scholarly journals How International Students’ Acculturation Motivation Develops over Time in an International Learning Environment

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Adedapo Tunmise Aladegbaiye ◽  
Menno D.T. De Jong ◽  
Ardion D. Beldad
Keyword(s):  
International Students ◽  
Learning Environment ◽  
International Experience ◽  
Friendship Networks ◽  
Intercultural Contact ◽  
Language Difficulties ◽  
International Learning ◽  
Student Identities ◽  
Development Of Students ◽  
Over Time

This research investigates how the acculturation motivation (AM) of new international students develops over time, and which factors play a role in this development. In the context of a Dutch university, we interviewed 25 students from 17 countries thrice over eight months. The results show that initial AM levels can be categorized as high or low.  These AM levels evolved into four patterns in the three interview rounds: high-low-low, high-low-high, low-high-low and low-high-high. After four months, twelve factors emerged as affecting the development of students’ AM levels. Prominent factors were prior international experience, language difficulties, and perceived student identities. After eight months, seven additional factors contributed to subsequent changes in students’ AM levels. Prominent factors were the perceived international learning environment, friendship networks, and teachers’ role in intercultural contact. These imply that universities can introduce target interventions which could improve their international students’ acculturation experiences at specific times.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Saifullah Khalid ◽  
Qi Zhanyong ◽  
Jannat Bibi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Positive Impact ◽  
Knowledge Development ◽  
Content Type ◽  
Subject Knowledge ◽  
Diverse Learning ◽  
Cognitive Transformation ◽  
Mind Set ◽  
The Impact

Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

“We Begin 300 Metres Behind the Starting Line”

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sara Hosseini-Nezhad ◽  
Saba Safdar ◽  
Lan Anh Nguyen Luu
Keyword(s):  
International Students ◽  
Well Being ◽  
Psychosocial Adaptation ◽  
Structured Interviews ◽  
One Year ◽  
Iranian Students ◽  
Almost All ◽  
The Impact ◽  
Longitudinal Qualitative Research ◽  
Over Time

This longitudinal qualitative research aimed to investigate the psychosocial adaptation trajectory of Iranian international students in Hungary and the challenges they encountered. Semi-structured interviews were conducted at seven-month to one-year intervals with 20 Iranian students; inductive content analysis was utilized to analyze the interview transcripts. Three topics were identified: (1) visa and banking challenges, (2) the impact of the currency crisis in Iran on mental health, and (3) positive and negative changes in psychological well-being over time. The results revealed that almost all students’ well-being improved over time, despite facing challenges related to visas, banking, and Iran’s recent economic crisis (specifically, the drastic plunge of the Iranian currency).

Drifting Houses, Shifting Anchors

2016 ◽  
pp. 136-152 ◽  
Author(s):  
Hyunyoung Cho ◽  
David W. Haines ◽  
Karen E. Rosenblum
Keyword(s):  
International Students ◽  
English Language ◽  
Student Mobility ◽  
Language Education ◽  
International Experience ◽  
College Campus ◽  
English Language Education ◽  
Free Economic Zone ◽  
International Setting ◽  
Academic Faculty

Based on a new American college campus in Korea's Incheon Free Economic Zone, the authors in this chapter examine the experience of a set of students who challenge the traditional categorizations of “international” students and are often not counted in standard statistics on transnational student mobility. The authors discuss the changing nature and value of English-language education in this international setting, the increasing number of these students who already have international experience, and how these students themselves navigate a range of national and international identities. The authors also identify challenges these new international students pose for academic faculty and staff, particularly how to reconcile the different claims that students, staff, and faculty make about the meaning of being international.

scholarly journals Covering International Marketing Influences on Firm International Performance: Evidences from GCC

2017 ◽  
Vol 12 (8) ◽  
pp. 274
Author(s):  
Mansour Lotayif
Keyword(s):  
Multiple Regression ◽  
Entrepreneurial Orientation ◽  
International Marketing ◽  
International Experience ◽  
Senior Executives ◽  
Gulf Region ◽  
International Performance ◽  
Marketing Influence ◽  
Causality Relationship ◽  
International Learning

The current study aims at figuring out set of causality relationships with firm’s international performance in GCC context. The experiences of 217 senior executives serving in Gulf region have been deployed for that purpose. Throughout SPSS version 21 and via multi-variant e.g. multiple regression and ANOVA, and bi-variant e.g. correlation, the current study’s eight objectives and hypotheses were tested. The research results indicated that there are significant causality relationships between firm’s international performance (FIP) and bi-marketing daily interaction, international marketing and general marketing coordination (IM-GM), international marketing influence, international learning orientation, international innovativeness orientation, and international entrepreneurial orientation, However, no significant causality relationship between study’s demographics (i.e. business type, type of ownership, international experience, and number of employees) and FIP was revealed.

