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Article
Publication date: 27 February 2024

Ilkay Yorganci and Precious Ndukauba

The aim of this paper is to investigate the social interaction between international students and the local community in the small university town of Famagusta, North Cyprus. The…

Abstract

Purpose

The aim of this paper is to investigate the social interaction between international students and the local community in the small university town of Famagusta, North Cyprus. The objectives of the study are, firstly, to investigate the nature of interaction between two communities; secondly, to ascertain the main factors impacting social interaction and, finally, to identify the impact of this interaction on cultural exchange.

Design/methodology/approach

Using a qualitative approach, the researchers conducted 39 semi-structured interviews with international students and members of the local community to gain depth and detail.

Findings

The results showed that there was a lack of interaction between the international students and locals due mainly to language barriers.

Originality/value

This study addresses a gap in the literature on educational tourism by focusing on the social interaction between foreign students and the host community in a nontraditional destination. It also provides guidelines for universities, local and national governments on how to build a better quality of life for the community and for international students.

Details

Worldwide Hospitality and Tourism Themes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1755-4217

Keywords

Book part
Publication date: 1 June 2021

Janet M. Howes

International students face challenges when they attend a university outside their home country. Some of those challenges can be language barriers, expectations of professors…

Abstract

International students face challenges when they attend a university outside their home country. Some of those challenges can be language barriers, expectations of professors, university rules and living situation. All of these can add strain to an already stressful situation of studying abroad. Student integration into a local society can offset some of the anxiety of studying overseas (Mattis, 2019). Students who have made friends are comfortable living within the locale in which they are studying and have reported more satisfaction than those students who have not integrated into a local society (Fischer, 2012). This chapter will study the ways in which students should work to integrate themselves into the local society and how the university and professors can help international students find a way to become familiar and content within the local society. Learning the regional language, culture and social activities help enhance the student’s satisfaction.

Details

Global Perspectives on Recruiting International Students: Challenges and Opportunities
Type: Book
ISBN: 978-1-83982-518-7

Keywords

Article
Publication date: 29 April 2014

Jane Burdett

The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing…

1129

Abstract

Purpose

The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills.

Design/methodology/approach

Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed.

Findings

The findings suggest that international and local students working together on group assignments create social and academic situations that result in “at best” limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students.

Practical implications

Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all.

Originality/value

The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

Details

Journal of International Education in Business, vol. 7 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 8 August 2016

Jane Lu Hsu, Chih-Hung Feng and Cherie Hsu

The purpose of this paper is to investigate how globalised business programmes in higher education in Taiwan fills latent gaps between business education and the local job markets…

Abstract

Purpose

The purpose of this paper is to investigate how globalised business programmes in higher education in Taiwan fills latent gaps between business education and the local job markets from viewpoints of teachers, students in higher education, and those working in the job markets within five years of graduation. The distinction in viewpoints from teachers, students, and graduates is valuable in examining how globalised business programmes in Taiwan help students in competitiveness in the local job markets.

Design/methodology/approach

Six teachers (five males, one female) in business programmes from two national universities with teaching experiences ranging from 2 to 19 years were interviewed. Ten students (four males, six females) in business programmes from six universities ranging from junior to master’s level were interviewed. Nine people (five males, four females) who were working full-time in the local job markets within five years of graduation from business programmes were interviewed. A total of 25 subjects (14 males, 11 females) participated in the study.

Findings

In course-related issues, students seem to have difficulties in understanding certain issues with different cultural background, and this affects teachers using textbooks and cases with USA or European standpoints. In applicability, some teachers believe it is students’ responsibilities to know how to apply what they have learned in school in practice. Those graduates who are working in local markets explained that in reality they do not apply much of what they have learned in globalised business programmes at work. In crossing over the gap, some teachers try to include local cases in teaching materials.

Research limitations/implications

The argument in this study is not to lose the beauty of localisation in globalisation in business programmes in higher education. The latent gaps between globalised business programmes and local job markets can be crossed over with a strong foundation of training in theories in globalised business programmes plus some experiences obtained in working experiences.

