bluuebunny/crossref_metadata_2025 huggingface dataset:
What Does Reflection Look and Feel Like for International Students?
Authors: Barton Georgina , Ryan Mary
Published: February 2021

Reflection, reflective thinking and reflexivity have received significant attention in the scholarly literature on higher education yet there is limited research that explores these concepts in relation to international students. This paper consequently explores what reflection and reflective thinking might look and feel like for international students. We theorize the importance of supporting international students in becoming reflexive practitioners in their chosen area of study; particularly in respect to graduate attributes including reflection and employability. The paper attends to this theorization by sharing Rodgers’ (2002) four functions of reflection, a reflective thinking model – the 4Rs – as well as Archer’s (2000, 2012) notion of reflexivity. We explore how higher educators might consider these frameworks comprehensively when working with international students particularly in the area of workplace experience.
Using Arts-Based Methods and Reflection to Support Postgraduate International Students' Wellbeing and Employability through Challenging Times
Authors: Watson Marthy , Barton Georgina
Published: February 2021

This paper reports on an arts-based research study that aimed to support international students to reflect on their studies and personal working lives during the COVID-19 global pandemic. The authors implemented a reflective process involving mindfulness and body mapping to support international students in expressing their experiences and feelings during this time. Results show that the international students gained a deeper understanding of what they experienced personally and how these experiences were both different and similar to their peers. The process enabled students to acknowledge and accept challenges faced as well as provided a safe avenue to do so. They reported the powerful nature of the arts-based methods in helping them think positively about their studies and future working lives.
Tourism and Study Abroad Options
Authors: Kusumawati Andriani
Published: February 2021

How prospective postgraduate students make a decision about overseas universities for their study and tourism remains scarcely reported. This qualitative study examines how Indonesian students explore information that influences their decision to choose an overseas university. Anchored in an interpretative paradigm, data were collected through semi-structured interviews and a qualitative questionnaire distributed to 19 Indonesian postgraduate students who just completed their studies in six different countries. Findings showed that university websites, social media, and advice from the reference groups facilitated mostly by the internet are valuable information sources considered by the students. Finally, implications and recommendations are presented for future studies.
Introduction to International Students and COVID-19
Authors: Widodo Handoyo Puji , Ferdiansyah Sandi , Fridani Lara
Published: February 2021

In this special edition, we address international students and COVID-19 in the higher education context. To begin with, three articles explore the sources of information used by Indonesian students interested in studying abroad, challenges faced by international students who studied in Indonesia, and the psychological well-being of Indonesian students studying in Taiwan. Although empirical studies reported in those three articles were undertaken before the prevalence of the COVID-19 pandemic, they are still relevant to this edition because they address practical implications for post-pandemic overseas studies. Other articles look into different dimensions of international students’ academic and non-academic experiences during the COVID-19 pandemic. We hope that this special edition can provide a better understanding of international students in the COVID1-19 pandemic context and beyond.
Becoming an Intercultural Doctoral Student
Authors: Bui Tram Anh
Published: February 2021

International students experience both challenges and possibilities when they situate themselves in new sociocultural environments. The process of intercultural learning affects their self-formation and construction of their multiple identities. This self-reflective paper examines my experience as an international doctoral student transitioning from a Vietnamese cultural background to Canadian culture. By using concentric storying to deconstruct my journal entries, I found recurrent themes of conflicts and tensions emerging through different dialectical processes in my journey of becoming an intercultural doctoral student. My intercultural learning exposed my vulnerable self while I searched for my core values and beliefs. This journey has brought profound changes in making meaning of my adventure in transnational space. My story may shed light on the understanding of life in transition and provide direction for other international doctoral students seeking to enhance their intercultural competence in a similar educational landscape.
The Touristudent
Authors: Pinto Mateus José Alves , Moscardi Eduardo Henrique , Gomes Ewerton Lemos , Nakatani Marcia Shizue Massukado
Published: February 2021

