scholarly journals International Students’ Cultural and Social Experiences in a British University: “Such a hard life [it] is here”

2016 ◽  
Vol 6 (1) ◽  
pp. 195-215 ◽  
Author(s):  
Linda K. Newsome ◽  
Paul Cooper
Keyword(s):  
International Students ◽  
Culture Shock ◽  
Education Institution ◽  
Social Experiences ◽  
Social Emotional ◽  
Emotional Factors ◽  
Personal Experiences ◽  
Stage Process ◽  
Using Data ◽  
Far Eastern

The authors in this qualitative study examined international students’ cultural and social experiences using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n=18), mostly postgraduate from Asian and Far Eastern countries studying at a British higher education institution. The students’ personal journeys are traced through a three-stage process that moves from (1) high initial expectations, through (2) culture shock, to (3) various eventual patterns of accommodation. In addition to capturing the sometimes raw personal experiences of individuals, the study also delineates the ways in which geopolitical and social-emotional factors coalesce to shape students’ personal experience and self-concepts.

scholarly journals Towards a Better Understanding of Australian Cultural and Social-Emotional Experiences of International Students

2018 ◽  
Vol 2 (4) ◽  
pp. 315
Author(s):  
Linda K. Newsome ◽  
Mary Helou
Keyword(s):  
International Students ◽  
Case Studies ◽  
Culture Shock ◽  
New Order ◽  
Full Time ◽  
Social Emotional ◽  
High Expectations ◽  
Using Data ◽  
The Individual ◽  
Far Eastern

<em>This study examines the cultural and social experiences of international students using data collected through semi-structured in-depth interviews, as part of case studies designed for this purpose. The participants in this study are all full-time international students (n=30), undertaking their educational qualifications at higher education institutions/providers in Sydney, Australia, and coming from Asia, Middle East and Far Eastern countries. As part of the case studies, the individual and personal transitional pathways/journeys of the students are sketched through a four-phase progressive cycle extending from an initial algorithmic/jumbled state, characterised by a crisis situation following the feelings of excitement and high expectations, moving into an experimental phase, characterised by continued culture shock and possibly denial. The student then goes into a transitional phase, characterised by making partial accommodation and adjustments; and, finally, gets into a new algorithmic state, characterised by routinisation, relative stability, acceptance of the new state, settlement and finding of coping mechanisms to handle the new order. Furthermore, the current study considers the way the geographical and social-emotional factors experienced shape the student’s individual experiences, self-concept, capacity to cope with life’s new challenges and level of satisfaction with the overall experience of studying overseas.</em>

scholarly journals International Students’ Experience of Western Pedagogy in a British University

2017 ◽  
Vol 4 (4) ◽  
pp. 620
Author(s):  
Linda Katherine Newsome ◽  
Paul Cooper
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Using Data ◽  
Far Eastern

<em>This qualitative study examined international students’ experiences with Western pedagogy using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n=18), mostly postgraduate from Asian and Far Eastern countries studying at a British University. This paper focuses on students’ engagements with Western pedagogy as they struggle to adjust to what they experience as unfamiliar and alien approaches to teaching and learning. Reported here is a detailed case study of the lives of these students as they engage with specific pedagogical demands, including: academic self-expression and critical argumentation, self-directed learning, class discussions, presentations, and English language proficiency. It also exposes students’ perceptions of the value of the instructional methods of their tutors and their impact on approaches to learning.</em>

scholarly journals Vietnamese Graduate International Student Repatriates: Reverse Adjustment

2017 ◽  
Vol 7 (3) ◽  
pp. 449-466 ◽  
Author(s):  
Anh T. Le ◽  
Barbara Y. LaCost
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Culture Shock ◽  
Education Institution ◽  
Higher Education Institution ◽  
The U.S

The purpose of this study is to explore the experiences of Vietnamese international students who have returned to Vietnam after graduation from a U.S. higher education institution. The findings suggest that participants found it harder to readjust to Vietnam than to adjust to the U.S. even though they had lived most of their lives in Vietnam. Time in the U.S. had changed them considerably, making it difficult for them to fit back into their old lives in Vietnam. Most of them did not expect to experience reserve culture shock, and most had made real efforts to fit back into the Vietnamese environment and culture.

