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1.
Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity. 相似文献
2.
Counseling International Students in Canadian Schools 总被引：1，自引：0，他引：1
Natalee Popadiuk Nancy Arthur 《International journal for the advancement of counseling》2004,26(2):125-145
International students face many demands as they navigate the cross-cultural transition of living and learning in host countries such as Canada. The cultural diversity represented in this student population poses unique challenges for multicultural counseling. The ways that international students have been represented in the literature may contribute to barriers for effective counseling services. The discussion begins with a summary of the issues faced by international students when living and learning in a foreign country. Several limitations in the counseling literature about international students are addressed, including, the limitations of culture shock as a model of cross cultural transition, the lack of methodological diversity in research involving international students, a focus on group characteristics, and the continued emphasis on the problems experienced by international students. Suggestions for counselors are given to enhance their multicultural counseling competencies for working with international students. 相似文献
3.
ABSTRACTThis paper breaks new ground in its comparative analysis of two international student migration (ISM) streams, one from the Global South to the Global North (India to developed Anglophone countries), and the other within the Global North (UK to North America, Europe and Australia). These two ISM movements reflect different positionalities within the global system of international student movements, and hence necessitate a critical perspective on the assumptions behind such a comparison, which questions the dominance of ‘knowledge’ about ISM that derives from ‘the West’ as a theoretical template. Two methods are employed to collect data: an online questionnaire survey of UK and Indian students who are, or have recently been, studying abroad; and in-depth interviews to UK and Indian international students. Motivations for studying abroad are remarkably similar in the questionnaire results; more subtle differences emerge from the interviews. 相似文献
4.
Janel Seeley Mary McAteer César Osorio Sánchez Yuliana Kenfield 《Educational Action Research》2019,27(1):22-39
ABSTRACTThis study employed phenomenological and semi-structured interviews as an action research approach, to explore participants’ experiences around the Global Assembly for Knowledge Democracy (The Assembly) following the Conference of the Action Research Network of the Americas in Cartagena, Colombia. We sought to promote the inclusion of the diverse voices from the Global North and South who convened in the event, by understanding the participants’ experiences as part of this assembly, and its possible impact after the event. We found that Assembly participants’ experiences helped us understand Global North-South critical dialogues that challenge traditional notions of knowledge democracy that have held back, maybe unintentionally, the voices of those in the Global South. The Assembly participants’ promoted critical dialogues when presenting their visual metaphors, dances and other ways of producing knowledge during the Assembly. Although, Global North and South participants struggled with language barriers, they found enabling spaces at the Assembly to share their proposals, at both individual and community levels, framing actions and building partnerships with organizations within collective international efforts. Further, having a research team comprising both Global North and Global South voices, gave greater vision and authenticity to recognize and appreciate alternative methodologies of participation, which reconfigured the Global Assembly for Knowledge Democracy process. 相似文献
5.
Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(6):713-735
This article has its basis in the author’s own growing annoyance at so-called “sandwich” programmes, where young academics from developing countries study and learn theories at universities in the Global North, then go to their own countries for fieldwork – only to return to the host country to fit their data into the theories of the Global North. The purpose of this article is twofold. The author’s first aim is to demonstrate that the thinking and concepts of some African educational thinkers such as, for example, Julius Nyerere, fit the educational reality in Africa better than those of Western thinkers, and that these concepts should therefore be used. Second, she argues that when it comes to building theories from the ground, the life experiences of Africans (in terms of everyday reality, indigenous knowledge, cultural transmission, community engagement etc.) should be taken into account. She explains why, through her own teaching at the University of Dar es Salaam in Tanzania, she became interested in the qualitative research method called autoethnography. She also draws on her experience of teaching qualitative research methods at a number of historically black universities in South Africa. She notes a recent positive development in the availability of a promising postgraduate programme with an authoethnographic approach. Entitled “The Narrative Study of Lives” and launched by the South African University of the Free State (UFS) Department of Sociology in 2012, this Master’s and PhD programme builds entirely on African experiences. In the last part of her article, the author applies an autoethnographic approach to the study of languages in Africa. She explains that some of her Tanzanian students grew up with several Tanzanian languages simultaneously, so that Western linguists’ terms like “mother tongue”, first and second language do not make sense to them. She also introduces the concept of ubuntu translanguaging, an effective practice of purposeful juxtaposition of languages observed in African empirical research. 相似文献
6.
Despite South Korea emerging as one of the new players in the international education market over the last decade, our knowledge of the extent of international students’ satisfaction studying in South Korean universities is modest. To fill this research gap, our study used 873 valid survey responses from international students originating from 69 countries studying at 62 Korean universities. An exploratory factor analysis was first used to extract a set of important factors from a number of variables. Then an ordered-logistic regression was conducted to identify factors influencing international students’ overall satisfaction. A number of recommendations and areas of intervention have been identified ranging from learning experience to living and support services. Equally important, this study confirms the validity of the hypothesis that international students from the East Asian cultural sphere attain more satisfaction than other international students who are more culturally dissimilar from members of the host population. The findings of this study contribute to the overall effort of raising student satisfaction and thereby supporting the enrollment of additional students and managing attrition and retention problems through continuous improvement. 相似文献
7.
