bluuebunny/crossref_metadata_2025 huggingface dataset:
Bumping into the Glass Ceiling: Exploring Women’s Experiences Seeking Positional Leadership Roles within the Student Affairs Profession in South Africa
Authors: Storey Jamie
Published: February 2021

Despite women’s aspirations to obtain formal leadership positions within institutions of higher education in South Africa, they continue to face barriers that impede their ability to achieve senior management positions. The purpose of this phenomenological study is to explore the meaning women ascribe to the experience of seeking formal leadership positions within the field of student affairs in South Africa.
International Student Mentor Development Study
Authors: Cui Shasha
Published: February 2021

Peer mentorship programs are promoted as reciprocal, where both mentors and mentees benefit; however, the majority of qualitative research focuses on the positive outcomes for mentees, while few (Haggard et al., 2011; Heirdsfield et al., 2008) focus on the experiences and positive outcomes for mentors. International student peer mentorship programs help mentors develop leadership, intercultural communication, and professional skills as they help others and interact with students from different cultures and backgrounds (Haggard et al., 2011).

This research study is going to fill the gap and contribute to international higher education by focusing on student peer mentors’ self-experience and how they value their roles. The research project specifically seeks to address the following questions: How do student mentors perceive and value the experiences of being peer mentors for international students?  How does the international student peer mentor program contribute to mentors’ development?
The Impact of Short-Term Study Abroad on Online Learners
Authors: Malerich Jennifer
Published: February 2021

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.
Discourse Analysis of the New Colombo Plan funded Australian Outbound Student Mobility Programs
Authors: Arden Mila
Published: February 2021

This study aims to investigate the key aspects of Australian outbound student mobility programs (OSM), such as their benefits and obstacles through three different discourses. The study draws attention to three different emerging discourses of OSM between the academic literature, the policy and the Australian university students. In the context of OSM, the literature is examined as the first emerging discourse. The recent Australian government policy, The New Colombo Plan is examined as the second discourse. The third discourse, which is Australian university students’ perspectives, is offered to the emerging discourses in this study as it seems majorly missing from the Australian higher education mobility literature (Arden, Manathunga, & Bottrell, 2017). The research has employed qualitative data and data analysis has already been conducted for this thesis. In the following, what theories, methods and techniques have been utilized for the thesis are reported. However, this paper only presents one aspect of the research in detail.
Another Side of Global Mobility: Higher Education Access Among Students from Refugee Backgrounds
Authors: Luu Diep
Published: February 2021

This project explores how students from refugee backgrounds describe the role of community cultural wealth in their movement into and through their university experience. It analyzes the educational journey of five students from refugee backgrounds. The participants’ countries of origin include Egypt, Eritrea, Japan, Togo, and Vietnam. The study followed a narrative inquiry approach and relied on semi-structured interviews and their personal statements for university application. This study contributes to the field of comparative and international higher education by bridging the U.S. and international literature and contributes to a synthesis of existing knowledge that may inform the work of educators working with this student population.
Internationalization Higher Education for What?
Authors: Zhang You
Published: February 2021

This article examines national strategies on higher education internationalization in three East Asian countries: China, Japan, and South Korea. Specifically, through document analysis of five national educational documents since 2014, it examines what activities of higher education internationalization are underway and, more importantly, how nation states justify them. It finds that the three countries tend to associate internationalization with the countries’ global competitiveness and status. In addition, internationalization in the three countries focuses on regional cooperation, justified by its benefits for economic growth and national security. Drawing on the realist perspective in international relations, this article argues that internationalization of higher education at the national level in East Asia is instrumentalized to benefit national economic competitiveness and development and political security, while the important aspect of teaching and learning is overlooked.
Global Studies Certificates As An Instrument for Building Capacity for Community College Internationalization
Authors: Fraser Thompson Stacye
Published: February 2021

