scholarly journals Higher Degree Students (HDR) during COVID-19

2021 ◽  
Vol 11 (S2) ◽  
Author(s):  
Catherine Gomes ◽  
Natalie Ann Hendry ◽  
Ruth De Souza ◽  
Larissa Hjorth ◽  
Ingrid Richardson ◽  
...  
Keyword(s):  
International Students ◽  
Pilot Study ◽  
Sense Of Belonging ◽  
Lived Experiences ◽  
Domestic Students ◽  
Bottom Line ◽  
Postgraduate Students ◽  
Ethnographic Interview ◽  
Interview Methods ◽  
Temporary Migrants

The wellbeing of higher degree research (HDR) students, or postgraduate students during the COVID-19 pandemic has been of concern. In Australia, international students have queued for food parcels, while headlines report stark drops in international enrolments and the financial bottom line of universities. We undertook a pilot study using ethnographic interview methods to understand the lived experiences of current international and domestic HDR students at an Australian university in Melbourne, from June to August 2020 (n=26). In this paper, we discuss domestic and international students’ experiences during the pandemic. International HDR students faced similar challenges to domestic students, but experienced further stressors as temporary migrants. We discuss their experiences in relation to resilience, understood as a relational and collective quality. We suggest that institutions develop policies and programmes to address resilience and build students’ sense of belonging and connection, informed by how students cope with challenges such as COVID-19.

scholarly journals Building Bridges to Better Bonds?: Differential On-Campus Participation between International and Domestic Students

2020 ◽  
pp. 72-86
Author(s):  
Nicole Malette ◽  
Emily Ismailzai
Keyword(s):  
International Students ◽  
White Students ◽  
Sense Of Belonging ◽  
Asian Students ◽  
Structured Interviews ◽  
Domestic Students ◽  
Student Groups ◽  
Campus Organizations ◽  
Bridging Capital ◽  
Bonding Capital

Helping international students create meaningful on-campus connections is a major part of higher education’s internationalization efforts. By focusing on the efforts made by both international and domestic students to develop a sense of belonging through on-campus organizations like clubs and sports, we have the opportunity to consider their active creation of bridging and bonding capital. Through structured interviews with 150 international Asian and domestic White and Asian students enrolled at one of the largest universities in Canada, this research demonstrates that ethnicity-based on-campus organizations play a key role in helping international students build bonding capital on campus. However, findings from this research also demonstrate that international and domestic student groups do not take part in the same on-campus organizations. Differences in participation and discriminatory attitudes held by domestic White students have the potential to inhibit bridging capital, limiting integration between student groups

scholarly journals Responsible education: what engages international postgraduate students – evidence from UK

2020 ◽  
Vol 11 (4) ◽  
pp. 363-376
Author(s):  
Paul Agu Igwe ◽  
Mahfuzur Rahman ◽  
Paschal Ohalehi ◽  
Amarachi Amaugo ◽  
Julian Amalachukwu Anigbo
Keyword(s):  
International Students ◽  
Sense Of Belonging ◽  
Foreign Students ◽  
Qualitative Methodology ◽  
Significant Proportion ◽  
Influential Factors ◽  
International Studies ◽  
Structured Interviews ◽  
Content Type ◽  
Postgraduate Students

Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.

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.

Study-work-life balance of international students in the context of temporal boundaries

2019 ◽  
Vol 7 (2) ◽  
pp. 63-79
Author(s):  
Megan O'Mahony ◽  
Debora Jeske
Keyword(s):  
International Students ◽  
Social Withdrawal ◽  
Work Life ◽  
Work Life Balance ◽  
Boundary Management ◽  
Structured Interviews ◽  
Time Zone ◽  
Life Balance ◽  
Postgraduate Students ◽  
Personal Challenges

The goal of this qualitative study was to examine the experience of study-work-life balance among international students who were separated from their family both geographically and temporally. Using 10 semi-structured interviews with postgraduate students and thematic analysis, several themes were identified. These included boundary management shifts due to study/work demands and time zone differences. In addition, students reported social and personal challenges (in terms of family’s expectations, relationships maintenance, socialization in host country). Temporal boundaries contributed to social withdrawal and isolation among students, many of which were heavily reliant on their own family network for support. The findings strengthen the argument that time difference impacts the boundary management and social experience of international students.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

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.

scholarly journals Central Queensland University's Course Management Systems: Accelerator or brake in engaging change?

