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1.
Bart Rienties Simon Beausaert Therese Grohnert Susan Niemantsverdriet Piet Kommers 《Higher Education》2012,63(6):685-700
More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators
is that international students are insufficiently adjusted to higher education in their host country, both academically and
socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to
the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen
its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958
students at five business schools in the Netherlands, differences in academic performance between local and international
students were identified by focussing on their levels of academic and social integration. Students’ academic integration was
measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with
a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students
is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social
integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students
with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar
study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western
students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success
of non-Western students indicates that their academic and social integration processes are more complex and non-linear. 相似文献
2.
ABSTRACTInternational doctoral students’ sojourn encompasses three transitional processes: to the new country, to the university and to a new academic identity as a researcher in a specific discipline. This article examines the role of social networks in facilitating these transitions for international doctoral students at one South African university. It is based on qualitative interviews conducted with 23 international PhD students representing eight different disciplines and various countries in Africa. The findings suggest that students are involved in a number of social networks, which all, apart from the academic network, exclude local students. This close-knit co-national network, while providing international PhD students with a well documented survival mechanism, may hinder their international experiences and limit the acquisition of the inter-cultural skills necessary for global citizenship in the twenty-first century. The findings also indicated that family networks back home played a role in instilling worries and doubts among students related to xenophobic attacks against foreigners. 相似文献
3.
《Journal of College Student Psychotherapy》2013,27(1):67-78
International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling. The purpose of this article is to present counseling groups as a treatment modality for addressing international students' adjustment concerns. Special attention is directed to the practical, ethical, and cultural challenges of conducting group counseling with this population, in addition to presenting recommendations for future practice and research. 相似文献
4.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
5.
赖红玲 《成都教育学院学报》2014,28(11):37-41
留学生的跨文化教育适应是一个动态的发展过程,留学生因为各种不同因素的影响而经历各种跨文化适应压力。文章从留学生的跨文化适应阶段入手,从语言和学术适应、教育适应和社会文化等方面讨论留学生所面临的主要跨文化适应压力,从母语文化、自我效能、动机和社会距离等方面分析影响留学生跨文化社会适应的主要因素,以期为高校留学生跨文化适应培训带来启示。 相似文献
6.
Lien Pham 《Globalisation, Societies & Education》2013,11(1):39-60
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. 相似文献
7.
Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in Asian universities have been complicated by the growing presence of international students who may only understand one of the languages used as the medium of instruction, typically English. Drawing on Tinto’s integration (Leaving college: Rethinking the causes and cures of student attrition, The University of Chicago Press, Chicago, 1987) and Spolsky’s language policy (Language management, Cambridge University Press, Cambridge, 2009) frameworks, this exploratory, perceptual study solicits the views from 38 international students on the implementation of a bilingual education policy, especially with respect to whether the policy facilitated these sojourners’ academic and social integration at a Taiwanese university that is actively advocating internationalization. The findings suggest that Mandarin Chinese continues to be the mainstream medium of instruction and social activities, while English is used rather sparingly and on an as-needed basis. The recognition of the growing economic power of China and importance of Chinese as well as the scholarships provided may have overridden these sojourners’ integration concerns and challenges arising from the underuse of English as a lingua franca. 相似文献
8.
Xuesong Gao 《Journal of Further & Higher Education》2017,41(3):364-378
Research has confirmed that supportive social networks and associated resources play a critical role in the adaptation of migrating international students to host communities. Access to such social networks and resources requires migrating students to invest in and make efforts at academic socialisation, as mediated by various social processes. This article reports on an examination of 26 mainland Chinese undergraduates’ experiences of academic socialisation in a major university in Hong Kong. Drawing on these students’ experiential accounts, the inquiry identified a variety of linguistic, sociocultural and ideological challenges that undermine the participants’ academic socialisation with local students in Hong Kong. It also recorded strategic efforts undertaken by the participants to align themselves with their local counterparts linguistically and socially. These efforts helped some participants overcome various challenges in academic socialisation but most of them chose to socialise with other mainland Chinese students and further alienate themselves from local students. In light of shifting contextual conditions, it may be increasingly difficult for migrant students to construct a cohesive university community with local students. Therefore, institutions need to invest more in facilitating and supporting different groups of students’ engagement with each other in achieving mutual understanding through shared activities. 相似文献
9.
