Exploring Intercultural Awareness

2020 ◽  
pp. 822-842
Author(s):  
Monika Foster
Keyword(s):  
International Students ◽  
Chinese Culture ◽  
Student Mobility ◽  
A Priori ◽  
Research Literature ◽  
Intercultural Awareness ◽  
Culture Of Learning ◽  
Mobility Programs ◽  
Good Learning ◽  
The Uk

In the research literature regarding international students' learning experiences, a frequently studied theme is the ‘Chinese culture of learning' as contrasted by the ‘Western/United Kingdom (UK) culture of learning'. This essentialist approach tends to reduce culture of learning to a static, nationally-bound object that exists a priori. A cross-faculty study examined the complexities underpinning culture of learning in the context of student mobility, using a non-essentialist lens. Using individual experiences, unique perspectives on own and host cultures of learning by students from China studying ‘business' in the UK and students from the UK studying ‘design' in China are captured in seven distinct themes, including good teaching, good learning, peers and assessment. The results inform the design of student mobility programs with aspects of intercultural empathy, as well as preparation for and benefits from study abroad as a feature of the internationalised of Higher Education (HE).

Exploring Intercultural Awareness

2016 ◽  
pp. 349-369 ◽  
Author(s):  
Monika Foster
Keyword(s):  
International Students ◽  
Chinese Culture ◽  
Student Mobility ◽  
A Priori ◽  
Research Literature ◽  
Intercultural Awareness ◽  
Culture Of Learning ◽  
Mobility Programs ◽  
Good Learning ◽  
The Uk

In the research literature regarding international students' learning experiences, a frequently studied theme is the ‘Chinese culture of learning' as contrasted by the ‘Western/United Kingdom (UK) culture of learning'. This essentialist approach tends to reduce culture of learning to a static, nationally-bound object that exists a priori. A cross-faculty study examined the complexities underpinning culture of learning in the context of student mobility, using a non-essentialist lens. Using individual experiences, unique perspectives on own and host cultures of learning by students from China studying ‘business' in the UK and students from the UK studying ‘design' in China are captured in seven distinct themes, including good teaching, good learning, peers and assessment. The results inform the design of student mobility programs with aspects of intercultural empathy, as well as preparation for and benefits from study abroad as a feature of the internationalised of Higher Education (HE).

Exploring Global Korea Scholarship as a Public Diplomacy Tool

2021 ◽  
pp. 002190962110358
Author(s):  
Kadir Jun Ayhan ◽  
Moamen Gouda ◽  
Hyelim Lee
Keyword(s):  
International Students ◽  
Public Diplomacy ◽  
International Student ◽  
Home Country ◽  
Student Mobility ◽  
International Student Mobility ◽  
Development Level ◽  
Cognitive Evaluation ◽  
Mobility Programs ◽  
Cognitive Dimensions

Through international student mobility programs, such as Global Korea Scholarship (GKS), countries aim to influence international students’ beliefs about and attitudes toward the host country. In this article, we explore GKS’s role in bringing international students to the country and analyze changes in GKS students’ and alumni’s affective and cognitive evaluation of Korea after coming to the country. We compare results based on students’ and alumni’s length of stay, gender, and economic development level of their home country. Our findings suggest that after coming to Korea, GKS recipients evaluate Korea more positively in both affective and cognitive dimensions.

scholarly journals Recent Trends and Issues in International Student Mobility

2015 ◽  
Author(s):  
Hans De Wit
Keyword(s):  
International Students ◽  
Brain Drain ◽  
International Student ◽  
Student Mobility ◽  
Institutions Of Higher Education ◽  
Income Generation ◽  
Pull Factors ◽  
International Student Mobility ◽  
Recent Trends ◽  
The Uk

Institutions of higher education recently emphasized a view of international students as a source of income generation. Like the UK and Australia, other countries have also introduced out of state fees for international students. The competition for international students has increased even among traditionally sending countries. Selected recruitment of top talents is also a trend. Reputation and employability are the pull-factors for international students: in turn, "brain drain" is a problem in developing countries at the end of the chain.

