bluuebunny/crossref_metadata_2025 huggingface dataset:
Tax Extenders Resurrected: Insights on Higher Education Tax Reform from the Recent Legislation on the Tuition and Fees Deduction
Authors: Bartel Anna
Published: February 2021

U.S. legislators recently brought back thirty-four tax programs from legislative limbo, extending them for three years. This includes the tuition and fee deduction, used by taxpayers to save on college expenses. This regressive tax policy flows heavily towards higher-income levels, with almost a third of the deduction going to those with incomes between $100,000 and $200,000. Previous empirical research indicates the policy has had no effect on increasing college enrollment. It is imperative that researchers, policymakers, and practitioners remediate duplicative, fiscally irresponsible tax policy. To guide this remediation, I provide a legislative history of the tuition and fees deduction, duplicative effects of current education tax incentives, critiques against the current tax extender package, and recommendations for higher education tax reform.
Living and Learning Between Canada and Korea: The Academic Experiences and Cultural Challenges of Undergraduate International Exchange Students
Authors: Kang Jeong-Ja , Metcalfe Amy Scott
Published: February 2021

This study focuses on the experiences of short-term, “study abroad” exchange students enrolled in programs offered through reciprocal partnerships between Canadian and Korean universities, as part of a larger investigation of international student exchange policies and in response to rising student mobility between the two countries. The experiences of short-term exchange students might be best explored from a different vantage point than that of long-term students due to the variation in the types of institutional support they receive. This study utilized a narrative inquiry approach to consider and construct dynamic vignettes of the impressions of study abroad students, permitting them to reflect upon what they expected prior to their exchange and what they actually experienced.
"You Can't Be Outside Without Being Part of the Culture": Recommendations for Using Outdoor Recreation to Support International Student Transitions
Authors: Brunette Michelle K
Published: February 2021

International students can face linguistic, social, mental and physical challenges (Zhang and Zhou 2010). The findings of a sequential qualitative dominant mixed methodology study, including a survey and three-stage guided walk interviews, position the unique benefits of outdoor recreation as a tool to support cross-cultural transitions. Outdoor recreation benefits include physical and mental health well-being, reduced anxiety, increased social participation, and cultural exchange (Stodolska 2015; Weng and Chiang 2014). To guide universities in stimulating positive international student experiences in the outdoors, the researchers offer recommendations for the integration of outdoor recreation in six phases: (a) recruitment, (b) preparation, (c) orientation, (d) planning, (e) delivery, and (f) evaluation.
Integrating International Students: The Missing Link in Portuguese Higher Education Institutions
Authors: Sin Cristina , Tavares Orlanda
Published: February 2021

This paper analyses the strategies employed by two Portuguese institutions to integrate international students as well as these students’ perceptions of their social and academic integration, based on semi-structured interviews with institutional top and middle managers and focus groups with international students. Our findings suggest that institutional strategies are still scarce, ad-hoc and misarticulated. The analysed measures are not sufficiently coordinated and efficient in ensuring a positive experience for international students. The creation of an international unit to cater for their needs stands out as a critical step to take. Surprisingly, language emerges as an issue for the integration of students from Portuguese-speaking countries, who need to become ‘visible’ in terms of institutional measures. The paper reflects on some practical implications for institutions in order to improve the social and academic integration of international students.
Higher Education Regionalization in the Northern Triangle of Central America: Guatemala, El Salvador and Honduras
Authors: Griffin Jermain , Requena Gall Lisbeth
Published: February 2021

This paper uses Knight's (2013) regionalization of higher education framework - The Functional, Organizational and Political Approaches (FOPA) Model - to better understand the climate for regional engagement between higher education institutions (HEIs) in the Northern Triangle (NT) of Central America: El Salvador, Guatemala, and Honduras. The NT region is mired in a variety of economic, social and political challenges that have contributed to mass migration north to Mexico and the United States. We contend that higher education can contribute to the future development of the region. One approach to explore the potentional of higher education engagement is to examine the level of collaboration between institutions within the region, between the NT and the greater Central America region and with external partners such as the United States and the European Union. While we argue that regional partnerships rely heavily on North-South collaborations, we also contend that the conditions exist in Central America for further development of a more integrated higher education community.
Stronger Together: Educational Service Augmenters and Traditional Predictors of Adjustment for International Students in the US
Authors: Cong Cong , Glass Chris
Published: February 2021

