scholarly journals The Outcomes of the Community Cooking Workshops for International Students at Simon Fraser University

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Gabriella Luongo ◽  
Rochelle Tucker ◽  
Crystal Hutchinson ◽  
Rosie Dhaliwal
Keyword(s):  
International Students ◽  
Nutrition Education ◽  
International Student ◽  
Social Connectedness ◽  
Future Research ◽  
Structured Interviews ◽  
Cooking Skills ◽  
Hands On ◽  
Workshop Evaluation ◽  
Simon Fraser University

The Community Cooking Workshops (CCWs) are free, bi-weekly, hands-on, cooking and nutrition education workshops for international students facilitated by the Simon Fraser University (SFU) Peer Health Educators (PHEs). The impacts of the CCWs on international student nutrition knowledge, behavior change, and social outcomes were examined. Data was collected and coded from five Spring 2016 CCWs through workshop evaluation forms (n=87, 93% response rate) and nine semi-structured interviews with international student participants. Participants reported changes in eating behavior and knowledge (all food should be consumed in moderation, with variety) and improved sense of community. Future research should assess the long-term impacts of cooking workshops in postsecondary institutions on diet quality, cooking skills, social connectedness, and international student wellbeing

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’.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals The Synthesis and Future Directions of Empirical Research on International Students in the United States: The Insights from One Decade

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Masha Krsmanovic
Keyword(s):  
United States ◽  
International Students ◽  
Empirical Research ◽  
International Student ◽  
The United States ◽  
Future Research ◽  
Future Directions ◽  
Academic Level ◽  
Research Questions ◽  
And Control

The purpose of this systematic review was to identify the trends in empirical research on international students in the United States produced between 2010 and 2019. After reviewing and synthesizing the characteristics of 334 research articles published over the past decade, the author identified the areas that have been overly researched and the domains that have not yet been adequately explored. The overall findings of this review indicated that recent scholarly efforts were not always aligned with the international student representation on U.S. campuses. Consequently, the author generated nine critical recommendations for future research in the field. The recommendations were produced and presented in the context of overly- and under-researched institutional sites (i.e. institutional type and control), international student populations (i.e. academic level, field of study, and country of origin), research methods employed, and research questions examined.

A Mapping Sentence Mereology for Understanding the Mobility of International Students

2016 ◽  
pp. 53-67 ◽  
Author(s):  
Erin M. Koval ◽  
Paul M. W. Hackett ◽  
Jessica B. Schwarzenbach
Keyword(s):  
International Students ◽  
Empirical Research ◽  
Human Behavior ◽  
International Student ◽  
Student Mobility ◽  
Future Research ◽  
International Student Mobility ◽  
Flexible Framework ◽  
Mapping Sentence ◽  
Research Tools

The authors present a flexible framework for the understanding of international student mobility. The framework is in the form of a mapping sentence, which has been found to be useful to assist in the understanding of areas of complex human behavior. The second author has previously proposed a mapping sentence for understanding international students' issues in general. The present mapping sentence adapts this framework and suggests a series of important dimensions along which international students' mobility issues can be understood. The proposed mapping sentence in this chapter does not offer data or results from empirical research. Rather, the mapping sentence is suggested as a theoretical interpretative device that may be used to bring order and insight to extant and future research in this area. The mapping sentence constitutes a guide for researchers to design consistent flexible research tools to address international student veridical mobility experiences.

Thwarting or Embodying Model Minority Stereotypes

2015 ◽  
pp. 155-184 ◽  
Author(s):  
Eunyoung Kim ◽  
Katherine C. Aquino
Keyword(s):  
International Students ◽  
Social Connectedness ◽  
Model Minority ◽  
Future Research ◽  
Asian International Students ◽  
American Higher Education ◽  
Academic Pressure ◽  
Self Worth ◽  
Dominant Narratives ◽  
Academic Self Efficacy

This chapter provides a critical review of research on Asian international students' educational experiences in American higher education, highlighting key findings and identifying trends and dominant narratives that account for adjustment struggles, issues, stresses, and challenges. The authors argue that despite a large amount of research on the complex realities associated with Asian international students' adjustment experiences, such as the academic, the psychological, the sociocultural, and the linguistic, the discourse on model minority stereotypes has yet to include meaningful research on Asian international students. In an effort to advance the theoretical underpinnings for research on Asian international students, a new Transitory Accommodation Model (TAM) is presented, focusing primarily on academic pressure and motivation, academic self-efficacy, and acculturation to a new academic environment. The model builds on existing theoretical principles associated with academic self-worth, coping ability, and social connectedness within a new culture and academic setting. Implications for future research are also discussed.