This research aims to analyze how the activities and motivations of international students resemble those of a tourist. The survey-based study of international students enrolled in academic mobility programs in Curitiba (Brazil) demonstrated that the main motivation for students to participate in international mobility relates more to personal motivation (i.e., cultural exchange) than to academic purposes. International students also acknowledged that they enjoyed the city’s tourist attractions and overall services. The motivations for choosing Curitiba are mainly the quality of life and the perceived safety of the city. Based on how students visit attractions and utilize tourist services, we propose the idea of the touristudent. Understanding international students’ motivations for mobility and their destination choice reinforces the significance that academic mobility programs have for tourism, and the implications of these findings are discussed for the tourism sector in Curitiba.
The Oxford Encyclopedia of Global Perspectives on Teacher Education
Authors: Gao Yang
Published: February 2021

Book Reviews do not have abstracts
Critical Pedagogy in Hong Kong: Classroom Stories of Struggle and Hope
Authors: Han Huili , Zhang Luo
Published: February 2021

Book Reviews don't have abstracts.
“We Begin 300 Metres Behind the Starting Line”
Authors: Hosseini-Nezhad Sara , Safdar Saba , Nguyen Luu Lan Anh
Published: February 2021

This longitudinal qualitative research aimed to investigate the psychosocial adaptation trajectory of Iranian international students in Hungary and the challenges they encountered. Semi-structured interviews were conducted at seven-month to one-year intervals with 20 Iranian students; inductive content analysis was utilized to analyze the interview transcripts. Three topics were identified: (1) visa and banking challenges, (2) the impact of the currency crisis in Iran on mental health, and (3) positive and negative changes in psychological well-being over time. The results revealed that almost all students’ well-being improved over time, despite facing challenges related to visas, banking, and Iran’s recent economic crisis (specifically, the drastic plunge of the Iranian currency).
The differential impact of learning experiences on international student satisfaction and institutional recommendation
Authors: Ammigan Ravichandran , Dennis John Lawrence , Jones Elspeth
Published: February 2021

This research uses data from i-graduate’s International Student Barometer to investigate the impact of student learning experiences on institutional satisfaction and recommendation for degree-seeking international students. Analyses revealed that evaluations – i.e., how satisfied students are with their experience – are influenced by different learning experience variables from those that impact behavioral intentions – i.e., their willingness to recommend the institution. This study finds that, within the learning experience, ‘teaching’ variables (e.g., “quality of lectures”, “expertise of faculty”) mattered most for overall satisfaction, while ‘study’ variables that often center on later employment (e.g., “employability skills”, “work experience during studies”) predicted the propensity to recommend an institution. In addition, results demonstrated that what students value, in terms of their learning experience, varies significantly when student nationality and destination country are considered. Implications for international educators and researchers are discussed.
Towards a More Comprehensive Understanding of International Doctoral Students' Experiences
Authors: Gao Yan
Published: February 2021

Studies pertaining to the challenges international doctoral students confront have been disseminated at various conferences and in journals. However, there is a need to synthesize the research that has been conducted recently in this area in order to assess and advance contemporary theories about international doctoral students. Using meta-synthesis, this paper discusses the literature’s main themes and the relationship between theory and the literature finding. A new tentative framework is proposed based on the results. Implications for international doctoral students’ academic success were also discussed.
Views on Learning Difficulties in Basic Sciences by Mainland Chinese Students
Authors: Chan Ken
Published: February 2021

Science programs at Western higher education institutions are popular with mainland Chinese students. My teaching experience in Chinese classes suggests significant challenges for China-raised students in gaining deep appreciation and understanding of the principles of pure science, which differs from applied science in motivation and skills. The learning difficulties can be traced to students’ early education and cultural background. Science further communicates in a different style to other forms of English, adding complexity to writing and reading science texts. The information provided here could benefit future development of new course structures and teaching style in basic sciences, which is expected to generate a better appreciation of Western basic science philosophy by China-raised learners who in turn will gain a more rewarding learning experience.
Chinese International Student Sexual Harassment on U.S. College Campuses
Authors: Chang Yunling , Ali Sakina , Sahu Ankita , Dong Sidai , Thornhill Carly W. , Milian Polet , Castillo Linda G.
Published: February 2021

The #MeToo movement has brought the issue of sexual harassment to U.S. college campuses. Most scholarly work in this area focuses on White American women with little information on international student experiences. Because sexual harassment is considered hush-hush (shi) and taboo, many Chinese international students may not question harassment behaviors they experience. For many Chinese women attending a U.S. university, their first public discussion may occur during student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment. The article provides recommendations for university personnel working with international students.
A Multilevel Analysis of Economic Literacy Among International Students
Authors: Reinhardt Franziska , Zlatkin-Troitschanskaia Olga , Happ Roland , Nell-Müller Sarah
Published: February 2021

