Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions

2011 ◽  
Vol 36 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
International Students ◽  
Social Integration ◽  
Academic And Social Integration ◽  
Two Year Institutions

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.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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.

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