Originality/value

Findings in this study provided new insights into gaps between globalised business programmes and local job markets, and how it can be crossed over with a strong foundation of training in theories plus experiences obtained in practical training. Generic competence and transferable skills in local business operations ought to be included in globalised business programmes.

Details

International Journal of Comparative Education and Development, vol. 18 no. 3
Type: Research Article
ISSN: 2396-7404

Keywords

Article
Publication date: 23 January 2019

Julie Fowlie and Clare Forder

The purpose of this paper is to present a case study centred on steps taken at a Business School in a UK university, to improve local work placement provision, respond to student

Abstract

Purpose

The purpose of this paper is to present a case study centred on steps taken at a Business School in a UK university, to improve local work placement provision, respond to student demand and engage more productively with local businesses. It is situated against renewed focus on universities’ engagement with local economies and the graduate labour market context as demonstrated by the government’s Industrial Strategy (BEIS, 2017) and the OfS (2018) business plan. It aims to emphasise how moving the focus back from graduates to placement students could offer a useful collaborative opportunity for local businesses to articulate what they want from future employees.

Design/methodology/approach

The paper follows a mixed methods approach, drawing upon a case study on a new intervention piloted in the Business School as well as qualitative research gathered from questionnaires and interviews with students. Responses to questionnaires and interviews were analysed thematically in the Grounded Theory (Glaser and Strauss, 1967) tradition.

Findings

The paper highlights the lack of literature on local placements and also demonstrates findings which echo existing research on typical barriers and drivers to placements in general. It offers original outcomes such as how for some students local placements offer a convenience value but for others they are part of committing to living and working locally after graduation.

Research limitations/implications

The small-scale nature of the study means that only indicative findings are presented. Further research is necessary for a more detailed examination of its implications.

Practical implications

Recommendations are made for a systematic approach to developing, or establishing for the first time, university–employer relationships in order to future-proof local placement opportunities.

Originality/value

The paper fills a gap in the literature on local placements and also provides a fresh approach to how universities and employers might work together to identify local skills gaps and increase the provision of local placements. It also offers ways in students’ often negatively framed reasons for not undertaking a placement can be mitigated through engaging with the local context.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 17 November 2021

Thomas Skou Grindsted and Thomas Theis Nielsen

While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an…

1238

Abstract

Purpose

While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an undergraduate geography course designed not only to teach geographical methods but also to engage with the multi-scalar nature of the SDGs and apply them to various local urban sustainability issues in a real-world context.

Design/methodology/approach

By means of a mixed-method approach, the authors examine a fieldwork course that invites students into learning situations in which they combine critical thinking with entrepreneurial solutions to local sustainability challenges. The authors examine the learning material from the students’ cases and explore the geographical knowledge the students’ practise.

Findings

Fieldwork helps students contextualise the multi-scalar nature of the SDGs and thereby apply them to analyses in a local context. Students learn first-hand how their planning proposals can be seen as counterproductive by some local stakeholders while remaining attractive to others.

Originality/value

Student tasks are developed in collaboration with a local municipality and students present their findings to local politicians and stakeholders. Presenting and localising the SDGs within a local community not only encourages students to undertake a local community analysis but also provides new perspectives to local stakeholders.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 1 November 2008

Scott M. Waring

History teachers are continually seeking new ways in which they can actively involve their students and allow them to think more creatively. Creating local history projects allows…

Abstract

History teachers are continually seeking new ways in which they can actively involve their students and allow them to think more creatively. Creating local history projects allows students to look beyond the information on the pages of their text and forces them to look deeper into the history of their local environment. Properly constructed community and local history projects assist students in “actually doing history” and engage them in authentic activities directly related to the study of history. As educators, we need to utilize the communities in which we live, because they offer a wealth of opportunities for learning and continue to be one of the least tapped resources for social studies teaching (Martorella, 1998). Presented in this paper are methods and resources that can be used when conducting local histories in the K-12 classrooms in a manner encouraging students to engage in historical inquiry in authentic and meaningful ways.

