scholarly journals International Students’ Suggestions for What Universities Can Do to Better Support Their Mental Wellbeing

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Samantha Marangell ◽  
Chi Baik
Keyword(s):  
Higher Education ◽  
International Students ◽  
Sense Of Belonging ◽  
Learning Experiences ◽  
Mental Wellbeing ◽  
Student Wellbeing ◽  
Course Experience ◽  
Metropolitan University ◽  
Qualitative Responses ◽  
The Relationship

This article aims to expand understanding of how to support international students’ mental wellbeing in Australian higher education. It presents findings from a study which explored international students’ own suggestions for how universities could improve their wellbeing. Qualitative responses were analyzed from 601 international students at one large, metropolitan university in Australia. Findings emphasize the relationship between course experience and student wellbeing and suggest that universities could improve international students’ wellbeing by focusing on improving their learning experiences and fostering a sense of belonging.

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

scholarly journals Examining the Relationship between Motivations and Resilience in Different International Student Groups Attending US Universities

2020 ◽  
Vol 10 (2) ◽  
pp. 306-319
Author(s):  
Heba Mostafa ◽  
Yongsun Lim
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Extrinsic Motivation ◽  
Online Survey ◽  
Pearson Correlation ◽  
Student Groups ◽  
Diversity And Inclusion ◽  
The Relationship ◽  
Intrinsic And Extrinsic Motivations

Advancing diversity and inclusion in the U.S. higher education requires a solid understanding of the dynamics of students’ mobility. This study investigated the intrinsic and extrinsic motivations that lead different international student groups to study in American universities, in connection with their resilience in overcoming the inevitable higher education challenges. An online survey was completed by 164 international students at three research universities. Pearson correlation coefficient analyses and independent t tests were conducted to examine the relationships among three variables—intrinsic motivation, extrinsic motivation, and resilience—along with the differences among groups. Results show a medium-sized positive significant relationship between international students’ intrinsic motivations and resilience, and significant differences among groups of students in relation to intrinsic and extrinsic motivations.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

scholarly journals Impact of Covid-19 on International Student Support

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Lisa Bardill Moscaritolo ◽  
Brett Perozzi ◽  
Birgit Schreiber ◽  
Thierry Luescher
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Support ◽  
Mental Wellbeing ◽  
Exploratory Survey ◽  
Return Home ◽  
Primary Groups ◽  
The Impact

The Covid-19 pandemic caused unique challenges to international students. Student Affairs and Services (SAS) across the higher education sector played a key role in supporting students and institutions during the pandemic. This article reports the findings of an exploratory survey with SAS practitioners from around the globe on the ways in which SAS responded to the pandemic and sought to mitigate the impact of the pandemic on students in general and international students specifically. The results demonstrate that international students were among the primary groups of students impacted by the pandemic. Specific challenges identified include mental wellbeing, inability to return home, financial hardships, fear, and uncertainty. Discrimination of certain groups was also noted. SAS intervened to assist international students in navigating these challenges across world regions, including services declared essential for international student support. Finally, financial implications and the future of international student support are explored.

scholarly journals Social Networking Sites and Educational Adaptation in Higher Education: A Case Study of Chinese International Students in New Zealand

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Ling Cao ◽  
Tingting Zhang
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Students ◽  
Social Networking ◽  
Online Social Networks ◽  
Social Networking Sites ◽  
Educational Environment ◽  
Chinese International Students ◽  
The Relationship

This study aims to find out the relationship between the use of SNSs and educational adaptation process of Chinese international students (from China) in New Zealand. Based on interview data, this paper addressed how Chinese international students use SNSs (RenRen, Facebook, etc.) to expand and manage their online social networks to help their adaptation to new educational environment. As a case study of Chinese international students in New Zealand and from the narrative of students, we examined the relationship among educational difficulties, life satisfaction, and the use of SNSs. This study would help in further understanding how and why SNSs can be adopted in higher education to support effective overseas learning experiences.

scholarly journals Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors

2013 ◽  
Vol 3 (1) ◽  
pp. 10-16
Author(s):  
Shelly R. Roy
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
International Students ◽  
Learning Experiences ◽  
Learning Difficulties ◽  
Discourse Markers ◽  
Institutions Of Higher Education ◽  
The Us ◽  
Key Concepts ◽  
Korean International Students

This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox & Yamaguchi, 2010; Huang, 2004; Huang & Brown, 2009; Lee & Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.

Fostering a Sense of Belonging Using a Multicontext Approach

2020 ◽  
pp. 152102512094482
Author(s):  
Monika Z. Moore
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Learning Experiences ◽  
Student Interactions ◽  
Future Potential ◽  
Ways Of Thinking ◽  
Faculty Student Interactions

This review of research discusses how applications of multicontext theory can help foster a sense of belonging for students in higher education, resulting in stronger persistence. Multicontext theory may offer an approach to designing learning experiences and environments that take into account varied ways of thinking and knowing, are relevant inside and outside of the classroom, and can both enrich and encompass the lives of students on and off campus. Focusing on faculty-student interactions is one area within which multicontext approaches can be examined for insights into current successes and future potential.

Customer Orientation in Higher Education: The Missing Link in International Student Recruitment?

2011 ◽  
Vol 25 (2) ◽  
pp. 77-91 ◽  
Author(s):  
Johanna Julia Vauterin ◽  
Lassi Linnanen ◽  
Esa Marttila
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Student Recruitment ◽  
International Higher Education ◽  
International Student Recruitment ◽  
Strategic Relationships ◽  
The Relationship ◽  
University Industry ◽  
University Industry Linkages

This paper suggests that the service mindset of academia needs attention to ensure that the potential of university–industry linkages for creating value is used strategically in building advantage in the increasingly competitive market for international higher education. Universities should clearly articulate the value of the higher education–employability interface in the context of growing competition for international students. The paper studies university–industry linkages by deconstructing the relationship with a focus on university–industry service interactions in international higher education service delivery and use and by analysing the relationship elements and dynamics that affect the market for international student recruitment, placements and employability. The relationship marketing paradigm is applied to explain that, by adopting a market-driven, customer-oriented mindset, universities could build strategic relationships with industry, communicate their international higher education services to industry better and more forcefully and develop competitive advantage in attracting and retaining international students.

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