Community college campus internationalization is only represented in a small portion of the institutions in the U.S.  Global Studies Certificates (GSC) are in an even smaller proportion of community colleges, but offers a credentialed program for curricular and co-curricular activities to be used to work with campus internationalization. This pilot study looks at 23 community colleges with established GSC programs.  Building capacity for campus internationalization cannot be just a tiny effort, it must be a comprehensive effort involving administration, faculty, staff and students. Utilizing Raby’s (2012) International Education model and Schultz’s (1960) Human Capital Theory in education, GSC’s will be examined to determine the effectiveness to establish pathways for integration of campus internationalization into the mission, outcomes, and culture of the campuses examined.
Higher Education Funding and Student Access in the Global South
Authors: Kwasi-Agyeman Fredua , Langa Patrício , Swanzy Patrick
Published: February 2021

Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.
Use of fun book in science education; sample application
Authors: GÜLEN SALİH , YADİGAR TUĞBA
Published: February 2021

This study is to determine the effect of fun book used in a science course to enhance academic achievement and retention and to investigate student's views on the use of the fun book. Another aim of the study is to set an example for process evaluation in using fun lessons for higher education students. Participants used the fun book for reasons such as learning and not forgetting the subjects, repeating the subject in a fun way, and taking notes from the teacher. The positive aspects of using the fun book was that it enabled students to learn subjects while having fun, prevented them from forgetting material, and it made it easier for teachers to take notes by preparing for the exam. The negative aspects of using the fun book were that students said that they considered it to be exhausting and that the intensive writing caused hand pain.
Internationalizing a Broader View of Scholarship: An Exploratory Study of Faculty Publication Productivity in Boyer’s Four Domains of Scholarship in English-speaking Universities
Authors: Heuser Brian , Lyken-Segosebe Dawn , Braxton John
Published: February 2021

Boyer’s four domains of scholarship provided the basis for a comparative investigation of the scholarly output of faculty members in 14 countries and at 100 English-speaking universities on the Times Higher Education World University Rankings (2013–2014) top-400 institutions. Full-time university faculty members who held tenured, tenure-track, and non-tenure-track academic appointments across three high-consensus and three low-consensus academic fields were the population of interest. The findings revealed that faculty members in US Research I and doctoral-granting universities and their international faculty counterparts in English-speaking universities publish relatively similar levels of scholarship directed toward application and discovery and have similar levels of inactivity in their publication of teaching-oriented scholarship. Tests for academic discipline-specific differences revealed little variation except for the finding that academic chemists tend to produce more publications in the application domain. Cross-national variation was also found in the publication of application-oriented scholarship. Suggestions for further research are proposed.
No Fees to Enroll Them All?
Authors: Castiello-Gutiérrez Santiago
Published: February 2021

Although it has one of the less expensive costs of attendance, universal access to higher education in México is still far away from becoming a reality. The federal government along with the public and private educational institutions have implemented different approaches to increase access but the gap among higher and lower strata of the population represented in HEIs seems to be widening. Recently, the federal government proposed to change the Constitution to include higher education as a right and therefore, compulsory. This essay intends to show a brief picture of the state of college access in Mexico as well as the implications of moving to a compulsory system. It ends with a series of recommendations for stakeholders to get involved in addressing the manifold issues pertaining to the state of college access and success in México.
Stopped Listening
Authors: MacIsaac Peggy Lynn , Martin Staci , Kubwayo Wilson , Wah Chablue , Nanyenga Salome
Published: February 2021

This paper discusses the academic agency of refugee-background individuals who have resettled to the United States of America and the responsibility of higher education to value refugee-background learners as knowledge creators. Contrary to deficit thinking that views learners as unable to succeed due to their refugee background, this study explores how their experiences demonstrate their multiple capacities to succeed in higher education. The essence of these experiences is presented using self-reflexive collaborative speaking and writing inquiry. Three main themes drawn from the results were the capacities of refugee-background learners to adapt cultures, maintain multiple social connections, and exercise agency.
Beyond the Black Study Abroad Experience
Authors: Yeboah Amy
Published: February 2021

