scholarly journals Riding Out the Immigration Storm: Higher Education Responses and Support Provided to International Students in the U.S. During the COVID-19 Pandemic

2021 ◽  
Vol 5 (SI) ◽  
Author(s):  
Masha Krsmanovic
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
International Students ◽  
Colleges And Universities ◽  
Global Crisis ◽  
Academic Communities ◽  
Travel Restrictions ◽  
The U.S

The immigration and travel restrictions imposed by the U.S. government during the pandemic affected both international students preparing to start their academics in the U.S. and those currently enrolled. Reviewing the websites of 160 U.S. colleges and universities enrolling the highest numbers of international students, this study investigated if and how these institutions supported their international students during the time of global crisis. The results, obtained thought discourse analysis, revealed that the majority of websites (74%) provided such guidance, while the remaining 26% did not include any COVID-related content. Further, only 10% of the institutions issued official statements to and in support of their international students during the pandemic. In addition to portraying the volume and scope of support provided to international students by their institutions, this research also presented recommendations for all colleges and universities that are yet to respond to the international members of their academic communities.

scholarly journals International Students in American Colleges and Universities: A History

2012 ◽  
Vol 2 (1) ◽  
pp. 126-127
Author(s):  
Ling Gao LeBeau
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
18Th Century ◽  
Colleges And Universities ◽  
American Higher Education ◽  
History Of ◽  
Higher Education And Society ◽  
Education And Society ◽  
The U.S

International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlightened about the field of internationalization.

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.

scholarly journals Why so Many Chinese Students Come to the U.S. for their Higher Education

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Chiang-nan Chao
Keyword(s):  
Higher Education ◽  
Chinese Students ◽  
Colleges And Universities ◽  
Vital Role ◽  
Student Population ◽  
University Administrators ◽  
Knowledge Area ◽  
The U.S

This study focuses on why Chinese students come to the U.S. for their higher education. This student population plays a vital role in American colleges and universities, and provides a much needed source of financial revenue. The results indicate that Chinese students are seeking education with a worldview and opt to break from the Chinese system of learning. This article seeks to offer both academicians and university administrators a better understanding of the reasons of these Chinese students, and contributes to the knowledge area extant on this population.

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 Assessing Domestic vs. International Student Perceptions and Attitudes of Plagiarism

2016 ◽  
Vol 6 (2) ◽  
pp. 542-565
Author(s):  
Daniel Adrian Doss ◽  
Russ Henley ◽  
Balakrishna Gokaraju ◽  
David McElreath ◽  
Hilliard Lackey ◽  
...  
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Perceptions ◽  
International Student ◽  
Likert Scale ◽  
Teaching Institution ◽  
Perceptions And Attitudes ◽  
Higher Education Teaching ◽  
Necessary Evil ◽  
The U.S

The authors examined students’ perceptions of plagiarism from a higher education teaching institution within the U.S. southeast. This study employed a five-point Likert-scale to examine differences of perceptions between domestic versus international students. Statistically significant outcomes were observed regarding the notions that plagiarism is a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that respondents tended toward disagreement concerning the former notion and neutrality regarding the latter notion.

Distance Learning Course Design

2018 ◽  
pp. 1-16 ◽  
Author(s):  
Jillian L. Wendt ◽  
Deanna Nisbet ◽  
Amanda Rockinson-Szapkiw
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
International Students ◽  
Best Practices ◽  
Culturally Responsive ◽  
Course Design ◽  
Institutions Of Higher Education ◽  
Preliminary Research ◽  
Practical Implications ◽  
The U.S

Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.

Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction

2020 ◽  
pp. 307-327
Author(s):  
Hyunsil Park ◽  
Robert A. Filback ◽  
Jenifer Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
Research University ◽  
Active Participation ◽  
International Graduate Students ◽  
International Graduate ◽  
Education Environment ◽  
Speakers Of Other Languages ◽  
Master Of Arts ◽  
The U.S

This research-based chapter explores East Asian international graduate students' challenges in the U.S. higher education environment and identifies how technology-enhanced instructional practices can increase their active participation in the classroom. The classroom-based intervention study was conducted in a Master of Arts program in Teaching English to Speakers of Other Languages (TESOL) at a research university in the Western U.S. The participants were 56 students in this TESOL program. The three types of technology (Padlet, Plickers, and Poll Everywhere) were selected based on criteria including ease of implementation and positive influences on students' participation and learning in class. The data were collected through a pre- and post-survey and three weeks of classroom observation. The resulting qualitative observational and survey data revealed consequences of the technology enhancements in instruction in terms of changes in students' active participation in class, insights produced into critical cultural understandings, and relationships to learning outcomes.

Implications for Recruiting International Students to the University of North Carolina System

2013 ◽  
pp. 139-153
Author(s):  
Cheryl McFadden ◽  
Cathy Maahs-Fladung ◽  
William Mallett ◽  
Liyao Zhao
Keyword(s):  
Higher Education ◽  
North Carolina ◽  
International Students ◽  
Foreign Students ◽  
University Of North Carolina ◽  
Research Institutions ◽  
Doctoral Research ◽  
State Economy ◽  
The University ◽  
The U.S

In 2011-2012, international students and their families contributed almost 22 billion dollars to the U.S. economy and to higher education. Although there were a record number of international students (764,495), they represent only 4% of the 20.6 million students enrolled in higher education. Are institutions capitalizing on this market and how specifically does it benefit the institution and state economy as well? In order to answer this question, the financial implications of recruiting international students to North Carolina, particularly the University of North Carolina (UNC) System were explored. In North Carolina, the net contribution of foreign students and their families was USD$338,418 million and specifically within the UNC System, USD$174,326.9 million (51.51%). Of the 14 institutions examined, six relatively smaller institutions had the most significant overall increase in enrollment during 2009-2011, and masters’ institutions in particular reported a 23.10% positive change, followed by doctoral/research institutions with a 21.93% change.

scholarly journals Duality of Persistence

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Vasundhara Kaul ◽  
Linda Renzulli
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Positive Influence ◽  
International Graduate Students ◽  
International Graduate ◽  
Social Belonging ◽  
Low Levels ◽  
University Level ◽  
The U.S

International students have been a growing presence in U.S. higher education institutions for over a decade. However, how feelings of belonging shape their adjustment to these institutions has only recently become a subject of inquiry. In particular, there has been limited examination of how university-level factors interact with feelings of belonging to shape the persistence of international students within the U.S. This research takes a step towards addressing this scholarship gap by examining how social and academic belonging interact with the presence of on-campus co-nationals in engendering aspirations to persist in the U.S. after graduation for international graduate students. We demonstrate the presence of, what we call, an academic enclave effect wherein large communities of co-nationals have a positive influence on the aspirations of international students with initial low levels of social belonging.

scholarly journals The Hard Path of Becoming a Visiting Scholar in the U.S.

2020 ◽  
Vol 4 (1) ◽  
pp. 85-93
Author(s):  
Margherita Daho'
Keyword(s):  
United States ◽  
International Students ◽  
The United States ◽  
Colleges And Universities ◽  
Quality Of Education ◽  
Considerable Time ◽  
The U.S ◽  
Visiting Scholars

With globalization and the continual growth of studies abroad, many Ph.D. students apply to move to other countries for an exchange experience. Many students select the United States as their preferred destination, attracted by the perceived better quality of education. The United States also tries to attract international students to its colleges and universities. However, becoming a visiting scholar is very hard and takes considerable time. Applications and bureaucracy are cumbersome and major support is required, especially for international students. This article is a reflection on my experience planning an exchange experience in the United States during my Ph.D. I also offer recommendations for improving the experiences of international visiting scholars.

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