the TP, ‘specific stressors’, and ‘experiences made’ during the program. Stress levels of IMS at the beginning of the program (t0) (M = 48.14, SD = 11.95) were higher than those of German participants (M = 39.33, SD = 8.31) (t (67) = −3.66, p < 0.001). At the end of the TP (t1), stress levels of international students were significantly lower than at t0. “Improved ability to work in a team” was seen as one of the most beneficial factors. The results indicate that tandem programs at medical faculties may be a promising curricular intervention towards reducing stress levels, improving integration of international students, and to enhance intercultural and team-oriented competencies in both international and national medical students.

scholarly journals Understanding academic performance of international students: the role of ethnicity, academic and social integration

2011 ◽  
Vol 63 (6) ◽  
pp. 685-700 ◽  
Author(s):  
Bart Rienties ◽  
Simon Beausaert ◽  
Therese Grohnert ◽  
Susan Niemantsverdriet ◽  
Piet Kommers
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Social Integration ◽  
Academic And Social Integration

scholarly journals The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

2019 ◽  
Vol 23 (5) ◽  
pp. 535-553
Author(s):  
Rachael H. Merola ◽  
Robert J. Coelen ◽  
W. H. A. Hofman
Keyword(s):  
International Students ◽  
Social Integration ◽  
International Student ◽  
The United States ◽  
Future Research ◽  
South Korean ◽  
Academic And Social Integration ◽  
The United Kingdom ◽  
Korean International Students

This study uses a quantitative approach drawing on data from the International Student Barometer ( N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.

scholarly journals A Study of the First Year International Students at a Canadian University: Challenges and Experiences with Social Integration

2014 ◽  
Vol 43 (2) ◽  
Author(s):  
George Zhou ◽  
Zuochen Zhang
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
International Students ◽  
Social Integration ◽  
Student Retention ◽  
Living Environment ◽  
First Year ◽  
Retention Model ◽  
New Learning ◽  
Comprehensive Picture

An increasing number of international students come to Canada for their higher education. As a unique group on Canadian campuses, international students deserve our attention so that we can understand their special needs. Using Tinto’s retention model as a theoretical framework, this study investigates the experiences of the first year international students at a Canadian university. It pays special attention to the challenges these students face in the process of their social integration into the new learning and living environment. Data were collected through surveys and focus groups. Data analysis reveals a comprehensive picture of international students’ socialization patterns and challenges. Since student retention has been a central concern for many universities, the findings of this study are informative for higher education institutions to optimize their services to meet international students’ preferences and needs.

scholarly journals A Qualitative Phenomenological study of Emotional and Cultural Intelligence of International Students in the United States of America

2018 ◽  
Vol 8 (2) ◽  
pp. 1220-1255 ◽  
Author(s):  
Rohan Thompson
Keyword(s):  
International Students ◽  
Social Integration ◽  
Cultural Intelligence ◽  
Phenomenological Study ◽  
The United States ◽  
Future Research ◽  
Purposeful Sampling ◽  
The Social ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

This phenomenological study examined the role of emotional and cultural intelligence in the social integration of international students. The study included nine participants who were selected using purposeful sampling. The researcher used five main interview questions to guide the datacollection process. The questions were designed to help determine both whether the participant appeared to be competent in cultural and emotional intelligence, and how that competence then contributed to his or her social integration. The study findings revealed that emotional and cultural intelligence played an important role in enabling international students to integrate socially. This article seeks to offer a deeper understanding of the social integration challenges of international students, contribute to the existing knowledge, and offer suggestions for future research.

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