A Study of Chinese International Students Enrolled in the Master of Education Program at a Canadian University

2017 ◽  
Vol 6 (2) ◽  
pp. 210-235 ◽  
Author(s):  
George Zhou ◽  
Tian Liu ◽  
Glenn Rideout
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
International Graduate Students ◽  
Cultural Challenges ◽  
Curriculum And Pedagogy ◽  
International Graduate ◽  
The University ◽  
Master Of Education

Abstract Even though more and more studies have been reported in the literature about international undergraduate students’ learning experiences in North America, little research has been done to study international graduate students on North American campuses. The university where this study took place has recently established a cohort-based Master of Education (M. Ed.) program for international students. This study was designed to investigate the adaptation of the international graduate students (all Chinese) who were enrolled in the M.Ed. program with a focus on their learning experiences, the challenges they encountered, and the suggestion they had for improvement of the program. Data analysis reveals that while Chinese international graduate students shared some common challenges with international undergraduate students such as language and cultural challenges, they had unique perspectives and expectations on curriculum and pedagogy. Suggestions for curriculum development for Chinese international graduate students are highlighted.

scholarly journals Student to Scholar: Learning Experiences of International Students

2016 ◽  
Vol 6 (1) ◽  
pp. 216-240
Author(s):  
Yolanda Michelle Palmer
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Communities Of Practice ◽  
Situated Learning ◽  
Learning Experiences ◽  
International Graduate Students ◽  
International Graduate ◽  
Semistructured Interviews ◽  
International Graduate Student ◽  
Learning Data

The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger’s (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve “scholar” status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semistructured interviews.

scholarly journals Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Faiza Omar ◽  
James P Mahone ◽  
Jane Ngobia ◽  
John FitzSimons
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Cultural Values ◽  
Mentoring Relationships ◽  
International Graduate Students ◽  
Face To Face ◽  
Faculty Advisors ◽  
International Graduate ◽  
Student Advisor ◽  
The University

Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the relationships, experience, and challenges of international graduate students and their faculty advisors at the University of Guelph, through focus group discussions, semi-structured face-to-face interviews and online surveys. Language barriers and financial difficulties were among the major challenges international students face adapting to their academic and social environment and working with their faculty advisors. We found that building good student-advisor relationship requires understanding graduate student and advisor formal responsibilities and expectations. Le mentorat des étudiants de cycles supérieurs pose tout un défi, même dans les cas où l’étudiant et le professeur ont tous deux des valeurs culturelles semblables. De nombreux étudiants internationaux viennent d’une culture différente de ce que nous connaissons au Canada. Leur défi est de s’adapter à leur nouvel environnement et pour leurs conseillers pédagogiques, de les comprendre et de collaborer avec eux. Cette recherche explore les relations de travail, l’expérience et les défis auxquels sont confrontés les étudiants internationaux de cycles supérieurs et leurs conseillers pédagogiques à l’Université de Guelph par le biais de discussions de groupes de consultation, d’entrevues face à face semi-structurées et d’un sondage en ligne. Les barrières linguistiques et les difficultés financières s’avèrent comme étant les défis principaux auxquels font face les étudiants internationaux lors de leur adaptation à leur environnement académique et social et dans leurs interactions avec leurs conseillers pédagogiques. Nous avons constaté que pour établir de bonnes relations étudiant-conseiller pédagogique, il est essentiel de comprendre les responsabilités et les attentes formelles des étudiants et des conseillers pédagogiques.

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

2021 ◽  
pp. 102831532110614
Author(s):  
Yesul Han ◽  
Yunjeong Chang ◽  
Erin Kearney
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
International Education ◽  
Online Teaching ◽  
Learning Experiences ◽  
The United States ◽  
International Graduate Students ◽  
Factors Affecting ◽  
International Graduate ◽  
Sudden Transition

This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students’ online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the “new normal,” while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors’ readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students’ learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

scholarly journals Issues of International Students’ Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study

2016 ◽  
Vol 6 (4) ◽  
pp. 887-904
Author(s):  
Eunjeong Park
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Social Impact ◽  
The United States ◽  
International Graduate Students ◽  
Esl Writing ◽  
Lexical Bundles ◽  
International Graduate ◽  
Academic Adaptation ◽  
Field Notes

Despite the contribution to economic and social impact on the institutions in the United States, international students’ academic adaptation has been always challenging. The study investigated international graduate students’ academic adaptation scales via a survey questionnaire and explored how international students are academically adapted in the U.S. college setting through qualitative research with class observations, field notes, and semistructured interviews. In addition, the use of lexical bundles was examined as one of the academic literacy adaptation indicators. The quantitative and qualitative results revealed international graduate students’ academic adaptation in different angles. The implications of the findings are discussed.