Drawing on frameworks from marketing research literature, this study indicates that educational service augmenters (e.g., academic advising, writing support services, immigration advising, etc.) are significantly related to international students’ academic adjustment. The results indicate educational, campus, and social support services explained an additional 38% of variance in international students’ academic adjustment, beyond traditional predictors of academic adjustment alone, i.e., language proficiency, friendships, and welcoming campus attitude, for a combined 69% of the total variance in academic adjustment. The results highlight the university’s responsibility in international student integration into local communities and how educational service augmenters and traditional predictors act as complementary, yet distinct, predictors of academic and social adjustment.
Neoliberalism and Kazakhstan's emerging higher education
Authors: Bayetova Nazgul
Published: February 2021

The Republic of Kazakhstan is one of the Central Asian countries of the former Soviet Union. The ninth largest country in the world in physical size with a population of over 17 million people and significant oil, iron ore, coal, copper, and gas reserves, Kazakhstan gained independence from the Soviet Union in 1991. In the early 1990s, the Supreme Court of the Kazakh Social Soviet Republic declared the transition of a planned economy to a market economy. Kazakhstan’s market system has significantly impacted its emerging higher education system. Less government spending and the creation of private universities in Kazakhstan were the core strategies that have been implemented under the neoliberal policies of Nursultan Nazarbayev, Kazakhstan’s president from independence to this year (1991-2019).
International Branch Campus and and Institutional Social Capital
Authors: Kohler Christopher
Published: February 2021

The number of international branch campuses (IBCs) has continued to increase over the past few decades.  Despite this increase, empirical research is lacking when it comes to the social implications for both the institutions engaged in transnational higher education through the development of IBCs and the students participating in these degree programs.  The students studying at international branch campuses are both local and international, undertaking an international education without venturing overseas.  The purpose of this study is to understand how students who have studied and are currently studying at an IBC narrate their experiences and expectations from transnational higher education, particularly focusing on the development and manifestation of institutional social capital and students’ ability to use this social capital in their specific local contexts.   Through a pilot study employing semi-structured one-on-one interviews and focus group interactions with current students and alumni of an American IBC in Singapore, it is found that enrollment at IBC is mostly a feature of lack of access to one of the local universities, which hold the highest status.  However, for some students with an interest in pursuing jobs or graduate studies overseas, earning an American degree is seen as a way to enhance their career prospects.  The development of a strong alumni group in Singapore is highlighted as a way to increase the value of the degree in the Singapore context.
Balance of Power: The Governance Structure of International Branch Campus in China
Authors: Wang Yanhao
Published: February 2021

Overseas branch campus is an important component of the internationalization of higher education. This research studies three branch campuses in China—NYU-Shanghai, Duke Kunshan and Wenzhou-Kean University, analyzing their senior leaderships and the power of the home university and the local partners. Though this research is still in process, it would certainly contribute to our understanding of the internationalization of higher education in China and help institutions to choose appropriate strategies.
Advising Experiences Among First-year International Doctoral Students
Authors: Marijanovic Nina , Lee Jungmin
Published: February 2021

The purpose of this qualitative study was to understand how international graduate students in their first-year of doctoral study selected their faculty advisor and how this selection process influenced their advising relationship. Our results found that a majority of students in our sample were assigned to an interim advisor and most reported a positive advising experience. However, disquieting patterns emerged from the data: low frequency of advisor-advisee interaction, occurrences of mismatching between advisor-advisee, and an unknowingness of how to engage with one’s faculty advisor. Our study adds to the literature focusing on international students by shedding a light on nuanced advising experiences of first-year international doctoral students and by providing recommendations for faculty advisors and directors of graduate studies on ways to improve and systematize their advising practices so as to encourage retention and success among international doctoral students.
A Language’s Demise Through a Curricular Evolution: A Preliminary Study
Authors: KHALIL ALI , Saleh Amany
Published: February 2021

This phenomenological research aims to identify and examine the impact of curricular changes on language preservation in Lebanon, Egypt, and Morocco. This preliminary qualitative study seeks to analyze any potential patterns that may exist among the curricular changes in the Arab nations; analyze the factors that led to these changes; and assess the impact of the current curricular design on the native language of Arabic. The rationale is to understand how curricular progressivism affected the native language of the people of the aforementioned Arab nations and assess the current status of Arabic. The study thoroughly examines the roles of colonization, globalization, antiquated teaching methods, outdated curricula, negative attitudes towards the language, curricular policies, and the numerous regional dialects in corroding the Arabic language in Lebanon, Egypt, and Morocco.
role of emotions in High School students’ scientific initiation in Rio de Janeiro, Brazil
Authors: Santos Bruna Navarone , Cabral Félix de Sousa Isabela
Published: February 2021

