ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyber Divided: How Taiwanese International Students Make Identity Boundaries within Social Network Sites
Author: Chen, Kenneth Han
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Social Networks,Student Characteristics,Sense of Community,Computer Mediated Communication,Group Discussion,Identification (Psychology),Interpersonal Relationship,Group Dynamics,Barriers

Cyberspace has become a fixture of contemporary higher education institutions. When facing challenges seeking admission to a foreign university, international students often resort to online resources for guidance. By engaging in these online activities, international students develop a sense of community and identity. Despite recent advancement, existing studies on digital space and international students often fail to address the contentious nature of the community-forming process. Using digital ethnography and interviews, I studied an online forum for Taiwanese international students, STUDYABROAD, to delineate how social networking sites (SNSs) help reinforce group boundaries relating to different class traits and individual characteristics. International students find support and reassurance by socializing with netizen members and learning essential knowledge and information, but they also learn to distinguish different personalities and associate with them based on how they are perceived. By describing how Taiwanese students interpret online forums and develop norms around those communities, this study contributes to a growing strand of research into socialization of the international online community.
Faculty Experiences of Higher Education Internationalization in Post-Conflict Iraq and Tajikistan
Author: Jafar, Hayfa
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Conflict Resolution,War,Cross Cultural Studies,Higher Education,International Education,Political Influences,Economic Factors,Foreign Countries,Social Status,Positive Attitudes,Professional Isolation,Educational Change,Social Change

As Iraq and Tajikistan recover from the impact of conflict and international isolation, spaces are being created for higher education to internationalize by opening up and (re)connecting with the international academic community. Drawing on 25 field-based interviews, this article examines how academics in these two countries interpret these processes of higher education internationalization. Four main themes emerged: bridging the gap created by conflict, reconnecting with the world, importing prestige, and integrating into the international academic community. Most respondents viewed internationalization processes positively even while recognizing that national political and economic factors are constraining how these processes develop.
International Doctoral Students&apos; Sense of Belonging, Mental Toughness, and Psychological Well-Being
Author: Zhang, Shaoan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Sense of Community,Resilience (Psychology),Well Being,Student Experience,Mentors,Peer Relationship,Teacher Student Relationship,Interpersonal Competence,Student Attitudes

This study describes international doctoral students' experiences and examines the relationships between their academic goals and psychological well-being and their sense of belonging and mental toughness. We used a multiple case study design based on three international doctoral students enrolled in education programs in the United States. Findings from six interviews about their experiences with their faculty mentors and peers showed that their sense of belonging and mental toughness related to academic goals and psychological well-being. Their sense of belonging impacted their academic goals or psychological well-being based on communication and relationships with their mentors and support from their peers. Also, their mental toughness impacted their academic goals or psychological well-being based on cognition, behavior, and affection. This study calls for faculty mentors and students to communicate early namely at the on-set of their programs and to establish a positive relationship that caters to cultural acculturation, academic success, and sense of belonging.
International Student Mobility and Internationalization of Higher Education in Hungary and China: A Comparative Analysis
Author: Wang, Feifei
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Higher Education,International Education,Cross Cultural Studies,Foreign Countries,Student Mobility,Comparative Education,Competition,Global Approach,Definitions,Educational Development,Educational Indicators

Global competition is currently reshaping higher education worldwide. Hungarian and Chinese higher education institutions are increasingly channeling resources to higher education development to promote the internationalization of higher education. There have been few studies specified differences between Hungarian and Chinese higher education internationalization. Over the past few years, both Hungarian and Chinese governments have started to prioritize raising international student mobility to enhance countries' competitiveness at the global level. This article outlines the definition of higher education internationalization to provide a comprehensive understanding of this term. This article also briefly describes the background of higher education in Hungary and China and compares determinants of higher education internationalization between the two countries, particularly focusing on the context of international student mobility. This article summarizes and compares higher education internationalization indicators between Hungary and China. This article contributes to a better understanding of the development of higher education internationalization in Hungary and China.
&quot;Native Speakers Do Not Understand Me&quot;: A Phenomenological Study of Student Experiences from Developing Asian Countries at an American University
Author: Tabasum Niroo, Wolayat
Date: 2022-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Phenomenology,Foreign Students,Student Attitudes,Developing Nations,Asians,Disadvantaged,Universities,Language Proficiency,Language of Instruction,Alienation,Writing Difficulties,Student Experience,Graduate Students,Writing Processes,Peer Relationship,Teacher Student Relationship,Help Seeking,Language Tests

