Chapter 3. Perceptions of Identity and Issues of Concern among International Students in the United Kingdom

2011 ◽  
pp. 41-58 ◽  
Author(s):  
P. Sercombe
Keyword(s):  
United Kingdom ◽  
International Students ◽  
The United Kingdom

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

scholarly journals THE TASTE OF HOME: THE CONSTRUCTION OF SOCIAL RELATIONSHIPS THROUGH COMMENSALITY AMONGST FEMALE MALAY STUDENTS IN THE UNITED KINGDOM

2022 ◽  
Vol 7 (1) ◽  
pp. 316-334
Author(s):  
Ireena Nasiha Ibnu
Keyword(s):  
United Kingdom ◽  
International Students ◽  
Social Relationships ◽  
Participant Observation ◽  
Postgraduate Students ◽  
Migrant Communities ◽  
The United Kingdom ◽  
Food And Identity ◽  
And Migration ◽  
Depth Interviews

Background and Purpose: Commensality is an act of eating together among migrant communities as a means of passing down the culture and ethnic identity. There is very limited discussion on commensality that pays attention to food sharing and eating that extends beyond the traditional forms of social relationships, identity, and space among the Malay community abroad. Thus, this article aims to explore the connections of social relationships through food, space and identity amongst female Malay students in the United Kingdom.   Methodology: This research is based on one-year ethnographic fieldwork amongst female Malaysian Muslim students in Manchester and Cardiff.  Thirty in-depth interviews were conducted with both undergraduate and postgraduate students from sciences and social sciences courses. Besides, in-depth interviews, participant observation, conversation and fieldnotes methods were deployed as supplementary for data collection.   Findings: This paper argues that cooking and eating together in a private space is a way for them to maintain social relationships and overcome stress in their studies, and fulfil their desire to create harmony and trust at home. Besides, places such as the kitchen, play an essential space in building the Malay identity and social relationships between female Malay students’ communities in the host country.   Contributions: This study has contributed to an understanding of the meaning of friendship, identity, space, and the discussion on the anthropology of food from international students’ perspectives and migration studies.   Keywords: Food and identity, commensality, Malay students, friendship, international students.   Cite as: Ibnu, I. N. (2022). The taste of home: The construction of social relationships through commensality amongst female Malay students in the United Kingdom. Journal of Nusantara Studies, 7(1), 316-334. http://dx.doi.org/10.24200/jonus.vol7iss1pp316-334

The use of inquiry-based learning in public administration education: Challenges and opportunities in the context of internationalization

2020 ◽  
pp. 014473942093597
Author(s):  
Alice Moseley ◽  
John Connolly
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
International Students ◽  
Public Administration ◽  
Education Sector ◽  
Pedagogical Practices ◽  
Student Body ◽  
Inquiry Based Learning ◽  
The United Kingdom ◽  
Challenges And Opportunities

This paper discusses both challenges and opportunities for using inquiry-based learning in public administration postgraduate education in a context of internationalisation. In particular, we discuss the appropriateness of inquiry-based learning for teaching diverse groups of students from varied international backgrounds. Inquiry-based learning has been widely promoted in the United Kingdom higher education sector and seems intuitively appealing as a pedagogical approach for an applied subject such as public administration. However, there are challenges associated with using inquiry-based learning with postgraduate international students who have a short time to assimilate complex theories and concepts in a second language, and have often been educated previously in contexts with a more didactic tradition of education. With the increasing internationalisation of the United Kingdom higher education sector, we suggest there is tension between some of the teaching and learning methods that are being promoted nationally and the needs of an increasingly diverse international student body. Reflecting on our own experiences as teachers of international students on public administration programmes, we outline both the benefits and limitations of teaching with inquiry-based learning but also suggest ways in which this type of approach could be assimilated within the broader set of pedagogical practices used with international postgraduate students.

scholarly journals Competition for International Students

2015 ◽  
Author(s):  
Madeleine Green ◽  
Kim Koch
Keyword(s):  
United States ◽  
United Kingdom ◽  
International Students ◽  
Prime Minister ◽  
The United States ◽  
European Countries ◽  
The United Kingdom ◽  
The Government ◽  
Heating Up

The competition for recruitment of international students is heating up. In the United States, the efforts are mostly done by each institution. In the United Kingdom, the Prime Minister launched the initiatives and set the target. Germany focuses on a regional recruitment from other European countries. In France, the government put agencies in many countries to offer support for application and events for promotion. Australia began a recruitment campaign for six key markets in Asia. Other areas also set strategies and goals for attracting international students.

scholarly journals International Graduate Outcomes in the United Kingdom

2019 ◽  
pp. 15-16
Author(s):  
Vivienne Stern
Keyword(s):  
United Kingdom ◽  
International Students ◽  
International Education ◽  
Positive Influence ◽  
International Graduate ◽  
The United Kingdom ◽  
Education Strategy ◽  
International Graduates

The United Kingdom’s International Education Strategy sets a target to attract 600,000 international students by 2030, an increase of 30 percent. With Brexit, there is a sharper awareness across government of the benefits that international students and graduates confer in economic terms and in long-term positive influence on perceptions of the United Kingdom itself. To reach this target, the country needs to offer opportunities for international graduates to remain in the United Kingdom and work for a period post graduation. It also needs to understand, and where possible improve upon, the strength of its offer to prospective international students.

scholarly journals Challenges Facing Mexican Students in the United Kingdom

2020 ◽  
Vol 10 (4) ◽  
pp. 1005-1022
Author(s):  
Elizabeth Margarita Hernández López
Keyword(s):  
United Kingdom ◽  
International Students ◽  
Cultural Distance ◽  
Early Stage ◽  
Culture Shock ◽  
Overseas Students ◽  
The United Kingdom ◽  
Academic Calendar ◽  
Depth Interviews

This article reports data drawn from a doctoral qualitative case study conducted during the 2016–2017 academic calendar. The study explored the academic, sociocultural, and affective challenges a cohort of Mexican postgraduate international students faced during their first 2 weeks at a university in England. Twenty students participated in three focus groups, while seven were involved in in-depth interviews. The findings support the notion that the adaptation experiences of Mexican postgraduate international students in the United Kingdom are like those of other groups of overseas students. They undergo an extensive array of challenges related to the perceived extent of cultural distance and differences in individual and societal characteristics, as outlined by Ward et al. (2001). Concerning the early stage, findings did not seem to support traditional views of culture shock (Adler, 1975; Lysgaard, 1955; Oberg, 1960).

Some Developments in Marine Technology Education in the United Kingdom

2001 ◽  
Vol 17 (04) ◽  
pp. 183-190
Author(s):  
Richard Birmingham
Keyword(s):  
United Kingdom ◽  
International Students ◽  
Technology Education ◽  
The Other ◽  
Degree Programs ◽  
Market Demand ◽  
Educational Provision ◽  
The United Kingdom ◽  
Marine Technology

Universities today operate in an environment that could be called dynamic, or less positively, turbulent. In this environment educational provision needs to continually evolve in response to the changing expectations of students, their employers, and their sponsors. Monitoring the changing requirements of degree programs is not easy, as not all stakeholders in the provision of education have clear channels of communication to the program providers. This paper details the motivation for developing two contrasting postgraduate programs, describes how these new initiativeshave been progressed by two separate consortia of universities in the United Kingdom, and indicates why they are of interest to international students. While the mechanisms that have led to the development of these new programs are entirely different, one being a deliberate manipulation of the qualifications needed by professional engineers and the other a response to a changing market demand, they both reflect a significant and international shift in the objectives of education for engineers.

Sign in / Sign up

Export Citation Format

Share Document