The Oswaldo Cruz Foundation's Scientific Vocation Program (Provoc-Fiocruz) is a non-formal educational program for scientific initiation directed to High School students in Brazil since 1986, in the areas of Biological Sciences, Health, Human or Social Sciences. This research is qualitative  and it will be conducted semi-structured interviews with up to fifteen High School students and fifteen researchers-advisors from Provoc-Fiocruz, to understand the role of both students’ and advisors’ emotions in their knowledge socialization to develop scientific research. The data will be analyzed through content analysis and this research is grounded in the discipline of Sociology of Emotions and relate social markers differences such as gender, race and class in the construction of knowledge that result in academic and professional choices.
Using Bourdieu’s Theory of Practice to Investigate the Experience of Ontario College Graduates Who Are Russian, Ukrainian, and Belarusian, and Seek Career Employment and Permanent Residency in Canada
Authors: LEGUSOV Oleg
Published: February 2021

The thesis explores international community college graduates' from three former Soviet Republics experience transitioning from college to the labor market in Canada. Pierre Bourdieu’s theory of practice provides the theoretical framework to analyse the labour-market integration of 14 women and 16 men. The data collected from in-depth interviews and document analysis reveal that each participant in the study belongs to one of three distinct age groups. Differing significantly in terms of career habitus and career capital, the members of the three groups have distinctly different labour-market outcomes.
An Investigation of Transition Experiences of Students with Visual Impairment in Public Universities in Ghana
Authors: Sikanku Sandra Tsoenemanu
Published: February 2021

Student transition to university offers significant challenges to all parties involved. Most studies on transition focused on middle to high schools. Research shows that many students including those with disabilities approach higher education with mixed feelings. However, it appears very little is known about the transition experiences of students with visual impairment from their own point of view. This research seeks to investigate the transition experiences of students with visual impairment in public universities in Ghana in order to fill the gaps in the literature. The self-determination theory and qualitative approach will be adopted using a case study design to unpack this phenomenon. The purposive sampling technique will be used to select the participants for the study. In-depth interviews and documents analysis will be used to gather data from Four Heads of Disability Support Centres, 4 Heads of Student Support Centres, and all Students with visual impairment in the case universities. The findings will reveal and raise awareness on the transition experiences of students with visual impairment in public universities in Ghana. Furthermore, the findings will serve as a useful resource for policy makers in higher education involved in planning transition programmes and services for students with visual impairment in Ghana.
Applying Hagedorn’s Conceptual Framework to Examine Job Satisfaction among Faculty at the University of Sarajevo
Authors: Marijanovic Nina
Published: February 2021

Faculty around the world shares some underlying commonalities by virtue of sharing a profession, but we cannot draw informed parallels because culture, style and history of higher education, and faculty socialization play a significant role in how the faculty life is lived and experienced. We know quite a bit about faculty working in developed and developing nations, but the current snapshot lacks perspectives from academics living in transitional nations. This in-progress study will survey faculty employed at the University of Sarajevo, located in Bosnia and Hercegovina, to establish a baseline of their demographic profile and to describe their job satisfaction using Hagedorn’s conceptual framework. This study will test the applicability of Hagedorn’s framework in non-US settings and expand our understanding of the causes and outcomes related to faculty satisfaction.
Female Professors Developing Intellectual Leadership in Hong Kong
Authors: Ruan Nian
Published: February 2021

Women scholars’ participation in higher education has been on the rise, but many obstacles (e.g., the gendered academic and cultural bias) are still in their way of academic advancement. Intellectual leadership in universities constitutes the key competence for academics. It implies faculty members’ capacity to influence the innovation of science and technology, the growth of institutions, the changes in society and culture. Compared with women’s formal leadership in academia, little is known about their development of intellectual leadership. This doctoral project applied the multiple-case study of twenty-two female full professors in Hong Kong. An integrated theoretical lens was used, referring to the cumulative advantage theory (Merton, 1968 &1988), the four-role framework of intellectual leadership (Macfarlane, 2013), and cultural factors affecting gender equality. This study reveals that disciplinary characteristics, neoliberal and managerial practices in universities, and patriarchal culture interplay and shape women scholars’ paths of accumulating intellectual capacity.
Pharmacy Education in Emerging Health Care Systems
Authors: Al-Azzawi Amad
Published: February 2021

