scholarly journals International Students and Scholars in the United States: Coming From Abroad

2014 ◽  
Vol 4 (3) ◽  
pp. 296-298
Author(s):  
Neete Saha
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
United States Of America ◽  
Opportunity To Learn ◽  
The United States ◽  
Colleges And Universities ◽  
Cultural Issues ◽  
Critical Issues

International students and scholars in the United States: Coming from abroad is a well-written, well-researched, and well-timed monograph. In pursuit of higher education, international students have continued to attend colleges and universities in the United States of America in spite of the educational, emotional, and cultural issues. According to the Institute of International Education (IIE), 723, 277 international students and more than 115,000 international scholars matriculated in American colleges and universities in 2010/2011 (pp. 4-9). The editors, Heike Alberts and Helen Hazen, have not only provided readers with an opportunity to learn about international students and scholars from Asia, Africa, and Europe but have also addressed critical issues faced by the international students and scholars in the United States. 

scholarly journals Counseling International Students: Clients from Around the World

2013 ◽  
Vol 3 (2) ◽  
pp. 190-192
Author(s):  
Raul A. Leon ◽  
Jamie Chmiel
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Critical Role ◽  
The United States ◽  
Colleges And Universities ◽  
Student Population ◽  
Institutions Of Higher Education ◽  
The World

International students have emerged as a student population that plays a critical role in the internationalization efforts of institutions of higher education across the world. Currently, the United States leads the world in the number of international students on local campuses. In 2000, a total of 547,867 international students were enrolled in U.S. colleges and universities. According to the Open Doors report, the number of international students reached 764,495 in 2011 (Institute of International Education, 2012).

scholarly journals The Global Neighborhood: Programming Initiatives with International Living-Learning Communities

2014 ◽  
Vol 4 (2) ◽  
pp. 191-195
Author(s):  
Sarah McClanahan
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Learning Communities ◽  
International Education ◽  
The United States ◽  
Global Knowledge ◽  
Global Issues ◽  
Living Learning Communities ◽  
The U.S

The United States is currently enrolling more international students than any other country in the world. In 2011, approximately 764,000 international students were enrolled in higher education in the U.S., comprising 19% of the world’s total students studying internationally (Institute of International Education, 2012). This rise, as well as the rapid globalization occurring within the United States, has brought about a need for students and staff in higher education to be equipped to communicate cross-culturally and have an understanding of global issues. International living-learning communities (I-LLCs) are a way for universities to provide opportunities for domestic students and international students to live together and gain global knowledge through first-hand experiences and programs directed at international issues. While I-LLCs are not necessarily common across the U.S., many institutions are in the process of creating such programs in order to expand the global focus of their institutions. 

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 Confronting the Seismic Impact of COVID-19

2020 ◽  
Vol 10 (2) ◽  
pp. i-ii
Author(s):  
Karin Fischer
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Career Counseling ◽  
The United States ◽  
Market Outcomes ◽  
Terror Attacks ◽  
Seismic Impact ◽  
The Impact

