International Students in Rehabilitation Counseling Education Programs: Results From a National Survey

2011 ◽  
Vol 25 (2) ◽  
pp. 73-86
Author(s):  
Yanan Zhu ◽  
Charles Edmund Degeneffe
Keyword(s):  
International Students ◽  
International Student ◽  
Language Skills ◽  
Rehabilitation Counseling ◽  
National Sample ◽  
Student Needs ◽  
Graduate Studies ◽  
Counseling Education ◽  
Social Opportunities ◽  
Time Limitations

A national sample of 21 international students in Rehabilitation Counseling Education (RCE) programs was surveyed on their connection to their programs, the stressors they experienced during graduate studies, and their recommendations for RCE programs to better support international students. Participants engaged in limited social activities due to time limitations, cultural and language barriers, and limited social opportunities. Further, participants suggested that RCE programs need to possess awareness and understanding of international student needs and offer assistance with social support, financial resources, career development, language skills, and cultural transitions. Implications and recommendations from the findings are offered.

scholarly journals Communication Education and International Audiences: Reflections on Instructional Challenges and Pedagogical Strategy

2016 ◽  
Vol 6 (2) ◽  
pp. 632-343
Author(s):  
Heather Campbell ◽  
Michael G. Strawser ◽  
Stephen George
Keyword(s):  
International Students ◽  
Learning Styles ◽  
International Education ◽  
International Student ◽  
Public Speaking ◽  
Individual Student ◽  
Student Needs ◽  
Communication Education ◽  
Additional Training ◽  
Pedagogical Strategy

As the movement toward international education continues, institutions must be proficient when reaching and teaching international students. Instructors should engage unique learning styles, address individual student needs, and take part in additional training to effectively teach international student learners. These instructional imperatives are especially important in communication related classes, like public speaking or composition. Throughout this reflection we briefly address the current landscape of the globalized western classroom and discuss current pedagogical challenges in communication courses from the perspective of communication instructors.

scholarly journals Gloabalizing Campuses: The Effectiveness of Post-Secondary International Student Recruitment

2021 ◽  
Author(s):  
Paraskevi (Vivi) Tsoukalas
Keyword(s):  
International Students ◽  
Best Practices ◽  
Support Services ◽  
International Student ◽  
Student Recruitment ◽  
Student Perspective ◽  
Student Needs ◽  
Post Secondary ◽  
Canadian Education ◽  
International Student Recruitment

As the world continues to become more globalized, so does education. The internationalization of higher education is inevitable with globalization and institutions continue to recruit students from around the globe to diversify their institution. The question is how institutions do this and why it matters. This paper answers these questions by uncovering the best practices of recruiting and supporting international students at post-secondary institutions in the City of Toronto and the Greater Toronto Area. In order to determine the best practices and support services interviews have been conducted with employees in the international student recruitment (ISR) industry and surveys have been provided to international students. Interviews have been analyzed to identify the ISR strategies currently in place at post-secondary institutions in Toronto, and surveys have been analyzed to identify the student perspective of these methods and the support provided to them. Both sets of responses have also been compared to identify ways to improve ISR and international student support services. This paper will uncover the ways in which ISR is conducted, the ways students perceive these methods, and how best meet student needs in the future. Based on the research conducted it has been determined that the most effective strategies for ISR are relationship development, transparency of institutional expectations, and the use of effective cross-cultural communication practices. Students have assisted in determining that institutions in the GTA do have support services in place and most do provide adequate services to students. Many recommendations have been made to improve ISR including obtaining feedback from students to incorporate student needs into ISR practices and ensuring that a clear outline of the Canadian education system is provided to students.

scholarly journals Gloabalizing Campuses: The Effectiveness of Post-Secondary International Student Recruitment

2021 ◽  
Author(s):  
Paraskevi (Vivi) Tsoukalas
Keyword(s):  
International Students ◽  
Best Practices ◽  
Support Services ◽  
International Student ◽  
Student Recruitment ◽  
Student Perspective ◽  
Student Needs ◽  
Post Secondary ◽  
Canadian Education ◽  
International Student Recruitment

As the world continues to become more globalized, so does education. The internationalization of higher education is inevitable with globalization and institutions continue to recruit students from around the globe to diversify their institution. The question is how institutions do this and why it matters. This paper answers these questions by uncovering the best practices of recruiting and supporting international students at post-secondary institutions in the City of Toronto and the Greater Toronto Area. In order to determine the best practices and support services interviews have been conducted with employees in the international student recruitment (ISR) industry and surveys have been provided to international students. Interviews have been analyzed to identify the ISR strategies currently in place at post-secondary institutions in Toronto, and surveys have been analyzed to identify the student perspective of these methods and the support provided to them. Both sets of responses have also been compared to identify ways to improve ISR and international student support services. This paper will uncover the ways in which ISR is conducted, the ways students perceive these methods, and how best meet student needs in the future. Based on the research conducted it has been determined that the most effective strategies for ISR are relationship development, transparency of institutional expectations, and the use of effective cross-cultural communication practices. Students have assisted in determining that institutions in the GTA do have support services in place and most do provide adequate services to students. Many recommendations have been made to improve ISR including obtaining feedback from students to incorporate student needs into ISR practices and ensuring that a clear outline of the Canadian education system is provided to students.

scholarly journals Using the QFD Matrix as a Major Continuous Improvement Tool to Improve Organizational Quality

2018 ◽  
pp. 1-34 ◽  
Author(s):  
Ahmed Mansour Mohsin ◽  
Fernando F. Padró ◽  
Karen Trimmer
Keyword(s):  
Higher Education ◽  
International Students ◽  
Continuous Improvement ◽  
Quality Function Deployment ◽  
International Student ◽  
Education Institution ◽  
Student Needs ◽  
Central Piece ◽  
Different Parts

This is a case study of an Australian higher education institution (HEI) using quality function deployment (QFD) to identify areas of improvement in serving and meeting the needs of international students enrolled at this university. The composite institution reflects what is currently happening at the time of this writing as part of a process of determining international student needs and ensuring that these are met while meeting academic and institutional requirements (IR). The use of QFD fills a major gap since most methodologies practiced do not focus on either capturing the international students' voice or align these with IRs to enhance the opportunities for successful completion of a degree and meeting student personal and professional expectations. Results are incomplete at this time and thus cannot be reported, but a discussion of the approach is provided, and initial observations are presented to adequately describe the use of QFD and processes and tools used to complete different parts are the central piece of the process, the house of quality (HoQ).