The lack of participation in study abroad programs by Black students is a persistent concern in international higher education. The Penn Center for Minority Serving Institutions (Gasmen, 2016), reported three main obstacles facing students of color: financial burdens, fear of anticipated racism, and finding study abroad programs of interest to them. While most scholarship on Black students studying abroad concentrates solely on increasing the number of opportunities, this article was determined to shift the focus onto the cultural gap. This paper describes the development of the 2014 Young African Leadership Initiative (YAALI) fellowship that aims to go beyond the typical study abroad experience for Black students by providing travel opportunities to Africa, combatting fear with education and mapping a collective self-reflective experience. Over 4 years of the YAALI fellowship successfully increased Black students’ participation in study abroad experiences.
“Yeah, We All Here Tryna Flourish”: A Reflection on a Symposium on Eudaimonia and Music Learning
Authors: Smith Gareth Dylan
Published: February 2021

This article presents reflections on a symposium on eudaimonia and music learning, from the perspective of one of the organizers. The symposium had been planned as a traditional, in person event in the United States, but was held online in response to the Spring, 2020 COVID-19 pandemic. The video-conferencing format created a more democratized liminal space that served to dissolve hierarchies and broaden participation.
The Covid-19 crisis and academic development: Reflections on running a staff development webinar series for Politics/IR academics
Authors: Smith Donna
Published: February 2021

As Co-Chair of the UK Political Studies Association Teaching and Learning Network, the author worked on a webinar series for Politics and IR academics on teaching and learning online. The aim was to meet the development needs of academics suddenly tasked with moving into online teaching due to Covid-19, thus addressing the teaching and learning needs of students at the same time. This short essay highlights the key learning points.
The Intersection of Faculty Success and Student Success
Authors: Smith Elizabeth
Published: February 2021

When institutions put student success at the forefront, what does this mean for faculty?  While faculty may feel as if a focus on student success is in opposition to faculty success, the two are intertwined.  An understanding of the relationship between faculty and student success can assuage faculty concern regarding competition for attention and resources when faculty success and student success are juxtaposed.
Computer Supported Collaborative Learning for Developing Higher Order Thinking Skill in ELT
Authors: Poudel Ambika Prasad
Published: February 2021

The practice of integrating pedagogical approaches using multimedia technologies has become one of the common interests in the field of English language teaching (ELT) in recent years. This research study attempts at studying the characteristics of computer-supported collaborative learning (CSCL) tasks used for developing students' cognitive skills within the CSCL approach in the context of ELT in higher secondary school education in Nepal. Non-participant observation of the CSCL tasks assigned to the students in the English class in two different schools, and semi-structured interviews with the students were used as the research tools. It was found that the CSCL tasks were useful for enhancing some cognitive skills of the students, though many of the CSCL tasks assigned gave more attention to enhance the students' lower order thinking skills rather than their higher order thinking skills.
Online Engineering Education Under COVID-19 Pandemic Environment
Authors: Park Mihee , Park John Jongho , Jackson Kathy , Vanhoy Garrett
Published: February 2021

This essay considers the significance of students’ emotional experiences during online engineering instruction by reviewing the evidence of factors that make for more efficient and effective online instructional practices during the pandemic period. The engineering courses, particularly those with labs and activities, were especially disrupted when they were re-designed for online context. The continuation of these instructional changes may cause substantially increased stress levels for students that ultimately may impact enrollment. Therefore, the success of engineering education for both the near and long-term future depends on providing students positive learning experiences which are associated with academic emotions during the establishment of this new normal of online technical engineering education.
Exploring the Lived Social and Academic Experiences of Foreign-born Students
Authors: Selvitopu Abdullah
Published: February 2021

The purpose of this study is to provide a better understanding of the experiences of FBSs studying at a Turkish public university. The study attempted to provide useful findings for student services, faculties, policy makers, and other stakeholders to effectively address the needs, interests, and aspirations of FBSs, thereby helping them better adapt to school and community life in Turkey. The researcher collected the data in the winter of 2019 by utilizing an open-ended interview protocol with a snowball sampling of seven FBSs. Three themes emerged from the students’ spoken words: first days’ experience, balancing period through social experiences, and the lived academic experiences. Findings from this study suggest that FBSs have lived many positive and negative social and academic experiences. For most, negative experiences were transformed into positive ones with various facilitators that brought FBSs personal growth and better adaptation.
Why Japanese? Why Not Japanese?
Authors: Xu Jun
Published: February 2021