If I had written this essay in time for its original deadline, it would have been different in tone. Though just a month ago, it was another, now distant time. Back then I would have written about the explosion of international students on American campuses over the past decade and speculated about whether that boom had gone bust. Geopolitical tensions, global competition, visa holdups, nativism, gun violence — all have contributed to softening enrollments, with the number of new international students coming to the United States declining for three years running. But, I would have concluded, colleges are culprits, too, because their practices — including a lack of diversification of student recruitment, a failure to fully integrate international students into campus life, and insufficient investment in career counseling for students from overseas — have at times undermined the experience of international students in the U.S. And that’s a good thing, I would have suggested, because it means that higher education has the power to do something to address the hurdles that international students face. I didn’t make the February 15 deadline for inclusion in the spring issue, however, because I was increasingly pulled away to cover this frightening new respiratory disease and its impact on higher education. Back then, reporting on COVID-19 was a job for the international reporter, with the focus on what was happening abroad and its impact on student and faculty travel and collaboration. In a few short weeks, however, the coronavirus has come home, to the American campus, to America. The pandemic is upending daily life, but its impact could be especially seismic for international education, and one that those in the field have little ability to affect. All of us, everyone reading this journal, are committed to a career of crossing cultures and borders. Now, we’re house-bound. Some international students are stuck in the United States, stranded by travel bans. Others may struggle to get visas to return. Will parents, stunned by the coronavirus’ quick circumnavigation of the globe, be willing to put their children on airplanes and send them to far-away foreign campuses? It is far from clear what next week, next month, next fall, next year will bring. When I speak with some veteran international educators, they remind me of the field’s resiliency and quick rebound after the September 11th terror attacks. Others shake their head. I’ve never seen anything like this, they say. Amid all the uncertainty, one thing I do know: You will help me make sense of it. As a reporter, much of my work, by its nature, is rooted in anecdote. The research community that has built up around the Journal of International Students has helped provide rigor. The studies, both quantitative and qualitative, published here have shed light on the cultural adjustments inbound and outbound students face, given me new ways of conceiving of student identity, and highlighted the impact on labor-market outcomes of studying overseas, to name a few. The work that you do as scholars has informed the work of my readers, many of whom are practitioners, and the examined approach is often a stronger one. We all are apprehensive about international education’s future, but I am encouraged to know that there is a community committed to better understanding it.

Transfer Matters: Forward to the Special Issue on Transfer

2017 ◽  
Vol 45 (4) ◽  
pp. 267-272 ◽  
Author(s):  
Debra D. Bragg
Keyword(s):  
Higher Education ◽  
United States ◽  
Community Colleges ◽  
The United States ◽  
Diverse Learners ◽  
Colleges And Universities ◽  
Special Issue ◽  
The Future ◽  
Critical Issues ◽  
State And Local

Transfer has a long history that parallels the evolution of community colleges in the United States. Research on transfer has focused extensively on policies and processes that operate under the auspices of these institutions, with somewhat less emphasis on universities acting as transfer partners. This issue is important for the success of all students but especially students who are historically underserved by higher education. This article reviews four articles that focus on the most critical issues facing transfer today. Highlighting the importance of addressing diverse learners’ needs, state and local policies and processes that influence transfer and articulation implementation, and the roles of community colleges and universities operating as part of systems and also in tandum with one another is central the research appearing in this issue, including findings that are important for other researchers to consider to guide their work in the future.

scholarly journals 21st Century International Higher Education Hotspots

2020 ◽  
Vol 10 (1) ◽  
pp. v-viii ◽  
Author(s):  
Karin Johnson
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Foreign Students ◽  
International Student ◽  
The United States ◽  
The World ◽  
Education Market ◽  
International Education Market