scholarly journals EXPLORING ACCULTURATIVE STRESS IN PURSUING ACADEMIC PERFORMANCE: A CASE STUDY AMONG INTERNATIONAL STUDENTS AT A PRIVATE UNIVERSITY, MALAYSIA

2020 ◽  
Vol 5 (34) ◽  
pp. 10-22
Author(s):  
Nurul Farhanah Mohd Nasir ◽  
Nur Diyana Mustapha
Keyword(s):  
International Students ◽  
Private Education ◽  
Acculturative Stress ◽  
Culture Shock ◽  
Education Institution ◽  
Private University ◽  
Drop Out ◽  
Cultural Barriers ◽  
Depth Interviews

A growing number of international students’ in Malaysia’s private education institution caused concern on how they adapt to the new environment at this young age. This indicates the stress of acculturation and how participants developed and engaged in a better understanding of the new culture. For this study, the sample will be obtained by utilizing the Foundation in Arts international students at one of Malaysia's private universities. Data was gathered through in-depth interviews where ten foundation international students were chosen by using random sampling. Been enlightened by the issues of culture shock or drop-out from universities due to acculturative stress problems, this study is conducted to fill in the loops so that it will figure out problems as well as providing solutions for the international students. This paper expecting themes such as language barriers, cultural barriers and perceived discrimination are among the problems that caused them to face this problem.

Suicidal Ideation Among International Students: The Role of Cultural, Academic, and Interpersonal Factors

2021 ◽  
pp. 001100002110024
Author(s):  
Andrés E. Pérez Rojas ◽  
Na-Yeun Choi ◽  
Minji Yang ◽  
Theodore T. Bartholomew ◽  
Giovanna M. Pérez
Keyword(s):  
International Students ◽  
Suicidal Ideation ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Cross Cultural ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Using Data

We examined two structural equation models of international students’ suicidal ideation using data from 595 international students in two public universities in the United States. The models represented competing hypotheses about the relationships among discrimination, cross-cultural loss, academic distress, thwarted belongingness, perceived burdensomeness, and suicidal ideation. The findings indicated there were direct, positive links between discrimination, cross-cultural loss, and academic distress to perceived burdensomeness; a direct, positive link between perceived burdensomeness and suicidal ideation; and indirect, positive links between discrimination, cross-cultural loss, and academic distress to suicidal ideation via perceived burdensomeness. The only predictors that related to thwarted belongingness were cross-cultural loss and academic distress, and there were no indirect links to suicidal ideation via thwarted belongingness. In fact, with all other variables in the model, thwarted belongingness was unrelated to suicidal ideation. Finally, academic distress was directly related to suicidal ideation. We discuss implications of the findings.

Picture This: A Photovoice Study Of International Students’ Food Experience in Canada

2014 ◽  
Vol 75 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Stephanie Amos ◽  
Daphne Lordly
Keyword(s):  
International Students ◽  
University Students ◽  
Identity Formation ◽  
International Student ◽  
Culture Shock ◽  
Traditional Foods ◽  
Group Discussions ◽  
Canadian Universities ◽  
Food Experience ◽  
International University

Purpose: International student enrolment in Canadian universities is increasing. As international university students acculturate, they experience a culture shock in which food plays a major role. International university students’ Canadian food experiences therefore were explored. Methods: A Photovoice methodology was used with 15 international undergraduate and graduate university students, who were recruited to take pictures of their food experiences. They also participated in two focus group discussions that included an analysis of their photos. Results: Seven themes related to the significance of food in acculturation were revealed: the paradox of Canadian convenience, the equation of traditional foods with health, traditional food quality and accessibility, support networks, food consumption for comfort, ethnic restaurants, and the exploration of non-traditional foods. Maintaining cultural identity with traditional foods was an overarching theme related to acculturation. Conclusions: International students acculturating to Canada have emotional and physical needs, which can be met through food. Opportunities exist to improve their acculturation experiences. Canadian universities can incorporate food acculturation strategies into campus events and menus. Nutrition professionals on campus can facilitate a positive food environment and nurture culture identity formation.

scholarly journals International Students from Melbourne Describing Their Cross-Cultural Transitions Experiences: Culture Shock, Social Interaction, and Friendship Development