International student mobility has increased in the past years. The inclusion of a highly heterogeneous group of students requires updated recruitment and admission strategies. A particularly vulnerable group of international students are refugees, who have an exceptionally high risk of dropping out of their studies. We present an entrance assessment of incoming international students from 77 countries who are at the beginning of their studies in Germany. Based on this unique sample, we examine (i) whether there are systematic country-specific effects on the economic literacy of beginning students of business and economics and (ii) whether refugee students differ from the group of international students. The results show that refugee students have a higher level of economic literacy although their country-specific prerequisites are worse. Hence, the results highlight the high relevance of an international assessment of heterogeneous vulnerable learner groups to promote t
Benefits of Studying Abroad for Graduate Employability
Authors: Sisavath Soubin
Published: February 2021

This study investigated the benefits of studying abroad with student exchange programs for graduate employability. Data were drawn from a survey with 163 Lao former exchange participants at three public universities in Laos, followed by 19 semi-structured interviews. Results revealed that participants benefited from participating in overseas exchanges at a high level in terms of the development of employability skills, particularly interpersonal and communication skills, and in multidisciplinary knowledge and international competences. Study abroad experience was positively considered as being related to increasing job opportunities, which signal better educational credentials with proven skills that are demanded in the domestic labor market. This study offers useful insights into the benefits of student exchange programs and adds perspectives from a developing country whose voice has been little heard in the literature on the value of study abroad.
Listening to the Voices of Students Who Studied Abroad
Authors: Raby Rosalind Latiner , Ward Rupert , Rhodes Gary
Published: February 2021

This article learns from student voices about how their education abroad experiences were shaped by their agency. Interviews and focus groups were conducted with 22 U.S. community college and university students and with U.S. faculty and U.K. senior staff who worked at a Study Abroad Center in London. The study focuses on what the students said were the impact they had from studying abroad, what they said about institutional support that they needed prior to studying abroad, and what they said about their changing sense of being while studying abroad. Counterbarrier construct and agency theories were used to ground the findings. The findings showed that these students used their agency to influence their decisions to study abroad, to find the strength to transcend weak institutional support services, and to recognize their own personal, social, and critical skills development as a result of studying abroad.
Inaugural Issue of the Journal of International Students
Authors: Bista Krishan
Published: February 2021

The Journal of International Students was created in 2011 by Krishna Bista at Arkansas State University. While the first full issue is not available, a few of the first pages of the original issue are still available to view.
Saturday Diary: Far from Nepal, Pittsburgh Felt Like Home
Authors: Adhikari Deepak
Published: February 2021

When I arrived in Pittsburgh in the end of March, I got a new address: 10 Allegheny Center, Apt. 115. Here, on the North Side of this bustling city, I sought to create a home away from home. A framed picture of Pittsburgh at night adorned the most expansive white wall, but I wanted to make my Allegheny Center apartment Nepali, too. I hung posters from Nepal--of Kumari, a living goddess; of Swayambhu, a Buddhist temple in Kathmandu; of Nyatapola, a temple in the ancient city of Bhaktapur. I uploaded Nepali songs to my laptop and hummed them as I cooked Nepali food.
Why study in Finland: RAMK, SAMK, and PBL
Authors: Khramtsova Irina
Published: February 2021

In September 2011, I visited two universities in Finland as part of Magellan faculty exchange: Rovaniemi University of Applied Sciences in Pori (RAMK) and Satakunta University of Applied Sciences in Pori and Rauma (SAMK). It was such a wonderful and rewarding trip that I decided to share my experience with students to encourage them to study abroad. to encourage them to study abroad. Arkansas State University is a member of Magellan Exchange Program (http://www.magellanexchange.org/). The mission of this program is “to provide opportunities for students and faculty to have an affordable educational and cultural immersion experience.” I decided to apply for this exchange to foster my professional development and to establish new contacts for cross-cultural collaboration in my area of research.
First Time International College Students’ Level of Anxiety in Relationship to Awareness of Their Learning-Style Preferences
Authors: Young Arlene Shorter
Published: February 2021