Utilizing Online Academic Coaching as an Added Value for International Student Support

2021 ◽  
pp. 232-251
Author(s):  
Emily Guetzoian
Keyword(s):  
Academic Success ◽  
International Students ◽  
International Student ◽  
Added Value ◽  
Future Research ◽  
Academic Coaching ◽  
Online Learners ◽  
Online Higher Education ◽  
Education Environment ◽  
Definition Of

This chapter explores the utilization of academic coaching as a way to support international students in the online higher education environment. International students and online learners experience barriers to academic success which have been amplified by the COVID pandemic. Given the lack of a widely accepted definition of academic coaching in academia, the author describes what academic coaching is and why it is different from other academic services such as advising or tutoring. This chapter also offers an implementation guide for campuses and departments considering the implementation of such a program on their campus, especially given the budget constraints caused by the pandemic. This guide includes suggestions of who can serve as an academic coach, ideal training topics for coaches, and logistical considerations for the online environment. The chapter concludes with a recommendation for future research on the topic of academic coaching, especially as it relates to online learners and international students.

scholarly journals Do International Students Appreciate Active Learning in Lectures?

2018 ◽  
Vol 22 ◽  
Author(s):  
Mauricio Marrone ◽  
Murray Taylor ◽  
Mara Hammerle
Keyword(s):  
International Students ◽  
Active Learning ◽  
Learning Styles ◽  
Student Perceptions ◽  
Learning Strategies ◽  
International Student ◽  
Structured Interviews ◽  
Accounting Information Systems ◽  
Active Learning Strategies ◽  
Social Constructivist Theory

Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

scholarly journals International Students in American Higher Education: A Quantitative Study Comparing Their Distribution from Both Synchronic and Diachronic Perspectives and the Implications on Policy Making

2018 ◽  
Vol 13 (7) ◽  
Author(s):  
Yuan Yao
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Geographic Location ◽  
Student Population ◽  
Rank Test ◽  
Future Research ◽  
American Higher Education ◽  
Significant Difference ◽  
Signed Rank Test

This study examined the distribution of international students in American higher education in each region of America. Non-parametric tests, Wilcoxon signed-rank test and Kruskal-Wallis test, were employed to explore the significant differences of international student population among the five American regions from both synchronic and diachronic perspectives. The results of the study show that 1) there is significant difference of international student population among the five American regions in 2016; 2) Northeastern, Southeastern, and Midwestern regions have significantly larger international student population in 2016 than that in 2015; however, Western and Southwestern regions do not have significantly larger international student population in 2016 than that in 2015; 3) climate and geographic location, and the population of immigrants are the reasons of the current distribution of international students; and 4) there are four potential strategies that can be applied to promote the internationalization of higher education and the enrollment of international students. Two future research directions were proposed at the end of the paper.

Challenges in and recommendations for working with international students with first-episode psychosis: a descriptive case series

2016 ◽  
Vol 12 (3) ◽  
pp. 185-193
Author(s):  
Connie Lee ◽  
Gina Marandola ◽  
Ashok Malla ◽  
Srividya Iyer
Keyword(s):  
International Students ◽  
Design Methodology ◽  
International Student ◽  
Case Series ◽  
First Episode Psychosis ◽  
First Episode ◽  
Future Research ◽  
Content Type ◽  
Intervention Service ◽  
Episode Psychosis

Purpose The purpose of this paper is to present a series of cases of international students being treated in a specialized early intervention service for first-episode psychosis (FEP), describing the particular challenges that arise in this process, and to provide recommendations addressing these challenges. Design/methodology/approach Two researchers independently reviewed the charts of seven international students and discussed them with their treating clinicians. Recurring themes were identified through an iterative process of discussion and consensus. Findings Four themes were identified which demonstrated specific challenges faced by international students being treated for FEP: difficulty maintaining student visa status, limited social and family support, financial and health insurance issues, and service disengagement. Originality/value The study suggests that international students with FEP may present with numerous and unique challenges, thereby requiring special attention in their treatment. Although these are preliminary findings based on a small case series, the findings can inform recommendations for mental health services in cities with a sizeable international student population and guide future research on this topic.

scholarly journals International students’ transitions to UK Higher Education – revisiting the concept and practice of academic hospitality

2018 ◽  
Vol 17 (2) ◽  
pp. 164-178 ◽  
Author(s):  
Josef Ploner
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Critical Issue ◽  
First Year ◽  
Structured Interviews ◽  
Policy Makers ◽  
Student Transition ◽  
Education Practice ◽  
Uk Higher Education

With the increasing mobility of international students to UK universities, the appropriate facilitation of their transition remains a critical issue in terms of higher education practice and research. Much existing research and practice is characterised by assimilationist approaches to transition where international students are seen to ‘adapt to’ and ‘fit in’ seemingly uniform host environments. This study however draws on the concept of ‘academic hospitality’ (Bennett, 2000; Phipps & Barnett, 2007) to develop a more nuanced stance which emphasises reciprocity between academic ‘hosts’ and ‘guests’. The findings presented here emerge from semi-structured interviews with a diverse group of international students who spent their first year abroad at a well-established UK university. Elaborating on different experiences and forms of academic hospitality (material, virtual, epistemological, linguistic and touristic), the paper contributes to a refined theorisation of international student transition. It also offers valuable insights for academic practitioners and policy makers who seek sensible approaches to internationalisation.

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