scholarly journals Unsilencing the Migratory Grief of International Students

2021 ◽  
Vol 11 (4) ◽  
pp. 988-994
Author(s):  
Asuka Ichikawa
Keyword(s):  
Higher Education ◽  
International Students ◽  
Help Seeking ◽  
Personal Narrative ◽  
Evidence Based ◽  
Grieving Process ◽  
Grief Support ◽  
Culturally Informed ◽  
Migratory Grief ◽  
Reflective Essay

This reflective essay explores the experience of international students’ migratory grief. Through a personal narrative, it describes the tendency among Asian international students to withhold help-seeking and transnational challenges that further complicate the grieving process among international students. Anticipating its relevance with the campus reopening during the COVID-19 pandemic, the article highlights the need for higher education institutions to foster an evidence-based and culturally-informed grief support.

Help Seeking Behaviors of International Students

2016 ◽  
pp. 1368-1386
Author(s):  
Susan Boafo-Arthur ◽  
Ama Boafo-Arthur
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Help Seeking ◽  
Culture Shock ◽  
The United States ◽  
Psychological Help ◽  
Institutions Of Higher Education ◽  
Professional Counseling ◽  
Help Seeking Behaviors

International students' pursuit of education in the United States (US) is mutually beneficial to both international students and the economy of the United States. Students often experience culture shock or transitional stress upon arrival. Despite these challenges, research indicates that international students are not likely to seek professional counseling to manage or resolve their issues. In the event that they seek help they are known to prefer medical instead of psychological help. Authors in this chapter review the influence of stigma and acculturational variables on help seeking behaviors of international students. The authors also discuss implications for international students and institutions of higher education, and conclude with recommendations that may be beneficial to international students, student counseling services, and institutions of higher education in the United States.

Help Seeking Behaviors of International Students

2016 ◽  
pp. 262-280 ◽  
Author(s):  
Susan Boafo-Arthur ◽  
Ama Boafo-Arthur
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Help Seeking ◽  
Culture Shock ◽  
The United States ◽  
Psychological Help ◽  
Institutions Of Higher Education ◽  
Professional Counseling ◽  
Help Seeking Behaviors

International students' pursuit of education in the United States (US) is mutually beneficial to both international students and the economy of the United States. Students often experience culture shock or transitional stress upon arrival. Despite these challenges, research indicates that international students are not likely to seek professional counseling to manage or resolve their issues. In the event that they seek help they are known to prefer medical instead of psychological help. Authors in this chapter review the influence of stigma and acculturational variables on help seeking behaviors of international students. The authors also discuss implications for international students and institutions of higher education, and conclude with recommendations that may be beneficial to international students, student counseling services, and institutions of higher education in the United States.

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Mwinyikione Mwinyihija
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Value Chain ◽  
Theoretical Perspective ◽  
Economic Benefits ◽  
Skills Development ◽  
Evidence Based ◽  
Wealth Creation ◽  
Urban Rural ◽  
Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would  position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

Comparing Intensive English Program (IEP) and Directly-Admitted International Students’ Academic Achievement

2020 ◽  
Author(s):  
Anthony Schmidt
Keyword(s):  
Higher Education ◽  
International Students ◽  
Equivalence Testing ◽  
Intensive English ◽  
Intensive English Program ◽  
Student Groups ◽  
First Semester ◽  
Intensive English Programs ◽  
Statistical Equivalence ◽  
Direct Admission

Intensive English programs (IEPs) exist as an additional pathway into higher education for international students who need additional language support before full matriculation. Despite their long history in higher education, there is little research on the effectiveness of these programs. The current research examines the effectiveness of an IEP by comparing IEP students to directly-admitted international students. Results from regression models on first-semester and first-year GPA indicated no significant differences between these two student groups. Follow-up equivalence testing indicated statistical equivalence in several cases. The findings lead to the conclusion that the IEP is effective in helping students perform on par with directly-admitted international students. These findings imply further support for IEPs and alterative pathways to direct admission.

scholarly journals Alice in Suicideland: Exploring the Suicidal Ideation Mechanism through the Sense of Connectedness and Help-Seeking Behaviors

2021 ◽  
Vol 18 (7) ◽  
pp. 3681
Author(s):  
Minh-Hoang Nguyen ◽  
Tam-Tri Le ◽  
Hong-Kong To Nguyen ◽  
Manh-Toan Ho ◽  
Huyen T. Thanh Nguyen ◽  
...  
Keyword(s):  
International Students ◽  
Suicidal Ideation ◽  
Help Seeking ◽  
Suicidal Thoughts ◽  
Help Seeking Behaviors ◽  
Negatively Associated ◽  
Related Information ◽  
Cultural Responses ◽  
The Impact ◽  
Informal Help

On average, one person dies by suicide every 40 s. However, extant studies have largely focused on the risk factors for suicidal behaviors, not so much on the formation of suicidal thoughts. Therefore, we attempt to explain how suicidal thoughts arise and persist inside one’s mind using a multifiltering information mechanism called Mindsponge. Bayesian analysis with Hamiltonian Markov Chain Monte Carlo (MCMC) technique was run on a dataset of multinational students (N = 268) of an international university in Japan. Item 9 in the PHQ-9 was used to survey suicidal ideation. The associations among four main variables, namely, (i) suicidal ideation, (ii) help-seeking willingness (informal and formal sources), (iii) sense of connectedness, and (iv) information inaccessibility (represented by being international students), were tested in four models. Sense of connectedness is negatively associated with suicidal ideation, but its effect becomes less impactful when interacting with international students. The impact of a sense of connectedness on informal help-seeking willingness (toward family members) among international students is also lessened. Informal help-seeking is negatively associated with suicidal ideation, whereas formal help is positive. The findings support our assumption on three fundamental conditions for preventing suicidal thoughts: (i) a high degree of belongingness, (ii) accessibility to help-related information, and (iii) healthy perceived cultural responses towards mental health. Therefore, systematically coordinated programs are necessary to effectively tackle suicidal ideation.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education

2013 ◽  
Vol 3 (1) ◽  
pp. 18-33 ◽  
Author(s):  
John A. Denholm ◽  
Aristidis Protopsaltis ◽  
Sara de Freitas
Keyword(s):  
Higher Education ◽  
Project Management ◽  
International Students ◽  
Graduate Students ◽  
Sample Size ◽  
Product Design ◽  
Serious Games ◽  
Mixed Reality ◽  
Business Simulation ◽  
Team Working

This paper reports on a conducted study, measuring the perceptions of post-graduate students on the effectiveness of serious games in the classroom. Four games were used (Project Management Exercise, “Winning Margin” Business Simulation, Management of Change and Management of Product Design and Development) with scenarios ranging from product design to project management. The games might be classified as Team-Based Mixed-Reality (TBMR) games. The games were conducted over the period October 2010 to May 2011and the questionnaires conducted during June 2011. The results, from a sample size of 80 of largely international students, indicated a clear ranking of emotions experienced when participating in the games with “Exciting” outweighing “Apprehensive”, “Bored” and Indifferent”. The majority of students indicated that both “their team winning” and “showing their personal competence” were important to them. However 70% said that working in teams was valuable in itself implying that team-working was a strong element in the conclusion that the games were of value. For all four games, over 60% said that conflict was valuable and over 75% said participating improved their “working in teams” skills. The value of feedback was rated highly, as was improved motivation. Over 60% said that the participation in the games was more useful than lectures on the same topic.

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