《Journal of Further & Higher Education》2012,36(3):423-438
This paper reports on the adjustment of East Asian Master’s level students who came to study at a campus-based university in the UK during 2004–05. International students face challenges in respect to language proficiency, academic expectations and social participation. In this longitudinal study the experiences of a group of students from East Asian countries were surveyed, with a sample of eight students from five countries tracked through regular interviews. The paper describes the level of satisfaction that students experienced and the challenges they faced. It was found that students largely enjoyed their sojourn and achieved satisfactory levels of academic success. They encountered ‘culture bumps’ rather than culture shock. Adjustment was facilitated by adequate preparation, appropriate academic attainment and satisfying levels of social participation with other international students. It is suggested that these students were experiencing an ‘international postgraduate student culture’ rather than integration into local culture. 相似文献
10.
Silent issues for international postgraduate research students: Emotion and agency in academic success 总被引：2，自引：0，他引：2
This study explores the emotional and social factors contributing to international students’ success in an Australian research university. We were particularly interested in these students’ sense of agency-what enables them to act with confidence as learners. We used memory work to focus on the social interactions and emotions involved in building successful self-identities as students, both at home and abroad. Seven international postgraduate research students participated in the study and raised issues that have affected their confidence and success in different academic contexts. Some of these have received little attention in the literature or in their induction programs. The issues include the high personal cost of competition; the weight of responsibility towards family, colleagues and workplaces at home; the need to maintain a successful self-image despite their self-doubt and lack of confidence; and the need for early academic validation in a foreign research culture. What the students had believed were individual and private issues, held in silence, came to be recognised by the group as common experiences. As a result of their participation in the study, the students set about changing private and public awareness of some of the socialisation processes that have inhibited their success. 相似文献
11.
12.
The internationalisation of higher education has influenced the dramatic rise in the mobility of students, academics and knowledge across borders. There has been growing research interest focusing on international students studying abroad. While the student experience is an area of education that is often researched, most research focuses on experiences of undergraduate students. Also in the context of international students, greater research emphasis has been placed on the academic experiences and support available for undergraduates. While such research is important, less attention has been paid to the non-academic experiences of International Post-Graduate Research Students with Families (IPGRSF). This article seeks to fill this gap by focusing on the social worlds of IPGRSF in the UK, examining students’ nuclear family contexts that are often marginalised in discourse. The article legitimises the IPGRSF subaltern world by focusing on how students negotiate its demands; how they negotiate their roles as research students with their other roles as spouses and parents, and the interrelationships among these roles; and how the university as an institution interacts with the students’ subaltern world. The findings show that language plays a significant role in shaping the process of mobility as well as influencing the students’ and their families’ integration and networking in the host country. Also, the findings suggest that students often had positive experiences at departmental level, but felt let down by the wider university support. 相似文献
13.
Attachment in the Classroom 总被引：3，自引：0，他引：3
Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their
teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment.
Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges,
and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects
tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not
merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom
will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student
relationships and school bonding are provided. 相似文献
14.
Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university [AEI. (2012). Student voices: Enhancing the experience of international students in Australia. Canberra, Australia: Australian Education International]. Specifically, international students are reported to have difficulties achieving their stated goals of making connections, forming friendships and improving their oral English language skills during their sojourn [AEI. (2013). International student survey 2012 overview report. Canberra, Australia: Australian Education International; Yates, L., & Wahid, R. (2013). Challenges to Brand Australia: International students and the problem with speaking. Higher Education Research & Development, 32(6), 1037–1050]. This paper investigates the interactions of five male Saudi Arabian international students in the local English-speaking community and considers how they participate in it. Diary records and interview conversations are used to examine the nature and extent of participation, drawing on the linguistic concept of register or analysis of situation. The findings indicate that quality interactions for the purpose of language learning are derived from casual conversations and those without pre-defined social roles which afford opportunities for identity negotiation and interactional benefits. 相似文献
15.
