Intercultural Dialogue Framework for Transnational Teaching and Learning

This chapter attempts to contribute to the understandings of the internationalization of higher education and the broadening of internationalization paradigms through an exploration of an intercultural dialogue (ICD) framework for transnational teaching and learning. The author highlights a shift from a traditional cross-cultural perspective which emphasizes stereotyped differences between cultures to an intercultural dialogue perspective which acknowledges dynamic interactions between hybrid cultural forces. It examines challenges for transnational higher education and discusses the underpinning theories and five key components of the ICD framework: understanding of learners and contexts, culturally sensitive pedagogy, contextualized curriculum, context-specific assessment, and supportive learning environment. The author's lived experience with transnational education is introduced as a case study against which the ICD framework for transnational teaching and learning is applied. The implications for transnational higher education and curricular and pedagogical issues are also discussed.

Intercultural Programming without Intercultural Competence

While there are many studies pointing to the need for international students to interact with domestic students for language and culture learning, there are very few studies exploring these interactions across cultures and how to best facilitate them. The author of this chapter provides an overview of the literature on intercultural competence development in higher education, and then explains a research study exploring a Conversation Partner Program, pairing international and domestic students together for weekly conversations. Through analysis of interviews and conversations between partners, it became clear that intercultural competence was not likely to develop between the partners. Unique to this study are the discursive features of this lack of intercultural competence as well as the situated, relational and discourse-specific nature of the exploration of interaction.

Learning and Academic Self-Concept

In this chapter, the authors provide (a) succinct synopsis of the scholarship on international students' college learning in the United States, and (b) detailed report of a study comparing international and American students' learning and academic self-concept. The study reveals greater involvement in college learning among international than American students. Regarding what contributes to academic self-concept, there are more similarities than differences between international and American students. Controlling for academic self-concept at college entry, students who are more involved in learning (e.g., more interactions with faculty, more time spent studying alone or with peers) report higher academic self-concept at graduation. Females, international and American students alike, report lower academic self-concept despite greater involvement in college learning. Institutional selectivity has a negative influence on international students. Implications for research and practice are provided.

International Students Classroom Exclusion in U.S. Higher Education

The purpose of this synthesis of research was to explore how classroom inclusiveness affected international students in U.S. higher education based on published studies. Data were collected from 15 peer-reviewed published studies that included international students' experiences in U.S higher education. Some of the themes that reoccurred in the review of research included the following areas: classroom differences between students' home countries and the United States; classroom participation expectations, including professors' and students' perspectives of those expectations; and denial of equity in education by production of whiteness and the relationship between language and power. The author concluded from the results that classroom practices existed that, instead of promoting integration of international students into classroom activities, facilitated exclusion and segregation of these students. The classroom practices that promoted exclusion of international students included the following: (a) unstructured class discussions, (b) lack of guidance from the professor during class, (c) little value placed on international perspectives, (d) overrepresentation of oral classroom participation as the only mode of participation, (e) lack of respect for other educational cultural norms, and (f) reinforcement of production of whiteness by professors and American students.

Court Cases

Over 886,052 international students from various countries enrolled in the U.S. institutions of higher education in the 2013-2014 academic year (Institute of International Education, 2014). In this chapter, the authors examine selected court cases related to international students to offer insight on the legal issues that students or institutions have encountered. These court cases involve both undergraduate and graduate students at public and private U.S. universities. The court cases involve international students suing universities and university officials. The majority of the cases are related to student academic expectations and immigration status, while two involve sexual harassment.

International Students' Eating Habits and Food Practices in Colleges and Universities

Researchers have studied international students' adjustment issues using different approaches and methods over several years. This varying landscape suggested a different understanding about the role of dietary acculturation on international student's movements. International students' mobility affects their dietary habits, food choices, and physical behavior. As international students move from one country to another, they may adopt to the culture of their host country. This adoption may affect their food practices and choices, and can lead to changes in the students eating behaviors. The aim of this chapter is to provide a research context and draw out documented issues such as: impact of dietary acculturation on international students, changes in dietary habits and food practices following temporal migration, and health consequences due to the dietary acculturation. This chapter also represents varying qualitative and quantitative perspectives on the international students' eating experiences in colleges and universities, and discusses approaches to moderate the negative impact of dietary acculturation on international students.

The Influence of Social Media on International Students' Global Life Satisfaction and Academic Performance

Numerous studies have investigated the impact of socialization agents (social media) on domestic university students' academic performance and psychological well-being, while the influence of these agents on the increasing population of international students at universities in the United States (US) remains understudied. The current study examined international students' (N = 331) global satisfaction with life as a mediator in the relationship between general social media use (and Skype™ use) and academic performance. The results indicated that both mediation models were supported. Social media and Skype™ use were positively predictive of satisfaction with life, and there was a positive relationship between satisfaction with life and academic performance. These findings have implications for university staff and administrators who need to be aware of the positive influence social media use has on international students' perceptions of their experiences, which in turn can positively impact their academic performance.

Understanding Cultural Difference

Relying on the theoretical underpinnings of Hofstede's cultural dimensions, and Baxter Magolda's theory of self-authorship, the authors conducted a quantitative analysis to better understand how culture influences the development of self-authorship. Data analysis used descriptive statistics and Exploratory Factor Analysis (EFA) to identify potential relationships amongst these two theoretical constructs. Findings revealed that self-authorship can serve as an avenue to develop reliable measurements to enlighten our understanding of this complex and multidimensional construct. The authors in this chapter highlight these relationships and discusses findings as it concerns to the development of international students.

Overview of the U.S. Criminal Justice System and Safety Tips for International Students

While most international students have a rewarding educational experience in the United States, a small percentage are arrested for criminal behavior or victimized by criminals. The author discusses safety from crime and provides safety tips to help reduce crime victimization potential. Further, since the American criminal justice system can be overwhelming, confusing, and intimidating for anyone who does not work within the system on a regular basis, this chapter provides international students and higher education officials with an overview of this system. The author also briefly discusses constitutional rights and the arrest and trial process. Finally, the author addresses some behaviors that international students should avoid to not place themselves at risk for receiving a criminal summons, citation, or arrest.

Aren't We All International Students?

International university branch-campuses (IBCs) host a diverse body of students whose identities cannot be captured through the binary definitions of international or local. Of significant interest are regions where IBCs cater mainly to minority, expatriate and mobile students. For Western universities, many of which have long-standing traditions and approaches to student support, understanding the nuances of these groups is essential to facilitate their success. This chapter describes and contextualizes the changing population of students that Western universities are servicing at IBCs. Using the case studies of Malaysia and the United Arab Emirates, IBCs in these regions are shown to host a variety of students, most of which face significant degrees of social marginalization within the broader society. These new contexts, and their current programs, are contrasted with the traditional literature on international student supports to establish a new model with which to conceptualize and nurture diverse students in global contexts.