scholarly journals Acculturation Stressors and Academic Adjustment among Nepalese Students in South Korean Higher Education Institutions

2021 ◽  
Vol 18 (12) ◽  
pp. 6529
Author(s):  
Madhu Sudhan Atteraya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Adjustment ◽  
Higher Education Institutions ◽  
Pearson Correlation ◽  
Hierarchical Regression ◽  
South Korean ◽  
Korean Higher Education ◽  
Hierarchical Regression Model ◽  
The Relationship

International students are steadily increasing in South Korean higher education institutions. How well international students are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. This study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions. The sample of the study consisted of Nepalese students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors were selected to examine the association between acculturation stressors and academic adjustment. Pearson correlation and hierarchical multiple regression were utilized. The results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = −0.23, p < 0.01), perceived hate/rejection (r = −0.18, p < 0.05), perceived fear (r = −0.24, p < 0.01), and perceived cultural shock (r = −0.17, p < 0.05) with academic adjustment. Further, the hierarchical regression model revealed that perceived fear (β = −0.220, p < 0.05) had a negative association with academic adjustment. Addressing acculturation stressors among international students is essential to facilitate a positive academic environment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail international students’ perceived fear.

scholarly journals Acculturation stressors and academic adjustment among Nepalese students in South Korean higher education institutions

2020 ◽  
Author(s):  
Madhu S. Atteraya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Adjustment ◽  
Higher Education Institutions ◽  
Pearson Correlation ◽  
Background Characteristics ◽  
South Korean ◽  
Cultural Shock ◽  
Korean Higher Education ◽  
The Relationship

AbstractIntroductionInternational students are steadily increasing in South Korean higher education institutions. How well international students in South Korea are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. The study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions.MethodsThe sample of the study consisted of Nepalese international students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors (e.g., discrimination, homesickness, hate/rejection, fear, cultural shock, and guilt) were selected to assess the association of these characteristics and stressors with academic adjustment. Pearson correlation and hierarchical multiple regression were utilized to examine the association between acculturation stressors and academic adjustment.ResultsThe results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = -.23, p< 0.01), perceived hate/rejection (r = -.18, p< 0.05), perceived fear (r = -.24, p< 0.01), and perceived cultural shock (r = -.17, p< 0.05) with academic adjustment. Further, the hierarchical regression model revealed that marital status (β = .223, p <.01) had a positive association with academic adjustment, whereas perceived fear (β = -.206, p <.05) had a negative association with academic adjustment even after including students’ background characteristics and other acculturation stressors.ConclusionAddressing acculturation stressors among international students in higher education institutions is essential to facilitate positive academic adjustment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail students’ perceived fear in order to enhance their academic performance in South Korean higher education institutions.

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 Selection Satisfaction and Attributes of Higher Education Institutions: Mediation of Information Satisfaction

Society ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 228-240
Author(s):  
Irfandi Buamonabot ◽  
Muhammad Asril Arilaha ◽  
Johan Fahri
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Higher Education Institutions ◽  
Effective Rate ◽  
Rate Of Return ◽  
Hierarchical Regression ◽  
Hierarchical Regression Analysis ◽  
Information Availability ◽  
Independent Variable ◽  
The Relationship

This study aimed to examine the satisfaction of information availability in mediating the relationship between attributes of and satisfaction in choosing higher education institutions for Universitas Khairun and IAIN Ternate. A total of 252 students from both institutions were involved in this survey, with an effective rate of return of 70%. A hierarchical regression analysis was run by using IBM SPSS version 24. The results showed that for Universitas Khairun, information satisfaction fully mediates the relationship between attributes and satisfaction in choosing a university. In contrast, for IAIN Ternate, information satisfaction is only an independent variable. The implications and suggestions for further research are also discussed in this study.

scholarly journals Hybrid Internationalization in Korea: A Promising Development?