Fundamental global shifts in the professional scope of pharmacy practice have altered the pharmacists’ role from “drug-centered” to “patient-centered”. This shift has important implications for how pharmacy education is provided around the world, and has necessitated a significant increase in clinical training (CT). Canada and the United States have both added emphasis on CT in their pharmacy education programs, and their CT models have become a global model of good practice for educating future pharmacists. I want to answer important implementation-related questions: How have new pharmacists’ clinical training policies been implemented in the UAE? What are the major challenges, barriers to effective implementation? I will examine the UAE as a case study of policy borrowing, and will draw on the concept of decoupling, which examines the implementation and gap between policy and practice. I will use a case study approach to understand the power relations between the main actors influencing CT in the UAE.
Comparative Analysis of Academic Freedom within Higher Education Institutions (HEIs) in India and the USA
Authors: Saini Ruchi
Published: February 2021

Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.
Comparative Study on Capacity Building for Academic Staff in Internationalisation of Higher Education in Vietnam and Australia
Authors: Nguyen Diep
Published: February 2021

Academics are seen as primary agents in the enactment of higher education internationalisation. However, the achievements of internationalisation are claimed to be constrained by the lack of academics’ involvement and expertise. This research, therefore, compares the policies and practices of capacity building for academics in internationalisation between Australian and Vietnamese universities. More specifically, this research seeks to unpack ideologies and understandings of internationalisation, institutional arrangements of capacity building for academics in internationalisation, and academics’ individual agency in engaging and building their capacity for internationalisation. Using the Capability Approach as a theoretical framework (Sen, 1992, 1999), the research argues that academics’ participation in internationalisation is determined by social and institutional conditions, combined with their individual aspirations and active roles in creating internationalisation and professional development opportunities. This suggests the significance of an enabling structure and active individual agency in expanding academics’ capabilities for successful participation in internationalisation.
An Analysis of the Use of English Language for Career Development in African Higher Education
Authors: Covele Ricardo Pinto Mario
Published: February 2021

Abstract
Although the internationalization of higher education through the standardization of English language is considered progressive, unfortunately, for Lusophone universities it remains a deterrent for scholars’ career progression. The evidence of lived experiences in Mozambican universities suggests that the relationship between English language competence and professional status remains inconclusive. The study explores the impact of English language for career development in two Portuguese language-speaking universities, namely Eduardo Mondlane and Catholic universities in Mozambique. Case study design, purposive sampling, semi-structured interviews with scholars, documents reviews and content analysis approach will be employed. Career construction theory and practice (Savickas, 2013), is considered ideal based on its fundamental premise of individual and social constructivism of knowledge through which individuals construct themselves. The study contributes to a comparative higher education career research by guiding the formulation of language policy for career development in Lusophone countries.
International Students on U.S. College Campuses: Building Up or Tearing Down Cultural Walls?
Authors: Karkour Islam , Jusseaume Sarah
Published: February 2021

This study uses qualitative and quantitative methods to explore the intercultural sensitivity (IS) of international students at an American university -- specifically, whether international students' IS improved over the course of a semester on campus. The findings indicate that the participants did not, on average, achieve progress in their levels of IS as measured by the Intercultural Development Inventory (IDI) during the semester they were surveyed. Per qualitative interviews, the students came to the U.S. full of curiosity, ready to explore the country and make friends. However, they were disappointed to find “intangible walls” separating them from their American classmates. The students felt isolated and disconnected from the domestic student body and described their struggle to connect with American students. Lacking opportunities to engage in deep personal conversations with peers from different backgrounds and cultures, the international students, on average, did not improve their levels of IS and described an unsatisfying experience studying on an American college campus.
Qualitative Analysis: Mexican University Student Written Advice to Future Students at the Conclusion of a Semester Abroad Experience
Authors: Drabier Renee
Published: February 2021

This study is an analysis of student reflective advice written to future semester abroad students based upon their personal experience in a semester study abroad program.  In December 2018, 36 Mexican students wrote individual letters composed during an end-of-term session and were asked to reflect upon their semester abroad experience in San Antonio, Texas.  The students composed letters to provide advice for the next student cohort based on what they had learned and what they wished someone had told them to help make the most of their experience.  The aims of the analysis is to gain insight into the student’s experience, to evaluate how student learning can be used to improve future student experiences, and to provide peer advice for future students in their semester abroad experience.
Contribution of International Development Activities to Comprehensive Internationalization of U.S. Public Universities
Authors: Shchepetylnykova Ielyzaveta , Alvis Samantha
Published: February 2021

