Thriving in Graduate School as an International Student: How to Combat the Hidden Costs and Barriers

International students face various hidden costs that pose potential barriers to thriving in graduate school. In this chapter, we lay out several types of hidden costs: (1) higher expenses and time needed for the international status, (2) adjusting to living in a new country and its cultural differences, and (3) biases and racism. We emphasize that the success and happiness of international students depend on the department and the committee’s understanding of these hidden costs. We highlight strategies that international students can take as well as point-by-point advice for the supporters of international students.

The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA)

Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

Ensino da Geometria nos anos finais do Ensino Fundamental: um problema sistêmico

O presente artigo é uma pesquisa bibliográfica cujo objetivo consiste em investigar alguns fatores que nos permitam enxergar as dificuldades apresentadas no ensino de geometria no Ensino Fundamental como um problema sistêmico. Para tanto, buscamos informações nos documentos do Programme for International Student Assessment - PISA, bem como em relatórios fornecidos pelo Inep, dos quais mostraremos os resultados do desempenho médio em Matemática e os níveis de proficiência de alunos participantes do Brasil e da OCDE (Organização para a Cooperação e Desenvolvimento Econômico) e o desempenho desses alunos na categoria de conteúdo, espaço e forma, na disciplina de Matemática. Esses resultados representam indicativos que nos permitem deduzir que não é de hoje os obstáculos no ensino de geometria no Ensino Fundamental, pois não é somente um problema citado por alguns docentes de forma isolada, mas, sim, é um problema típico do mundo em que vivemos.

Exploring the Impact of the Academic Interactions and Social Relations of Graduate Black African Students on their Learning Experiences in Beijing

Current data on international student has not particularly examined the experiences of the international African students in China. Furthermore, faced with a situation where the researcher encountered challenges as a student in China; I self-located in exploring the experiences of the African student in adapting to a new social and academic environment. A phenomenological research framework using semi-structured interviews was used to explore the social and academic experiences of 12 African Graduate students from three Universities in Beijing, China. Participants identified Chinese language as a major challenge, reported limited interaction with Chinese lecturers and discriminatory treatments during classroom dynamics. Added to these, there is much preference given to students from western countries. The study concludes by discussing the implication for practice and emphasizes the importance of universities acknowledging the cultural background of each other and incorporating perspectives of all students in a particular class to enhance student life experiences.

Impact of Information Communication Technology Strategies on Learning Effectiveness

Transnational higher education is a multinational growth strategy requiring a foreign direct investment to establish a university or a campus in a new country and, if possible, to use articulation agreements with credible partners to increase domestic enrolment. Due to the potential international student learning style differences, we hypothesized there may be difficulties teaching Information Communication Technology (ICT) courses in transnational strategies due to the student origin or domestic campus location. The purpose of this study was to examine if student learning was effective within ICT graduate courses at an accredited sub-Saharan Africa-based university implementing the transnational education strategy. We found student learning was effective, but paradoxically, some factors indicated unusual results. Learning impact was higher when students disregarded the learning objectives, which we were able to explain theoretically. Conversely, learning impact was higher for many students who avoided tutoring, which we also rationalized.

Assessing the International Student Enrolment Strategies in Australian Universities

Travel restrictions in the COVID-19 pandemic cause a significant drop in international student enrolment. To cope with such drastic change, this study aims to assess the international student enrolment strategies in Australian universities during the pandemic. Using the critical theory as a theoretical framework, this case study first probed into the problems of the current international student enrolment strategies by taking power and discourses into consideration. The problems identified include the marginalisation of international students and hindrance in their empowerment. Then, this study proposed some future directions for international student enrolment in relation to international students' concerns and needs, alongside migration policies and workforce demands. The future directions include increasing their chances to be academically competitive and equip them to prepare for their future career. The findings can be useful for university management to devise better strategies to recruit and retain international students in the post-pandemic era.