Given the receptivity of American colleges to international students, administrators and professors must recognize the diversity such registrants bring to campus in the form of achievement, age, gender, language, and national differences. The purpose of this study was to compare learning style preferences of international first year college students and to analyze the effects of accommodating learning-style preferences of first year international college students on achievement and anxiety levels over one semester. This paper focused on the identification of learning style profiles of first time visiting Japanese, Korean, and Chinese college student populations. It assessed anxiety and acculturation levels of these international students when they were first introduced to the American educational system which incorporated teacher facilitation and promoted student directed studies. Finally, student learning styles were assessed after a six-week summer session to see if learning styles remained the same after students were introduced to the American educational system.
International Students’ Perceptions of Service Quality in the UK Banking Sector: An Exploratory Study
Authors: Bond Christopher , Hsu Marc Ting-Chun
Published: February 2021

This study reviews and evaluates international students’ perceptions of UK banks. The specific research objectives were to identify international students’ expectations and perceptions of service quality from UK banks and to assess the quality GAP or dissonance between these. A total of 297 international students studying in the UK responded to the survey. Data gathered was analyzed using Statistical Package for the Social Sciences (SPSS 16). The study reveals that the main areas of service quality with which international students are generally satisfied relates to tangibles such as physical layout and appearance. The key areas of dissatisfaction that the study identified were with factors related to reliability and empathy. This appears to be the first study in the UK banking sector that has focused on service quality with respect to international students.
The Bicultural I: A Social and Cognitive Approach for Understanding the Psychology of Acculturation
Authors: Sapiro Michael
Published: February 2021

This paper investigates the processes and challenges of creating a socially integrated, empowered immigrant identity by exploring the concepts acculturation model. The author examines the psychology of acculturation and the processes for creating a socially integrated bicultural self for immigrants who retain cultural traditions while adapting to new social norms and practices. The complexity of this process embraces principles from both social and cultural psychological paradigms and emphasizes a non-dual approach for creating meaning for a bicultural individual acculturating into a new society.
Academic Writing: A Handbook for International Students (3rd Ed.)
Authors: Bista Krishna , Shultz Pamela
Published: February 2021

For many international students, academic writing is a significant challenge because of the rules used in Standard English. Writing in academia consists of producing college essays, reflections, reports, and research papers which all require a working knowledge of the English language. Nevertheless, English Composition instructors, English as a Second Language (ESL) program staff, and freshmen international students will find Bailey’s book Academic Writing text a helpful resource manual both in and out of class.
Strategic Finance for Criminal Justice Organizations
Authors: Fields Ernest C.
Published: February 2021

Law enforcement professionals are trained to systematically approach criminal justice. Few, however, are ever trained in the world of finance and strategic decision-making, and they are therefore uncomfortable navigating through the complex world of organizational budgeting and planning. Doss, Sumrall, and Jones have tackled this gap in traditional criminal justice education with Strategic Finance for Criminal Justice Organizations.
Accent Assessment: A Preliminary Study of Scaling Validity
Authors: McDaniel D. Mike , Neeley Richard A. , Isaacson Julie J. , Howard G. Daniel
Published: February 2021

Direct Magnitude Estimations (DME) and Equal Appearing Interval (EAI) scaling techniques were used to compare listeners’ perceptions of the extent of accent from recorded speech samples of international students enrolled in a United States university who spoke English as a second language. Twenty five international students served as speakers by reading the same brief passage for recording purposes. Twenty five American-born students with no formal training or experience with accents or accent reduction rated the extent of the accent on each of the spoken samples using both scaling techniques. Statistical analysis of the listener’s perceptions indicated no significant differences between the DME or EAI scaling procedures and a scatterplot comparing the data sets for each technique produced a significant linear relationship between the data for the two techniques.
Comparison of American and Chinese College Students’ Perception of Instructor Authority
Authors: Li Ting
Published: February 2021

Teacher authority has long been recognized as one of the critical factors that contribute to the formation of effective learning circumstances (Haywood-Metz, 2006). A survey was developed based on Dornbusch and Scott’s (1975) theoretical framework of distinction between formal authority and informal authority, named The Attitude towards College Instructor Authority (ACIA). By using this survey among Chinese and American students at an American University, the current study examines college students’ perception of instructor authority, including their preference of formal or informal authority, the valued elements in instructor professional competence, as well as the relation between instructor’s perceived demographic features and their authority power. The results indicate that overall students rely highly on instructors’ position-attached formal authority rather than professionally-oriented informal authority. Whereas there are culture-specified differences between Chinese and American college students’ valued dimension of instructors’ professional competence at the informal authority level.
Second Language Learning: Cultural Adaptation Processes in International Graduate Students in U.S. Universities
Authors: Herold Mariella Espinoza
Published: February 2021