University Teaching in Global Times: Perspectives of Italian University Faculty on Teaching International Graduate Students

2021 ◽  
pp. 102831532199074
Author(s):  
Joellen E. Coryell ◽  
Maria Cinque ◽  
Monica Fedeli ◽  
Angelina Lapina Salazar ◽  
Concetta Tino
Keyword(s):  
Professional Development ◽  
International Students ◽  
Graduate Students ◽  
English Language ◽  
Learning Experience ◽  
University Teaching ◽  
International Graduate Students ◽  
Faculty Perspectives ◽  
Domestic Students ◽  
International Graduate

Recently, many Italian universities began offering graduate courses or entire programs in English to attract international students, assist domestic students with English language proficiency, and internationalize the learning experience for all. This research investigated Italian faculty’s perspectives on their experiences of teaching international graduate students. The article begins with an overview of European university internationalization and then reviews the literature on faculty perspectives on teaching international students and instructional professional development for internationalization of teaching and learning. Findings include participant demographics and faculty perspectives on teaching international graduate students as compared with domestic students, their current and desired ways of learning how to teach international students, and their recommendations for faculty teaching in international programs/courses with English as the language of instruction. Implications for instructional professional development, communities of instructional practice, and further research are offered.

scholarly journals Duality of Persistence

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Vasundhara Kaul ◽  
Linda Renzulli
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Positive Influence ◽  
International Graduate Students ◽  
International Graduate ◽  
Social Belonging ◽  
Low Levels ◽  
University Level ◽  
The U.S

International students have been a growing presence in U.S. higher education institutions for over a decade. However, how feelings of belonging shape their adjustment to these institutions has only recently become a subject of inquiry. In particular, there has been limited examination of how university-level factors interact with feelings of belonging to shape the persistence of international students within the U.S. This research takes a step towards addressing this scholarship gap by examining how social and academic belonging interact with the presence of on-campus co-nationals in engendering aspirations to persist in the U.S. after graduation for international graduate students. We demonstrate the presence of, what we call, an academic enclave effect wherein large communities of co-nationals have a positive influence on the aspirations of international students with initial low levels of social belonging.

scholarly journals First Term Support for International Graduate Students Attending Small Colleges and Universities

2020 ◽  
Vol 10 (2) ◽  
pp. 527-538
Author(s):  
Mary Jo Shane ◽  
Loredana Carson ◽  
Diana Gloria Macri
Keyword(s):  
United States ◽  
Academic Success ◽  
International Students ◽  
Graduate Students ◽  
Private University ◽  
The United States ◽  
Small Colleges ◽  
International Graduate Students ◽  
Political Climate ◽  
International Graduate

The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

scholarly journals Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anthony Lising Antonio ◽  
Chanwoong Baek
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Doctoral Students ◽  
Sense Of Belonging ◽  
Research University ◽  
Academic Motivation ◽  
Electrical Engineering ◽  
International Graduate Students ◽  
Content Type ◽  
International Graduate

Purpose Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution. Design/methodology/approach The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context. Findings Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism. Originality/value This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.

scholarly journals Exploring the Academic English Socialization of International Graduate Students in Taiwan

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Shu-Wen Lan
Keyword(s):  
Graduate Students ◽  
International Graduate Students ◽  
Academic English ◽  
Structured Interviews ◽  
Socialization Process ◽  
International Graduate ◽  
Negative Perceptions ◽  
English Speaking ◽  
Practice Framework ◽  
The University

Through 24 semi-structured interviews with non-native English-speaking (NNES) international graduate students, this study explores their academic English socialization experiences in Taiwan guided by Lave and Wenger’s (1991) community of practice framework and Lee and Rice’s (2007) concept of neo-racism. Throughout a complicated academic English socialization process, newcomers became increasingly competent in communicating with the university community in English. However, this process was not unproblematic; challenges included differential welcome and treatment, a relative lack of interaction with Taiwanese peers or students outside their own ethnic groups, and negative perceptions of their accents and non-fluent English. Findings suggest a need to stimulate deeper reflection on international students’ experiences in host communities, where they are increasingly the targets of nationality-based discrimination.

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