Globalization creates increasing interdependence between countries’ economic, political, and social processes leading to rise of global challenges and opportunities. Developed countries became important players in tackling the world's biggest issues. Governments traditionally turn to higher education institutions for their teaching, discovery, and outreach expertise to address global challanges. U.S. universities engage in a variety of international activities. However, role of international development activities of U.S. colleges and universities in their comprehensive internationalization has been lacking sufficient attention of scholars. This article investigated contribution of international development activities to comprehensive internationalization of U.S. public higher education institutions through analysis of qualitative data. The findings of the study demonstrate the contribution of international development activities to comprehensive internationalization efforts of public universities through advancement of their education, research, and service missions.
Navigating the College Experience: The Human Faces of Refugees Students
Authors: Peralta Claudia
Published: February 2021

As the refugee population continues to increase, the Trump administration continues to slash resettlement admissions framing refugees as a security threat. Education is a fundamental human right, and it is the best avenue for self-reliance. This paper explores how refugee students conform to, and persist schooling. Using Critical Race Theory as a framework, evidence of “sticky mess” or racial inequalities (Espinoza and Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005) assuaged the negative didactic experiences. Analysis of the dialogic semi-structured interviews that compromised the data set focused on the refugees’ lives and educational experiences in their journey to the U.S.
Workshopping in Online Courses
Authors: Dahal Niroj , Pangeni Shesha Kanta
Published: February 2021

Designed to explore effective pedagogical uses of the Workshop activity tool, which is native to Moodle learning management system, the study reported in this article was an action research. Using the standard steps of planning, intervening, assessing effectiveness, and information sharing, the study sought to identify the best ways to engage students in the process of learning and peer assessment by using Workshop as a learning and assessment tool. After identifying some challenges against students learning during the submission and peer review process, this article highlights some key strengths of the Workshop activity application, based on our study. Then it discusses the application’s key affordances for conducting peer and self-assessment, for enhanced engagement in learning, and for the development of higher-order skills such as analysis and evaluation. We conclude by noting that effective use of the tool demands teachers' careful attention to issues such as time provided, peer allocation, and students’ skills for effective tool use.
Challenges faced by International students at Kwantlen Polytechnic University
Authors: Shah Ashiq Ali , Lopes Alexander , Kareem Linah
Published: February 2021

This study aimed to investigate the challenges international students face during their studies at Kwantlen polytechnic university. The research focused on the English language, study-related and financial issues, and adjustment to life in Canada. The participants were 25 females and 38 male students of 18- 35 years old from China, India and the Middle East. The materials included a challenges questionnaire, coping and religiosity scales, adjustment in Canada and religious involvement scales, and a demographic questionnaire. The data were collected at three campuses of KPU. The main challenges reported by the majority of international students were high tuition fees, high rents, part-time work, and missing the families. Most international students liked small class sizes, were satisfied with the education, felt comfortable communicating with professors, were welcomed by their peers and had adjusted to Canadian culture. In general, international students who used both emotion-avoidance and problem-focused coping strategies were better at facing challenges.
Theories in Adult Learning and Education
Authors: AlZain Al Zain
Published: February 2021

Theories in adult learning and education is a book written in a form of study guide. The author divides the book into two parts. Part one describes the theories of learning; its definitions and its implications on adult learning and teaching. Part two focuses on the global trends of adults' participation in learning. The audience of the book are educators who involved in adult teaching and learning at secondary and post-secondary settings. Unlike traditional chapter books, this study guide challenges the reader by providing exercises and tasks. The purpose of the exercises and tasks is to invite the readers to reflect on their reading of the study guide and to facilitate the comprehension of the book. The book is a great reference in adult teaching and learning.
Ready, Fire, Aim: Adapting to COVID-19
Authors: Smith Wade
Published: February 2021

This paper provides insight into the rapid transition experienced by the students and staff who, before COVID-19 mandated shutdowns, were part of a blended instructional format for their classes.  The students reported general satisfaction with the online transition while expressing reservations about the loss of personal interaction and concerns about inabilities to engage field experiences deemed critical to completion of the program.
Flipped Learning During a Global Pandemic: Empowering Students with Choice
Authors: Smith Rebecca
Published: February 2021

The purpose of this paper is to provide a research brief on current studies related to utilizing a flipped learning model. The flipped model entails students engaging with a recorded lecture prior to live class time, allowing for more student engagement with content, classmates, and the instructor during class time. A flipped model empowers students with more choice and control over their learning, can improve student achievement, and can reduce student anxiety. During a global pandemic when nearly all higher education institutions have rapidly transitioned to online learning platforms, a flipped model can provide a blended, balanced approach to student learning.
Lessons from Yalta: Imperatives for Post-Covid 19 Higher Education
Authors: Smith Page
Published: February 2021