2018 ◽  
pp. 13-15
Author(s):  
Hee Kyung Lee ◽  
Byung Shik Rhee
Keyword(s):  
Higher Education ◽  
International Students ◽  
Hybrid Model ◽  
English Language ◽  
Higher Education Institutions ◽  
Primary Language ◽  
Korean Higher Education ◽  
Main Challenge ◽  
Internationalization Strategies ◽  
Promising Development

This article presents and analyzes a newly developed model of inbound internationalization of higher education in Korea—a demand-based, locally oriented, hybrid model of internationalization. This model combines existing features of internationalization—the typical study-abroad model in which international students are taught in the host country’s primary language and the decade-long Korean internationalization model, in which international students are educated in separate academic programs—with recently developed, demand-based educational programs. While conventional, English-language-driven internationalization strategies such as increasing the number of English as a medium of instruction (EMI) courses still exist, this hybrid model is becoming popular among Korean higher education institutions. Yet, although this model may seem better than conventional strategies, it still does not solve a main challenge of internationalization, academic capitalism—and it even reproduces it. This article is meant to help higher education institutions in developing countries whose primary language is not English to develop new internationalization strategies.  

scholarly journals The investigation of organizational cynism and organizational commitment perceptions of academic staff at higher education institutions offering sports educationSpor eğitimi veren yükseköğretim kurumlarındaki öğretim elemanlarının örgütsel sinizm algıları ile örgütsel bağlılıklarının araştırılması

2017 ◽  
Vol 14 (2) ◽  
pp. 1674 ◽  
Author(s):  
Kadir Çalışkan ◽  
Sümmani Ekici
Keyword(s):  
Higher Education ◽  
Organizational Commitment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Pearson Correlation ◽  
Negative Relationship ◽  
Significance Level ◽  
Sports Sciences ◽  
The Relationship ◽  
Item Scale

The purpose of this study is to investigate the relationship between organizational cynism perception levels and organizational commitment levels of the academic staff from sports sciences departments at higher education institutions. The population of the study consists of all academic staff from sports sciences departments at higher education institutions and 396 sets of data (n=291 male, n=105 female) were collected from the academic staff.To determine the organizational cynism levels of the academic staff, an 13-item scale “Organizational Cynism Scale,” which was developed by Brandes, Dhalwadkar and Dean (1999) was utilized in the study. The reliability score was calculated as α=0.93 and the Turkish adaptation of the scale was also performed by Kalağan (2009). Besides, in order to determine the organizational commitment levels of the participants, an 18-item scale “Organizational Commitment Scale”, which was developed by Allen and Meyer (1996) and used in Turkish format by Belli (2014), was utilized in the study.The data were analyzed with SPSS 20.0 packet program. In addition to descriptive statistics, t-tests (Independent t-Test) and analysis of variance (One-Way ANOVA) were carried out in order to identify the differences in terms of demographic variables. Tukey HSD test was utilized to specify the groups from which significant differences were derived and Pearson correlation test was also used in order to examine the relationship between variables.  All findings were considered according to p<0.05 significance level in the study.The results of the study suggest that the organizational commitment levels of the academic staff are medium-degree and their organizational cynism perceptions are low. In terms of organizational cynism, some significant differences were found out regarding the length of time spent working at that institution, administrative function and change of title variables. On the other hand, there were also some significant differences in variables like gender, age and the length of time spent at that institution in terms of organizational commitment as well as administrative function and change of title variables, those being similar to the results of organizational cynism. Additionally, it was found out that there existed medium-degree and negative relationship between organizational cynism and organizational commitment.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırma, spor eğitimi veren yükseköğretim kurumlarındaki öğretim elemanlarının örgütsel sinizm algıları ile örgütsel bağlılıkları arasındaki etkileşimi belirlemek amacıyla yapılmıştır. Araştırmanın evrenini, Türkiye’de spor eğitimi veren yükseköğretim kurumlarındaki öğretim elemanları oluşturmuş ve 396 (n=291 erkek, n=105 kadın) akademisyene ulaşılmıştır.Örgütsel sinizm algısının belirlenmesine yönelik Brandes, Dhalwadkar ve Dean (1999) tarafından geliştirilmiş ve Kalağan (2009) tarafından geçerlilik-güvenirliği (α=0.93) ve Türkçe’ye uyarlaması yapılmış olan 13 maddelik “Örgütsel Sinizm Ölçeği” kullanılmıştır. Örgütsel bağlılık düzeylerini belirlemek amacıyla da Allen ve Meyer’in (1996) geliştirdikleri ve Belli (2014) tarafından Türkçe formunun kullanıldığı 18 maddeden oluşan “Örgütsel Bağlılık Ölçeği”nden yararlanılmıştır.Veriler SPSS 20,0 paket programı aracılığıyla analiz edilmiştir. Tanımlayıcı istatistiklerin yanında katılımcıların demografik değişkenlerine göre farklılıklarını tespit etmek için t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. ANOVA testi sonucunda anlamlı farklılığın hangi gruptan kaynaklandığını görmek için Tukey HSD testinden yararlanılmıştır. Değişkenler arası ilişkiyi sorgulamak için ise Pearson korelasyon analizinden faydalanılmıştır. Araştırmada tüm bulgular p<0.05 anlamlılık düzeyine göre dikkate alınmıştır.Araştırmanın sonuçlarına göre; öğretim elemanlarının örgütsel sinizmleri düşük, örgütsel bağlılık hisleri ise orta seviyede çıkmıştır. Örgütsel sinizmde ve çeşitli alt boyutlarda; kurumdaki hizmet süresi, idari görev ve ünvan değişkenlerinde farklılıklar tespit edilmiş, örgütsel bağlılıkta ise farklılıklar yine idari görev ve ünvan değişkenlerinde görülmekle birlikte cinsiyet, yaş ve meslekteki hizmet süresi değişkenlerinde ortaya çıkmıştır. Ayrıca örgütsel sinizm ile örgütsel bağlılık arasında orta düzeyde negatif yönlü bir ilişkinin varlığı belirlenmiştir.