scholarly journals Affordances for cultural adjustment of international students learning Chinese as a second language in a mobile-assisted learning environment

2019 ◽  
pp. 124-129
Author(s):  
Shixin Dong ◽  
Li Cheng ◽  
Liu Dong ◽  
Guanzhen Wu
Keyword(s):  
Second Language ◽  
International Students ◽  
Learning Environment ◽  
Mobile Technology ◽  
Cultural Adjustment ◽  
Cultural Knowledge ◽  
Specific Situation ◽  
Mobile Learning Environment ◽  
Depth Interviews ◽  
Online Group

The purpose of the study is to understand the mobile-assisted learning situation of international students in China from the perspective of cultural adjustment and explore the affordances for cultural adjustment of these students in this specific situation. This study investigated eight students learning Chinese as a second language in a university in Beijing and using mainly WeChat, a mobile technology. Qualitative methods were employed in this study. The researchers followed the students for three months (from September to November 2018) and collected all the online messages in the WeChat online group. Moreover, eight one-hour in-depth interviews with participants were conducted. Results showed that the characteristics of the international students’ cultural adjustment in the mobile learning environment are universality, consciousness and unconsciousness, and interactivity. In addition, three affordances were identified: resources on Chinese linguistic and cultural knowledge, ways to obtain social support, and ways to relieve stress. Finally, two suggestions for international students are proposed.

scholarly journals Academic and Daily Life Satisfaction of Monbukagakusho Scholarship Students in Japan: The Case of Peruvian as International Students in Japan

2019 ◽  
Vol 15 (9) ◽  
pp. 53
Author(s):  
Jakeline Lagones
Keyword(s):  
Life Satisfaction ◽  
International Students ◽  
Daily Life ◽  
Quantitative Model ◽  
Highly Qualified ◽  
Academic Satisfaction ◽  
Scholarship Students ◽  
Language Difficulties ◽  
Dependent Variables ◽  
Definition Of

As the birth rate in Japan continues to decline, there is a growing need to ensure the availability of highly qualified foreign professionals. In order to attract more international students, it is necessary to understand the variables from the academic and daily life that international students face in Japan. This study shows the variables that influence academic satisfaction, daily life satisfaction and the relationship between these variables for Peruvian students serving as Monbukagakusho scholars in Japan. This study also describes the Monbukakusho scholars experience in their academic and daily life in Japan, which has a unique culture. Mix methodology was used in this study. The quantitative model based on individual data taken from a survey administered to Peruvian Monbukagakusho students, who were studying or are continuing their studies in Japan. The results show that the dependent variables and academic satisfaction are significantly related to language difficulties. Regarding the second dependent variable of, daily life satisfaction, we find a significant relationship between those who choose to study in Japan for cultural reasons and those, who study in shared laboratories and the type of scholarship received. Economic factors such as financial scholarship values are not related to dependent variables. A qualitative design of grounded theory was used as a framework to explore the experiences of Monbukagakusho students’ definition of academic and daily life satisfaction in Japan. Five relevant Japanese codes stand out from the interviews; cohai-sempai, tatemae, honne, omoiyari and aisowarai.

scholarly journals Influential Determinants of International Students’ Satisfaction in Higher Education

2019 ◽  
Vol 8 (2S11) ◽  
pp. 589-597
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Environment ◽  
Study Data ◽  
Satisfaction Level ◽  
Quality Factors ◽  
Course Structure ◽  
Postgraduate Students ◽  
Internationalization Strategies ◽  
Students Satisfaction

It has been argued that international students’ satisfaction level is crucial in measuring HEIs performance in the globalized higher education market. However, as satisfaction level is hard to define because it is based on students’ perception and experience, there is a need for HEIs to continually investigate and identify the factors that contribute to students’ satisfaction. Hence, this study seeks to identify the influential determinants of international students’ satisfaction in higher education and to examine the relationships between perception, costs, reputation, lecturers’ expertise, learning environment, facilities and course structure towards international students’ satisfaction. A total of 281 international postgraduate students at public HEI in Malaysia participated in this study. Data of this study was to examine using the Multiple Regression Analysis. Results of the study revealed learning environment factor as the most influential determinant of international students’ satisfaction. Results also proved that except for costs and reputation, other service quality factors namely, perception, lecturers’ expertise, facilities, learning environment, and course structure were found to influence international students’ satisfaction significantly. This study provides insights to HEIs to better design their internationalization strategies and bridge the academic gap by highlighting the importance of continuously improving the learning environment in HEIs to increase international students’ satisfaction

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