The Institute of International Education (IIE) 2018 Open Doors report highlighted that the United States is the leading international education destination, having hosted about 1.1 million international students in 2017 (IIE, 2018a). Despite year over year increases, U.S. Department of State (USDOS, 2018) data show that for a third year in a row, international student visa issuance is down. This is not the first decline. Student visa issuance for long-term academic students on F visas also significantly dropped following the 9/11 attacks (Johnson, 2018). The fall in issuances recovered within 5 years of 2001 and continued to steadily increase until the drop in 2016. Taken together, the drops in international student numbers indicate a softening of the U.S. international education market. In 2001, the United States hosted one out of every three globally mobile students, but by 2018 it hosted just one of five (IIE, 2018b). This suggests that over the past 20 years, the United States has lost a share of mobile students in the international education market because they’re enrolled elsewhere. The Rise of Nontraditional Education Destination Countries Unlike the United States, the percentage of inbound students to other traditional destinations such as Canada, the United Kingdom, France, and Germany, has remained stable since the turn of the 21st century. Meanwhile, nontraditional countries like the United Arab Emirates (UAE) and Russia are garnering more students and rising as educational hotspots (Knight, 2013). The UAE and Russia annually welcome thousands of foreign students, respectively hosting over 53,000 and 194,000 inbound international university students in 2017 (UNESCO Institute for Statistics, 2019). This is not happenstance. In the past 5 years, these two countries, among others, have adopted higher education internationalization policies, immigration reforms, and academic excellence initiatives to attract foreign students from around the world. The UAE is one of six self-identified international education hubs in the world (Knight, 2013) and with 42 international universities located across the emirates, it has the most international branch campuses (IBCs) worldwide (Cross-Border Education Research Team, 2017). Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they alsoattract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, 2018). The Centennial 2071 strategic development plan aims for the UAE to become a regional and world leader in innovation, research, and education (Government.ae, 2019), with the long-term goal of creating the conditions necessary to attract foreign talent. Russia’s strategic agenda also intends to gain a greater competitive advantage in the world economy by improving its higher education and research capacity. Russia currently has two higher education internationalization policies: “5-100-2020” and “Export Education.” The academic excellence project, known as “5-100-2020,” funds leading institutions with the goal to advance five Russian universities into the top 100 globally by 2020 (Ministry of Science and Higher Education of the Russian Federation, 2018). The “Export Education” initiative mandates that all universities double or triple the number of enrolled foreign students to over half a million by 2025 (Government.ru, 2017). These policies are explicitly motivated by boosting the Russian higher education system and making it more open to foreigners. Another growing area is international cooperation. Unlike the UAE, Russia has few IBCs, but at present, Russian universities partner with European and Asian administrators and government delegates to create dual degree and short-term programs. Historically, Russia has been a leading destination for work and education migrants from soviet republics in the region, but new internationalization policies are meant to propel the country into the international education market and to attract international students beyond Asia and Europe. Future Trends in 21st Century International Education Emerging destination hotspots like the UAE and Russia are vying to become more competitive in the global international higher education market by offering quality education at lower tuition rates in safe, welcoming locations closer to home. As suggested by the softening of the U.S. higher education market, international students may find these points attractive when considering where to study. Sociopolitical shifts that result from events such as 9/11 or the election of Donald Trump in combination with student mobility recruitment initiatives in emerging destinations may disrupt the status quo for traditional countries by rerouting international student enrollment to burgeoning educational hotspots over the coming decades.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

scholarly journals American Engineering Doctoral Enrollments

2015 ◽  
pp. 23-24
Author(s):  
Richard Skinner
Keyword(s):  
Higher Education ◽  
United States ◽  
International Education ◽  
Doctoral Programs ◽  
The United States ◽  
American Higher Education ◽  
Long Term Trends

International education has deep historical roots and has spurred relationships that persist for decades. In the case of the United States and the field of engineering, American dependence since the mid-1960s on other countries' students – especially Indian ones – for enrollments and graduates of engineering doctoral programs has been, is and will likely continue to be significant. But long-term trends portend a time when the appeal of American higher education may be less than has been the case.

scholarly journals Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness

2017 ◽  
Vol 7 (3) ◽  
pp. 893-917
Author(s):  
David Lausch ◽  
Eric Teman ◽  
Cody Perry
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
United Arab Emirates ◽  
Current Model ◽  
The United States ◽  
Business Economics ◽  
Semistructured Interviews ◽  
Medicine Education

International students’ identities are complex and so are their needs. Semistructured interviews with 13 of the lead researcher’s former students from Dubai, United Arab Emirates, who are multi-national, multi-lingual and pursuing degrees in law, business, economics, medicine, education, art and media, in the United States, United Kingdom and Australia elucidated this reality. Their experiences demonstrated scholastic and pabulum frustrations that were offset in part by constant communication with their clans in person and through various technologies. Though the current model of higher education often seeks to identify and categorize international students as a group, this study shows that international students are unique individuals. Recognizing their individuality, higher education institutions and policymakers can more appropriately respond to international students’ needs.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

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