scholarly journals Intra-cultural and Inter-cultural Contact Orientation of International Students in Japan: Uncertainty Management by Cultural Identification

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Norihito Taniguchi ◽  
Jiro Takai ◽  
Dariusz Skowronski
Keyword(s):  
International Students ◽  
Social Identity Theory ◽  
Uncertainty Management ◽  
Cultural Identification ◽  
Structured Interviews ◽  
Home Culture ◽  
Cultural Contact ◽  
The Usa ◽  
The Uk ◽  
Contact Orientation

The lack of exchange between international students and host nationals in Japan has long been a pressing issue, yet very little progress has been made to rectify this situation. This study examined this issue by focusing on how international students in Japan perceive intercultural contact with their host and home culture members during their sojourn. The study applied a qualitative approach based on grounded theory, collecting data through semi-structured interviews with 41 international students from China, the UK, and the USA, and tenets of Social Identity Theory and Anxiety/Uncertainty Management Theory were adopted. We analyzed the data on a framework of how international students manage uncertainty in the Japanese environment by identifying with the host and their own home cultures, which we distinguished as inter-cultural or intra-cultural contact orientation. International students demonstrated an intra-cultural rather than inter-cultural contact orientation due to the host nationals reacting to them as “foreigners.”

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

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’.

scholarly journals Travel, Emotion and Identity: An exploration into the Experiences of Students in Post 16 education for whom Studying in English Means Working in a Foreign Language and Culture

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
James Underwood
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Student Identity ◽  
Structured Interviews ◽  
Specific Context ◽  
Language And Culture ◽  
High Achieving Students ◽  
Pastoral Support ◽  
The Uk ◽  
Pedagogical Approaches

This paper involves an exploration into the experiences of students in post 16 education taking traditional academic subjects, in the UK, for whom studying in English means working in a foreign language and culture. The students who formed the sample were high achieving students aged sixteen and seventeen from China, Vietnam and Thailand who had come to study in the UK in order to proceed to a British University. In the first part of this paper, the author proposes a conceptual framework suitable for this study. The second part of the paper consists of a summary of the findings from semi-structured interviews conducted with the six participants. In this paper a variety of issues are explored related to the experience of living and studying in England. Although grounded in the specific context of students from three nations studying in the UK. This paper should inform our understanding of appropriate teaching strategies and pastoral and pedagogical approaches for students in a range of multi-linguistic settings.     Keywords: English as an additional language; EAL; International students; ; Pastoral support; Sixth form; Student identity 

The reproduction of educational elites through natural cultivation. A qualitative analysis of educational child-rearing practices as strategies of cultural distinction

Soziale Welt ◽  
2021 ◽  
Vol 72 (1) ◽  
pp. 55-83
Author(s):  
Tim Sawert
Keyword(s):  
Educational Inequality ◽  
Symbolic Capital ◽  
Child Rearing ◽  
Educational Expansion ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Ancient Greek ◽  
Upper Secondary ◽  
The Usa ◽  
The Uk

During the last decades, the socially inclusive educational expansion diluted the previous exclusiveness of upper secondary degrees. Unlike the UK, the USA, or France, no explicit “elite” institutions do exist in the German educational system. Nevertheless, educational inequality is no less pronounced. Hence, what child-rearing practices do educationally privileged families in Germany apply to intergenerationally transfer their social privilege in times of educational expansion? The article focusses on one such practice: the acquisition of humanist knowledge by learning Latin and Ancient Greek as a strategy of cultural distinction. To analyse educational strategies and whether people draw lines of distinction along knowledge in Latin and Ancient Greek, I conducted semi-structured interviews with parents of adolescents who had chosen different foreign language profiles. I show how the acquisition of this specific symbolic capital is embedded in a child-rearing practice aimed at obtaining horizontal educational distinction for a privileged academic class. Additionally, I show that the highly privileged status of particularly established academic families results in a child-rearing practice that I call natural cultivation, a more invisible strategy of distinctive child-rearing that appears almost passive compared to those already discussed more widely (e.g. Lareau 2003).

