scholarly journals Learning Experiences and Academic Adjustment of International Students: A Case Study from Pakistan

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Fouzia Janjua ◽  
Samina Malik ◽  
Fazalur Rahman
Keyword(s):  
International Students ◽  
Academic Adjustment ◽  
Learning Experiences

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

scholarly journals Attitude and Perception Differences among International Students and Local Students: A Case Study of Australia and New Zealand

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Abdul Latif ◽  
Nadeem Bhatti ◽  
Ghulam Murtaza Maitlo ◽  
Muhammad Suhail Nazar ◽  
Faiz. M. Shaikh
Keyword(s):  
New Zealand ◽  
International Students ◽  
Local Students

scholarly journals A Case Study of International Students’ Social Adjustment, Friendship Development, and Physical Activity

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Shuang Li ◽  
Sam Zizzi
Keyword(s):  
Physical Activity ◽  
International Students ◽  
Social Adjustment ◽  
Physical Activities ◽  
Cultural Barriers ◽  
Social Aspect ◽  
Activity Data ◽  
Current Case ◽  
Friendship Development

Previous literature has focused on international student’s social transition and monocultural and bicultural ties. Little research has explored international students’ multicultural friendship development and the role that physical activity plays in their social interaction. The current case study explored a group of international students’ friendship development and the social aspect of physical activity. Data from individual interviews (pre and post), and 5 months of participant observations was used to describe two female international students’ experiences. Results suggested international students faced both language and cultural barriers in their social interactions with American students. Engagement in physical activities served as the context where observations of peer-to-peer social behaviors happened. Researchers argued that the multicultural friendship developed and strengthened by engaging in these physical activities. This paper also discussed implications and limitations of the study as well as future recommendations.    

scholarly journals A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

2019 ◽  
Vol 9 (3) ◽  
pp. 34 ◽  
Author(s):  
James Badger
Keyword(s):  
Critical Thinking ◽  
International Students ◽  
Faculty Perceptions ◽  
Chinese Students ◽  
Intensive English ◽  
Future Studies ◽  
Effective Strategies ◽  
Intensive English Programs ◽  
Analytic Skills

The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.

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