The goal of this essay is to provide Higher Education institutions with suggestions for maintaining both economic viability and organizational credibility in a Post-Covid 19 environment. Three practical, yet important, objectives for both colleges and universities are identified in light of the pandemic and its aftermath. In particular, the essay targets administrative imperatives and stakeholder-oriented considerations for implementation.
Race(ing) towards Legal Literacy for (Im)migration amidst COVID-19
Authors: Smith Patriann , Warrican S. Joel
Published: February 2021

Historically and contemporarily, immigration laws have disproportionately affected immigrant faculty and students of color because they often inadvertently function as racial policy. (Critical) legal literacy enacted via a bottom-up approach can help to address such laws. Higher education institutions, organizations, labor unions and associations are uniquely positioned to use critical legal literacy as a tool of advocacy for immigrant faculty and students of color amidst the adverse effects of COVID-19.
Policies and Curriculums
Authors: Chambers Candace
Published: February 2021

College and career readiness is a focal area within the United States for student achievement within the context of global competitiveness. Despite recent efforts to focus on the college and career readiness of America’s students, national data has proven that many students are not prepared for college and need remedial intervention upon entrance into college. This discussion focuses on efforts at community colleges, specifically in the area of literacy, as they work to increase student retention and student success. Recent methods include developmental courses, co-requisite models, and statewide initiatives to determine how to best meet students’ academic needs, while considering faculty voice and administrative and cost efficiency. Community colleges can serve as grounds to determine how various models of remediation work to ensure that college students can be served in the best capacity for their academic needs, excel in their programs of choice, and in turn, be competitive global citizens.
Challenges and Opportunities for Teaching Students with Disabilities During the COVID-19 Pandemic
Authors: Smith Clinton
Published: February 2021

According to UNESCO (2020), school closures caused by the COVID-19 pandemic have affected over 1.5 billion students and families. The COVID-19 pandemic has presented multiple challenges for teaching students with disabilities in an online instructional environment, but there are also opportunities for collaboration, training, and communication for special educators to meet the needs of their students.
When Extraordinary Circumstances Yield Exceptional Consequences: The Importance of Readiness, Receptiveness, and Responsiveness
Authors: P. Gallavan Nancy
Published: February 2021

During her last semester prior to retirement, a university professor of teacher education supervised 15 interns enrolled in a preparation program and college department different from the professor’s usual program and department due to changes in the college’s preparation program student enrollment and faculty availability. The ever-changing, extraordinary circumstances experienced by the interns and supervisor during the 2020 spring semester illuminate the vital roles of readiness to teach, receptiveness to feedback, and responsiveness to expectations (Author & Merritt, 2018). Established on authentic expressions and exchanges of trust, efficacy, agency, and cultural humility (TEACH), their shared journeys yielded exceptional consequences for both the interns and the supervisor guided and supported by the supervisor’s expertise as teacher educator, co-constructivist, and instructional coach.
Sociocultural Factors That Impact the Health Status, Quality of Life, and Academic Achievement of International Graduate Students
Authors: Yunusa Vakkai Roseline Jindori , Harris Karleah , Crabbe Jordan Jimmy , Chaplin Kenneth Sean , Reynolds Mara
Published: February 2021

This literature review explores the sociocultural experiences of international graduate students in universities in the United States. In addition to the typical challenges faced by students going to universities in America, international graduate students undergo extra stress. Research has shown that students face issues such as negotiating the U.S. health care system, the pressures of competency in American English, balancing financial concerns, social connectivity, and anxiety due to isolation from family and friends. These factors place students at risk for developing health problems. Significant findings have indicated that institutions and students’ age play important roles in impacting students’ successful adjusting experiences even though the struggle for acculturation is a personal task. We organized our analysis and discussion around how to help graduate students to obtain sociocultural support and concluded with some suggestions on ways to address inadequacies within the institutional systems to make the schools welcoming for international students.
The Geographies of International Student Mobility
Authors: Yu Jing
Published: February 2021

The Geographies of International Student Mobility: Spaces, Places and Decision-Making is a timely volume offering distinctive and critical insights into the geographical dimensions of international student mobilities. After the 2016 United Kingdom referendum to leave the European Union, and in the same year, the election of Donald Trump as the President of the United States, both countries faced the rise of conservative populism and sociopolitical upheavals. Brexit and Trumpism have been reshaping the politics of Western democracies in a more nationalistic and nativist way. This anti-immigration macro-level trend actually has ramifications for the internationalization processes of UK higher education.
Examining International Students’ Attitudinal Learning in a Higher Education Course on Cultural and Language Learning
Authors: Watson William R. , Watson Sunnie Lee , Fehrman Sarah E. , Yu Ji Hyun , Janakiraman Shamila
Published: February 2021