International students from developing Asian countries where English is the second and foreign language are marginalized in some American Universities due to language barriers. Native English speakers often assume that whoever comes to the United States should be able to speak and write English perfectly. In developing Asian countries, such as South Asia, however, the English language belongs to the families of the Middle and Upper classes. They can get admission in English spoken countries' higher education institutions. However, when those students come to English-speaking countries, they feel othered, left alone, and disappointed. This study utilizes a phenomenological research method to tell the students' lived experiences from several Asian countries, including some isolated nations. Specifically, this study focuses on the writing challenges of students and how they utilize the limited resources to help them succeed.
Neo-Colonialism in Distance Learning in Barbados and Canada
Author: Moore, Monika Z.
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,Foreign Countries,Foreign Policy,Postmodernism,Educational Needs,Global Approach,Educational History

This study reviews the literature on the evolution of distance learning in Barbados and Canada's higher education systems in the context of their unique geographies and colonialism. First, postmodern concerns about what is &quot;good&quot; in education (Slaughter, 2001) are considered, followed by a brief discussion of the role of distance learning in neo-colonialism. Next, the evolution of Barbados and Canada's higher education systems within the colonial context is described, setting the stage for the development of distance learning. Both countries' roles within the Commonwealth of Learning organization are compared and used to locate neo-colonial patterns. This analysis highlights risks and benefits of working with external organizations to meet higher education needs in Barbados and Canada, the neo-colonial complexity of a Commonwealth educational organization, and opportunities for strengthening the local while embracing the global in both of these regions.
The Future of International Educational Exchange Is Bright
Author: Goodman, Allan E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Exchange Programs,International Education,Higher Education,Foreign Students,Pandemics,COVID-19

The future of international education and academic student and scholar exchange is bright. Though the term &quot;virtual&quot; transformed from an adverb to a noun since the start of the COVID-19 pandemic two years ago, our belief is that international educational exchange in all its forms will continue. This essay outlines the importance and need for internationalization on U.S. higher education campuses throughout and beyond the COVID-19 pandemic, learnings from the last two years from U.S. higher education institutions, and critical considerations regarding the future of international educational exchange.
The Smell, the Emotion, and the Lebowski Shock: What Virtual Education Abroad Cannot Do?
Author: Liu, Wei
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Study Abroad,COVID-19,Pandemics,College Students,Cultural Education,Foreign Countries

In response to the international mobility challenge during the COVID-19 pandemic, many institutions have tried to shift to virtual programs in an attempt to provide continued education abroad experiences. This situation has amplified discussions about online education abroad programs as a way to address some equity issues in the internationalization of higher education. However, there seem to be few discussions about differences between physical and virtual programing with regard to students' intercultural learning experiences. Fundamentally, what dimensions of traditional education abroad programs can and cannot be replicated by online programing? Through a narrative inquiry with three international educators on their own intercultural learning experiences, this study argues that the personal cultural immersion and the associated embodied learning of complex nuanced cultural instances cannot be replaced by virtual programing.
What a Difference a Zoom Makes: Intercultural Interactions between Host and International Students
Author: Collins, Helen
Date: 2022-00-00
Type: Journal Articles
Subjects: Videoconferencing,Intercultural Communication,Foreign Students,Peer Relationship,Social Support Groups,Pandemics,COVID-19,Cultural Awareness,Intervention,Online Courses,Student Attitudes,Computer Mediated Communication,Virtual Classrooms,Comparative Analysis,Classroom Environment,Higher Education,Student Experience,Foreign Countries,College Students

International students contribute to the academic and cultural life of universities yet they often face discrimination and isolation. Studies highlight that support from the host students can make the difference between an easy or difficult transition. This article is part of a larger project about host student perceptions of international students. Initial analysis indicated that social interactions among international and host students do not become intertwined informally and work best through planned interventions. During the pandemic institutions transitioned from face-to-face to online learning using zoom. We noticed a marked increase in interaction among students online and returned to our research participants to enquire what differences online learning had made to their intercultural experiences. This study focuses on the impact of Virtual Classrooms (VCs) on intercultural relationships, and shows that VCs offers a platform for increased interaction compared to face-to-face classrooms.
Education, Aspiration, and Everyday Diplomacy: An Ethnographic Study of Female Malaysian Muslim Students in the UK
Author: Ibnu, Ireena Nasiha
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Aspiration,Academic Achievement,Muslims,Asians,Foreign Students,International Relations,Females,Foreign Countries,Educational Experience,Ethnography,Student Attitudes,Educational Policy,Study Abroad,Cultural Awareness,Volunteers,Scholarships,Educational History,Student Organizations,College Students,Higher Education

