scholarly journals Racial Unspeakability

2021 ◽  
Vol 11 (S1) ◽  
pp. 108-132
Author(s):  
Gian-Louis Hernandez
Keyword(s):  
Racial Differences ◽  
International Student ◽  
Meaning Making ◽  
Student Mobility ◽  
Structured Interviews ◽  
Domestic Students ◽  
Racial And Ethnic Differences ◽  
Race Ethnicity ◽  
Global Imaginary ◽  
Affective Relations

Increasing diversity in international student mobility/migration has gained attention in recent years (Bilecen & Van Mol, 2017). Diversity in international higher education institutions has primarily been understood in terms of diversity of national origin, meaning the dynamics of racial and ethnic differences are not adequately addressed in the literature (Estera & Shahjahan, 2018). This study uses data collected during semi-structured interviews with international and domestic students, as well as administrators, to identify narrations of race, ethnicity, and nationality that delimit a modern/colonial global imaginary (Stein & Andreotti, 2017). It further demonstrates that internal heterogeneity of both sending and receiving countries leads to varied meaning-making schemes for engaging with embodied racial differences and their attendant affective relations (Ahmed, 2013; Wetherell, 2012). The project suggests the term racial unspeakability as a culturally contingent, affective force that governs narrations of race, ethnicity, and nationality. 

scholarly journals Three Levels of Push-Pull Dynamics Among Chinese International Students’ Decision to Study Abroad in the Canadian Context

2017 ◽  
Vol 7 (1) ◽  
pp. 113-135 ◽  
Author(s):  
Jun Mian Chen
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
Student Mobility ◽  
Chinese International Students ◽  
Student Migration ◽  
Structured Interviews ◽  
Individual Level ◽  
Migration Flows ◽  
The Individual

The extant literature on student migration flows generally focus on the traditional push-pull factors of migration at the individual level. Such a tendency excludes the broader levels affecting international student mobility. This paper proposes a hybrid of three levels of push-pull dynamics (micro−individual decision-making, meso−academic marketing, and macro−national marketing) to paint a more accurate picture of student migration flows. A case study of 15 semi-structured interviews with Chinese international students at a Canadian university was conducted to illuminate the underresearched reality that universities and Canada as a nation offer additional incentives, in conjunction with individual/familial reasons, for study abroad. The paper concludes with recommendations for new research directions arising from the present study.

scholarly journals Does an International Academic Environment Promote Study Abroad?

2020 ◽  
pp. 102831532091326
Author(s):  
Giorgio Di Pietro
Keyword(s):  
Study Abroad ◽  
International Student ◽  
Family Background ◽  
Student Mobility ◽  
Academic Environment ◽  
Domestic Students ◽  
Study Abroad Programs ◽  
Empirical Estimates ◽  
Using Data ◽  
The Impact

Although many studies on international student mobility have examined the impact of individual factors (e.g., gender, age, family background) on students’ decision to study abroad, much less attention has been devoted to the role played by the institutional climate and characteristics of one’s home university. Using data from an Italian survey containing information on a large number of university students, this research investigated the extent to which a more international academic environment incentivizes students to participate in study abroad programs. A logit model was developed to estimate the effect that the degree of internationalization of one’s home university has on the probability that its students will study abroad, while controlling for several student-level factors. The empirical estimates indicate that this effect is significant, suggesting that being part of an international academic environment, where domestic students can interact more frequently with international students, helps motivate them to undertake study abroad. This result stresses the importance of engaging domestic students in the internationalization process of their universities.

scholarly journals A Pedagogy of Student Mobility

2020 ◽  
Vol 12 (Spring) ◽  
pp. 67-77
Author(s):  
William Geibel
Keyword(s):  
International Student ◽  
Student Mobility ◽  
Educational Activity ◽  
Magical Thinking ◽  
Domestic Students ◽  
Academic Effort ◽  
Humanistic Outcomes ◽  
Mobility Programs ◽  
The University

Student mobility is often hailed for its contributions to certain student outcomes such as improved international understanding and awareness (i.e. humanistic outcomes). Yet despite the heavy reliance placed upon student mobility to produce these humanistic outcomes, little academic effort has been devoted to how these outcomes are attained and what the role of the university should be in facilitating such outcomes. Far too often, universities rely on a type of magical thinking that assumes humanistic outcomes simply by bringing international students onto their campuses. As a result, shortcomings in student mobility programs persist including social and physical separation of international and domestic students, a lack of interaction between these two groups and even, at times, negative interactions that undermine the goals of these programs. Therefore, in place of magical thinking, this paper presents a pedagogy of student mobility to guide how universities approach international student programs. By conceptualizing student mobility as an educational activity in which the university must play the role of facilitator, the pedagogy borrows from a range of educational theories and tools to put forth four tenets that can assist universities in overcoming current shortcomings and fulfill the potential of student mobility programs.