As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
International Encounters
Authors: Wu Yi-Chin
Published: February 2021

In light of the exponential rise in international student numbers for decades—a rise that has narrowed in the last 2 years—many higher education institutions around the world have been called to consider questions around the value of the internationalization of higher education. A changing view of internationalization’s benefits was identified in a global survey conducted by the International Association of Universities. The results indicated that “enhanced international cooperation and capacity building” has become a more important benefit, and neither “increased international awareness of/deeper engagement with global issues” nor “quality of teaching and learning” were in the top three benefits at the global level (Marinoni et al., 2019). Therefore, it is more important than ever for higher education professionals to rethink current pedagogy around international student instruction. International Encounters is among the newest contributions to ongoing discussions of international students’ learning experiences in higher education.
An Ethnography of Taiwanese International Students’ Identity Movements
Authors: Hsieh Jasper Kun-Ting
Published: February 2021

Many studies focus on Chinese-speaking international students’ adaptation issues inside and outside educational settings in the West. A strong emphasis has been placed on identifying Chinese-speaking international students’ problems and solving them through educational programs, pedagogies, and curricula. This emphasis categorizes these students as a cohort that have issues learning and living in Western societies, a categorization that ignores identity as complex and context-dependent. Drawing on a Bourdieuian poststructuralist perspective, this 18-month-long study documented the experiences of nine Taiwanese international students at different Australian universities before, during, and after their 1-year postgraduate education in Australia. This study compared their experiences and highlighted the complexity of identity movements. The findings present habitus modification and habitus improvisation, two notions developed from a Bourdieuian perspective. In conclusion, this study encourages reassessment of the standard notions of adaptation and prompts further exploration of how international students use their overseas experiences in the home context.
Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University
Authors: Fox Jill
Published: February 2021

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students’ sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.
Outside the Classroom
Authors: Gomes Catherine
Published: February 2021

International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.
Neo-racism and the Criminalization of China
Authors: Lee Jenny
Published: February 2021

This essay argues that neo-racism undermines the U.S.’s role as a global leader in higher education, considering the risks to public health, personal freedoms, and rights. With the rise of national protectionism, universities are and must remain international. Knowledge is fundamentally borderless, and yet higher education is being bordered by neo-racism. Neo-racist barriers to international migration, collaboration, and exchange limit higher education as well as our universities. Neo-racism limits our freedoms, it limits our rights, and now limits our ability to respond to COVID-19 effectively. Neo-racist barriers must be called out and addressed.
(Re)Learning to Live Together in 2020
Authors: Deardorff Darla K.
Published: February 2021

Ten years ago, the world was quite a different place with the devastation of a 7.0 magnitude earthquake in Haiti, the exuberance of the 2010 Winter Olympics in Vancouver, the release of the first iPad, the launch of Instagram, and the beginning of Arab Spring.  Fast forward to 2020 and not only is it the 10th anniversary of the Journal of International Students, but the world is facing unprecedented times with a global pandemic that has illustrated the interconnectedness of humankind like never before.  We have all been reminded of the power of human connection as we experience isolation, confinement, social distancing, and even fear.  We have witnessed powerful images of front-line workers giving their all, and neighbors in cities and towns across the world connecting from balconies and through windowpanes. These images have reminded us how much our lives depend on those around us, and how important it is that we renew our efforts in learning how to live together.
Emotional Geographies Experienced by an Indonesian Doctoral Student Pursuing her PhD in New Zealand during the COVID-19 Pandemic
Authors: Taloko Johanes Leonardi , Putra Martin Surya , Hartanto Yenny
Published: February 2021