“It’s not just a diet, it’s a lifestyle”: An Exploratory Study into Community Preferences of Vegan Definitions

2019 ◽  
Author(s):  
Madelon North ◽  
Emily Jane Kothe ◽  
Anna Klas ◽  
Mathew Ling
Keyword(s):  
Exploratory Study ◽  
Personal Experience ◽  
Research Literature ◽  
Advocacy Groups ◽  
Convenience Sample ◽  
Future Studies ◽  
Ranking Order ◽  
The Uk ◽  
Community Preferences ◽  
Positivist Approach

Veganism is an increasingly popular lifestyle within Western societies, including Australia. However, there appears to be a positivist approach to defining veganism in the literature. This has implications for measurement and coherence of the research literature. This exploratory study assessed preference rankings for definitions of veganism used by vegan advocacy groups across an Australian convenience sample of three dietary groups (vegan = 230, omnivore = 117, vegetarian = 43). Participants were also asked to explain their ranking order in an open-ended question. Most vegans selected the UK definition as their first preference, omnivores underwent five rounds of preference reallocation before the Irish definition was selected, and vegetarians underwent four rounds before the UK definition was selected. A reflexive thematic analysis of participant explanations for their rankings identified four themes: (1) Diet vs. lifestyle, (2) Absolutism, (3) Social justice, and (4) Animal justice. These four themes represent how participants had differing perceptions of veganism according to their personal experience and understanding of the term. It appears participants took less of an absolutist approach to the definition and how individuals conceptualise veganism may be more dynamic than first expected. This will be important when researchers are considering how we are defining veganism in future studies to maintain consistency in the field.

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

Visualising global currents of international students between 1999 and 2018

2021 ◽  
pp. 0308518X2110551
Author(s):  
Hengyu Gu ◽  
Zhibin Xu ◽  
Jiansong Zheng ◽  
Tiyan Shen
Keyword(s):  
International Students ◽  
Student Mobility ◽  
Chord Diagram ◽  
Global Circulation ◽  
Pros And Cons ◽  
Research Gap ◽  
Catch Up ◽  
Migration Flows ◽  
The Way

The flows of international students are like the currents of the oceans, not only affecting the individuals adrift in them but the global circulation of policy, economics and academics as a whole, bearing pros and cons for each country or region along the way. To date, there has not been a detailed and elaborate description of the fluxes of international students over decades. In light of the research gap, the article utilises the chord diagram to draw threads between each pair of origin and destination of international students in the last 20 years and divides the periods into four main phases. With each phase exhibiting its specific features, we have tentatively concluded that the global student mobility structure has evolved from Arterial (1999–2003), Breakthrough (2004–2008) to Catch-Up (2009–2013), and lastly, Diversification (2014–2018). Corresponding reasons underpinning each change of the migration flows are also discussed briefly in the article.

The multicultural experience of international students in Portugal: a narrative approach

2017 ◽  
Vol 11 (3) ◽  
pp. 176-188 ◽  
Author(s):  
Cosmin Ionut Nada ◽  
Helena Costa Araújo
Keyword(s):  
International Students ◽  
Multicultural Education ◽  
Research Literature ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Multicultural Experience ◽  
Institutional Strategies ◽  
Portuguese Higher Education ◽  
Local Students ◽  
Support Students

Purpose The aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds. Design/methodology/approach To provide depth to the understanding of their experiences abroad, the narratives of 12 international students in Portugal were constructed and analysed interpretatively. The findings presented in this paper result from a solid set of data based on 41 interviews with an average duration of two hours each. Findings Regarding students’ levels of multicultural contact, the findings presented in this paper are not consistent with previous research literature which indicates a tendency for segregation among international and local students. Aside from one exception, all the interviewed students were rather comfortable to interact with their local peers and even established meaningful friendships with them. Concerning students’ learning throughout the sojourn, the findings indicate that the experience of living in a different country provides numerous opportunities for multicultural learning. Research limitations/implications Even though the findings suggest that multicultural learning is part of international students’ lives, it is beyond the scope of this paper to identify institutional strategies to further support students’ learning. Originality/value The study adds to knowledge production in the field of multicultural education by bringing data from Portugal, a country seldom approached in the research literature.

scholarly journals The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad

2019 ◽  
Vol 9 (3) ◽  
pp. 495-517
Author(s):  
Gianna Hessel
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
L2 Acquisition ◽  
Intercultural Learning ◽  
Lingua Franca ◽  
Student Interactions ◽  
European Universities ◽  
Intercultural Interactions ◽  
The Uk

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

Sign in / Sign up

Export Citation Format

Share Document