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1.
Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship. 相似文献
2.
International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning. 相似文献
3.
贾兆义 《宁波大学学报(教育科学版)》2017,(1):99-103
来华国际学生的跨文化适应已经成为教育工作者关心的重要课题,但是目前来华国际学生在跨文化适应支持系统存在着较大的缺失,国际学生跨文化适应的内涵主要包括日常生活的适应、学习与教育环境适应、社会环境及人际交往适应和制度文化适应。创新国际学生管理体制机制,采取更加灵活的国际学生事务管理方式,在国家政策、学校内部体制、国际学生管理机构及国际学生管理干部能力等方面,为国际学生完成学业奠定较为坚实的基础,在潜移默化中传播中国文化、讲好中国故事、达到培养知华、友华的国际学生的目标。 相似文献
4.
Mahmoud Abdulai Mahmoud Elizabeth Oppong Daniel Twimasie Mohammed Muniru Husseini Adelaide Naa Amerley Kastner Moses Oppong 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):105-124
ABSTRACT This study seeks to examine the influence of the cultural elements on international students’ country choice. It also examines whether individual values moderate the influence of cultural elements on the country choice of international students. Drawing upon a sample size of 223, the data was analysed using structural equation modelling technique. Among the five cultural elements, education, language and social institutions were found to have a positive significant influence on the international student’s country choice. When moderated by individual values education was found to be the only key significant value to international students when selecting a country to further their education. The cultural elements should be given much attention by marketers, government and managers of academic institutions. An improvement in the standards of education in developing countries would attract more students from developed countries. 相似文献
5.
赖红玲 《成都教育学院学报》2014,28(11):37-41
留学生的跨文化教育适应是一个动态的发展过程,留学生因为各种不同因素的影响而经历各种跨文化适应压力。文章从留学生的跨文化适应阶段入手,从语言和学术适应、教育适应和社会文化等方面讨论留学生所面临的主要跨文化适应压力,从母语文化、自我效能、动机和社会距离等方面分析影响留学生跨文化社会适应的主要因素,以期为高校留学生跨文化适应培训带来启示。 相似文献
6.
This paper looks at structural conditions or institutional arrangements that facilitate or hinder interactions for international students. Drawing on the contact and diversity theory, analyses compare Chinese students’ intercultural experience in business and non-business schools in one UK university and explore how these students interpret the meaning of quality intercultural contact based on their responses to the social environment around them. Findings indicate that the overwhelming number of Chinese students, particularly in business schools, combined with obstacles these students face in establishing intercultural contact around the university potentially motivates them to explore engagement with a wider host society (e.g. Christian churches). The denial of intercultural contact due to a lack of diverse environment may lead to inequality in opportunities for cross-cultural learning and personal growth. High quality intercultural contact is not only beneficial to international students, it also enhances the intercultural competency of native students in the global market place. 相似文献
7.
通过质性研究的方法对中国留学生在跨文化互动过程中的自我概念及文化身份重构的问题进行探究,旨在更全面、深入地了解中国留学生的跨文化适应状况及其深层影响因素,为如何正确地培养和提高学生的文化自信、文化自觉、文化选择和辨别等跨文化能力提供有效参考。研究结果表明,中国留学生在自我概念的重构上呈现出从关联型自我向独立型自我迁移的动态特征,在文化身份重构的过程中显现出文化反思、文化自觉、文化认同和跨文化认同四个阶段。 相似文献
8.
《Journal of College Student Psychotherapy》2013,27(1):67-78
International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling. The purpose of this article is to present counseling groups as a treatment modality for addressing international students' adjustment concerns. Special attention is directed to the practical, ethical, and cultural challenges of conducting group counseling with this population, in addition to presenting recommendations for future practice and research. 相似文献
9.
This research aims to understand the factors influencing international academic mobility within the Chinese higher education context. The inventory of University Students’ Perceptions of Influencing Factors for International Academic Mobility was developed and tested to enquire about Chinese university students’ perceptions of factors influencing their decisions on international academic mobility. The findings reveal that ‘mobility cost’, ‘quality of host institutions’, ‘future career prospects’, ‘financial aid and employment rate and income in host country’ play leading roles in international academic mobility. Important differences were identified in ‘gender’, ‘major‐ and family‐education background’. Hierarchical multiple regression analysis was conducted to predict the interest in mobility from the external factors. The results indicated that ‘future career prospects’, ‘quality of host institutions’, ‘mobility cost’ and ‘climate environment in host country’ emerged as significant favourable pull factors for Chinese university students' interest in mobility. ‘Geographical distance’ emerged as a significant unfavourable pull factor. ‘Impact from parents’ and ‘language and intercultural training of home institutions’ emerged as favourable push factors. ‘Economic situation of home country’ emerged as an unfavorable push factor. 相似文献
10.