This narrative study explores the emotional experience of a female Indonesian pursuing her PhD in New Zealand when the COVID-19 pandemic hit this country. Garnered from the results of several virtual interviews with the participant, the data were analysed with the Hargreaves‟s emotional geography framework (2001) focusing on five different emotional dimensions: physical, sociocultural, moral, professional, and political. The findings showed that during the COVID-19 pandemic impacted PhD study, the participant experienced different emotions shaped by physical, sociocultural, moral, professional, and political factors while negotiating and coping with such emotions.
International Students' Perceptions of Virtual Service Learning Program Amidst COVID-19 Pandemic
Authors: Nurfaidah Sitti , Tambunan Anna Riana Suryanti , Yonata Fadhila , Kurniawati Dewi , Lestariyana Reni Puspitasari Dwi
Published: February 2021

This article presents two Thai international students’ accounts of their lived experiences during a virtual service learning (community service) program due to the global COVID-19 pandemic. Semi-structured interviews and participants’ reflection data were thematically analyzed through the lens of positive and negative emotions so as to explore participants’ perceptions of virtual service learning. Findings indicate that the pandemic situation was not a barrier to contributing positively to society. One of the positive effects of community service activities is that such activities could build students’ creativity. It was also found that despite bad internet connectivity in their respective areas, the final-year international students were able to adapt to both academic and non-academic environments. This indicates that all international students should maintain their positive feelings when completing their service-learning program.
Supporting Non-Native English Speakers at the University
Authors: Peters Bethany , Anderson Michael E.
Published: February 2021

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.
An Exploration on the Attachment, Acculturation, and Psychosocial Adjustment of Chinese International Students in Japan
Authors: Yin Mengxi , Aoki Kikuyo , Liao Kelly Yu-Hsin , Xu Hui
Published: February 2021

In this study, we selected Chinese students (N = 277) studying in Japan as research participants to examine the relation among their attachment, acculturation, and psychosocial adjustment. The study’s first finding revealed that Chinese students studying in Japan had a better adjustment outcome than those in America in terms of sociocultural adjustment but not psychological adjustment. The second set of findings from the results of hierarchical multiple regression analyses showed that psychological distress and sociocultural adjustment could be predicted by attachment anxiety and avoidance. Third, we found a positive correlation between acculturation to the host culture and sociocultural adjustment difficulties. Fourth, we did not find a correlation between acculturation to the host culture and attachment anxiety and avoidance. We offer a discussion on the findings and limitations in light of the unique Japanese sociocultural context.
Loneliness among African international students in Portugal
Authors: Neto Félix
Published: February 2021

International students constitute an important sojourner group. This study examined the levels and predictors of loneliness among international students. The sample included 188 Angolan and 210 Cape Verdean college students who attended Portuguese institutions of higher education and a control group of 221 domestic students. The relative strengths of background and acculturation factors in loneliness, as indicators of psychological adaptation, were explored. Results showed that international students reported greater levels of loneliness than native-born students. As expected, results showed that students who reported poorer financial situation, greater perceived discrimination, lower home culture and host culture acculturation orientation scores reported higher loneliness. In addition, using hierarchical regression analyses, current findings suggest that the most significant predictors of loneliness for international students were financial situation, perceived discrimination and orientation to heritage culture. Implications of these results for reducing loneliness of international students are discussed.
Understanding Country Differences: Predicting the Effect of Financial and Labor Market Conditions at Home and in the U.S. on International Doctoral Recipients’ First Labor Market Destination
Authors: Agbonlahor Osasohan , Ampaw Frim
Published: February 2021

This study used the Survey of Earned Doctorate, World Bank economic data of the student’s home country, and Hierarchical Linear Modelling analysis to examine the effects of financial factors and home-country macroeconomic indicators on international doctoral student’s labor market destination. This study found that wealth disparities and economic opportunities in the home country impact on international doctoral student outcomes. We find that higher GNI per capita was associated with decreased likelihood of remaining in the United States. We find that higher unemployment rates in the home country significantly increased the likelihood of choosing to remain in the United States. The study also identified factors impacting international doctoral recipients in the United States across regions and economies of the home country.
To Return or Not to Return
Authors: Cao Thai Quoc , Chieu Quynh Kim
Published: February 2021

