scholarly journals More International Students Coming to Russia: Pros and Cons

2021 ◽  
Vol 25 (2) ◽  
pp. 244-256
Author(s):  
Olga V. Dekhnich ◽  
Olga V. Lyutova ◽  
Mikhail A. Trubitsyn ◽  
Elena S. Danilova
Keyword(s):  
International Students ◽  
Business Strategy ◽  
International Student ◽  
Service Industry ◽  
Student Body ◽  
Adaptation Measures ◽  
Advantages And Disadvantages ◽  
Study Results ◽  
Russian Universities ◽  
Small And Medium Business

Introduction. Despite numerous research works on international students’ training at Russian universities, no analysis of efforts to increase student body has been made so far. In this paper, the authors analyze various aspects of policies aimed at increasing international students’ body (economic advantages, sociocultural benefits, education system changes, international students’ adaptation management). The goal of the paper is to consider the advantages and disadvantages of the international students’ rise in the total population of Russian universities. Materials and Methods. The study comprised several stages, including statistical data screening, analysis of international students’ adaptation measures efficiency, the education process participants’ survey and observation of the activities of public agencies responsible for international students’ stay and study in Russia. The survey involved about 100 university employees, an equal amount of small and medium business representatives and 500 international students from Russian universities. 500 international students participated in a questionnaire survey, and digital content of Russian universities’ websites has been analyzed in order to obtain data necessary for the study. Results. The study revealed a trend toward a rise in international student body at Russian universities, with advantages including higher universities’ incomes, jobs preservation despite the demographic instability, and development of the region’s small and medium business owing to an increased demand for goods and services. The trend also provided socio-cultural and educational benefits and revealed the need to manage students’ adaptation, as well as to establish and develop interaction between universities and federal agencies. Discussion and Conclusion. The research results provide a contribution to education and student body management and regional business strategy planning. The findings may be of assistance to heads of recruitment agencies and bodies responsible for accompanying international students at the place of stay, as well as to service industry managers.

scholarly journals Providing Meaningful Interactions at KOSEN between Japanese and International Students

2018 ◽  
Vol 53 ◽  
pp. 01003
Author(s):  
Richard Grumbine ◽  
Natsuki Aka ◽  
Riho Hirano
Keyword(s):  
International Students ◽  
International Student ◽  
Traditional Classroom ◽  
Learning Goals ◽  
Student Body ◽  
Japanese Students ◽  
Japanese Student ◽  
Basic Ideas ◽  
The One ◽  
In The Beginning

Internationalizing the Japanese students at KOSEN has proven difficult. While KOSEN welcomes international students with the hope of internationalizing the almost entirely Japanese student body, the challenge has been to get the Japanese students to interact with the international students and take advantage of the opportunity. Far too often international students live in a bubble and have meaningful contact with only a few students. This leaves the international students feeling isolated and the Japanese students not benefiting from the opportunity that KOSEN is trying to provide. Ariake KOSEN attempted to address this problem in two ways. A discussion class which included international students was created where the students were expected to discuss pre-assigned topics in small groups over the course of a semester. These groups often contained an international student. This forced exposure created a chance for Japanese students to communicate with international students. This communication was then seen continuing well beyond the discussion exercises. A survey was given at the completion of the one semester class to evaluate effectiveness. The results show that students found the opportunity to be helpful and in line with their own learning goals. Another approach was to create a more casual place for students to gather and interact with international students. An English Lab was created to give the students a place to interact outside of the traditional classroom atmosphere. This second effort is just in the beginning stages but the basic ideas are laid out in this paper. Anecdotal evidence seems to suggest that the Lab is working, with usage on the part of Japanese students being high, but the international students seem less inclined to use the room.

scholarly journals International students in Hungarian higher education

2020 ◽  
Vol 14 (3-4) ◽  
pp. 113-132
Author(s):  
Szilvia Vincze ◽  
Zoltán Bács
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
The Body ◽  
Special Importance ◽  
Student Body ◽  
The Past ◽  
Processing Data ◽  
Detailed Assessment ◽  
Jel Code

