scholarly journals “It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms

2018 ◽  
Vol 12 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Christopher J. Johnstone ◽  
Diana Yefanova ◽  
Gayle Woodruff ◽  
Mary Lynn Montgomery ◽  
Barbara J. Kappler
Keyword(s):  
International Students ◽  
Real World ◽  
Domestic Students ◽  
Student Interactions ◽  
Course Content ◽  
Global Perspectives ◽  
The Us ◽  
Group Interviews ◽  
Cross National

This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students related to course content. International students, in turn, appreciate the “real world” perspectives that domestic students provide about the US (but do not necessarily find value in their content-related comments). The implications of this study are that cross-national interactions have different meanings for different stakeholders (i.e., some perceive to benefit academically while others perceive to benefit culturally). The implications of this study relate to how instructors structure student interactions and what might be reasonable outcomes for students in international groups in postsecondary classrooms. 

scholarly journals Instructional Practices Facilitating Cross-National Interactions in the Undergraduate Classroom

2018 ◽  
Vol 7 (3) ◽  
pp. 786-805
Author(s):  
Diana N. Yefanova ◽  
Mary Lynn Montgomery ◽  
Gayle A. Woodruff ◽  
Christopher J. Johnstone ◽  
Barbara Kappler
Keyword(s):  
Instructional Practices ◽  
Learning Outcomes ◽  
Group Work ◽  
Public University ◽  
Pedagogical Practices ◽  
Domestic Students ◽  
Student Interactions ◽  
Intercultural Skills ◽  
Cross National

We examine pedagogical practices that facilitate international and domestic students’ interactions on two campuses of a U.S. public university. Findings highlight the central role of the instructor in supporting student interactions via pair and group work and collaborative assignments that result in increased understanding of class content. The study highlights the need to intentionally address learning outcomes of cross-national interactions, such as communicative and intercultural skills, as students did not always view the benefits of such interactions in the same way as their instructors did.

scholarly journals "Rules you have to know"

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Laura Seithers ◽  
Zhuldyz Amankulova ◽  
Christopher Johnstone
Keyword(s):  
International Students ◽  
Group Work ◽  
Domestic Students ◽  
Host Culture ◽  
Group Data ◽  
Focus Group Data ◽  
Academically Deficient ◽  
Institutional Habitus ◽  
Cross National

As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students’ “adjustment” to the host culture, overlooking the need for adjustment to be a two-way exchange and the role of the institution in this process. Focusing on educational group work as a salient site of cross-national interaction, this study draws on focus group data to explore how institutional habitus, or unwritten rules, are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and thus tend to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and are relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed.

scholarly journals Intercultural Pedagogy: A Faculty Learning Cohort

2018 ◽  
Vol 8 (4) ◽  
pp. 177 ◽  
Author(s):  
Amy Lee ◽  
Robert Poch ◽  
Ann Smith ◽  
Margaret Delehanty Kelly ◽  
Hannah Leopold
Keyword(s):  
Best Practices ◽  
Native English Speakers ◽  
Cross Cultural ◽  
English Speakers ◽  
Domestic Students ◽  
Relevant Research ◽  
Student Interactions ◽  
Faculty Learning ◽  
Cross National

The purpose of this article is to describe and reflect on a pilot faculty learning cohort that was designed to improve the frequency and the quality of cross-national and cross-cultural student interactions in the participants’ undergraduate courses. The cohort offered a space where faculty could gain insight on the experience of international students (IS) and non-native English speakers (NNES), develop knowledge about best practices and relevant research, and explore and test tools to promote inclusion and interactions. The cohort focused on cross-national interactions because strong and consistent data indicate that international and domestic students seek more purposeful and substantive interactions, both in and out of the classroom, but lack the confidence and structure to engage in them.

Monetary Power Reconsidered: The Struggle between the Bundesbank and the Fed over Monetary Leadership

2019 ◽  
Vol 63 (4) ◽  
pp. 938-951 ◽  
Author(s):  
Arie Krampf
Keyword(s):  
Inflation Targeting ◽  
World Order ◽  
Institutional Power ◽  
Sequence Of Events ◽  
The Us ◽  
Macroeconomic Coordination ◽  
Monetary Order ◽  
Reserve System ◽  
Cross National

Abstract This article reexamines the theory of monetary power to explain the role of the Bundesbank (and Germany) in the emergence of the rules-based low-inflation regime in the late1980s and early 1990s. Our theory of monetary power draws on the notion of institutional power and the concept of monetary leadership, understood as the capacity to attract foreign investment, and thereby explains how domestic institutional features and contingent historical events affect countries’ external monetary power. This theory is employed to trace how the Bundesbank go-it-alone strategy in 1989 triggered a cross-national sequence of events that changed the international monetary order in a way that was consistent with the German interests. The transition was marked by a shift from the US-led pragmatist approach of international macroeconomic coordination to a rules-based approach founded on the principle of low-inflation–targeting. The article argues that this change took place despite the opposition of the Federal Reserve System (Fed) and the US Treasury. The article contributes to the literature on the decline of US hegemonic power as well as the literature on the mechanism of institutional change at the international level. It also sheds new light on current debates about the putative decline of the rules-based world order.