The impact of globalization, the rapid technical advancements, and the access to educational opportunities have attracted large numbers of bright international students to study in the United States. Graduate and undergraduate international students as well as foreign-born faculty are now visible in American higher education institutions
International Students in American Colleges and Universities: A History
Authors: LeBeau Ling Gao
Published: February 2021

International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlightened about the field of internationalization.
Between Speaking and Silence: A Study of Quiet Students
Authors: Foster Charlotte
Published: February 2021

Through a precise analysis of written reflections and interviews, Mary M. Reda examines perceptions of speaking and silent students in her book Between Speaking and Silence. Using her first-year composition class for observation, she explores major elements of students’ decisions to speak or be silent frequently depend on teachers, classroom relationships, and students’ senses of identity.
Rediscovering my Latin–American Professional Identity: A Reflection on a Fulbright Experience
Authors: Gonzalez Virginia
Published: February 2021

I emigrated from Peru to the United States in the mid1980s. More than 20 years later, a short trip to Latin America helped me come full circle personally and professionally and close the gaps that I had felt developing over the past two decades. This opportunity was provided by a Fulbright Senior Specialist Program award at The University of Costa Rica in San Jose at the School of Modern Languages during 2008. The Fulbright experience was a renewal for me professionally, as it opened a window of opportunities to see the cultural and language commonalties and differences between my academic experience in the US and my Latin American ancestry.
Recruiting International Students to Your Campus
Authors: McFadden Cheryl , Maahs-Fladung Cathy , Mallett William
Published: February 2021

The purpose of this paper was to determine what institutional, program, and recruitment characteristics influenced international students to attend institutions in the United States. Two hundred sixteen international students at a Southern public research university responded to the survey (53% response rate) from 56 countries representing 8 regions. An empirical analysis using t-tests and analysis of variance was conducted to determine what characteristics international students found to be most important when selecting an institution. Regardless of degree level, all students ranked faculty/student ratio as an important program characteristic. Second, students ranked both the admission process and time to degree as important characteristics. Third, doctoral, master’s, and bachelor’s students respectively ranked funding as an important characteristic in their decision making process. There are three basic implications for recruitment officers. First, as size matters, international students need to feel connected to faculty and staff.
Being an African Student: Stories of Opportunity and Determination
Authors: Manguvo Angellar
Published: February 2021

Being an African Student is a writeup of a study that investigated acculturative experiences of African international students at one university in the United States. The study also investigated different strategies by which African students adjusted to their new social and academic environments. The author examined pre-acculturative orientations of the participants portraying the mixed feelings associated with their sojourning experiences to the United States. As depicted from the stories of the participants, the period of departure from their respective home countries is characterized by a mixture of euphoric feelings of realizing the American dream and feelings of anxiety and fear of the unknown.
International Students: Strengthening a Critical Resource
Authors: Bhandari Amrita
Published: February 2021

International student mobility is changing quickly in institutions of higher education in the United States, the United Kingdom, Australia, and Canada. In the U.S. alone, the total number of global mobile students reached 9.5 million in 2012. In comparison to other European countries, there are fewer published resources about and for international students in the U.S. In this demanding academic context, I consider International Students: Strengthening a Critical Resource written by Maureen S. Andrade and Norman W. Evans as an important handbook for international students’ educators and administrators. This book addresses eight major issues: adjustment, persistence, recruitment, orientation, English language programs, social support services, intercultural communication and learning, and immigration and legal issues.
Vocabulary Acquisition: Practical Strategies for ESL Students
Authors: Min Young-Kyung
Published: February 2021

