scholarly journals Australia’s Crisis Responses During COVID-19

2021 ◽  
Vol 11 (S2) ◽  
pp. 94-111
Author(s):  
Jing Qi ◽  
Cheng Ma
Keyword(s):  
International Students ◽  
International Education ◽  
Historical Context ◽  
Crisis Response ◽  
Chinese International Students ◽  
Higher Education Funding ◽  
Virtual Ethnography ◽  
Host Government ◽  
And Migration ◽  
Crisis Responses

Since the outbreak of the COVID-19 pandemic, the global international education sector has been fraught with multiple, intensifying stressors, which have severely affected international students’ lives and study. Host government policies on international education can make a critical difference for this vulnerable population during the pandemic. Australia’s crisis response policies during the pandemic have been closely tracked and vigorously discussed amongst Chinese international students. This study examines how Australia’s crisis responses addressed the needs of international students during the pandemic, and how these policies impacted Chinese international students’ experiences and perceptions of studying in Australia. We collected qualitative data through interviews with Chinese international students, parents and migration agents, virtual ethnography on WeChat, and analysis of Australia’s policy responses. Our thematic analysis highlights participants’ experiences and views of Australia’s crisis responses in the four areas of financing, third-country transit, visas and immigration, and pandemic management. We discuss these findings in relation to the historical context of Australia’s higher education funding reforms during the 1980s and 1990s.           

Basic Need Satisfaction Intervention for Mainland Chinese International Students’ Adjustment to College

2021 ◽  
pp. 102831532110527
Author(s):  
Wilbert Law ◽  
Shuang Liu
Keyword(s):  
International Students ◽  
International Education ◽  
Well Being ◽  
Need Satisfaction ◽  
Chinese International Students ◽  
Mainland Chinese ◽  
Basic Need Satisfaction ◽  
Psychological Need ◽  
Adjustment To College ◽  
Basic Need

With an increasing number of students pursuing their tertiary studies overseas, ways to improve their adaptation into a new environment become of the utmost importance. By applying self-determination theory, the current research investigated the extent that a basic psychological need intervention can increase need-satisfying experiences and promote the adjustment of Mainland Chinese international students to college. In total, 55 participants were randomly assigned to an intervention or control condition. They completed questionnaires on basic need satisfaction and college adjustment before the start of the study, right after the completion of the intervention, and after a 5-week follow-up. Participants who received the intervention had significantly higher need satisfaction and adjustment to college than those in the control condition. The intervention effect was maintained after a 5-week delay. In addition, the results showed that the increases in psychological need satisfaction after the intervention predicted higher levels of students’ adjustment to college. Theoretical implications for the universality of basic need satisfaction to students’ well-being and practical implications for international education are discussed.

scholarly journals Critical Thinking and Chinese International Students: An East-West Dialogue

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Michael W. O'Sullivan ◽  
Linyuan Guo
Keyword(s):  
Critical Thinking ◽  
International Students ◽  
International Education ◽  
Chinese International Students ◽  
Domestic Students ◽  
The West ◽  
Post Secondary ◽  
Comparative And International Education ◽  
Intellectual Traditions ◽  
Critical Skills

In the West, the teaching of critical thinking, albeit differentially defined, is seen as the core of work at a graduate level. Despite the fact that developing such critical skills is increasing as an expectation of schools in the West, the literature reflects concerns that Canadian educated students arrive at university unprepared to engage at the expected level of criticality. If this is true of domestic students, what is the situation facing those international students who were educated in intellectual traditions, such as China’s, where critical thinking, at least as understood in the West, is rarely encouraged, and often actually discouraged? Do such students arrive prepared to work at a post-secondary level that involves critical thinking? Do such students embrace or resist critical thinking when these skills are taught to them? Is teaching critical thinking to these students a legitimate scholarly pursuit or is it, in effect, a neocolonial conceit? Can the Asian notion of harmony be reconciled with the Western notion of often-times sharp engagement with ideas and debate with their classmates and instructors? The authors, one a Canadian born and raised professor of comparative and international education to Chinese students studying in Canada, the other, a Chinese scholar who recently completed her doctorate in Canada where she now teaches, engage in a dialogue on Western concepts of critical thinking and the reaction of one class of Chinese international students to this pedagogy.

