Cultural Adjustment of Saudi Women International Students: A Qualitative Examination

2014 ◽  
Author(s):  
Erin M. Davis ◽  
Kristin M. Perrone-Mcgovern
Keyword(s):  
International Students ◽  
Cultural Adjustment ◽  
Saudi Women

The Cultural Adjustment of Saudi Women International Students

2015 ◽  
Vol 46 (3) ◽  
pp. 406-434 ◽  
Author(s):  
Erin M. Lefdahl-Davis ◽  
Kristin M. Perrone-McGovern
Keyword(s):  
International Students ◽  
Cultural Adjustment ◽  
Saudi Women

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

Cultural Adjustment of International Students at an African University

2010 ◽  
Vol 20 (1) ◽  
pp. 79-84 ◽  
Author(s):  
Tapologo Maundeni ◽  
Tumani Malinga ◽  
Diana Kgwatalala ◽  
Ibirige Kasule
Keyword(s):  
International Students ◽  
Cultural Adjustment

scholarly journals Affordances for cultural adjustment of international students learning Chinese as a second language in a mobile-assisted learning environment

2019 ◽  
pp. 124-129
Author(s):  
Shixin Dong ◽  
Li Cheng ◽  
Liu Dong ◽  
Guanzhen Wu
Keyword(s):  
Second Language ◽  
International Students ◽  
Learning Environment ◽  
Mobile Technology ◽  
Cultural Adjustment ◽  
Cultural Knowledge ◽  
Specific Situation ◽  
Mobile Learning Environment ◽  
Depth Interviews ◽  
Online Group

The purpose of the study is to understand the mobile-assisted learning situation of international students in China from the perspective of cultural adjustment and explore the affordances for cultural adjustment of these students in this specific situation. This study investigated eight students learning Chinese as a second language in a university in Beijing and using mainly WeChat, a mobile technology. Qualitative methods were employed in this study. The researchers followed the students for three months (from September to November 2018) and collected all the online messages in the WeChat online group. Moreover, eight one-hour in-depth interviews with participants were conducted. Results showed that the characteristics of the international students’ cultural adjustment in the mobile learning environment are universality, consciousness and unconsciousness, and interactivity. In addition, three affordances were identified: resources on Chinese linguistic and cultural knowledge, ways to obtain social support, and ways to relieve stress. Finally, two suggestions for international students are proposed.

What Does “Good Adjustment” Mean for Chinese International Students? A Qualitative Investigation

2018 ◽  
Vol 46 (8) ◽  
pp. 979-1009 ◽  
Author(s):  
Yun Lu ◽  
Harold Chui ◽  
Runsheng Zhu ◽  
Hongyang Zhao ◽  
Yangyang Zhang ◽  
...  
Keyword(s):  
International Students ◽  
Subjective Evaluation ◽  
Well Being ◽  
Cultural Adjustment ◽  
Chinese International Students ◽  
Consensual Qualitative Research ◽  
Rich Description ◽  
Sociopolitical Context ◽  
Sense Of Satisfaction ◽  
Graduate International Students

In this study, we aimed to provide a rich description of Chinese graduate international students’ ways of coping with adjustment challenges and their subjective appraisal of adjustment. Nine Chinese graduate international students (six women, three men) from different institutions and disciplines reported their perceptions of the broad sociopolitical context, cultural adjustment experiences, and subjective evaluation of adjustment. We analyzed the data using consensual qualitative research method. Findings were summarized into three domains: (a) Perceived Sociopolitical Context, (b) Cultural Adjustment Challenges, and (c) Coping and Adjustment. We found frequent long-standing challenges in social and professional domains. Furthermore, interviewees reported an ongoing evaluative process where they negotiated host culture participation expectations in the context of adjustment challenges to achieve a subjective sense of satisfaction. Our findings have implications for professionals working with Chinese international students to help them mitigate internalized oppression and develop purpose and well-being.