Amidst the worldwide outbreak of the coronavirus, many overseas Vietnamese students have decided to return to Vietnam to seek protection from illness. However, the decision to return or not to return in such a risky context requires intensive thinking about the outcomes of each possible choice. The aim of this reflection paper is to explore the personal considerations and dilemmas during the decision-making process of two Vietnamese students in the Netherlands using the expected utility framework. The experience of applying a systematic approach to assess risky situations not only informs decisions more comprehensively but also provides an opportunity to look deeply at one's values and interests.
Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting
Authors: Lee Daeyeoul , Allen Matthew , Cheng Lixia , Watson Sunnie , Watson William
Published: February 2021

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.
A Hermeneutic Phenomenological Inquiry at a Canadian University
Authors: Ge Lin
Published: February 2021

This hermeneutic phenomenological inquiry explores the lived experiences of Chinese international students at a Canadian university in COVID times with gender comparison. Ten participants between 20 and 30 years of age are interviewed via Zoom meetings and WeChat videos to reveal specific insights they have gained from their experiences. Based on resilience theory as a theoretical framework, the findings display the students’ protective factors, including internal assets and external resources, i.e., perceived competence, coping skills, self-efficacy, family connectedness, parental support, peer support, school connectedness, and community support, and the risk factors the students face during these challenging times, i.e., academic barriers, mental issues, health threats, and racial prejudges. The interactions of protective factors and risk factors are examined, in reducing or avoiding the negative effects of adversity exposure. Special resilience-based interventions are discussed.
Peaks and Valleys
Authors: Stegall Jennifer
Published: February 2021

This qualitative phenomenological study examined how 11 international students experienced learning English within an intensive English immersion program, which used an integrated skills approach for language learning. Participants included seven males and four females from Africa, Asia, Central America, Middle East, and South America.  Drawing on sociocultural and sociolinguistic theories, data analysis suggested that the participants experienced a range of competing emotions and relied on instructors for support and guidance throughout the learning process. In addition, participant testimonies demonstrated that successful language learning occurred when instructors met their social needs (e.g., provided a sense of belonging) and respected their cultural mores (e.g., supported a family-orientation in class). Implications from this study offer insights for university-based immersion programs in the United States.
Processing First-Year College Writing via Facebook Pedagogy in Linguistically and Culturally Diverse First-Year Composition Classes
Authors: Limbu Marohang
Published: February 2021

Facebook has a potential to critically engage students and merge their roles as writers and readers in a digital environment. Facebook reinforces students to share diverse cultural and individual rhetorical appeals, situations, and strategies. In this pedagogical setting, not only do students share a complex set of linguistic and cultural codes, but they also become technologically and cross-culturally competent human power. Facebook pedagogy encourages students to contest, question, and negotiate their cultural literacies and their prior experiences in first-year composition classes.
Intercultural Sensitivity in Foreign Student Advising: A Quantitative Analysis of Ethnocentrism within the Profession in the Post 9/11 Era.
Authors: Foster Charlotte , Bhandari Amrita
Published: February 2021

Jef Davis' book Intercultural Sensitivity in Foreign Student Advising could be helpful to international student advisors and other professionals in two ways. First, it may help advisors understand the issues and concerns of international students who bring their diverse social and cultural backgrounds to American institutions of higher education. After the 9/11 attack in 2001, it was assumed that foreign students perceived social and cultural bias because of their nationality, religion, gender, or language. Following the 9/11 attacks, American colleges and universities did seem to experience significant changes in monitoring and regulating international student visas and the student exchange visitor information system (SEVIS).
Teaching International Students: Improving Learning for All
Authors: Griffith Lauren Miller
Published: February 2021

The fourteen contributors to this edited volume put forth a powerful concept. They argue that the struggles faced by international students in the classroom can be a barometer for the rest of our students, or, as the title of the first chapter puts it, “canaries in the coal mine.” Being attuned to the needs and difficulties of international students can often be an early alert system for the rest of the class.
Contact Zone in TESOL: East and West Immersion
Authors: Min Young-Kyung
Published: February 2021