Ly Thi Tran Tran Le Huu Nghia Cam Khuong Truc Thi Thanh Le 《Teaching in Higher Education》2019,24(6):755-771
Language and learning advisors (LLAs) play a vital role in supporting the academic development of a fast-growing population of international students. This paper tackles the professional development practices for LLAs and barriers to their professional development. Using Bourdieu’s concepts of field and habitus, the paper addresses the mutual interactions between the work environment and LLAs’ thinking and actions regarding providing language and learning advice to international students. The analysis of 44 semi-structured interviews with LLAs from 18 institutions shows that there was a scarcity of targeted professional development opportunities for LLAs to improve their expertise directly related to international students and internationalisation of education. Financial shortage, time constraints, casualisation conditions, managerial issues, academic to professional employment re-classification for LLAs and the ongoing marginalisation of LLAs have created unfavourable contexts for LLAs’ professional development. The paper points out the critical need to create better work conditions for LLAs, to ensure more investment in creating targeted opportunities for LLAs’ professional development and to provide more resources and attention to support their enactment of agency and development of professional capacities. 相似文献
11.
ABSTRACTFoundations studies programs (FSPs), sometimes termed pathways programs, seek to prepare international students for an undergraduate education. While enrolments in these programs continue to grow in Australia, there has correspondingly been little research exploring how FSP students experience their transition into university life and study. In seeking to fill a gap within the literature, this study investigated this issue by focusing on international students from mainland China. 23 FSP alumni were interviewed and asked to describe their expectations and experiences of secondary schooling in China, and their subsequent FSP and university studies in Australia. The analysis revealed that the most salient feature of participants’ transition into their Australian undergraduate courses was their emphasis on interpersonal relationships and social interactions. In particular, interviewees emphasised the importance of social exchanges with local peers and teaching staff, and their general disappointment or frustration with these interactions. While this study echoes previous investigations relating to international students’ (lack of positive) intercultural interactions within HE settings, it more importantly challenges the notion that FSPs can be assumed to adequately prepare international students for the nature of these relationships at university. Recommendations regarding FSP practices and policies are posed at the end of this article. 相似文献
12.
The internationalisation of higher education has influenced the dramatic rise in the mobility of students, academics and knowledge across borders. There has been growing research interest focusing on international students studying abroad. While the student experience is an area of education that is often researched, most research focuses on experiences of undergraduate students. Also in the context of international students, greater research emphasis has been placed on the academic experiences and support available for undergraduates. While such research is important, less attention has been paid to the non-academic experiences of International Post-Graduate Research Students with Families (IPGRSF). This article seeks to fill this gap by focusing on the social worlds of IPGRSF in the UK, examining students’ nuclear family contexts that are often marginalised in discourse. The article legitimises the IPGRSF subaltern world by focusing on how students negotiate its demands; how they negotiate their roles as research students with their other roles as spouses and parents, and the interrelationships among these roles; and how the university as an institution interacts with the students’ subaltern world. The findings show that language plays a significant role in shaping the process of mobility as well as influencing the students’ and their families’ integration and networking in the host country. Also, the findings suggest that students often had positive experiences at departmental level, but felt let down by the wider university support. 相似文献
13.
Hanwei LI 《Frontiers of Education in China》2019,14(2):234
It has been recognized that international students studying in non-Anglophone countries face more challenges in integrating into local higher education institutions for a number of reasons, such as the local language barrier and cultural differences. This study aims to understand the challenges and coping strategies of academic integration in non-Anglophone countries from the students’ perceptive, taking Chinese students as an example and using a qualitative approach based on semi-structured interviews with 58 Chinese students in Germany and Finland. It shows that, despite learning environment differences between Finland and Germany, Chinese students face similar challenges, including individual ones, such as the mismatch between their academic background and learning requirements, or contextual ones, such as a lack of consideration for international students in the pedagogical approach and curriculum design adopted by the host higher education institutions. The results challenge the existing stereotype of Chinese students and present evidence of students’ resourcefulness in generating novel approaches to develop their learning capabilities. It also shows that traditional learning techniques may be used as pathways to achieving deep learning and understanding. 相似文献
14.
