scholarly journals Friends Matter: The Relationship Between Korean International Students’ Friendship Networks and Study Abroad Outcomes

2021 ◽  
Vol 8 (2) ◽  
pp. 138-155
Author(s):  
Jae-Eun Jon ◽  
Heeyun Kim ◽  
Soo-yong Byun
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Personal Development ◽  
International Student ◽  
Policy Implications ◽  
Friendship Networks ◽  
Studying Abroad ◽  
Student Exchange Programs ◽  
Korean International Students

This study examined the determinants of international students’ interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students’ participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students’ interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context.

scholarly journals Comparing International Student Friendship Networks in Buenos Aires: Direct Enrollment Program vs. Study Abroad Centers

2016 ◽  
Vol 27 (1) ◽  
pp. 47-69 ◽  
Author(s):  
Blake Hendrickson
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Host Country ◽  
Cultural Adaptation ◽  
International Student ◽  
Buenos Aires ◽  
Cross Cultural ◽  
Friendship Networks ◽  
Cross Cultural Adaptation ◽  
The Cross

A robust pattern identified in the cross-cultural adaptation and international education literature shows that upon arrival in a new cultural environment international students tend to form new friendships with individuals from their own countries while failing to develop relationships with those from the host country. This is problematic considering that communication with host nationals lies at the heart of the cross-cultural adaptation process and host national friendship is associated with a diverse set of positive outcomes. A historical debate among university administrators, international educators, and scholars as to the most effective way to arrange study abroad initiatives pivots around the amount of interaction that students have with the local culture. In order to examine the impact that study abroad program models have on friendship networks this study employs a mixed-method, longitudinal strategy to compare the friendship networks of 105 international students enrolled in 10 different study abroad programs and universities in Buenos Aires, Argentina. Results show that students studying directly at Argentine Public and Private Universities have significantly more Argentine and other international student friends while students in US-based Island programs have significantly more friends form their own country. These findings reveal the central role that study abroad administration plays in the interpersonal interaction that international students have with individuals from the host country, provide several explanations for the current trends, and give implications for study abroad administration.

Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange

2013 ◽  
Vol 42 (2) ◽  
Author(s):  
Jürgen Gerhards ◽  
Silke Hans
Keyword(s):  
Human Capital ◽  
Study Abroad ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
International Student ◽  
Sociology Of Education ◽  
Economic Capital ◽  
Studying Abroad ◽  
Filtering Function ◽  
Study Abroad Program

SummaryDue to globalization, skills such as foreign language proficiency and intercultural competence, here referred to as transnational human capital, are becoming increasingly important. A study-abroad program during schooling is one of the most efficient ways to acquire transnational human capital. Until now, class-specific access to transnational capital has remained largely unexplored. With recourse to the literature on the sociology of education and to the work of Pierre Bourdieu, we have developed hypotheses and tested them using German Socio-Economic Panel (GSOEP) data. The findings indicate that the likelihood of studying abroad is determined a) by the capital available to the parents, b) by the cultural capital and the commitment of the child, c) by the opportunity structure, and d) by family conflicts. Attendance of a ‘Gymnasium’ has a crucial filtering function. Overall, the probability of acquiring transnational human capital through study abroad differs significantly according to the economic capital of the child’s parents.

scholarly journals Promoting intercultural competence in study abroad students

2021 ◽  
Author(s):  
Christian Tarchi ◽  
Alessio Surian
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Active Control ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Conceptual Knowledge ◽  
Studying Abroad ◽  
Long Time ◽  
Short Intervention ◽  
Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

scholarly journals The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad

2019 ◽  
Vol 9 (3) ◽  
pp. 495-517
Author(s):  
Gianna Hessel
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
L2 Acquisition ◽  
Intercultural Learning ◽  
Lingua Franca ◽  
Student Interactions ◽  
European Universities ◽  
Intercultural Interactions ◽  
The Uk

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

scholarly journals International Student Recruitment Strategies in Finland and China

2019 ◽  
Vol 3 (4) ◽  
pp. 1-17
Author(s):  
Suvi Jokila
Keyword(s):  
Decision Making ◽  
International Students ◽  
Study Abroad ◽  
International Student ◽  
Recruitment Strategies ◽  
Sources Of Information ◽  
International Student Recruitment ◽  
Decision Making Processes ◽  
Private Actors ◽  
Different Sources

The recruitment of international students has become a global phenomenon. Prospective candidates planning to study abroad rely on different sources of information in their decision-making processes, provided by different national, institutional and private actors. Thus, more analysis of the mediators facilitating this encounter of recruiters and students is needed. This study analyses how study choices in Finland and China are constructed by analysing the embeddedness of national recruitment strategies in websites, the construction of study choices as capitals and the trust-building devices (dispositifs) employed in the websites. Data consist of textual material from four websites representing educational offerings in Finland and China, targeted for international students searching for information in their study-abroad decision-making. This study puts forward three arguments. First, the analysed websites reflect the national strategies on the recruitment of international students; however, the approaches the websites use vary greatly. Second, websites construct expectations that build on a holistic study-abroad experience. Third, non-governmental websites employ commercially oriented dispositifs to distinguish or affirm choices.

scholarly journals Developing a framework for international students’ rationales for studying abroad, beyond economic factors

2020 ◽  
pp. 147821032096506
Author(s):  
Omolabake Fakunle
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Transformative Experience ◽  
Critical Question ◽  
Global Trends ◽  
Four Dimensions ◽  
Studying Abroad ◽  
Instrumental Values ◽  
Capital Development

Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by countries and institutions to recruit fee-paying international students. For international students, previous studies on their decision-making processes and motivations for studying abroad emphasise the benefit of acquiring a quality education and employability, tending to human capital development. The dominant framing of internationalisation around economic imperatives, which has been criticised by several scholars, limits our understanding of non-economic dimensions of ISM. A review of Sen’s capability approach encompassing both intrinsic and instrumental values supports the framework presented in this article. The framework, illustrated by qualitative data, captures how international students’ rationales for studying abroad include the following four dimensions: educational; experiential; aspirational; and economic. This article raises a critical question about how an internationalisation policy that does not represent a broad range of students’ rationales for studying abroad can be expected to provide a transformative experience for students. The concluding section details recommendations for a re-imagining of policy towards enhancing the international student experience. It briefly points to the timeliness of the proposed framework in the light the possible impact of Covid-19 on the future of ISM.

scholarly journals International Student Mobility in the United States

2015 ◽  
pp. 13-15 ◽  
Author(s):  
Christine Farrugia ◽  
Ashley Villarreal
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
University Campus ◽  
International Educational Exchange ◽  
The Past ◽  
Studying Abroad ◽  
Mobile Students ◽  
The U.S

The number of globally mobile students has nearly doubled over the past ten years, from 2.1 million students in 2001 to 4.1 million students in 2011. According to Open Doors 2012: Report on International Educational Exchange, the U.S. hosted 764,795 international students in 2011/12, an increase of 3.7 percent from the previous year. International students in the U.S. now make up 19 percent of the world's globally mobile students, and as university campus enrollments grow, so does the proportion of students enrolling in them from abroad. The number of U.S. students studying abroad reached 273,996 in 2010/11, an increase of 1.3 percent over the prior year and an increase of 78 percent over the past ten years.

scholarly journals Experiences, challenges, and supports during studying and sojourning in Canada: the case of Chinese international students

2021 ◽  
Author(s):  
Zhengying Qian
Keyword(s):  
Second Language ◽  
Social Interaction ◽  
International Students ◽  
Language Learning ◽  
Personal Development ◽  
Second Language Learning ◽  
International Student ◽  
Chinese Student ◽  
Cultural Dimensions ◽  
Chinese International Students

With the internationalization of education, Chinese students have constituted the largest international student group in the world as well as in Canada. The purpose of this study is to explore the experiences, challenges, and supports specific to the Chinese student population at Canadian universities. In order to triangulate the data from different sources, individual interviews with eight Chinese international students and three International Student Advisors were conducted in this qualitative research. Hofstede's theory on cultural dimensions and the bilinear model of acculturation and enculturation are applied to explain the findings about Chinese international students' experiences and challenges with regard to second language learning, academic studies, social interaction, post-graduation plans, and personal development and identity reshaping. Moreover, based on Chinese international students' awareness and use of supports available to them, this study has implications for practice as to how to improve their support system. Key words: Chinese international students; cultural dimensions; acculturation and enculturation; international student support; second language learning; academic studies; social interaction; post-graduationhengying plans; personal development; identity reshaping

scholarly journals Transnational Education: Looking at Out- and Inflow of International Student Migration

2020 ◽  
Vol 4 (1) ◽  
pp. 52-59
Author(s):  
Ika Sandra
Keyword(s):  
International Students ◽  
International Student ◽  
Easy Access ◽  
Student Migration ◽  
Host Countries ◽  
Studying Abroad ◽  
Global Trend ◽  
The Pacific ◽  
Ethnographic Analysis ◽  
Study Overseas

The interest of students from various countries to study overseas have been increasing lately, resulting in a global trend. Their reasons could be different from one another. This study analysed student migration using different models and theories. Through qualitative research, using literary and ethnographic analysis along with transnational perspectives, this project analyzed the reasons behind student’s migration. The finding indicates that different theories and approaches show different reasons why the students migrate. Push-pull factor theory shows that factors from the home country and the host country can count as reasons for why students study abroad. World system theory shows how economically, politically, and socially powerful countries play an important role in attracting international students. The demand and supply models are related to the middle class who are eager to gain cultural and social capital through studying abroad. Finally, the global space approach has three poles to look at international student flows; one of which is the Pacific pole where English-speaking countries become popular destinations particularly among international students from Asian countries. This article suggests that if host countries want to market their education comprehensively, the host countries should give more space and easy access for the home countries of the outflows of student migration.

Reach Across Cultures

2020 ◽  
pp. 223-237
Author(s):  
Vicki L. Marshall
Keyword(s):  
International Students ◽  
Qualitative Study ◽  
Intercultural Competence ◽  
Student Persistence ◽  
International Student ◽  
Educational Leaders ◽  
Open Communication ◽  
Post Secondary ◽  
Academic Practices

The purpose of this chapter is to suggest personal and academic practices that will encourage international student persistence in post-secondary institutions. International students who enroll in U.S. post-secondary institutions face barriers that may prevent persistence; therefore, faculty have a responsibility to exercise intercultural competence and to help international students overcome those barriers. These suggestions are derived from Marshall's phenomenological qualitative study in which successful global educational leaders from eight different states described their own personal and academic practices. Personal practices that led to intercultural competence of educational leaders included C.O.R.E. values: compassion, open communication, respect, and an ethnorelative attitude.

Sign in / Sign up

Export Citation Format

Share Document