INTERNATIONAL STUDENTS’ BURNOUT IN HIGHER EDUCATION

2021 ◽  
Vol 6 (15) ◽  
pp. 54-74
Author(s):  
Rüyam KÜÇÜKSÜLEYMANOĞLU
Keyword(s):  
Higher Education ◽  
International Students ◽  
Cultural Context ◽  
International Student ◽  
Student Mobility ◽  
Economic Value ◽  
Structured Interviews ◽  
Qualitative Part ◽  
Common Understanding ◽  
Academic Demands

International student mobility has been expanding in the past twenty years. Creating economic value and strategic colloborations, developing a common understanding in a socio-cultural context, and generating scientific knowledge at a universal level through projects and research in higher education are the main reasons that play a role in the increase of internationalization efforts. International students who prefer to study outside of their country face many academic, socio-cultural, psychological and economic problems. The purpose of this study is to determine the burnout levels of international students. A descriptive approach incorporating quantitative (MBI-SS) and qualitative methods (semi structured interviews) were adopted in the present study to collect data. A total of 1284 international students were selected fort the quantative and 20 studets for the qualitative part of the study. The results of the study revealed the fact that international students has high burnout levels due to academic demands, cultural differences, financial problems, language and homesickness.

scholarly journals Phenomenological Study of Lived Experiences of International Students in Turkey

2020 ◽  
Vol 10 (4) ◽  
pp. 853-871
Author(s):  
Ali C Kılınç ◽  
Kürşat Arslan ◽  
Mustafa Polat
Keyword(s):  
Higher Education ◽  
International Students ◽  
Lived Experiences ◽  
International Student ◽  
Phenomenological Study ◽  
Student Mobility ◽  
Sampling Technique ◽  
State University ◽  
Structured Interviews ◽  
Studying Abroad

Internationalization trends in higher education have become a significantly accentuated issue and student mobility is considered as one of the core components of internationalization in higher education. This study focuses on investigating the lived experiences of international students at a state university in Turkey using qualitative research method and phenomenological design. The research data were collected through semi-structured interviews in order to reveal the participants’ experiences and their overall insight into studying abroad. 10 international students from various countries in accordance with the maximum variation sampling technique participated in the current study. The findings provide a rich description of the lived experiences of international students regarding their perceptions of studying abroad. Results of the data analysis yielded two major themes entitled “Perceptions of being an international student: What does it mean? What have they experienced?” and “The assistance and challenges they have been through during their study”.

scholarly journals Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

2020 ◽  
Vol 8 (4) ◽  
pp. 79-94
Author(s):  
Jasvir Kaur Nachatar Singh
Keyword(s):  
International Students ◽  
International Student ◽  
Research University ◽  
Student Mobility ◽  
Research Work ◽  
Academic Failure ◽  
Structured Interviews ◽  
International Student Mobility ◽  
Postgraduate Students ◽  
The Impact

Malaysia aspires to become a regional and international hub of higher education through an international student mobility initiative. Existing scholarly work on international students is skewed towards understanding the general challenges faced by international students, but limited work has been conducted in exploring the impact of severe supervision challenges on international postgraduate students’ experiences in a Malaysian research university. Hence, this paper explores the evidence of academic failure experienced by international postgraduate students by drawing on semi-structured interviews with 33 international postgraduate students. Academic failure experiences were faced by international postgraduate students as a result of two major challenges: supervision issues, and faculty mismanagement. The experience of academic failure has impacted the students’ enthusiasm, motivation and inspiration in progressing in their research work and has also impacted them psychologically. The implications for developing significant and profound strategies to assist international postgraduate students in achieving positive educational outcomes are also discussed.

Growth all along the road? Personality development and international contacts of (in)experienced sojourners

2021 ◽  
pp. 089020702098843
Author(s):  
Julia Zimmermann ◽  
Henriette Greischel ◽  
Kathrin Jonkmann ◽  
Franz J. Neyer
Keyword(s):  
Public Discourse ◽  
International Student ◽  
Student Mobility ◽  
Personality Development ◽  
Market Potential ◽  
International Mobility ◽  
The Road ◽  
Personality Research ◽  
International Contact ◽  
Anticipation Effects

International student mobility (ISM) is an important educational means to promote the international (job market) potential of university students. Beyond that, it constitutes a context of personality development in young adulthood. With the present research, we tried to integrate the perspectives of applied and personality research in addressing the following questions. First, we scrutinized the robustness of ISM effects on personality development as we controlled for effects of sociodemographic characteristics and implemented a waiting group design ( N = 3070). Second, we explored ISM anticipation effects as well as the moderation of ISM effects by previous international mobility experiences. Finally, in view of the public discourse on the benefits of “Erasmus crowds”, we assessed the roles of international and host relationships with regard to the personality development of sojourners. The results largely corroborated the robustness of ISM effects on personality development. No ISM anticipation effects occurred, and effects of current ISM engagement were largely unaffected by previous international mobility experiences. Finally, international contact experiences were associated with personality development above and beyond effects of host country contacts. Implications for the understanding of personality development and potential inferences for the organization and improvement of ISM programs are discussed.

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