I was invited to give a talk at the Gwangju International Center (GIC) in Korea in Summer 2011. The GIC was established in 1999 by the Gwangju Citizens' Alliance to promote intercultural understanding and cooperation between foreign residents and local people in Gwangju, the capital of Chonnam Province, in Korea. Under the title of “Images of Writing across Cultures,” I gave my talk about culturally embedded writing practices across nations and presented some practical strategies that the audience could use in various writing contexts. There were about 60 people in the audience. Half of them were Korean and the other half were expatriates, which included high school students, teachers in private language institutes, K-12 schools, colleges and universities, house wives, retired professors, and publishers
Multi-Cultural Expedition into Mindfulness among High School Students
Authors: Owen Jonathan , Kalavala Prathyusha
Published: February 2021

Many international college students know first-hand that striving for academic success can be stressful, especially far apart from the support and comfort of home. In today’s fast paced world, hardly anyone is exempt from stress, and American high school students are no exception. A recent University of California at Los Angeles study discovered that, among 106 secondary school students, the percentage reporting good or above-average high school emotional well-being declined from 55.3 percent in 2009 to 51.9 percent in 2010 (Nauert, 2011). In an attempt to curb this trend, during the fall semester of 2011, a local high school psychology teacher invited the authors of this article to speak with her 4 psychology classes about stress and relaxation as part of a continuing collaboration with Arkansas State University professors of psychology.
A Place We Call “Home” –International Students in Virtual Context
Authors: Zhu Zheng
Published: February 2021

This paper examines how Chinese international students from a public land-grant university used online community to construct their cultural and ethnic identities. The author delves into the question of how online community enables these students to gain successful cultural assimilation. Extending on Baym’s (2000) theoretical framework of online group communication and Mabry’s (1997) critical discussion on constructing virtual identity, this paper offers crucial implications for how online communication forums, such as Bulletin Board System (BBS), evolve into cultural institutions as a result of affiliated members’ increasing reliance on virtual social networking. The cyber communicative practice may deny participating members’ access to authentic human communication and reinforce their negative self-labeling as an unassimilable or unfavorable “other” in a new cultural environment.
Succeeding as an international student in the United States and Canada
Authors: Bhandari Amrita
Published: February 2021

In Succeeding as an International Student in the United States and Canada, the author, Charles Lipson, provides an informative guide to campus life for both undergraduate and graduate foreign students who are interested in pursuing their studies for the first time in the institutions of higher education in the United States and Canada. His intention is that this book can serve as “a friendly, informative guide, one that helps you succeed in your classes, labs, and everyday activities” (p. xvi).
Study Abroad and Cultural Learning Through Fulbright and Other International Scholarships: A Holistic Student Development
Authors: Akli Madalina
Published: February 2021

This article focuses on one piece from the complex puzzle of internationalization, namely the intercultural learning during education abroad. It departs from a critical reflection on American student applications for the Fulbright program and uses the application process for Fulbright scholarship as a lynchpin for other study abroad scholarships for American students. It shows how the stages of before, during and after education abroad can be comprehensively integrated into a holistic process of student development in American universities. This process has the ultimate goal of helping American students function in an international context and redefining their world view to encompass the notion that cultures can be understood relative to one another.
The international student’s guide to UK education: Unlocking university life and culture
Authors: Sudnik Paul
Published: February 2021

With the latest statistics issued by the UK Council for International Student Affairs (UKCISA, 2012) indicating that the number of students participating in Higher Education courses in the country may be as high as 428,225, and rising, Hyde’s contribution seems particularly well timed. Whilst the book has few academic pretentions, in his introductory chapter the author does explain to the reader that it is written with the intention of “Developing your understanding of how you understand yourself and understand your reactions to these various layers of experience” (p. 2). Thus Hyde succeeds in positioning the text firmly within a Kolbian (Kolb, 1984) ambit of experiential learning rather than as a simple self-help book.
International Students and Higher Education: New Perspectives on Cultures and Communities
Authors: Montgomery Catherine
Published: February 2021