Relationship Building in Cohort-Based Instruction: Implications for Rehabilitation Counselor Pedagogy and Professional Development

2021 ◽  
Vol 35 (1) ◽  
pp. 18-32
Author(s):  
Charles Edmund Degeneffe ◽  
Teresa Ann Grenawalt ◽  
Rachel Friefeld Kesselmayer
Keyword(s):  
Professional Development ◽  
Rehabilitation Counseling ◽  
Relationship Building ◽  
Professional Collaboration ◽  
Graduate Studies ◽  
Supportive Relationships ◽  
Rehabilitation Counselor ◽  
Counseling Education ◽  
Professional Careers ◽  
Based Instruction

BackgroundGraduate studies in rehabilitation counseling present a variety of social, academic, and professional demands. To date, previous research has largely neglected the role that relationships among students that can help in addressing these demands.ObjectiveThe present exploratory study examined how relationships formed during a Master's Rehabilitation Counseling Education (RCE) specialization program enhanced the experience of participants both during their studies and following graduation.MethodsA total of 33 graduates of a cohort-based, Cognitive Disabilities Certificate (CDC) program were asked to reflect on the impacts of relationship-building on their experiences as students as well as their post-CDC professional development. Results were examined through phenomenological qualitative data analysis.ResultsParticipant responses revealed relationships as cohort members formed during graduate studies enhanced their student experience with facilitating camaraderie, enhancing learning, promoting student success, and providing employment leads. With regard to professional development, participants indicated their cohort-based relationships enhanced professional development, provided resources, and facilitated professional collaboration.ConclusionThe benefits of cohort-based relationship building that began during graduate education extended beyond into the professional careers of participants. More use of cohort-based instruction in RCE programs may be more likely to facilitate productive and supportive relationships.

scholarly journals Using the QFD Matrix as a Major Continuous Improvement Tool to Improve Organizational Quality

2021 ◽  
pp. 763-789
Author(s):  
Ahmed Mansour Mohsin ◽  
Fernando F. Padró ◽  
Karen Trimmer
Keyword(s):  
Higher Education ◽  
International Students ◽  
Continuous Improvement ◽  
Quality Function Deployment ◽  
International Student ◽  
Education Institution ◽  
Student Needs ◽  
Central Piece ◽  
Different Parts

This is a case study of an Australian higher education institution (HEI) using quality function deployment (QFD) to identify areas of improvement in serving and meeting the needs of international students enrolled at this university. The composite institution reflects what is currently happening at the time of this writing as part of a process of determining international student needs and ensuring that these are met while meeting academic and institutional requirements (IR). The use of QFD fills a major gap since most methodologies practiced do not focus on either capturing the international students' voice or align these with IRs to enhance the opportunities for successful completion of a degree and meeting student personal and professional expectations. Results are incomplete at this time and thus cannot be reported, but a discussion of the approach is provided, and initial observations are presented to adequately describe the use of QFD and processes and tools used to complete different parts are the central piece of the process, the house of quality (HoQ).

Picture This: A Photovoice Study Of International Students’ Food Experience in Canada

2014 ◽  
Vol 75 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Stephanie Amos ◽  
Daphne Lordly
Keyword(s):  
International Students ◽  
University Students ◽  
Identity Formation ◽  
International Student ◽  
Culture Shock ◽  
Traditional Foods ◽  
Group Discussions ◽  
Canadian Universities ◽  
Food Experience ◽  
International University

Purpose: International student enrolment in Canadian universities is increasing. As international university students acculturate, they experience a culture shock in which food plays a major role. International university students’ Canadian food experiences therefore were explored. Methods: A Photovoice methodology was used with 15 international undergraduate and graduate university students, who were recruited to take pictures of their food experiences. They also participated in two focus group discussions that included an analysis of their photos. Results: Seven themes related to the significance of food in acculturation were revealed: the paradox of Canadian convenience, the equation of traditional foods with health, traditional food quality and accessibility, support networks, food consumption for comfort, ethnic restaurants, and the exploration of non-traditional foods. Maintaining cultural identity with traditional foods was an overarching theme related to acculturation. Conclusions: International students acculturating to Canada have emotional and physical needs, which can be met through food. Opportunities exist to improve their acculturation experiences. Canadian universities can incorporate food acculturation strategies into campus events and menus. Nutrition professionals on campus can facilitate a positive food environment and nurture culture identity formation.

scholarly journals International Students’ Perceptions of Workplace Experiences in Australian Study Programs: A Large-Scale Survey

2018 ◽  
Vol 23 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Georgina Barton ◽  
Kay Hartwig ◽  
Anh Hai Le
Keyword(s):  
International Students ◽  
Large Scale ◽  
International Student ◽  
Self Evaluation ◽  
Workplace Experiences ◽  
Workplace Experience ◽  
Foreign Countries ◽  
Study Programs ◽  
Large Scale Survey ◽  
Work Integrated Learning

Across the globe, there are increased numbers of students undertaking university-level study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students’ workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey ( n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.

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