2017 ◽  
Vol 7 (3) ◽  
pp. 499-521 ◽  
Author(s):  
Nish Belford
Keyword(s):  
Social Interaction ◽  
International Students ◽  
Social Engagement ◽  
Culture Shock ◽  
Cross Cultural ◽  
Relational Identity ◽  
Intercultural Communication Competence ◽  
Friendship Development ◽  
Cultural Transitions ◽  
Cultural Similarity

Drawing from a study that explored how international students experience cross-cultural transitions after living and studying in Melbourne for a few years, this paper, in particular, examines the participants' experiences with culture shock, social interaction, and friendship development. The findings include narratives of their personal stories and perspectives on social engagement and friendship ties with a particular focus on variables including cultural similarity, intercultural communication competence, intercultural friendship, and relational identity to influence their experiences.

scholarly journals Pursuing permanence: former international students’ trajectories to permanent residency in Canada

2021 ◽  
Author(s):  
Bianca Gomez
Keyword(s):  
International Students ◽  
Legal Status ◽  
Structuration Theory ◽  
Primary Data ◽  
Emotional Labour ◽  
Permanent Residence ◽  
Anthony Giddens ◽  
Personal Experiences ◽  
Permanent Residency ◽  
And Control

This exploratory study investigates former international students’ experiences pursuing permanent status with the use of primary data from interviews with five individuals. Guided by the question, “what characterizes former international students’ trajectories to permanent residence” and based on the understanding that discourses of exclusion and control inform immigration policies today (Fobear, 2014), personal experiences are explored as realities of temporariness in which subjects are contained by the following forms of regulation: time limits, employment specificity, and temporary legal status. Anthony Giddens’ structuration theory is employed to showcase participants as “knowledgeable” (Sewell, 1992:4) and reflexive agents (Turner, 1986); how they persevere and negotiate their way to permanent residence by enacting creative strategies and enduring the emotional labour that characterize their search for and securing of ‘skilled’ employment while mitigating the immediate need for income, in reframing their mindsets and in their reflections upon the meaning of their pursuits for permanence.

What Is Cheating?

2017 ◽  
pp. 1-34 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
International Students ◽  
Education Institution ◽  
Academic Misconduct ◽  
Bachelor's Degree ◽  
First Year ◽  
Online Questionnaire ◽  
Business Information ◽  
Entry Requirements ◽  
New Students ◽  
Insight Into

The Eynesbury Institute of Business and Technology (EIBT) is one of a growing number of private providers partnering with universities to attract international students early in their commitment to tertiary studies. EIBT offers diploma programs that comprise the equivalent courses as the first-year of a Bachelor's degree in Business, Information Technology (IT), or Engineering at the destination Higher Education Institution (HEI). EIBT provides a period of academic acculturation for international students whose English proficiency and/or previous academic results are below direct entry requirements. In 2015, 200+ ‘new' students were required to complete a mandatory online questionnaire during orientation. First-person narrative data was derived from students' responses to the open-ended question: What is cheating and why is it wrong? The findings provide insight into their understandings, which has helped facilitate opportunities for faculty to mitigate opportunities for academic misconduct in the context of this Institute.

Understanding the Preferences for Online Learning

2021 ◽  
pp. 194-208
Author(s):  
Geoffrey Alan Williams
Keyword(s):  
Online Learning ◽  
International Students ◽  
Master Of Business Administration ◽  
Key Factors ◽  
Value Drivers ◽  
Mba Programs ◽  
Mba Students ◽  
Study Programs ◽  
Using Data ◽  
Instrumental View

Online learning is promoted by the Malaysian Government as a key element in the Higher Education Blueprint 2015-25 (Shift 9: Globalized Online Learning), but research in the Malaysian context is very underdeveloped. This chapter aims to fill part of this gap with a simple analysis of online Master of Business Administration (MBA) courses to examine the appetite and preferences of actual and potential MBA students for online learning. Using data from local and international students studying on MBA programs in Malaysia, the authors show that the MBA students in their sample still have a largely instrumental view of the value drivers of their study programs. The key factors identified by the largest number of groups were facilities, price, certificate authenticity, duration, and flexibility of course times.

Sign in / Sign up

Export Citation Format

Share Document