This paper seeks to explore the aspects related to education and aspiration through the on-going experiences of Female Malay Muslim students in UK higher institutions. Building on an ethnographic approach, an in-depth interview with 30 female Malay students, I focus on the various aspects of the students' lives as scholarship holders, addressing in particular how they handle diplomatic practices in their everyday lives as Malaysian mini ambassadors overseas. The notions of aspiration, well-balanced citizenship and 'everyday diplomacy' are deployed in this research to understand the everyday experiences of these students. Hence, it is argued that the privileges in education policy for Bumiputera Malays have shaped the notion of achievement they hold and their attitude towards overseas education as well as their experiences abroad. My research suggests that being a mini diplomat means not only promoting the relationship between different cultures but also contributing to nations abroad through their volunteering work.
Exploring Self-Perceived Employability and Its Determinants among International Students in the United States
Author: Niu, Yuanlu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Self Concept,Employment Qualifications,Gender Differences,Educational Attainment,Work Experience,Family Influence,Language Usage,Barriers,College Students

The purpose of this study is to explore the perceived employability and its factors (e.g. demographic factors, educational factors, work-related factors, language and U.S. experience factors, and family factors) among international students in the U.S. Also, the study examines how gender moderates the relationships between perceived employability and other factors. A survey was conducted among international students at a midwestern public university in the U.S. and 138 participants' responses were included in the data analysis. The result shows that international students are confident in their employability. Interestingly, compared to female international students, the advantages brought by being in the field of engineering or having more work experiences are mainly for males. The present study may attract more scholars' attention to research the education outcomes for international students and explore the strategies that improve the outcomes.
Fostering Diversified Cultural Perspectives in a New Era of the Globalized Higher Education System: Comparative Analysis of Arab and American Student Perceptions
Author: Abid, Samar A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Diversity,Cultural Differences,Arabs,Foreign Students,Student Attitudes,Research Universities,Global Approach,Values,Undergraduate Students,Language Usage,English,Instructional Program Divisions,Curriculum,Administrative Organization,Personal Autonomy,Research,Knowledge Management

Among the leading issues that dominated debate throughout 2020, diversity on higher education campuses surfaced once again demanding change of existing as well as future practices. Addressing and incorporating diversified cultural perspectives require universities to do much more than issuing diversity statements. This research study employed Q-methodology to explore and compare the perspectives that one group of international students and one group of domestic students hold regarding the American model of the research university. The groups included Arab students studying at a public research university in the United States, and domestic American students studying at a public research university in the United States. Fifteen students from both groups--representing a total of 30 participants--were interviewed. Factor analysis indicated that students from both cultural backgrounds held unique perspectives regarding the value of the American model of the research university.
International Students&apos; Perspectives on Online Interfaces, Identity, and Environment in a U.S. Writing Center
Author: Nichols-Besel, Kristen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Laboratories,Writing (Composition),Self Concept,Higher Education,Web Sites,College Students,Profiles,Educational Environment,Writing Instruction,Consultants,Student Attitudes,Computer Uses in Education

This article investigates the perspectives of international students in the United States who use writing centers to support their identities and to meet their writing needs and goals. Using survey and focus group data to look closely at how students use one writing center's online Profile and more broadly at the accessibility and responsiveness of writing center services, this study found that students have much to say about their place within writing centers and how writing consultants can best support them. Listening to these international student voices reveals how writing centers and other student support services must take the initiative in opening up conversations with and among our students to create the conditions for their success.
Pedagogy of Global Positioning Leadership as Applied to Study Abroad
Author: Bongila, J. P.
Date: 2022-00-00
Type: Journal Articles
Subjects: International Education,Study Abroad,World Views,Cultural Awareness,Teaching Methods,Graduate Students,Interdisciplinary Approach,Foreign Countries,Grounded Theory,Learning Experience,Attitude Change,Student Attitudes,Experiential Learning,Developing Nations,Outcomes of Education,Leadership Training,Global Approach