Between ideal and reality

2014 ◽  
Vol 8 (1) ◽  
pp. 13-30 ◽  
Author(s):  
Sungae Yoo ◽  
Hye Jeong Kim ◽  
So Young Kwon
Keyword(s):  
Online Learning ◽  
Design Methodology ◽  
College Instructors ◽  
Content Type ◽  
The Us ◽  
Learner Interaction ◽  
National Comparison ◽  
The Usa ◽  
Cross National

Purpose – The purpose of this study is to examine similar and/or different perspectives on, and practices of online-learning interaction as projected by the participating educators who are from either Korea or the USA. Design/methodology/approach – In this study, the authors analyzed how college instructors from two countries, Korea and the USA, consider the role of online-learning interaction in their students' learning by interviewing nine instructors from both countries. The authors examined the educators' responses using constructivism and Confucianism as the frame of reference. Findings – The analysis showed that the US instructors tend to focus on learner-to-learner interaction, whereas Korean instructors emphasized teacher-to-learner interaction. Korean instructors perceived a gap between ideal and reality in integrating interaction as a part of online activities in the course. Originality/value – This study focuses on a cross-national comparison of online-learning interaction between Korea and the USA. Thus, it will provide practical ideas for global or multicultural user experiences on online-learning courses.

scholarly journals Race, Gender, and Affirmative Action Attitudes in American and Canadian Universities

2015 ◽  
Vol 45 (4) ◽  
pp. 18-41
Author(s):  
Ivan Katchanovski ◽  
Neil Nevitte ◽  
Stanley Rothman
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
North American ◽  
Student Attitudes ◽  
Canadian Universities ◽  
The Us ◽  
Cross National ◽  
American Academic ◽  
Academic Study

Direct comparisons of American and Canadian faculty and students’ views concerning issues of race, gender, and affirmative action in higher education are rare. The 1999 North American Academic Study Survey provides a unique opportunity to analyze the role of national and positional factors in faculty and student attitudes towards race, gender, and affirmative action in the US and Canada. The findings indicate that national factors are more important than positional factors on many racial and affirmative-action issues. Differences between students and faculty are more pronounced than are cross-national variations on many gender-related issues.

TYPE VERSUS STEREOTYPE: AN ANALYSIS OF INTERNATIONAL COLLEGE STUDENTS’ PERCEPTIONS OF US CITIES AND PUBLIC SPACES

2018 ◽  
Vol 12 (2) ◽  
pp. 263
Author(s):  
Dorna Eshrati
Keyword(s):  
College Students ◽  
International Students ◽  
Built Environment ◽  
Online Survey ◽  
Public Spaces ◽  
City Branding ◽  
The Us ◽  
International College ◽  
Us Cities

In their minds, people have images of places they have never visited. In the twenty-first century, the constant exposure to media has had a great role in shaping people’s perception of foreign places. Despite the revealing aspect of media, they also play an important role in creating misconceptions about other countries. This paper explores international college students’ perceptions of United States cities and public spaces before and after coming to study in the US. It also investigates the role of media and representations in shaping their conceptions or misconceptions of the US. Forty-one Kansas State University international students from different countries participated in an online survey about their perceptions of US building types, infrastructure, and governance/policy regarding the built environment. About 58% of the participants claim that their image of US cities and public spaces changed after studying there; with only 15% claiming that US cities and public built environment are shown “like they are” in their home countries. Small US cities have a poor image in international students’ perceptions in comparison to the rich image of big cities most notably New York City. This paper not only argues that peoples' perceptions of places can change after visiting them in person, but also it highlights the role of media in creating misconceptions about foreign places. The findings can highlight the importance of media in managing city branding.

scholarly journals Unfulfilled Expectations: Influence of Chinese International Students’ Roommate Relationships on Sense of Belonging

2016 ◽  
Vol 6 (3) ◽  
pp. 762-778
Author(s):  
Christina W. Yao
Keyword(s):  
International Students ◽  
Interpersonal Relationships ◽  
Sense Of Belonging ◽  
Cross Cultural ◽  
Social Connections ◽  
Domestic Students ◽  
American Students ◽  
Residential Living ◽  
Meaningful Connections

Findings from this study indicate that more attention must be given to Chinese students’ interpersonal relationships with domestic students, particularly when considering the role of daily cross-cultural interactions in residential living. Participants who wanted American roommates anticipated an easier transition to U.S. culture. However, making meaningful connections with American students proved to be more challenging than anticipated. Participants reported that cultural differences within their residence hall room led to difficulty with communication and social connections.

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