I was very pleased to be invited to be the guest editor for this issue of the Journal of International Students, not least because the journal presents cutting-edge research that is generating new perspectives in the field. The journal is filling a gap in the literature and its significance is drawing attention from other established journals such as the Journal of Studies in International Education (see the editorial of JSIE, 16 (1) 2013, p.3). One of the main strengths of the journal is its combination of contributions from established researchers and emergent researchers many of whom have experienced international mobility themselves and are undertaking doctoral studies in this field. Previous work has noted the under-exploited nature of research work carried out by international students and staff themselves and its potential in informing the field.
International Student Migration: Outcomes and Implications
Authors: McGill Jenny
Published: February 2021

The present study examined the possible correlation between six life circumstances of international students (N=124) admitted entry into the United States for the purpose of academic study and their geographic choice of location upon graduation. This paper improves upon the current literature by offering actual migration outcomes (rather than intentions), by including three factors not previously analyzed, and by considering graduate students from a new subject field. The independent variables included: duration of study, scholarship award, doctoral study, participation in optional practical training, application for a temporary work visa, and the economic classification of the student’s country of origin. The dependent variable was student geographic location as of 15 May 2011, categorized as in the United States or outside of the U.S. Data from foreign student graduates (academic years 2000-2011) from 43 countries were analyzed in binary logistic regression.
Comparison on the Developmental Trends Between Chinese Students Studying Abroad and Foreign Students Studying in China
Authors: Liu Xuezhi
Published: February 2021

China has been undergoing a new period of political stability, cultural prosperity, and social harmony since its reform and opening-up in the late 1970s. At the same time, the number of Chinese students studying abroad (CSSA) and foreign students studying in China (FSSC) has grown rapidly and steadily in the past three decades. With China’s participation in globalization, CSSA and FSSC are a significant part of China’s potential international human capital and, as such, CSSA and FSSC are in great need. Data of CSSA and FSSC in the past 34 years are collected and examined in this article, and the historical trends are depicted and compared. Relationships between the developments of CSSA and FSSC and the development of China’s economy can be validated and compared by regression analysis. The number of CSSA and FSSC in the next 10 years can be predicted by predicting China’s GDP in the same period.
Palgrave Study Skills: The International Student Handbook
Authors: Johnson Karen , Wells Lisa
Published: February 2021

The International Student Handbook addresses the needs of students whose first language is not English. Whether they are future or current students, as non-native English speakers who study at English-speaking universities, they will deal with issues ranging from adapting to the new academic culture to understanding the nuances of the language. This practical handbook can help prepare students adjust to the academic rigors of Western universities, understand the university culture, improve their English, and become successful university students. The three authors report a combined history of teaching at universities in 12 different countries.
Perceptions of Clinical Education Preparedness at a Large Urban US University: Is There a Difference Between US-Born and Non-US Born Students?
Authors: Cohen Timmerie , Justice M. Ferell , Dempsey Melanie C.
Published: February 2021

This research compared three clinical preparedness domains, communication ability, social comfort, and clinical confidence, between US-born and non-US born radiation sciences students. The aim of the study was to determine if there were perceived differences in clinical preparedness between them. Student’s place of birth was found to be an influencing factor in each of the clinical preparedness domains. Informing faculty, clinical instructors, and hospital staff of the perceived differences in clinical education preparedness among non-US born students may serve as a catalyst for instructional change. Educators can then formulate instructional strategies to better prepared non-US born students.
Negative Racial Encounters and Academic Outcomes of International and Domestic Students in Four Canadian Universities
Authors: Grayson J. Paul
Published: February 2021

In Canada, there has been little systematic inquiry into the nature and extent of discrimination against university students and the potential impact of discrimination on educational outcomes. On the basis of an examination of domestic and international students at the University of British Columbia (Vancouver), York (Toronto), McGill (Montreal), and Dalhousie (Halifax), it is argued that with the exception of employment of Chinese origin and Black students, in general, students experience little discrimination on- and off-campus; that the discrimination confronted by students does not systematically correspond to their minority non-minority status; and that discrimination is of little consequence for grade point average and program satisfaction.