International Student Mobility

International student mobility is the core element of the internationalization of higher education. In recent years, a significant change has been observed in the outlook of individuals which is giving a boost to this phenomenon. Within this context, the present chapter analyzed the phenomenon of international student mobility through different approaches by providing critical outlook. An attempt has been made to list the important determinants which influence the decision-making process of international students.

Promoting U.S. Community Colleges in Sweden

In this study, the author used a qualitative case study research method to explore Swedish educational agents' perspectives of the community college system in the United States, their experiences in marketing community colleges in Sweden, and the factors that may lead to or prohibit the success in recruiting Swedish students for U.S. community colleges. The findings revealed that agents are aware of the key benefits of attending a U.S. community college: affordability, simple admissions process, and university transfer options. Disadvantages were also noted, which included the absence of experiencing a typical American college experience and lack of on-campus housing. The marketing tactics that the agencies used ranged in size and scope. The results of this study can be used to develop successful international student recruitment and marketing strategies in Sweden.

Interest and Intent in Pursuing Higher Education

This chapter study investigated the views and plans of 519 Nepali students considering higher education overseas. Students ages 16 to 32 from government and private learning institutions throughout Kaski District, Nepal completed a questionnaire on interest in higher education and perceptions of study abroad programs. Participants recorded potential countries of interest, reasons for continued study, and anticipated means of financial support. Students were hypothesized to be influenced by peers, motivated by financial gain, and reliant upon financial aid sources such as scholarships and grants. Results indicated statistical differences between students from rural and city areas and those enrolled in government and boarding institutions; subject of choice, sources used for information, motivation, and anticipated means of financial support varied among groups. Education level and peer influence were also statistically significant, affecting students' country of choice and motivation to pursue degrees abroad. Implications for additional research and suggestions for educators are discussed.

Career Counseling for International Students

International students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations.

It Sharpens My Brain

In this case study, the author investigated how international teaching assistants in the U.S. learned English language and teaching skills within a course they took about teaching at an American college. Four participants from three different countries and three disciplines volunteered to participate in this study. The results suggested that by talking with a partner, all of the participants acquired communication and conferring skills and learned teaching skills by practicing, sharing, getting feedback, and reflecting with their peers. All participants contributed to this social learning environment and enjoyed the communication between each other no matter what backgrounds and disciplines they came from. Their conversations revealed their strengths and challenges and represented their various cultural backgrounds, disciplines, and personal goals. The findings from this study suggest that teachers in the international teaching assistant training program should encourage peer learning and provide opportunities for students to work in pairs or small groups. They should also plan meaningful activities for students through which students can learn language skills and cultivate communicative competence.

International Undergraduate Students Coping With Challenges at a Private Faith-Based University

Current research shows that international students confront multifaceted challenges in their host country. However, most of the studies conducted do not give a voice nor do they explore these students' coping strategies. This qualitative study aimed to explore the cultural, linguistic, curricular, and financial experiences of 10 international undergraduate students and their coping strategies at a Midwest university. The Bronfenbrenner's bio-ecological model of human development and the Australian resilience international student education (RISE) theories guided this study to facilitate an interpretative and naturalistic approach and understandings of the coping phenomenon. The findings implied that the overwhelming majority of the participants confronted various challenges and coped with them because of their resilience through their faith in God, motivation, determination, and community support. This study may help to increase student retention improving services to international students. It provides the bases to policies development to advance better insertion of international students.

The Bridge to America

The current mixed method research study explored the acculturative experiences of international graduate students through a summer bridge program known as the webinar. The study was conducted at a comprehensive research university in Philadelphia, Pennsylvania before newly admitted graduate students arrived in the United States. Both quantitative and qualitative results were collected to gain greater insights during their transitional period. The following themes emerged in this study: (1) physiological and psychological needs, (2) sense of belonging, (3) peer-to-peer support, and (4) faculty and professional staff engagement. The themes presented in this study may assist international graduate students with their adjustment timeframe from their home country to the host environment.

Open Minds

Study abroad can be life-changing, but the effect of such experience is hard to measure. This research examines the causal link between study abroad and global perspectives. With data from the National Survey of Student Engagement (NSSE)'s basic survey and the global perspectives module, this study uses factor analysis to create a comprehensive index and then estimates causal effects by matching students who studied abroad during college to those who did not, based on their propensity to study abroad. Key findings are 1) institution type and student's major make difference in participation rate; 2) study abroad induces a positive, statistically significant but small impact on student global perspectives; 3) such positive impact is consistent across ethnic groups. Yet, there is no clear indication of the mechanism through which these effects may operate. Future research could employ qualitative research methods to understand the mechanism and complement the findings of this research.

International Student Mobility, Government Policies, and Neoliberal Globalization

Given the increasing magnitude of international student flows from “developing countries” to the “developed” or major member countries of the Organization for Economic Co-operation and Development (OECD), this chapter explores Chinese graduate student flows to Canada. Chinese graduate student perspectives are also drawn upon to study the phenomenon of Chinese student migrations to Canada in pursuit of higher education. Given the focus on exploration, meanings and understandings, an interpretivist approach and qualitative case study strategy were utilized to examine government policies and positions that stimulate international student mobility (ISM) from China to Canada and to understand the experiences of Chinese graduate students who study at the University of Alberta. Unlike the ISM mainly sponsored by the Chinese government before, contemporary outbound student mobility is impacted by neoliberalism and a freer mobility shapes Chinese students' pursuit of overseas studies. Chinese traditional culture and values also influence Chinese student mobility across borders for pursuing higher education. In the meantime, patriotism makes many Chinese students concern about serving their home country. The chapter also presents reflections on government policies pertaining to ISM and highlights the emergent themes from the data obtained from the qualitative case study of Chinese graduate student flows to Canada.

Islamophobia and Mobility of Kurdish Students From Northern Iraq

In the year 2015, it was estimated that more than 5 million students were studying outside their home countries. After the fall of Saddam Hussein's regime in 2003 Kurdistan Regional Government (KRG) of Iraq in its attempt to raise the standard of education started its scholarship program known as Human Capacity Development Program (HCDP) in 2010. This policy advocated KRG's open-door policy toward international markets in an attempt to reintegrate its higher education institutions (HEIs). The current socio-political conditions of the world have led to a tension between university's commitment to racial/religious equality and its racial profiling strategies. The vetting and surveillance of Muslim students is preventing many students from gaining access to higher education globally, thus thwarting student's mobility. The key focus of this chapter will be to explore the plight of these students and their choosing of alternate means of study.