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.  

English language ideologies and students’ perception of international English-Medium-Instruction (EMI) Master's programmes: A Chinese case study

English Today ◽  
2018 ◽  
Vol 35 (3) ◽  
pp. 22-28 ◽  
Author(s):  
Yang Song
Keyword(s):  
Higher Education ◽  
International Students ◽  
English Language ◽  
Higher Education Institutions ◽  
Chinese Higher Education ◽  
Ministry Of Education ◽  
Postgraduate Students ◽  
Republic Of China ◽  
English Medium Instruction ◽  
International English

To be engaged in the economic, political and technological processes of globalization, higher education institutions around the world have included internationalization as part of their long-term mission, and China is no exception. The number of international students on campus is a well-recognized index of the universities’ internationalized status. According to the Ministry of Education (MOE) of the People's Republic of China, in 2016 there were 442,773 international students studying in China, 209,966 of whom were enrolled in degree programmes in Chinese higher education institutions, and 63,867 (47.42%) studied as postgraduate students (MOE, 2017).

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 Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

2020 ◽  
Vol 12 (18) ◽  
pp. 7490
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak ◽  
Yousef A. M. Qasem ◽  
Murad Abdu Saeed Mohammed
Keyword(s):  
Higher Education ◽  
International Students ◽  
Structural Equation ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Measurement Model ◽  
Equation Modeling ◽  
Intercultural Learning ◽  
Learning Challenges ◽  
Main Challenge

The tendency for internationalization of higher education in many Higher Education Institutions (HEIs) around the world, including those of Malaysia, is increasing with the current wave of globalization; however, the main challenge of international HEIs is how to manage intercultural diversity and overcome intercultural learning challenges that affect international students’ learning outcomes and learning sustainability. Hence, the aim of this study was to investigate intercultural learning challenges that affect international students’ learning sustainability through a proposed measurement model. The data were collected from 273 international students in Malaysian HEIs through a survey and were analyzed using variance-based structural equation modeling (i.e., PLS-SEM). The results showed that intercultural challenges did not have a significant effect on students’ learning sustainability. Nevertheless, language challenges, academic challenges, and research challenges were found to have a significant negative impact on the learning sustainability of international students. The study concluded that intercultural learning barriers are considered to be intercultural learning challenges, which have a negative effect on international students’ learning sustainability even though international students might overcome such challenges with the passage of time. In addition, the study identified different factors pertaining to international students’ learning sustainability, such as students’ language and learning skills, Higher Education Institutions’ educational systems, and lecturers. Based on the finding of the study, Higher Education Institutions need to create a clear framework that encompasses these factors to improve learning sustainability among international students.

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 Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

2018 ◽  
Vol 21 (3) ◽  
pp. 35-66 ◽  
Author(s):  
Thuraya Al Riyami ◽  
Ali Al Issa
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Alternative Pedagogy ◽  
Sociopolitical Context ◽  
Speakers Of Other Languages ◽  
English Language Teachers ◽  
The 1960S

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

scholarly journals The perceptions of translanguaging through English as a lingua franca among international students in Korean higher education

2021 ◽  
Vol 10 (1) ◽  
pp. 59-87
Author(s):  
Jaewon Jane Ra
Keyword(s):  
Higher Education ◽  
South Africa ◽  
International Students ◽  
Ethnographic Methods ◽  
Lingua Franca ◽  
Daily Lives ◽  
Local Language ◽  
Korean Higher Education ◽  
First Languages

Abstract This article explores how translanguaging is perceived by a group of international students at a Korean university where not only different first languages (L1) and English (L2) are involved in the students’ daily lives but also the local language (L3) holds an important role in the community. Using ethnographic methods, four participants from Japan, Lithuania, Malaysia and South Africa were regularly observed and interviewed in-depth during one academic semester. The findings reveal that the participants had conflicting views towards translanguaging pertaining to their underlying ideologies, that is, whether they considered it as a struggle to use a language or as something natural, fun and cosmopolitan. However, it has been confirmed from this study that whether the participants were positive or negative about translanguaging, it inevitably happened in their daily lives which tells us that the multilingual phenomenon in the field of ELF is worth researching further.

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