International students’ academic satisfaction and turnover intentions

2019 ◽  
Vol 27 (4) ◽  
pp. 533-548 ◽  
Author(s):  
Neena Gopalan ◽  
Nicholas J. Beutell ◽  
Wendy Middlemiss
Keyword(s):  
Academic Success ◽  
International Students ◽  
Self Efficacy ◽  
Turnover Intentions ◽  
Cultural Adjustment ◽  
Ecological Systems ◽  
Equation Modeling ◽  
Academic Satisfaction ◽  
Content Type ◽  
The Usa

Purpose This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation. Design/methodology/approach The sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses. Findings Findings indicate that self-efficacy, as a pre-sojourn characteristic, affects adjustment variables inclusive of cultural adjustment, affecting academic satisfaction and turnover intentions. Adjustment variables (coping, cultural adjustment and organizational support) mediated relationships between self-efficacy and turnover intentions. Research limitations/implications The proposed model moves the research forward by examining an ecological systems framework describing how individual, social, academic, cultural and institutional factors function in supporting international students’ transitions. Results may be generalizable to other large US universities with varying dynamics and resources available (or not) for international students. Originality/value Given the challenges international students face in the USA in adapting to both new culture and academic setting, it is imperative to identify what elements of their transition and academic environment predict academic success. This is one of the first studies testing the propositions derived from Schartner and Young’s (2016) model.

Aiding International Students to Thrive in US Higher Education

2020 ◽  
pp. 119-139
Author(s):  
Prashanti Chennamsetti
Keyword(s):  
International Students ◽  
International Student ◽  
Cultural Adjustment ◽  
Individual Factors ◽  
University Administrators ◽  
Host Countries ◽  
Cultural Empathy ◽  
Extra Curricular Activities ◽  
Student Counselors ◽  
The Individual

This chapter is a review of the literature concerning the individual factors that help international students thrive in their ‘host' countries. Convergent findings indicate that being independent, participating in extra-curricular activities, having self-efficacy, cultural empathy, maintaining relations, and being open-minded are the most significant individual factors related to the adjustment of international students. However, in this study on Asian Indian international students, four unexplored factors, namely, being polite, professionalism, showing gratitude, and thinking positively, were also found crucial in cross-cultural adjustment. Such a finding warrants identification of hypothetical connections that are informative, but empirically unexplored. Based on a synthesis of current literature, the author presents the novel hypothesis that being polite, professional, showing gratitude, and thinking positively all facilitate the general international student population to thrive in the host countries. The objective of this review is to provide relevant resource material to international student counselors and university administrators to help international students succeed during their time abroad.

scholarly journals International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Sidonie Ecochard ◽  
Julia Fotheringham
Keyword(s):  
Higher Education ◽  
International Students ◽  
Acculturative Stress ◽  
International Student ◽  
Culture Shock ◽  
Cultural Adjustment ◽  
Dropping Out ◽  
Disciplinary Culture ◽  
Student Body ◽  
Number Of Publications

International students represent a large and increasing share of the diversity encountered on British campuses, with 19% of the student body coming from another country to study in the United Kingdom. While the concept of transition in the context of Higher Education (HE) is better understood as a process of change and adaptation to the HE culture, international transitions –undertaken by international students – present additional and specific challenges. These involve multiple additional cultural adjustments, to the host nation culture, the international student culture and the subject disciplinary culture. The scale and number of these challenges may lead to mental health issues and to students dropping out. The growing number of international students and their importance as a significant economic driver to the HE sector have been reflected in the literature, with an increasing number of publications on the topic. Various models have been elaborated to describe the process of academic and socio-cultural adjustment experienced by international students, along with concepts of acculturative stress and culture shock used to refer to the sometimes extreme emotional turmoil created by such cultural dissonances. University staff and students have different but key roles and responsibilities in supporting and facilitating international students’ adjustment, improving retention and enabling international students to reach their academic and personal goals in spite of the challenges that confront them. This literature review presents the different stage-models of international students’ acculturation and defines key concepts for international transitions such as acculturative stress and culture shock, thereby allowing for a better understanding of the international students’ academic and social journey. It describes the challenges international students meet in their transition to UK HE institutions and introduces literature identifying ways of better supporting the specific needs of those students. It concludes with a discussion on the limitations of the current international transitions discourse.

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