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Jeanne McConachie ◽  
Patrick Alan Danaher ◽  
Jo Luck ◽  
David Jones
Keyword(s):  
International Students ◽  
Online Survey ◽  
Systems Approach ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Drivers Of Change ◽  
Domestic Students ◽  
Survey Results ◽  
Strategic Position

<p> Central Queensland University (CQU) is a highly complex institution, combining campuses in Central Queensland and distance education programs for Australian domestic students with Australian metropolitan sites for international students and a number of overseas centres, also for international students. In common with many other universities, CQU has recently reviewed its course management systems (CMSs). In doing so, CQU has signalled its desired strategic position in managing its online learning provision for the foreseeable future.</p> <p>This paper analyzes that strategic position from the perspective of the effectiveness of CQU’s engagement with current drivers of change. Drawing on online survey results, the authors deploy Introna’s (1996) distinction between teleological and ateleological systems to interrogate CQU’s current position on CMSs – one of its most significant enterprises – for what it reveals about whether and how CQU’s CMSs should be considered an accelerator of, or a brake on, its effective engagement with those drivers of change. The authors contend that a more thorough adoption of an ateological systems approach is likely to enhance the CMS’s status as an accelerator in engaging with such drivers. </p> <P><STRONG>Keywords: </STRONG>Australia, course management systems, enterprise systems, open and distance learning, teleological and ateleological systems<BR> </P>

scholarly journals The Influence of Humor Styles on The Sense of Belonging among University Students

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Mohammad Saipol Mohd Sukor ◽  
Siti Aisyah Panatik ◽  
Nurul Farhana Noordin
Keyword(s):  
Sense Of Belonging ◽  
Full Time ◽  
Humor Styles ◽  
Postgraduate Students ◽  
The Social ◽  
Aggressive Humor ◽  
Study Support ◽  
Human Desire ◽  
Psychological Sense

The sense of belonging is a strongly human desire, but it is less explored by past researchers. The sense of belonging exists when people in a group or community were taking care and supporting each others. In order to further explore the predictors of the sense of belonging, this study is conducted to identify the influence of humor styles behavior on the sense of belonging. A total of 108 local postgraduate full-time students in a public university in Malaysia were involved in the study. The instruments used were Humor Styles Questionnaire (HSQ) and Psychological Sense of Belonging (SOBI-P). The result from regression analysis shows that there are significant influences of humor styles behavior on the sense of belonging among postgraduate students. It was found that the self-enhancing humor will increase the sense of belonging, whereas the aggressive humor will decrease the sense of belonging among postgraduate students. Overall, this study support Martin’s theory about the role of adaptive and maladaptive humor in the social relationship especially in the context of educational environment.

scholarly journals THE TASTE OF HOME: THE CONSTRUCTION OF SOCIAL RELATIONSHIPS THROUGH COMMENSALITY AMONGST FEMALE MALAY STUDENTS IN THE UNITED KINGDOM

2022 ◽  
Vol 7 (1) ◽  
pp. 316-334
Author(s):  
Ireena Nasiha Ibnu
Keyword(s):  
United Kingdom ◽  
International Students ◽  
Social Relationships ◽  
Participant Observation ◽  
Postgraduate Students ◽  
Migrant Communities ◽  
The United Kingdom ◽  
Food And Identity ◽  
And Migration ◽  
Depth Interviews

Background and Purpose: Commensality is an act of eating together among migrant communities as a means of passing down the culture and ethnic identity. There is very limited discussion on commensality that pays attention to food sharing and eating that extends beyond the traditional forms of social relationships, identity, and space among the Malay community abroad. Thus, this article aims to explore the connections of social relationships through food, space and identity amongst female Malay students in the United Kingdom.   Methodology: This research is based on one-year ethnographic fieldwork amongst female Malaysian Muslim students in Manchester and Cardiff.  Thirty in-depth interviews were conducted with both undergraduate and postgraduate students from sciences and social sciences courses. Besides, in-depth interviews, participant observation, conversation and fieldnotes methods were deployed as supplementary for data collection.   Findings: This paper argues that cooking and eating together in a private space is a way for them to maintain social relationships and overcome stress in their studies, and fulfil their desire to create harmony and trust at home. Besides, places such as the kitchen, play an essential space in building the Malay identity and social relationships between female Malay students’ communities in the host country.   Contributions: This study has contributed to an understanding of the meaning of friendship, identity, space, and the discussion on the anthropology of food from international students’ perspectives and migration studies.   Keywords: Food and identity, commensality, Malay students, friendship, international students.   Cite as: Ibnu, I. N. (2022). The taste of home: The construction of social relationships through commensality amongst female Malay students in the United Kingdom. Journal of Nusantara Studies, 7(1), 316-334. http://dx.doi.org/10.24200/jonus.vol7iss1pp316-334

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’.

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