The English language is considered to have the largest vocabulary in the world (Crystal, 2002). Educated native speakers of English are expected to know approximately 20,000 word families or 70,000 words (Nation, 2001); however, educated non-native speakers of English know less than one quarter of the native speakers’ vocabulary (Laufer & Yano, 2001). Nonnative speakers of English must increase their vocabulary knowledge in order to become successful in their academic endeavors in English-medium educational environments. A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Regardless of the degree of the learner’s competency in grammar and pronunciation; one cannot have effective communication without sufficient vocabulary knowledge.
German-English Communication: A Cross-Cultural Challenge
Authors: Watzky Sarah
Published: February 2021

As an immigrant to the United States I have experienced many conflicts between my own German culture and the American culture I first encountered in 2007. While it was fairly easy to adapt to new cultural aspects such as food, lifestyle, education, and climate, the obstacle of language and communication was, and still is, more difficult to overcome for me. Research on cultural adaptation reflects my own struggles as well as those experienced by English speakers residing in Germany.
The Role of Volunteerism on Social Integration and Adaptation of African Students at a Mid-Western University in the United States
Authors: Manguvo Angellar , Whitney Stephen , Chareka Ottilia
Published: February 2021

This study examined the role of volunteer experiences on Black African international students’ social integration and adaptation at a predominantly White Mid-Western university in the United States. The study explores micro-level interactions and relationships fostered during volunteering as well as feelings of inclusion/exclusion and personal satisfaction. Thirteen participants who had volunteered in services that required substantial interactions were interviewed. Four themes on the positive influence of volunteering on social integration and adaptation were identified, namely; fostering of feelings of inclusion and belonging, enhancement of social cohesion of diverse people, fostering of feelings of self-validation, and attainment of social, cultural, and human capital. However, other participants in this study felt inadequate, alienated, and devaluated during the volunteer process. Fear of not being understood, feelings of incompetence, and the cumbersome bureaucratic process in the application process deterred some participants from volunteering with some services.
Mental Health Help-Seeking Intentions Among International and African American College Students: An Application of the Theory of Planned Behavior
Authors: Mesidor Jean Kesnold , Sly Kaye F.
Published: February 2021

This study examined the relationship between social-cognitive factors (e.g., attitudes, subjective norms, and perceived behavioral control), psychological distress, and help-seeking intentions for a sample of 111 international and African American college students. The results of this study showed that the Theory of Planned Behavior (TPB) variables (e.g., attitudes, subjective norms, and perceived behavioral control) accounted for 17.7 % of the variance in help-seeking intentions. The first hypothesis, which predicted that positive attitudes toward mental health services and perceived behavioral control would be significant predictors of the students’ intentions to seek mental health services, was partially supported. Perceived behavioral control was the strongest predictor of helpseeking intentions. Contrary to our expectations, attitudes toward mental health services were not a significant predictor of mental health seeking intentions. The second hypothesis was not supported. There was no significant difference in mean intention scores for African American college students compared to international college students.
A Facet Theory Model for Integrating Contextual and Personal Experiences of International Students
Authors: Hackett Paul M. W.
Published: February 2021

The purpose of this article is to use a facet theory research approach to provide a clear, coherent, and integrated model of international students’ experiences based upon the findings of psychological research into students when studying abroad. In research that employs a facet theory approach events are classified in terms of their constituent parts or facets and the sub-elements of facets. The specification of facets serves to allow accumulative knowledge and theory construction. A model is proposed in the form of a mapping sentence with three background facets and four content facets. How the mapping sentence forms a flexible template for designing, conducting and analyzing research into international students’ experiences is discussed, as is the potential in using facet theory to develop a cumulative body of knowledge about this student group.
A Chinese Nurse’s Socio-Cultural Experiences in Australia
Authors: Huang Yang
Published: February 2021

Studying overseas for international students means a lot--not only being away from home but also experiencing quite a few unexpected difficulties. It looks like a triangle of a pyramid since each part is closely connected with each other, and it falls apart if one part is not functioning! Studying abroad is full of challenges for every student due to the language barrier, culture shock and homesickness. For students who speak English as a second or foreign language, this is because being disconnected with families, friends, familiar environment and even preferred food may lead to directly or indirectly physical discomfort and emotional stress. I chose overseas studying as I was eager to understand the cultural differences, linguistic variables, and to establish my interest in community and medicine!
International Students and Scholars in the United States: Coming From Abroad
Authors: Saha Neete
Published: February 2021