Overall, higher education in Hungary is popular with students from abroad, even if there are significant differences in terms of its structure. The ever-faster increase in the annual headcount of the international student body serves as proof to this statement. The expansion of the size of the body of international students is of special importance in higher education since in 2016 the Hungarian government set the objective of having 40,000 international students by 2023 (EMMI, 2016). Numerous studies have been published on this topic, usually focusing on specific issues, including, for example, the countries from which we receive most of the students, the most popular majors, possible economic advantages due to the presence of a great number of international students, and how internationalization takes place in higher education in Hungary.   By means of processing data published by the Hungarian Educational Authority [Oktatási Hivatal], this paper aims to present the changes in the number of international students in Hungary over the past ten years. This also includes the discussion of the structure of these changes related to a variety of issues such as relations, types of institutions and their ownership, levels and types of programs, as well as gender proportions. However, even with this effort, the officially available statistics are suitable for presenting a properly detailed assessment of the situation only to a limited extent. JEL code: I23

Place-making and Its Impact on International Graduate Student Persistence

2015 ◽  
Vol 19 (1) ◽  
pp. 59-80
Author(s):  
Elizabeth Terrazas-Carrillo ◽  
Ji Y. Hong ◽  
Paula T. McWhirter ◽  
Rockey Robbins ◽  
Terry M. Pace
Keyword(s):  
International Students ◽  
Student Persistence ◽  
International Student ◽  
Place Making ◽  
American University ◽  
International Graduate ◽  
Depth Interview ◽  
Study Results ◽  
Graduate International Students ◽  
The Impact

This study explored the impact of place-making activities on the persistence of graduate international students at an American university. Sixteen international graduate students over the age of 18, attending an American university and living in the community for at least 1 year, participated in an in-depth interview about their experiences of places in the Midwestern state where they are currently enrolled as students. The study used a qualitative research method with the goal of uncovering the unique experiences of the participants. The study results indicate that international students benefit from having access to a combination of places that foster growth, social interaction, restoration, and safety. This research contributes to the knowledge of factors impacting international student persistence in graduate education. Results are discussed in the context of strategies that universities can implement to facilitate adjustment among their graduate international students.

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.

Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being

2020 ◽  
Vol 4 (2) ◽  
pp. 183-201
Author(s):  
Jessica Terruhn ◽  
Paul Spoonley
Keyword(s):  
New Zealand ◽  
International Students ◽  
International Student ◽  
Linguistic Diversity ◽  
Well Being ◽  
Economic Security ◽  
Educational Mobility ◽  
Language Practices ◽  
Student Body ◽  
Pull Out

The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand’s education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand’s education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by economic security, health and safety, as well as high-quality education and a welcoming and inclusive experience in Aotearoa/New Zealand. Drawing on data from a research project that examined how school policies and practices shape international English for speakers of other languages (ESOL) students’ sense of belonging, inclusion and well-being at a New Zealand secondary school, this article illuminates how school language practices impact on international students’ well-being. Specifically, the article highlights a profound mismatch between the diversification of the student body and the privileging of monolingual English-only practices in the classroom as well as the disparity between intentions and effects of the school’s pull-out ESOL class programme, in which ESOL-designated students are taught separately from ‘mainstream’ students. The discussion highlights the detrimental and discriminatory impacts such language practices had on international students. Based on this analysis, we argue that strategies that are designed to ensure international student well-being need to put greater emphasis on the instructional needs of culturally and linguistically diverse learners by advocating for linguistically responsive practices and that schools need to normalize multilingual practices to ensure international student well-being and to work towards equitable and just education.

scholarly journals An Exploratory Study of Customer Satisfaction with International Student Recruitment Agencies: A Case Study in New Zealand

2017 ◽  
Vol 12 (11) ◽  
pp. 130 ◽  
Author(s):  
Shaohua Yang ◽  
Xingxing Chen ◽  
Xiaoli Shen
Keyword(s):  
New Zealand ◽  
International Students ◽  
Customer Satisfaction ◽  
International Student ◽  
Service Industry ◽  
The Body ◽  
International Agency ◽  
Structured Interviews ◽  
Education Service ◽  
Students Satisfaction

