International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

scholarly journals Investigation of International Students’ Perception of ‘Community’ in a British Higher Education Institute

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Kathrine Angela Jackson ◽  
Fay Harris ◽  
Russell Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Global Community ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Student Community ◽  
Research Students ◽  
The Uk ◽  
Future Work

This paper investigates the perceptions of members of our international student community by giving them a voice and a platform to explore their feelings as part of a Higher Education institute in the UK and whether they consider that the university is a global environment. Our data is based on a series of structured interviews with twelve students from twelve different countries, inclusive of four postgraduate research students. Our findings reveal that our international students commonly feel part of multiple smaller communities but interestingly, they were less sure of their part within an institute-wide community. The postgraduate students’ perceptions of community were quite divergent when compared to the undergraduate perceptions, which we will continue to explore in our future work. Our data supports the perception from international students that their university is a global community, but there were distinct differences in how individuals defined it and some limitations to consider. Some defined it as students and staff of different nationalities being present at a university whilst other definitions relied on cultural characteristics within the institution as a whole. We reflect upon the implications of our research as these perceptions shape international student opinion of Higher Education institutes and what is understood by the term ‘global community’.

scholarly journals Travel, Emotion and Identity: An exploration into the Experiences of Students in Post 16 education for whom Studying in English Means Working in a Foreign Language and Culture

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
James Underwood
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Student Identity ◽  
Structured Interviews ◽  
Specific Context ◽  
Language And Culture ◽  
High Achieving Students ◽  
Pastoral Support ◽  
The Uk ◽  
Pedagogical Approaches

This paper involves an exploration into the experiences of students in post 16 education taking traditional academic subjects, in the UK, for whom studying in English means working in a foreign language and culture. The students who formed the sample were high achieving students aged sixteen and seventeen from China, Vietnam and Thailand who had come to study in the UK in order to proceed to a British University. In the first part of this paper, the author proposes a conceptual framework suitable for this study. The second part of the paper consists of a summary of the findings from semi-structured interviews conducted with the six participants. In this paper a variety of issues are explored related to the experience of living and studying in England. Although grounded in the specific context of students from three nations studying in the UK. This paper should inform our understanding of appropriate teaching strategies and pastoral and pedagogical approaches for students in a range of multi-linguistic settings.     Keywords: English as an additional language; EAL; International students; ; Pastoral support; Sixth form; Student identity 

scholarly journals Determining the Challenges Encountered by Chinese Expatriates in Pakistan

2020 ◽  
Vol 12 (4) ◽  
pp. 1327
Author(s):  
Muhammad Noman ◽  
Muhammad Safdar Sial ◽  
Talles Vianna Brugni ◽  
Jinsoo Hwang ◽  
Muhammad Yaseen Bhutto ◽  
...  
Keyword(s):  
Cultural Adjustment ◽  
Cross Cultural ◽  
Strongly Correlated ◽  
Structured Interviews ◽  
Cultural Training ◽  
Cross Cultural Training ◽  
Learning Techniques ◽  
Formal And Informal Learning ◽  
Expatriate Employees

The workforce of growing globalization has led to a large number of expatriate employees working overseas for short term employment. An expatriate assignment is strongly correlated with a variety of difficulties that affect expatriates’ adjustment abroad. Therefore, the aim of this article is: (1) to determine the challenges encountered by Chinese expatriates in Pakistan and (2) to determine the role of cross-cultural training for a successful international assignment. The paper adopts a qualitative approach by conducting semi-structured interviews; the interviews were conducted with 22 males and eight females, forming a total of 30 Chinese employees with the average age of 34.5 years, working in different Chinese organizations in Pakistan in 2018. The findings of this study revealed that the most significant challenges faced by Chinese expatriates in Pakistan were cultural differences and language barriers in both work and non-work factors, whereas, those Chinese expatriates who were trained through formal and informal learning techniques could facilitate their cross-cultural adjustment.

scholarly journals Cross-Cultural Factors That Influence Adjustment Process of International Students in Malaysian Public Universities

2020 ◽  
Vol 4 (5) ◽  
pp. 17-25
Author(s):  
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Students ◽  
Foreign Students ◽  
Public Universities ◽  
Cultural Adjustment ◽  
Cultural Factors ◽  
Cross Cultural ◽  
Adjustment Process ◽  
Research Survey

International students’ enrolment in higher education in Malaysia has expanded widely in scope, volume, and complexity, giving rise to a myriad of challenges and difficulties in their adjustment process, which have to be understood and addressed. In this study, the cross-cultural factors that influence psychological, sociocultural, and self-realization adjustments amongst international students studying in Malaysian public universities were examined. The purpose of this research was to gauge a better understanding of the difficulties and challenges encountered by them when pursuing higher education opportunities in Malaysian public universities, and how they had managed to overcome the necessary adjustments. A research survey based on 31item questionnaires was formulated. Stratified random sampling methodology was adopted in the distribution of 250 questionnaires, with a total of 218 responses received. Data were coded and analyzed using the Statistical Package for Social Sciences’ software. The variables, socio-cultural adjustment, and self-realization adjustment showed negative correlations towards their adjustment process. The outcomes should enable university faculties and staff to recognize foreign students’ needs, and effectively offer supportive campus resources and services to assist them in their adjustment process.

scholarly journals Frequency and Importance of Accurate Heritage Name Pronunciation For International Students in Canada

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Ying Shan Doris Zhang ◽  
Kimberly Noels
Keyword(s):  
International Students ◽  
Cultural Adjustment ◽  
Language Minority ◽  
Cross Cultural ◽  
Strong Connection ◽  
Linguistic Differences ◽  
Personal Connection ◽  
Correct Pronunciation ◽  
The Impact

International students’ names are often mispronounced, and this experience can have psychological and relational implications for some students’ cross-cultural adjustment. Little research, however, has examined why students are or are not bothered by mispronunciations. This study examined the impact of heritage name mispronunciation on 173 language-minority international students in Canada. The results indicated that although heritage name mispronunciations were frequent, only about half of the sample perceived correct pronunciation as important. Those who felt accurate pronunciation was important stressed that their name had a strong connection to their heritage and that mispronunciations were disrespectful of that significance. Those who felt accurate pronunciation was not important cited little personal connection to the name and accepted mispronunciations for reasons of efficiency. In general, international students expressed appreciation for hosts’ pronunciation efforts, and also acknowledged hosts’ pronunciation difficulties were often due to linguistic differences. The implications for enhancing international students’ experiences are discussed.

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