According to UNESCO statistics, the People’s Republic of China (PRC) sends far more students to study overseas than any other country in the world. Similarly, from the receiving countries’ point of view, PRC students form by far the highest proportion of international students. In many respects, this is a success story, but it also poses a number of risks to universities. This paper focuses on one of those key risks that of student dissatisfaction (including from PRC students themselves). Using a sequential mixed-method study, it addresses two research questions: (a) Chinese students’ level of satisfaction with their social integration into the university community and (b) the barriers that Chinese students’ perceive in becoming more socially integrated into the university student community. The research finds that many Chinese students are dissatisfied with their range of friendships and that they find it more challenging to socialise with students of other nationalities than other students do. They point out a number of barriers to integration, with cultural distance playing a major role, but also argue for the impact of individual factors. The paper concludes by considering the implications for universities and suggestions for further research. 相似文献
8.
This historical multi-case study uses the concepts of coloniality of knowledge, critical hybridity, and indigeneity in examining higher education development in Africa through the efforts of Nnamdi Azikiwe of Nigeria and Kwame Nkrumah of Ghana, two educational reformers and former international students in the USA. We develop a framework for examining how transnational interactions between the Global North and the Global South shape higher education development. Implications are presented for the importance of flexible theoretical understandings of transnational higher education interactions as well as higher education practices in international student and scholar exchange and other transnational higher education engagement. 相似文献
9.
Nadine Blankvoort Vera C. Kaelin Soemitro Poerbodipoero 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):356-370
Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions.Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities.Methods: Each university involved in the research offered short-term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method.Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences.Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness. 相似文献
10.
11.
Rebecca Spooner‐Lane Donna Tangen Marilyn Campbell 《Asia-Pacific Journal of Teacher Education》2009,37(1):79-94
Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed. 相似文献
12.
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
13.
Collaboration through innovation is central to the discussion of how today's universities can respond to new interdisciplinary challenges, competitive environments and stakeholder complexity. Innovation hubs represent a dynamic example of how the public sector, including higher education, is responding to the need for new methods and perspectives that foster desired intra‐institutional change. This study examines one of these types of platforms, the Design Factory Global Network originating at Aalto University, in order to shed light on key enablers and barriers to furthering collaborative efforts within higher education. Based on 25 in‐depth interviews with 17 Design Factories, including perspectives from students, staff and educators, the findings show that institutional policy fostering flexibility, securing a physical cross‐disciplinary and multi‐purpose collaborative space, upper level support and building community are all vital in ensuring design‐driven experimentation that contributes to the effectiveness of higher education. 相似文献
14.
This paper reports findings from an ethnographic study into the adjustment experience of a group of postgraduate international students at a university in the South of England. Friendship emerged as a major theme in this study; of particular importance to students was the desire and need to mix with conational friends. This desire was driven by the urge to obtain the comfort offered by shared language, shared heritage and access to instrumental support. It was also informed by fear of discrimination and compounded by an absence of host contact which was a source of deep disillusionment for students. The negative impact of segregated friendship groups on the improvement of linguistic and cultural knowledge was understood, but only a handful of students broke away from the confines of the monoethnic ghetto. 相似文献
15.
Accountability and quality assurance have become central discourses in higher education policy throughout the world. However, accountability and quality assurance involve power and control. Practices and ideas about quality developed in the Global North are spreading rapidly across the Global South, leading to increased uniformity in the approaches to quality assurance. Given the significant asymmetries that divide the Global North and Global South, this article maps interdiscursive relations among key texts that influence policy development on international quality in higher education, and explores the applicability of colonial discourse as a perspective for understanding this increasing international convergence. 相似文献
16.
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
17.
Changing academies: exploring international PhD students' perspectives on ‘host’ and ‘home’ universities 总被引：1，自引：0，他引：1
Anna Robinson‐Pant 《高等教育研究与发展》2009,28(4):417-429
As students move between universities on different continents, they are expected to adjust rapidly to the academic and cultural practices of their host university. Many of these students are higher educational professionals in their home country and on their return home they are faced with the challenge of how to fit back into – or whether to make changes in – their institution's established academic practices. I explored international PhD students' understanding of, and responses to, the perceived differences between academic cultures of host (UK) and home universities. Whereas some students regarded the changes made in how they conducted and wrote up educational research as temporary and strategic in order to pass the PhD course, others saw themselves as change agents. They were keen to transform academic practices once they returned home and were already actively working out politically and practically how to go about this. By reflecting on how educational research practices are changing and being influenced by the movement of academics between countries, I suggest how UK university departments can respond positively to the differing research practices in which international students engage in their home institutional contexts. 相似文献
18.
This qualitative study explored the barriers and enablers to scheduled caste/scheduled tribe (SC/ST) adolescent girls entering into, and completing secondary education in northern Karnataka, South India. In-depth interviews were conducted with 22 adolescent girls, their respective parent/guardian (n = 22) and 11 teachers, recruited purposively from 11 villages within two districts in northern Karnataka. Multiple barriers were identified to disadvantaged caste adolescent girls’ entry into and retention in education in this setting, and these operated at the individual, family, community and school levels. In addition, some enablers to education were also described. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education for SC/ST girls, and of working to change beliefs and expectations around gender norms as well as improving the quality of education in this setting. 相似文献
19.
华夏学子谋求前往世界各教育发达国家深造学业,成为中国教育走向世界的必由之路。近年来,伴随着国际化教育理念的融合以及中外合作办学机构和项目的增多,我国每年有意愿出国留学的人口与日俱增,成为很多高校毕业生热衷的去向选择。但是,不少学生为了解决事务性和非技术性问题花费了大量时间和财力。为学生提供专业化留学规划指导,合理规划人生,成为高校学生工作的重要组成部分。 相似文献
20.
A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are “forced” to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students. 相似文献