scholarly journals Interest Convergence and the Commodification of International Students and Scholars in the United States

JCSCORE ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 81-109
Author(s):  
Christina W. Yao ◽  
Tiffany Viggiano
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Soft Power ◽  
International Student ◽  
The United States ◽  
Interest Convergence ◽  
Official Statement ◽  
And Migration

International students and scholars in the United States (U.S.) have often been excluded from conversations about race, ethnicity, and migration within U.S. contexts. However, with the issuance of what is commonly known as the Travel Bans, fears emerged from the international education community of the Travel Bans affecting international student recruitment and enrollment. In this study, we highlight the ways in which an official statement from leaders of international higher education organizations employ interest convergence arguments, followed by a discussion of the ways in which convergence in this case is employed as a tool to garner U.S. soft power. The examination of a brief of amicus curiae submitted by the American Council on Education and 32 additional higher education associations revealed the commodification of international students and scholars when using interest convergence as an analytical frame for examining the soft power (Nye, 2008). International students and scholars contribute to U.S. soft power as a means of garnering diversity, contributing to foreign policy, producing knowledge, and generating economic gains.

scholarly journals Thinking Outside the Box: The National Context for Educational Preparation and Adaptation among Chinese and Korean International Students

2018 ◽  
Vol 13 (3) ◽  
pp. 418-438
Author(s):  
Angie Y. Chung ◽  
Kenneth Chen ◽  
Gowoon Jung ◽  
Muyang Li
Keyword(s):  
International Students ◽  
International Education ◽  
Social Adjustment ◽  
Free Market ◽  
Family Relations ◽  
The United States ◽  
Chinese International Students ◽  
Mainland Chinese ◽  
Time Space ◽  
National Differences

Despite growing scholarly interest in international education, few studies have examined how the broader historic, structural, and cultural contexts of sending nations inform the global perspectives and pedagogical strategies of international students before and after migration. Based on surveys and focus groups with Korean and Chinese international students at one public university, the study provides an in-depth look at national differences in learning contexts as they may affect the educational and social adjustment of international students through the lens of gender, family, and nation. We argue that international students view and experience their overseas education through different historical and national understandings of family, economy, and culture within mainland China and South Korea—the former emphasizing geopolitical concepts of family and nation centered on China’s position within the global hierarchy and the latter invoking “compressed” neoliberal frameworks representing a time-space compression of traditional hierarchies and neoliberal free-market ideals in Korea. The study reconciles and synthesizes micro- and macro-levels of analyses by comparing the ways Korean and mainland Chinese international students navigate their educational experiences in the United States based on their respective nationalistic frameworks and shifting gender/family relations in the homeland.

scholarly journals I came, but I’m lost: Learning stories of three Chinese international students in Canada

2014 ◽  
Vol 43 (2) ◽  
Author(s):  
Zhihua (Olivia) Zhang ◽  
Kumari Beck
Keyword(s):  
International Students ◽  
Language Learning ◽  
International Education ◽  
English Language ◽  
English For Academic Purposes ◽  
Chinese International Students ◽  
Narrative Study ◽  
Learning Stories ◽  
Before And After ◽  
Identity Investment

Abstract The number of international students arriving in Canada is increasing annually, with students from China accounting for the highest number. Grounded in sociocultural theories of second language learning, identity, investment and Community of Practice (CoP), this paper presents selected findings from a narrative study investigating the experiences of Chinese international students preparing for the International English Language Testing System (IELTS) tests in Canada. Based on their own accounts of English learning before and after coming to Vancouver, this paper finds that the participants recognized the capital and power of English and foreign qualifications, and regarded international education as a sanctuary from examinations in China. By comparing their current learning in different settings, they expressed confusion about engaging/disengaging in different communities, and about their past expectations, current experiences as well as future possibilities. This paper hopes to draw the attention of stakeholders (institutions and test issuing organizations) to the more nuanced challenges that international students encounter so that better support can be provided to international students learning English for academic purposes.

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