This study examined students’ perceptions of attitudinal learning outcomes and instructional activities within a language and cultural exchange (LACE) course at a midwestern U.S. university and explored whether perceptions differed based on students’ prior knowledge, major, and/or demographics. We utilized a mixed-methods approach to gather quantitative data from a survey sent out in Weeks 5 and 15 to 137 international students enrolled in multiple sections of a LACE course that gathered perceptions on attitudinal learning and the most impactful aspects of the course design. Follow-up structured interviews were conducted with 37 students. Results indicated students saw growth in their attitudinal learning, with the highest perceived gains regarding cognitive and then behavioral components. Data from student interviews provided specific examples of how student attitudes were changed in each of these four areas of learning. Limitations and future research are discussed.
Reflections on Teaching Abroad
Authors: Looft Ruxandra
Published: February 2021

Following the 2016 U.S. presidential election, fliers appeared on our university’s campus that uncannily resembled Nazi propaganda posters of the early 1940s. Custodians cleaning the campus facilities found the majority of the fliers and removed them before the general student population saw them. Still, a handful were photographed by students and quickly made their rounds via social media inciting a heated debate about free speech versus hate speech, racism, and white supremacy. Shortly thereafter, several student groups organized a Not My President rally near a campus work of art by the Mexican-American sculptor Luis Jiménez entitled “Border Crossing.” Protesters chanted affirmations for minoritized students on campus, such as “you are welcome here,” and “not my president,” in an attempt to disassociate from mainstream political rhetoric and the newly elected President Trump’s campaign slogans that centered on deportation and building a border wall.
Let us stand with Julia!
Authors: Bista Krishna
Published: February 2021

Julia Iafrate, a Canadian-born immigrant medical doctor, who now works at Columbia University Irving Medical Center, shared her personal story with CNN’s Chris Cuomo that her green card was denied. She received the news of denial while she was treating critically ill coronavirus patients in the ICU in early May 2020.  Julia earned all her medical degrees and credentials from American universities-- Arizona College of Osteopathic Medicine, Mayo Clinic, and the University of Iowa Hospital & Clinics. She is one of millions of former international students or immigrant workers in the United States. Currently, there are more than 44,728,721 immigrants living and working in the United States.  This short essay reviews the contributions of former international students or immigrants in the United States who have contributed significantly to U.S. health and medicine, science and technology, education and business, government and military, and job creation and innovation.
Senior International Officers
Authors: Ogundimu Adesola
Published: February 2021

As internationalization efforts in higher education have grown in scale and impact over the last few decades, sound institutional leadership, policies, and practices that are rooted in a clear appreciation of the purpose of internationalization have become even more crucial for advancing socially responsible standards of success (Brandenburg et al., 2019). Areas such as developing a strategic plan for internationalization and fostering institutional partnerships globally are key responsibilities that require effective leadership and are critical for higher education institutions (Kwai, 2017). Senior International Officers: Essential Roles and Responsibilities is one of the few existing guides on the emerging role of the Senior International Officer (SIO), an administrative position often tasked with the oversight of all matters relating to internationalization.
We are More Than Your Paycheck
Authors: Castiello-Gutiérrez Santiago , Li Xiaojie
Published: February 2021

International students in the U.S. have been pushed out and dehumanized by the policies of the Trump Administration. While sometimes the arguments used to defend the importance of international students tend to perpetuate their commodification; the rapid, coordinated, and powerful mobilization led by scholars and higher education institutions after the #StudentBan, gives us hope for a more inclusive future.
Exercise Motivations
Authors: Cho Dongwook , Beck Steve , Kim Sung Kyeom
Published: February 2021

As the number of international and domestic college students has increased, the importance of developing healthy lifestyles has been getting significant attention from college administrators. The current study was designed to determine if differences occur in exercise motivation between international and domestic college students. A total of 155 college students from a southwestern U.S. university completed the Exercise Motivations Inventory–2 through the university’s online active research system. Analyses indicated that international students possessed a higher motivation to exercise for revitalization, while domestic students were more motivated for a challenge, competition, and social recognition. The findings suggest that campus health professionals or wellness administrators may need to utilize different strategies to promote the health of international college students through exercise programs.
The Impact of Intercultural Exchange on Secondary School Exchange Students and Their Host Families
Authors: Sustarsic Manca
Published: February 2021