Organised crime goes online: realities and challenges

2015 ◽  
Vol 18 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Anita Lavorgna
Keyword(s):  
Law Enforcement ◽  
Organised Crime ◽  
Research Field ◽  
The Internet ◽  
Structured Interviews ◽  
Content Type ◽  
Internet Crime ◽  
The Usa ◽  
Police Records ◽  
The Uk

Purpose – The purpose of this article is to provide an empirically based description of how the Internet is exploited by different types of organised crime groups (OCGs), ranging from Italian mafia-style groups to looser gangs. Design/methodology/approach – The article relies on a dataset collected from mid-2011 to mid-2013 and, specifically, on semi-structured interviews to law enforcement officials and acknowledged experts in Italy, the UK, the USA and The Netherlands; judicial transcripts; police records; and media news. Findings – This article provides an account of the main scope for which the Internet has been used for various criminal activities traditionally associated with the organised crime rhetoric, first and foremost, cross-border trafficking activities. This study also discusses some current legal and policy approaches to deal with OCGs operating online. Originality/value – This contribution addresses an under-investigated research field and aims to foster a reflection on the opportunity to integrate Internet crime research, and even more Internet crime investigations, into the everyday routines of criminologists, analysts and law enforcement officers.

The role of citizens in DRR planning exercises: when to inform or consult

2017 ◽  
Vol 8 (02) ◽  
pp. 209-222 ◽  
Author(s):  
Maria Kornakova ◽  
Alan March
Keyword(s):  
Urban Planning ◽  
Hurricane Katrina ◽  
Case Studies ◽  
Community Involvement ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
The Usa ◽  
Participation Styles ◽  
The Uk

Purpose The purpose of this research paper is to explore the role and effectiveness of particular participation styles that affect the effectiveness of urban planning being integrated with disaster risk reduction (DRR) practices. Design/methodology/approach This research was conducted using a heuristic approach to the examination of urban planning and DRR practices focussing particularly upon citizens’ participation in four case studies internationally: the UK floods in 2007; Hurricane Katrina in the USA in 2005; wildfires of 2009 in Victoria, Australia; and Swiss avalanche prevention and preparedness. Desktop research was conducted to analyse cases and identify key findings, confirmed and augmented by interviews with relevant specialists in each country through semi-structured interviews. Findings The research reveals some similarities across all four cases studied. It appears that urban planning and DRR approaches, particularly those with a regulatory outcome and based on highly technical tests, are common. Further, it is apparent in the cases studied that circumstances where deeper technical knowledge and/or self-interest are strong factors, that informing and sometimes consulting styles are the most appropriate. While the scope of the paper means that this principle cannot be widely applied, there is a need to investigate these issues further. Research limitations/implications The heuristic and inductive nature of this research limits the potential for in-depth analyses of the case studies, but rather provides a base for future research in this area, which currently has limited literature. Originality/value This study provides a wide base for future research and partially addresses the gap in the literature on the topic of integration of urban planning and DRR with a focus on the community involvement in it.

scholarly journals Mitigating risk: mediating transition through the enactment of information literacy practices

2019 ◽  
Vol 75 (5) ◽  
pp. 1190-1210 ◽  
Author(s):  
Alison Hicks
Keyword(s):  
Grounded Theory ◽  
Information Literacy ◽  
Literacy Practices ◽  
Language Learner ◽  
Photo Elicitation ◽  
Structured Interviews ◽  
Learner Engagement ◽  
Content Type ◽  
The Usa ◽  
The Uk

PurposeThe purpose of this paper is to present the emergent grounded theory of mitigating risk, which was produced through an analysis of the information literacy practices of English-speakers who are learning a language overseas as part of their undergraduate degree.Design/methodology/approachThe grounded theory emerges from a qualitative study that was framed by practice theory and transitions theory, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information activities of 26 language-learners from Australia, Canada, the UK and the USA.FindingsThe grounded theory of mitigating risk illustrates how academic, financial and physical risks that are produced through language-learner engagement overseas catalyse the enactment of information literacy practices that enable students to mediate their transition overseas.Research limitations/implicationsThis study’s theory-building is localised and contextual rather than generalisable.Practical implicationsThe grounded theory broadens librarians’ and language-educators’ knowledge of student activities during immersive educational experiences as well as extending understanding about the shape that information literacy takes within transition to a new intercultural context.Social implicationsThe grounded theory develops understanding about the role that local communities play within intercultural transition and how these groups can respond to and prepare for increasingly fluid patterns of global movement.Originality/valueThis paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy while further providing a detailed exploration of transition from an information perspective.

