Re-envisioning Diversity Discourses and Practices in South Korean Higher Education through Curricular Interventions

2021 ◽  
Vol 11 (2) ◽  
pp. 72-99
Author(s):  
Sarang Kim
Keyword(s):  
Higher Education ◽  
South Korean ◽  
Korean Higher Education ◽  
Curricular Interventions

scholarly journals Acculturation Stressors and Academic Adjustment among Nepalese Students in South Korean Higher Education Institutions

2021 ◽  
Vol 18 (12) ◽  
pp. 6529
Author(s):  
Madhu Sudhan Atteraya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Adjustment ◽  
Higher Education Institutions ◽  
Pearson Correlation ◽  
Hierarchical Regression ◽  
South Korean ◽  
Korean Higher Education ◽  
Hierarchical Regression Model ◽  
The Relationship

International students are steadily increasing in South Korean higher education institutions. How well international students are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. This study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions. The sample of the study consisted of Nepalese students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors were selected to examine the association between acculturation stressors and academic adjustment. Pearson correlation and hierarchical multiple regression were utilized. The results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = −0.23, p < 0.01), perceived hate/rejection (r = −0.18, p < 0.05), perceived fear (r = −0.24, p < 0.01), and perceived cultural shock (r = −0.17, p < 0.05) with academic adjustment. Further, the hierarchical regression model revealed that perceived fear (β = −0.220, p < 0.05) had a negative association with academic adjustment. Addressing acculturation stressors among international students is essential to facilitate a positive academic environment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail international students’ perceived fear.

scholarly journals Acculturation stressors and academic adjustment among Nepalese students in South Korean higher education institutions

2020 ◽  
Author(s):  
Madhu S. Atteraya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Adjustment ◽  
Higher Education Institutions ◽  
Pearson Correlation ◽  
Background Characteristics ◽  
South Korean ◽  
Cultural Shock ◽  
Korean Higher Education ◽  
The Relationship

AbstractIntroductionInternational students are steadily increasing in South Korean higher education institutions. How well international students in South Korea are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. The study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions.MethodsThe sample of the study consisted of Nepalese international students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors (e.g., discrimination, homesickness, hate/rejection, fear, cultural shock, and guilt) were selected to assess the association of these characteristics and stressors with academic adjustment. Pearson correlation and hierarchical multiple regression were utilized to examine the association between acculturation stressors and academic adjustment.ResultsThe results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = -.23, p< 0.01), perceived hate/rejection (r = -.18, p< 0.05), perceived fear (r = -.24, p< 0.01), and perceived cultural shock (r = -.17, p< 0.05) with academic adjustment. Further, the hierarchical regression model revealed that marital status (β = .223, p <.01) had a positive association with academic adjustment, whereas perceived fear (β = -.206, p <.05) had a negative association with academic adjustment even after including students’ background characteristics and other acculturation stressors.ConclusionAddressing acculturation stressors among international students in higher education institutions is essential to facilitate positive academic adjustment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail students’ perceived fear in order to enhance their academic performance in South Korean higher education institutions.

scholarly journals Neoliberalism as language policy

2013 ◽  
Vol 42 (1) ◽  
pp. 23-44 ◽  
Author(s):  
Ingrid Piller ◽  
Jinhyun Cho
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Medium Of Instruction ◽  
University Rankings ◽  
South Korean ◽  
Korean Higher Education ◽  
The Social ◽  
Core Value ◽  
Global Language ◽  
Covert Language Policy

AbstractThis article explores how an economic ideology—neoliberalism—serves as a covert language policy mechanism pushing the global spread of English. Our analysis builds on a case study of the spread of English as a medium of instruction (MoI) in South Korean higher education. The Asian financial crisis of 1997/98 was the catalyst for a set of socioeconomic transformations that led to the imposition of “competitiveness” as a core value. Competition is heavily structured through a host of testing, assessment, and ranking mechanisms, many of which explicitly privilege English as a terrain where individual and societal worth are established. University rankings are one such mechanism structuring competition and constituting a covert form of language policy. One ranking criterion—internationalization—is particularly easy to manipulate and strongly favors English MoI. We conclude by reflecting on the social costs of elevating competitiveness to a core value enacted on the terrain of language choice. (English as a global language, globalization, higher education, medium of instruction (MoI), neoliberalism, South Korea, university rankings)*

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