The last decade has seen a significant increase of international student mobility and a growing popularity of secondary school exchange programs in the United States and around the world. Drawing upon culture learning theory, the purpose of this study is to understand the impacts, challenges, and rewards of intercultural exchange on secondary school exchange students and their host families. I performed a case study of in-depth interviews with six students who were placed in Hawai’i for an academic year on the Kennedy-Lugar Youth Exchange and Future Leaders Exchange merit-based scholarships, as well as interviews with their volunteer host families. Findings show that intercultural exchange occurs as a two-way process. Both students and host families reap the benefits of intercultural exchange by way of active interaction and culture sharing that is enhanced by a positive student–host relationship.
Proactive Personality and Cross-Cultural Adjustment
Authors: Hua Jing , Zhang Guilin , Coco Charles , Zhao Teng , Hou Ning
Published: February 2021

Combining proactive literature, the social learning/cognitive theory, and cross-cultural adjustment literature, we examined the sojourners’ experience from a positive perspective. Using a three-wave prospective design and a sample of 135 international students, we found that proactive personality was positively related to adjustment self-efficacy, which in turn positively related to academic and social adjustment. Meanwhile, adjustment self-efficacy mediated the link between proactive personality and adjustment. Implications, limitations, and future research are discussed.
Object in View
Authors: Straker John
Published: February 2021

The literature on international student participation in Anglo-Western universities is predicated on an assumption of underachievement. Reductive understandings prevail with English language competence and cultural background highlighted. Drawing from a case study of group work in a first-year module in a management course at an internationalizing university in the United Kingdom, this article explores students’ perceptions of the impact of English language competence on participation. The case study, which aimed at a holistic understanding, adopted an activity theoretical framework for modeling participation and for analyzing focus group data. Four educational objects were identified with the construct “object in view” employed in recognition of the plurality of the object. The in-depth analysis focused on the object. Although focus groups traversed a range of topics, English language competence was widely discussed. However, the analysis suggests that the extent English language was perceived as an issue was relative to the object in view.
Student and Graduate Mobility in Armenia
Authors: Cruz Natalie
Published: February 2021

Book reviews don't have abstracts
Manual for Developing Intercultural Competencies
Authors: Diatta Jean Baptiste
Published: February 2021

Book Reviews do not have abstracts
Teaching for Excellence and Equity
Authors: Younas Muhammad , Noor Uzma
Published: February 2021

Book reviews don't have an abstract
International Saudi Arabia Students’ Level of Preparedness
Authors: Brutt-Griffler Janina , Nurunnabi Mohammad , Kim Sumi
Published: February 2021

Given that students’ level of preparedness for study abroad is malleable, this study aimed to assess Saudi students’ level of preparedness academically and socioculturally to enhance their overseas experiences and success in higher education. Using a mixed methods research design consisting of survey data, semistructured interviews, and case studies with undergraduate and graduate students in a predeparture Saudi context and those enrolled in U.S. programs, the study provides empirical data to understand students’ intent to study abroad, local institutions’ contributions to preparation, and challenges encountered. Findings across datasets corroborated that Saudi students are highly motivated, while articulating the need for substantive supports toward a better understanding of U.S. higher education, academic expectations, and sociocultural practices. Participants articulated the need for advanced English skills, especially academic literacies (academic writing and reading strategies) to cope with demanding workloads in graduate programs. The study discusses curricular implications for higher education in binational contexts.
Re-thinking International Students' Voice in South-South Cooperation in Higher Education 关于发展中国家留学生在华学习体验的反思
Authors: Yuan Tingting
Published: February 2021

This article provides an initial reflection based on a recent qualitative study on China’s higher education and scholarship provision to international students from developing countries. The empirical data collected from focus groups reveal two emerging aspects of students’ overall experience: those of equality and sustainability. These two features fundamentally reflect China’s distinctiveness in its higher education provision in South-South Cooperation and its status in contemporary global political economy.文章从国际发展视角对一项近期进行的质性研究进行了阶段性的反思。该研究对获得中国奖学金的发展中国家在华留学生进行了访谈。初步研究结果将在华留学这个高等教育范畴内的实践和中国在南南合作中所做的贡献联系起来。本文旨在揭示留学生体验的两点鲜明特征，即在华留学的“平等性”和“可持续性”。而这两点特征也在根本上体现了中国提供的高等教育的特殊性和中国在当前国际政治经济中的角色和地位。