Signaling sustainability: impact that learning how to report has on enrollment, endowment and emissions of North American higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcel C. Minutolo ◽  
Albena Ivanova ◽  
Michelle Cong
Keyword(s):  
Higher Education ◽  
Linear Models ◽  
Higher Education Institutions ◽  
Main Hypothesis ◽  
Signaling Mechanism ◽  
Content Type ◽  
Improved Performance ◽  
And Performance ◽  
Reporting Mechanism ◽  
The Relationship

Purpose The purpose of this paper is to develop an integrated model assessing the frequency and timing between reports on the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment and Rating System (STARS) reporting the framework by higher education institutions (HEIs) and the relationship between the STARS score and reputation (enrollment), finances (endowment) and performance (emissions). Design/methodology/approach The development of the theoretical model is based on learning, signaling and legitimacy theories. This study collects data from the AASHE STARS to indicate the rating level of 202 HEIs, control variables, enrollment, endowments and emissions. The hypotheses were tested using generalized linear models. Findings Findings suggest that as HEIs report on their sustainability activity, they learn to report better but that there is also an “un-learning” aspect if the HEI skips reporting in a period. The results support the main hypothesis that there is a relationship between reporting and engagement with the HEIs in the form of enrollment and endowments. Finally, the findings provide evidence that the HEIs’ reporting is associated with a reduction in emissions. Practical implications The findings suggest that HEIs should develop a reporting strategy on a standardized framework such as AASHE STARs and they ought to codify the approach to learn from prior reporting. Students and alumni are increasingly seeking to engage the HEI in the sustainability process and the report is a mechanism for signaling activities. Social implications The findings suggest that AASHE STARS scores may be used by HEIs as a signaling mechanism to stakeholders of their commitment to sustainability. The signal is a mechanism to reduce information asymmetry between the HEI and stakeholders who may want more information on the institution’s attempts toward sustainability but lack access to information. Further, HEI partners have a mechanism to assess the overall level of commitment of the HEI toward sustainability and can, therefore, engage accordingly. Originality/value There has been significant work on signaling theory and sustainability. However, the relationship between STARs reporting as a signal that legitimates the HEI, learning how to report well and HEI performance has received less attention. The current study demonstrates that the STARS framework as a reporting mechanism signals the HEIs’ level of commitment to sustainability thereby legitimating it resulting in improved performance.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

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.

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