David Gardner 《牛津教育评论》2013,39(6):755-770
AbstractThis paper reports on a study of prior and current experiences with English of non-local Asian international students and of their language expectations when commencing their studies at an English-medium university in Hong Kong. In addition to grappling with new academic demands, these sojourners need to adapt to a vastly different social environment, further complicating the already challenging school-to-university transition. A mixed-methods approach was adopted to generate data with the employment of online questionnaire surveys and semi-structured individual interviews. In total, 224 completed questionnaires were returned, among which 60 were identified as responses from Asian international students. Eleven students of five different Asian nationalities participated in interviews. The results show that despite different socio-cultural backgrounds and prior learning experiences, these international students had similar expectations regarding the institutional language environment of an internationalised university, within which they expect English to be not only a medium of instruction but also a lingua franca for social interaction with their peers and local counterparts. The findings provide internationalised institutions with insights into the needs and expectations of incoming students from regions which are geographical neighbours but with varying cultural norms, educational standards, colonial heritage, degrees of elitism, and technological development. 相似文献
15.
通过对上海中心2009年春季游学项目中开展的课堂教学与文化体验活动对于提高留学生跨文化敏感度的实证研究得出,有些留学生对文化差异的认识存在分歧,也有部分留学生对深层次的文化差异趋向认同;留学生在一定程度上有选择性地、有针对性地参加汉语文化体验活动有助于提高其跨文化敏感度;文化体验活动设计要注重培养留学生的交际信心,形成用汉语进行传递信息和交流情感的学习动机,进而提高其跨文化交际能力。 相似文献
16.
Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL. 相似文献
17.
Malvika Behl John M. Laux Christopher P. Roseman Mojisola Tiamiyu Sammy Spann 《Counselor Education & Supervision》2017,56(4):305-318
International students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs provided acculturative stress and needs data. Acculturative stress was correlated with academic, social, language, and cultural needs. Furthermore, relationships were found between students’ types of needs. Implications are offered to help meet international students’ needs. 相似文献
18.
Recent policy developments in English Higher Education have resulted in employability placed in the spotlight, whereby the success of universities will be measured based on graduate employment. This represents the latest focus placed on employability in the sector, as universities are increasingly expected to provide employment-ready graduates to meet the demands of a global economy. In response universities have invested considerable energy into initiatives and services to enhance the employability outcomes of graduates. However, institutions have largely been UK-centric on their focus, with limited attention paid to the employability needs of international students. In this paper, we report the outcomes of a study centred on the largest group of non-EU domiciled international students in the UK, those from Mainland China. Drawing on survey data we examine Mainland Chinese students’ attitudes to their employability and the support they engage with through their UK University. We pay specific attention to the opportunities presented through the ‘international’ nature of the HE experience, and consider how these are utilised by both the students, and their institutions, to develop their future employability. We conclude by proposing recommendations for universities and institutions to enhance the support offered to this often overlooked, but significant group of students. 相似文献
19.
Kathleen Felton 《高等教育研究与发展》2017,36(1):88-101
Practicum experiences are critical learning environments for developing requisite skills, knowledge, behaviours and attitudes across the professions. Evidence suggests that international students in professional social and behavioural science programs struggle across a number of dimensions while on practicum. Key issues for these students coalesce around English language competency and cultural competency in the workplace. Research evidence likewise suggests that workplaces generally struggle to provide culturally inclusive practicum experiences for international students. This difficulty is evident at the level of individual supervisors, as well as at the level of schools and host organisations. This article reports on the capacity of host organisations to offer inclusive practicum experience for international students across professional programs in the social and behavioural sciences. The article reviews the literature in relation to the needs of international students and factors supporting inclusive practicum experiences, before outlining the method and findings of a needs analysis undertaken as part of a research project conducted in south-east Queensland, Australia. Suggestions are provided about how the capacity of host organisations can be developed to offer quality practicum experiences for international students. 相似文献
20.
Xuesong Gao 《Asia Pacific Education Review》2014,15(2):223-235
Cross-border student migration has significant implications for host communities in terms of academic, financial and social consequences. In light of Hong Kong’s thirst for human resources, this paper reports on a study that interpreted the graduation plans of a group of “elite” mainland Chinese undergraduates in a publicly funded university. To fully appreciate the complexity of the participants’ graduation plans, the study examined their perceived behavioural control, attitudes towards the students remaining in Hong Kong upon graduation and subjective norms as mediated by socio-contextual conditions. The analysis revealed the participants’ ambivalent attitudes towards Hong Kong in their careers and life pursuits beyond graduation; most of them regarded it as a transition point rather than a destination for their adventures. These findings suggest that the participants had developed intercultural personhoods and regarded educational efforts as a means to acquire cultural capital for their transnational aspirations. They highlight the necessity for institutions and governments to foster and sustain close ties between cross-border students, as represented by the participants of this study, and local students. These efforts will not only develop local students’ intercultural competence but they also help these globally mobile students acquire social capital locally, which facilitates their smooth integration into host communities and encourages them contribute to the communities as part of their globally expanding social networks. 相似文献