Chinese international students’ psychological adaptation process in Korea: the role of tourism experience in the host country

2018 ◽  
Vol 24 (2) ◽  
pp. 150-167 ◽  
Joonhyeong Joseph Kim ◽  
Insin Kim
2019 ◽  
Vol 9 (4) ◽  
pp. 80
Mudassir Hussain ◽  
Hong Shen

This qualitative study investigated academic challenges, supports and the role of readiness in academic adaptation of international students. 20 international students were recruited for data collection employing semi-structured interviews. The results showed that three types including academic challenges, socio-cultural challenges and language incompetency were affecting the academic adaptation process. In addition, three types of supports including university support, peer support and psychological motivation which helped international students cope with the challenges while readiness played a significant role in balancing challenges and supports. Pre-departure preparedness and on-campus orientation instilled readiness among international students. The study suggested that sending countries should make effective mechanism to prepare the students before their departure. It can include host country’s language, its education system, degree requirement, culture, climate and food etc. The study proposed theoretical model of academic adaptation of international students for future quantitative research.

2020 ◽  
Vol 9 (2) ◽  
pp. 194-218
Vicente Reyes ◽  
Wenbo Zhang

Abstract International empirical research shows international students experience varying degrees of complex and challenging transitional issues in their host country. Chinese international students (CISs) in particular often find themselves in vulnerable circumstances due to the significant disparities between the Chinese and Australian culture. This exploratory inquiry investigates the interconnections between international students’ post-migration growth, attitudes towards learning with a special focus on CISs’ experience. Results from this exploratory inquiry shed some new light on the direction of future research about foundation education programmes and international students.

2020 ◽  
Vol 10 (4) ◽  
pp. 798-816
Tang Tang Heng

Scholars argue that higher education and international student research suffer from a lack of theoretical engagement, which is epistemologically limiting. This is troubling as theory frames research design and findings and pluralizes our understanding of a phenomenon. Given the large number of Chinese international students worldwide (and related research), this article uses them as an analytic example to understand the role of theories in shaping qualitative research designs, focuses, and findings. I reviewed 43 qualitative research articles on Chinese international students’ experiences. Twenty-eight percent of the articles were found to lack theoretical engagement. When used, theories clustered around acculturation and sociocultural perspectives. Sixty percent of the articles foregrounded student challenges, as opposed to student agency or changes (40%). I discuss the consequences of a lack of theoretical engagement or diversity on how we understand and support international students.

2018 ◽  
Vol 11 (12) ◽  
pp. 77 ◽  
Basim Alamri

As international students, sojourners, and immigrants arrive at host cultures, they usually employ certain means and strategies to adjust to the traditions and norms in these cultures. The present article provides a review of the literature about the impact that social networking sites (SNSs), as one of these strategies, have on the process of intercultural adaptation. The article also points out the definitions and several types of SNSs and a number of common models of intercultural adaptation. The literature shows that SNSs have been used for several purposes during the intercultural adaptation process such as: (1) to remain in contact with their family members and friends in their home countries, (2) to obtain social capital, and (3) to socially adjust in educational settings. The pedagogical implications derived from the literature are manifested in threefold: connections and relationships, community, and acculturation.

2016 ◽  
Vol 4 (1) ◽  
pp. 28-45 ◽  
Abdul Qahar Sarwari ◽  
Nubli Wahab

This study was conducted to assess the role of interactions among international students from different nationalities on the process of internationalization of Malaysian higher education. An embedded design of mixed methods with the predominant role of the quantitative method was applied to conduct this study. The participants of this study were 118 international postgraduate students from a Malaysian public university, and based on their personal agreements, six of them were interviewed as well.  Based on the results, the presence and persuasions of students from their countries at universities and the emerging reputation of public universities in the host country were the main reasons that encouraged international students to enroll in the university. The findings of this study also illustrated that almost all participants of this study shared some information about the quality and standards of higher education in the host country with their friends in their own countries, and encouraged some students to join the mentioned university and other universities in the country. Generally, the findings of this study confirmed the positive role of foreign students in assisting the increase in the number of international students, and also on the process of internationalization of higher education. The findings of this study may help universities to reap more benefits from their international students, and also may encourage students to have better academic achievements through their interactions with their peers from different nationalities.

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