This article examines how the pedagogy of Global Positioning Leadership (GPL) enhanced the educational and global leadership mindset of graduate students who participated in three short-term study abroad programs in Cuba (2015), and Brazil (2016 and 2017). In this study, GPL also made use of grounded theory to analyze the change of worldview students experienced upon taking this interdisciplinary course. The focus was to assist students to achieve cross-cultural success, address serious issues in culturally relevant ways, and to gain a peak learning experience that could propel them toward relevant action. To assess students' change of worldview, GPL proceeded through five stages: 1) fleshing out individual preconceptions; 2) writing up four individual goals; 3) analyzing conflicting narratives; 4) engaging in experiential learning; and 5) mapping post-conceptions. Findings reveal that student immersion in Global South social realities results in significant individual, social, educational and professional change of worldviews.
Studying Abroad at &apos;Home&apos;: Going to Japan in New Zealand
Author: Rapley, Douglas J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Student Attitudes,Student Adjustment,Cultural Differences,College Students,Cultural Influences,Asian Culture,Foreign Students,Food,Interpersonal Relationship,Dormitories,Clubs,Language Usage,Attitude Change

This article examines the experiences of a group of Japanese study abroad students in response to the purposeful replication of a Japanese environment by the New Zealand-based institution where they studied. Data were collected from 12 students via interviews spread over approximately 20 months, and revealed that management provided specifically for the Japanese students, isolating them from other groups within the college in different ways, which is contrary to frequently cited study abroad objectives. Some initial resistance by participants gave way to acceptance, demonstrated through personal activities which propagated the institution's Japaneseness and an appreciation of management's efforts to provide them with a familiar living and studying environment. The study provides insight into a specific study abroad site unusual in the overtly placed limitations on processes of integration, and subsequent participant responses to that. In doing so, it contributes to the recognition of the diversity of ways in which study abroad may occur.
The Auto-Ethnographic Inquiry of a Female Chinese Graduate Student in Canada: Challenging, Accepting, and Transforming
Author: Ge, L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Asians,Graduate Students,Barriers,Cultural Differences,Foreign Students,Race,Foreign Countries,Coping,Disadvantaged,Parent Child Relationship,Marital Status,Ethnography,Student Attitudes,Educational Experience,Constructivism (Learning),Student Motivation,Gender Differences,Racial Differences,Transformative Learning,Student Adjustment

China remains the top country of citizenship for international students and female students (married and single) comprise part of Chinese international students. However, female international students as a marginalized group face multiple challenges and parental, marital, personal, and cross-cultural situational barriers. Relying on an auto-ethnographic inquiry, this study digs into my experiences and stories as a Chinese female graduate student in Canada to examine and connect with the academic climate and broader communities. Specifically, the gender-based, culture-based, and race-based challenges that I faced during my studies at a Canadian university including my coping strategies are explored. The constructivist paradigm as a theoretical framework is used to delve into my perceptions and understanding of my lived experiences. Data was collected from my journals, memories, and emails written during my study in Canada. Based on my experience, this study unveils motivation, knowledge, and organizational gaps faced by the female group because of gender inequality, and cross-cultural and cross-racial differences.
The Quest to Increase Diversity at the University of Oxford
Author: Wilson, Jeffery L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Recruitment,Student Diversity,Barriers,Disadvantaged,Residential Programs,Foreign Countries,Universities,Reputation,Institutional Characteristics,Metropolitan Areas,First Generation College Students,Minority Group Students,Selective Admission,School Community Relationship,College Admission,Enrollment,College Choice

In this paper, an understanding of how an elite institution pursues diversity initiatives is explored. Research afforded a better understanding of strategies adopted for recruitment and retention whereby positive results were reported after implementation. Removing barriers that may prevent marginalized populations from enrolling were critical towards these efforts. Oxford has taken steps to increase diversity, and it appears they are having modest success. One method that has been an asset is to invite students to spend time on campus through residential programs. Additional efforts underway to increase diversity include an intensive urban recruitment initiative and securing school/parent/community buy-in. Venturing into private partnerships with non-profits and fostering better community relationships with inner-city London neighborhoods are a few of the steps being taken to increase representation from first-generation, minority, and socio-economically disadvantaged students. This new approach to diversity will hopefully lead to more students applying and ultimately enrolling into the prestigious institution.