International students and scholars in the United States: Coming from abroad is a well-written, well-researched, and well-timed monograph. In pursuit of higher education, international students have continued to attend colleges and universities in the United States of America in spite of the educational, emotional, and cultural issues. According to the Institute of International Education (IIE), 723, 277 international students and more than 115,000 international scholars matriculated in American colleges and universities in 2010/2011 (pp. 4-9). The editors, Heike Alberts and Helen Hazen, have not only provided readers with an opportunity to learn about international students and scholars from Asia, Africa, and Europe but have also addressed critical issues faced by the international students and scholars in the United States.
Teaching Expatriate Adaptation While Dealing With Reality: The Impact of a Tragedy on the Study-Abroad Experience
Authors: Levine Kenneth J. , Levine Sally L.
Published: February 2021

This paper explores the relevance of the accepted U-shaped models of expatriate adaptation to students engaged in an international educational experience when they are faced with a tragedy. In this study-abroad course, an examination of the existing adaptation models and how they provide a set of expectations for the process of cultural adjustment is presented as course material. During a particular four-week summer program, one of the nineteen students who went abroad died in an accident at the end of the first week. It became clear after the tragedy that the models studied failed to explain the impact of a personal tragedy of this magnitude on the students’ adjustment process. This unfortunate event provided an opportunity to conduct a quasi-experiment to consider the impact of personal tragedy for students to question a body of research through their own personal experience and for scholars to re-examine and update the existing models.
A Culturally Proficient Response to LGBT Communities: A Guide for Educators
Authors: Martirosyan Nara
Published: February 2021

In recent years, educators are challenged to work with more diverse student population than ever before. While the benefits of diversity should never be underestimated, it is also important to acknowledge challenges created by diversity and the need of guidance to educators on how to be culturally responsive to the needs of their diverse students. A Culturally Proficient Response to LGBT Communities (Lindsey, Nuri-Robins, Terrell, & Lindsey, 2013) is a valuable guide for educators working with LGBT (lesbian, gay, bisexual, and transgender) students. This book is a useful resource for those who are interested in learning more about LGBT communities and becoming familiar with their needs and challenges in today's society.
International Student’s Survival Guide
Authors: McDonald Ian
Published: February 2021

This guide, by Gareth Davey, is aimed at both those considering studying in the UK and those already doing so, with much of the material relevant to both groups. Whilst clearly aimed at students, the publication will also be useful to members of staff who work, or are looking to work, with international students. The book will help staff develop a greater appreciation of the issues and concerns international students face whilst studying abroad, for example, cultural differences between the UK and students’ home countries and the processes international students have to go through to gain entry onto UK degree programmes.
International Student Experience in Australia
Authors: Bernard Jennifer , Bista Krishna
Published: February 2021

This book introduces a theoretical framework and research tools for evaluating the experiences of international students from the Indian subcontinent as they adapt to one university in Australia. Gunawardena and Wilson focus on the importance of understanding and molding student services to each individual cultural group and meeting specific needs based on communication, learning style, personal preferences, and grade level. For example, some English language learners have been put in classes below their grade level because of their lack of competency in English (written and spoken).
Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model
Authors: Wang Peizhen , Machado Crystal
Published: February 2021

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in research, can be addressed by directors of Writing Centers.
Expectations and Experiences of Inbound Students: Perspectives from Sweden
Authors: Nilsson Per A
Published: February 2021

This paper explores expectations and outcomes for inbound students at Umeå University, Sweden, comparing their expectations with what they actually experienced. Based on an initial sample of 296 students, 116 answered surveys before and after experiencing of studying abroad. The same individuals have been followed. Most of the respondents’ expectations were fulfilled. Hence, the comprehension of what to expect when it comes to ‘personal’ experiences was shown to be in line with the respondents’ expectations. However, the ‘academic’ experiences seemed to be more difficult to grasp in advance. Some respondents also changed their opinions regarding some of their expectations. The study has followed the same individuals over time and adds new knowledge to the field of student mobility.
U.S. Higher Education Classroom Experiences of Undergraduate Chinese International Students
Authors: Valdez Gabriela
Published: February 2021

