How Korean International Students Manage Successful College Life in the US

2014 ◽  
Vol 16 (1) ◽  
Author(s):  
Keun Kyu Kim
Keyword(s):  
International Students ◽  
College Life ◽  
The Us ◽  
Korean International Students

scholarly journals Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors

2013 ◽  
Vol 3 (1) ◽  
pp. 10-16
Author(s):  
Shelly R. Roy
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
International Students ◽  
Learning Experiences ◽  
Learning Difficulties ◽  
Discourse Markers ◽  
Institutions Of Higher Education ◽  
The Us ◽  
Key Concepts ◽  
Korean International Students

This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox & Yamaguchi, 2010; Huang, 2004; Huang & Brown, 2009; Lee & Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

‘I Know What Freedom and Responsibility Mean Now’

Young ◽  
2017 ◽  
Vol 26 (4) ◽  
pp. 348-365 ◽  
Author(s):  
Gowoon Jung
Keyword(s):  
International Students ◽  
Time Of Arrival ◽  
Structural Factors ◽  
State University ◽  
Advanced Degrees ◽  
Broad Perspective ◽  
Individual Agency ◽  
The Usa ◽  
Korean International Students ◽  
Agency And Structure

This article analyses narratives of autonomous adulthood among Korean international students at an American state university. I categorize student narratives in terms of the number of activities associated with achieving adulthood markers and the efficacy of individual agency. A broad perspective considers a wide variety of activities to contribute to autonomous adulthood and valourizes individual agency. A narrow perspective focuses on activities tailored to one’s career, and downplays individual agency compared to larger institutional-structural factors. I examine these narratives among three groups of international students, depending on their time of arrival: pre-college migrants who moved to the USA during middle or high school, college-migrants who arrived during the first or second year of undergraduate college and post-college migrants who came for advanced degrees (e.g., MA, PhD). The finding suggests that students negotiate agency and structure differently depending on their past and current experiences in the sending and receiving countries.

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