This paper explores customer satisfaction in education service industry (international students’ recruitment agents) in New Zealand. To identify the factors that will increase international students’ satisfaction, and find possible methods to retain international students, mixed methods were employed in one international agency in Auckland. A total of 100 questionnaires were completed and semi-structured interviews were conducted with international students and education consultants. The findings indicate that professional knowledge, service, personalities and communication are key factors that will influence international students’ satisfaction. Moreover, the findings also demonstrate that the increase of consultants’ satisfaction results in international students’ satisfaction. Establishing high contact with international students is a possible method to retain them. Results are discussed in relation to international students’ satisfaction in the context of education service industry. This paper enriches the body of literatures on higher education particularly on international student’s satisfaction with third parties (international agents). Recommendation for practice that could enhance the understanding of international students’ satisfaction, is also discussed.

scholarly journals Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place

2017 ◽  
Vol 7 (4) ◽  
pp. 1126-1134
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Adjustment ◽  
Student Body ◽  
Perceived Needs

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.”

scholarly journals International Students and Community Involvement in Tiffin, Ohio

2015 ◽  
Vol 5 (1) ◽  
pp. 101-103
Author(s):  
Julie Arnold ◽  
Rachel Crooks ◽  
Joe Moore
Keyword(s):  
International Students ◽  
Community Involvement ◽  
International Student ◽  
Higher Learning ◽  
Small Community ◽  
Student Body ◽  
Cultural Center ◽  
Institutions Of Higher Learning ◽  
Single Idea ◽  
The City

Situated in northwest Ohio, Tiffin is a small community of 18,000 residents and is the proud home of two institutions of higher learning: Heidelberg University and Tiffin University. Over the last several years a unique collaboration has developed among the two universities and the community’s International Cultural Center (ICC). As most things do, this partnership began with a single idea and has blossomed into an evergrowing number of events and activities. Working closely together, these three entities have made concerted efforts to integrate the international student body into the greater Tiffin community. In doing so, the city has become “internationalized” in ways that have provided mutual benefits to the community and the international student population.

Violence Against International Students: A Critical Gap in the Literature

2017 ◽  
Vol 21 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Emily J. Bonistall Postel
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Sexual Violence ◽  
International Student ◽  
Research Review ◽  
Future Research ◽  
International Graduate Students ◽  
Student Body ◽  
Extant Literature ◽  
International Graduate

Despite the growing trend on college campuses to increase their international student body, this population is largely left out of research due to the complexity they bring to the research process compared to their domestic counterparts. This is particularly true for the existing research on campus sexual violence; thus, there is no research-based indication that international students, let alone international graduate students, would face victimization risks on campus in the same way the extant literature identifies for domestic undergraduates. The existing research on international students indicates that their experiences are different than their domestic counterparts, and the sparse literature on graduate students indicates their experiences are different from their undergraduate counterparts. A specific focus on the intersection of these two identities, international graduate students, is almost completely absent from the literature. This research review highlights key research that provides foundational knowledge for the experience of international students and international graduate students with regard to their vulnerability to sexual violence. The author organizes the extant literature into three major areas that inform the overarching research topic: (1) international student experiences, (2) victimization, and (3) campus culture. Basic findings indicate that there are limitations in extrapolating previous research findings on campus sexual violence to this population, calling for a need to focus specifically and intentionally on this population of students. The objective of this article is to review the current state of knowledge about the risk and vulnerability of international students to sexual violence and victimization and to address the directions for future research.

scholarly journals International Students and the Canadian University

2019 ◽  
Vol 2 (1) ◽  
pp. 54-80
Author(s):  
Stacey Zip
Keyword(s):  
International Students ◽  
Student Success ◽  
Information Literacy ◽  
International Student ◽  
Academic Library ◽  
Student Organizations ◽  
Library Services ◽  
Barriers To Success ◽  
Student Body ◽  
Canadian Context

This paper explores the dynamic international student populations within Canadian academic institutions and their relationship with the academic library. The international student body has evolving needs that must be adequately addressed by the library and institution if growing numbers are to continue being supported. Plagiarism, language barriers, and an unawareness of library services are well-known barriers to success, while more current issues such as changing technologies are equally problematic. Through such efforts as hiring an international student librarian, academic libraries may discover the specific issues facing their institution’s international students and begin the process of addressing them in a tailored manner. Data collection would be a priority for better understanding the international students, as would partnering with professors and student organizations to market library services and promote information literacy in a Canadian context. The international student librarian may also provide continued outreach to this demographic that is inclusive, proactive, and collaborative, which would in turn create an atmosphere that fosters international student success and is able to support rising numbers.

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