The purpose of this study was to explore undergraduate Chinese international students’ perceptions about their classroom experiences in the United States institutions of higher education. Double consciousness, introduced by W.E.B. Du Bois, was used as the theoretical framework for this study. After analyzing the 15 interviews to Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; positive and negative classroom practices in the U.S.; perceptions of the way American faculty and students perceived Chinese international students; and double consciousness of Chinese international students. While most of the participants preferred the American classroom practices over practices in China, their perceptions about the way American students and faculty perceived them were conflicting. The concept of double consciousness also helped to illustrate the internal identity conflict of being Chinese and being “Americanized.”
Internationalization of East Asian Higher Education
Authors: Yun Seungmin
Published: February 2021

This edited volume entails several research studies examining the impact of globalization and internationalization within East Asian educational contexts. While most studies have focused on Westernized perspectives, the book attempts to provide a multidimensional view of globalization and competing arguments concerning internationalization in an East Asian context through international conferences and symposiums.
Evidence that International Undergraduates Can Succeed Academically Despite Struggling with English
Authors: Fass-Holmes Barry , Vaughn Allison A.
Published: February 2021

Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency’s potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English. Over 60% of two cohorts of degree-seeking international freshmen at a West Coast public university struggled with English—they failed the university’s English writing proficiency requirement. These international freshmen consequently were required to attend classes in English composition and/or English as a second language. Their average academic marks in these classes were between D+ and C- (18–45% earned less than C), yet their term grade point averages (which excluded the community college classes) were between B and B+. The present findings indicate that these international undergraduates can succeed academically despite apparently inadequate English proficiency.
The Use of the Ombudsman's Services for Alleviating International Students' Difficulties
Authors: Katsara Ourania
Published: February 2021

This article offers some suggestions regarding the development of a support strategy by ombudsmen in order to alleviate international students' difficulties when studying in host universities. It is also shown how the Organisational Justice Theory can be used as a framework for understanding the role of ombudsman in higher education settings and how this theory underlines the importance of informational power as a remedy to alleviate the students' difficulties. The main implication drawn from the discussion is that cultural variables may suggest specific care on designing appropriate support strategies where the role of Information Communication Technology (ICT) could be explored. Finally, the article offers some suggestions and a service plan showing how power perceptions of the service provider can impact the students' reaction to the quality of the service.
Fostering International Student Success in Higher Education
Authors: Johnson Rachel Sherman
Published: February 2021

As the number of international students enrolling in English-dominant higher education continues to rise, this timely book offers university faculty and staff members useful suggestions for responding effectively to the unique needs and challenges of this growing student population. At the same time, though the primary focus is on course design and classroom practice, the book also advocates for international students, noting that they are intellectual, cultural, and linguistic assets to their universities. Shapiro, Farrelly, and Tomaš, all veteran teachers with many years of experience working directly with international students, present a holistic framework for how to support international students’ academic development and their integration into the broader campus community.
Suggestions for International Students in the US
Authors: Gaulee Uttam
Published: February 2021

For international students transitioning into the US academic and social culture, as well as for those aspiring to make USA their higher education destination, Paras’ book is a savvy guide and companion. The book provides a detailed guidance in an illustrative manner for aspiring international students on critical steps from the beginning of the admission process to documentation, travel, and transition. The way Paras has chronicled a lived experience of a successful student himself, is commendable.
Nonresident Undergraduates’ Performance in English Writing Classes— Hierarchical Linear Modeling Analysis
Authors: Vaughn Allison A. , Bergman Matthew , Fass-Holmes Barry
Published: February 2021

Do undergraduates whose native language is not English have writing deficiencies leading to academic struggles? The present study showed that the answer to this question was “no” at an American West Coast public university. This university’s nonresident undergraduates on average earned B- to B+ in their colleges’ English intensive-writing programs’ classes, C in community college English classes, and term grade point averages between 2.5 (C+ to B-) and 3.2 (B) in the fall term of the five most recent academic years. Hierarchical linear modeling analyses showed that the predictors with the largest effect sizes were English writing programs and class level; however, each predictor accounted for less than 25% of the total variance.
International Students in American Pathway Programs: Learning English and Culture through Service-Learning
Authors: Miller Julie , Berkey Becca , Griffin Francis
Published: February 2021

As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United States. Authors present recent demographic shifts in ELL student education, a concise introduction to pathway programs, an overview of literature about service-learning with international students, and theoretical and practical factors to consider for facilitators of Learning English and Culture through Service-Learning (LECSL) based on data from 250 students at Northeastern University.