scholarly journals An investigation into the factors that influence the perceived experiences and outcomes for students training in Transactional Analysis Psychotherapy in the UK and USA

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Cathy McQuaid
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Belief Systems ◽  
Psychotherapy Training ◽  
Transactional Analysis ◽  
Structured Interviews ◽  
Contributing Factors ◽  
Training Experience ◽  
Personal Belief ◽  
The Usa ◽  
The Uk

Interpretative Phenomenological Analysis (IPA) (Smith, 1995) was applied to data from 21 out of 50 participants who had shared their training experiences during semi-structured interviews.  Subjects were chosen from trainees and trainers in the USA and UK, to include ‘generations’ from those trained by transactional analysis originator Dr Eric Berne through to recently qualified transactional analysis psychotherapists, and including some who had ceased training before qualifying.Results suggest that TA psychotherapy training is experienced by some as a transformational, life enhancing and reparative experience that culminates in a satisfying and rewarding career, whilst for others it is perceived as an abusive, punitive and punishing experience, bringing disillusionment, disappointment and dissatisfaction.  The main contributing factors were the students’ personal belief systems, motivations for undertaking the training, and relationships with the trainer, peers and the profession as a whole. Analysis of the themes suggested that subsequent anxieties raised by participants concerned lack of information, inconsistencies in training offered by different establishments, reasons for trainees entering training and trainers’ reasons for accepting them, and the significant time and resource requirements of the training.  The paper includes recommendations aimed at making the training experience one that upholds the basic philosophical principles and values of TA, and promotes, develops and enhances TA psychotherapy training.

scholarly journals RELATIONSHIP MARKETING AND ITS ROLE IN THE EXPERIENCE OF INTERNATIONAL STUDENTS IN THE UNITED KINGDOM HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 18 (4) ◽  
pp. 69-76
Author(s):  
Trevor Omoruyi ◽  
Grażyna Rembielak
Keyword(s):  
Higher Education ◽  
International Students ◽  
Relationship Marketing ◽  
International Student ◽  
Higher Education Institutions ◽  
Global Market ◽  
Structured Interviews ◽  
Global Marketplace ◽  
The Uk

The purpose of this study is to investigate the role of the RM approach in the experience of international students in business schools within the UK Higher Education Institutions (HEIs). The Relationship Marketing (RM) strategy has gained recognition over the years, especially within the last decade, which can be seen in the Higher Education (HE) sector. The HE sector has in recent times been highly competitive, especially in the global market. Despite this growth in competition, there has been little or no effort in the application of RM strategy by HE Institutions competing in the global marketplace for international students. The growing competition has been driven by the goal HEI’s have to internationalise and attract, recruit and retain the best international students. Higher Education Institutions have become aware of the contributions that international students bring to these institutions. Hence, efforts are geared towards retaining international students. This study considers the role of using RM with international students. The relevant data was collected from face-to-face semi-structured interviews and focus groups, which were conducted with university managers and international students across four universities in the UK. The study identifies several impacts of using RM on international students’ overall experience. It further highlights aspects of the RM approach that are more significant to international students’ experience. The study concluded that the RM approach positively affects international student experience if effectively developed and implemented.

scholarly journals Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Paul Cowley ◽  
Denis Hyams–Ssekasi
Keyword(s):  
International Students ◽  
Initial Phase ◽  
Academic Skills ◽  
Social Needs ◽  
First Year ◽  
Motivating Factors ◽  
Structured Interviews ◽  
Studying Abroad ◽  
Higher Education Experiences ◽  
The Uk

This study explores the initial higher education experiences of first-year international students in the UK. Questionnaires and semi-structured interviews were carried out with 20 new international students undertaking a business degree at a UK university. The students described the key motivating factors for studying abroad and the fundamental issues and challenges they encountered. The language barrier, academic skills and orientation were highlighted as being integral to their development. A comprehension of international students’ initial academic and social needs is important in enabling universities to develop systems that will meet the prevailing needs of these learners.

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