Contemporary trends in East Asian higher education: dispositions of international students in a Taiwan university 总被引：1，自引：0，他引：1
This article details a mixed methods study conducted during the 2007–2008 academic year at the National Chengchi University
(NCCU) in Taipei Taiwan. It contributes to discourse examining the opportunities and challenges of international student enrollments
in institutions of higher learning around the globe. In scope it details an empirical study exploring the dispositions of
NCCU international students in terms of their academic and social spheres. Trends in Taiwan reflect traditional East Asian
patterns; substantial numbers of university students from Taiwan studied in the United States and Britain while very few incoming
international students chose the island nation as a host destination. In recent years the influx of international students
to Taiwan has increased significantly, rising from 6,380 in 2001 to 21,005 in 2007 (Ko, , 2008). The use of both quantitative and qualitative methods provided clarity and extended critical interpretations of the
issues and dilemmas surrounding the international student experience in Taiwan. Results indicate that the capability of the
NCCU as a host institution to sustain and attract increasing numbers of incoming international students is linked to factors
such as the unique opportunity to study traditional as opposed to simplified Chinese characters, the availability and accessibility
of Taiwan government sponsored scholarships, and the high standard of the NCCU Mandarin Studies program. Implications suggest
that universities committed to internationalization are called to address the realities—both positive and negative—of operating
as globally competitive institutions. As such, attracting the right kind of international students at the NCCU and determining
standards for their contribution to campus life are more important goals than the total number of international students. 相似文献
16.
留学生脱离自身文化母体的浸润,进入新的社会文化中生活,会遇到语言和生活习惯等方面的适应问题。研究表明,留学生辅助项目能够帮助学生缩短文化适应期,减弱甚至克服文化冲击带来的各种不适。目前,我国高校已开展了此类适应辅助项目,但与留学大国相比还有很大的发展空间。 相似文献
17.
International education is sought after by students primarily for career development. However, very little is known about other meaningful educational outcomes of students pursuing international education in a Malaysian university system. This paper investigates how international students perceive their meaningful contributions to society upon study completion in one research university in Malaysia. Semi-structured interviews were conducted in the university with 33 international students, mainly from Nigeria, Pakistan and China. Findings show that postgraduate international students not only want to contribute to their home society through research and teaching at higher education institutions but also to their host-country and third-country communities. The analysis illustrates the interplay between macro internationalisation of higher education policies and factors shaping the micro-level experiences of international students. This study contributes new insights into vital nuances of the international educational outcomes relating to meaningful contribution to society and community development. 相似文献
18.
推行ISO9000认证 提高学校工作质量 总被引：3，自引：0，他引：3
蔺哲 《山西财经大学学报(高等教育版)》2004,7(1):55-58
随着世界各国对教育质量问题的日益重视，面对生源、师资、资金等方面日益激烈的竞争，面对远程教育、民办教育、国际接轨所带来的新挑战，高等学校根据2000版ISO9000族标准的要求，建立、实施并持续改进符合标准要求的质量管理体系，推行教育管理体系认证，提高学校工作质量，已日显迫切和需要。 相似文献
19.
While considerable consensus exists regarding the importance of internationalizing postsecondary education, little is known about whether distinct forms of internationalization influence civic engagement. This study estimates the degree to which study abroad and internationalization at home (IaH) are associated with international volunteerism among undergraduate alumni at research universities in the United States (n = 93). Results from a multiple regression analysis revealed that extensive IaH—reflected by both the presence of internationalized general education and a high concentration of international students—and the institutional study abroad rate were both positively associated with international volunteerism, operationalized as participation in the Peace Corps. Limited forms of IaH were not predictive of international volunteerism. Regression models explained between 29 and 38% of the variance in international volunteerism. The findings suggest that institutions can better prepare students for the challenges of global civic engagement by increasing participation in study abroad and implementing an extensive and systematic IaH strategy. 相似文献
20.
Jim Cummins 《Reading and writing》2012,25(8):1973-1990
The present paper synthesizes the international research literature on the educational achievement of immigrant and minority language students by articulating three propositions for which there is strong empirical evidence: (a) print access and literacy engagement play a key role in promoting reading comprehension; (b) the development of bilingual students?? L1 proficiency plays a positive role in L2 academic development; and (c) societal power relations play a direct causal role in promoting school failure among students from subordinated communities. This interpretation of the empirical evidence is contrasted with the conclusions of recent North American and European reviews. For example, the comprehensive review of literacy development among minority students conducted in the United States by the National Literacy Panel on Language-Minority Children and Youth acknowledged the legitimacy of bilingual education as a policy option but said very little about the role of literacy engagement in promoting reading comprehension. By contrast, various reports of the Programme for International Student Achievement (PISA) conducted by the Organisation for Economic Cooperation and Development (OECD) highlighted the importance of reading engagement for reading achievement but discounted bilingual education as a feasible or realistic policy option. The instructional implications of the present review include the need for educators to promote print access and literacy engagement, teach for cross-lingual transfer, and affirm students?? identities in classroom interactions. 相似文献