Details

Social Studies Research and Practice, vol. 3 no. 3
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 16 February 2021

Ly Thi Tran, Jill Blackmore and Mark Rahimi

International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities'…

1267

Abstract

Purpose

International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers.

Design/methodology/approach

This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market.

Findings

The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education.

Originality/value

The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations.

Details

Higher Education, Skills and Work-Based Learning, vol. 11 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 1 October 2021

Yoonah Kim Conoly, Mike von Massow and Yee Ming Lee

This study aims to investigate how domestic and international undergraduate students from a university in Ontario, Canada, defined locally grown food and examined the factors…

2120

Abstract

Purpose

This study aims to investigate how domestic and international undergraduate students from a university in Ontario, Canada, defined locally grown food and examined the factors behind their locally grown food purchase intentions.

Design/methodology/approach

Questionnaires were distributed in the School of Hospitality, Food, and Tourism Management undergraduate classes. A total of 196 complete surveys were returned. Using multiple regression analysis and theory of planned behavior (TPB) as a theoretical framework with an additional construct, moral norm, proposed hypotheses were tested.

Findings

Domestic students narrowly defined locally grown food based on distance (e.g. food grown/raised within 100 km of where a person lives) compared to international students (e.g. food grown in Canada). The multiple regression analysis revealed that 36% of variance in purchase intention is explained by the four independent variables (i.e. student status, attitude, perceived product availability and moral norm), with perceived product availability as the strongest predictor of intention to purchase locally grown food.

Research limitations/implications

The convenience sampling method limitations are as follows. First, the sample size was small for international students. Second, there was a possibility of underrepresentation of certain origins of international student populations. Third, the undergraduate respondents were from the School of Hospitality, Food and Tourism. Finally, another limitation is that the four variables in this study (i.e. attitudes, subjective norms, perceived product availability, and moral norm) only explained 36% of the variance of this model.

Practical implications

Perceived product availability, moral norm and attitude constructs positively influenced the locally grown food purchase intention. A perceived product availability construct revealed the strongest influence in locally grown food purchase intention of students. Particularly, five key questions were created based on the major research findings of this study, which can be used as a guideline for locally grown food providers and farmers when promoting locally grown food to students. These questions include: Where can I find it? When can I find it? Who grows it? How can I benefit others? Why is it good for me?

Social implications

The results of this study shown that which factors influence locally grown food purchase intention of students. Hence, local restaurateurs and university dining facilities may incorporate these factors in their marketing message to serve students population better who might be interested in buying food products using locally grown ingredients. Research results also allow local farmers to communicate and inform their current and potential student consumers about the advantages of locally grown food. Overall, findings can contribute to economy and business of local community.

Originality/value

Current research findings verified that there is a significant use of a moral norm construct to predict locally grown food purchase intention of students. The moral norm construct positively influenced the locally grown food purchase intention in this study, and this construct seemed useful to predict locally grown food purchase intention of students. Additionally, the research discovered that there were differences in domestic and international undergraduate students' perception in the locally grown food definition.

Details

International Hospitality Review, vol. 37 no. 1
Type: Research Article
ISSN: 2516-8142

Keywords

Article
Publication date: 27 February 2018

Maureen P. Boyd, Elizabeth A. Tynan and Lori Potteiger

The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script.

Abstract

Purpose

The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script.

Design/methodology/approach

The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, responsibly nurture joint purposes and multiple perspectives, and cultivate longer exchanges of student exploratory talk. These talk practices are not easily scripted.

Findings

The authors show what these effective, local and dialogic instructional practices look like in a second-grade urban classroom.

Practical implications

The authors call upon every teacher to robustly find their local ways of working.

Originality/value

In this paper, the authors argue that harnessing the local is an essential aspect of dialogic instruction and a critical component of a dialogic instructional stance.

Details

English Teaching: Practice & Critique, vol. 17 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

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