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The internationalization of education introduces notable cross-cultural challenges and benefits for consideration by scholars of comparative and international education. When teachers move overseas to work, they become sojourners, “between-society culture travelers” (Ward et al., 2005, p. 6). Living and working between cultures offers a substantial set of both challenges and opportunities. Acculturation theory (Sam & Berry, 2006) was initially understood as culture shock (Oberg, 1960), an occupational malady. Acculturation theory seeks to explain adaptation processes and has mostly examined sojourners whose intent is to permanently adapt to a new culture. Educators who are sojourners require temporary states of adaptation. This chapter narrates a subset of a qualitative study examining educator acculturation from an asset orientation to explore what benefits acculturation offers to sojourning educators who work in international schools overseas. Findings include that even highly stressful episodes of culture shock can manifest in long-term benefits, such as the development of personal and professional resilience and self-leadership strategies, as well as the reflective curating of one’s personal and professional identity, which may include the development of an interstitial identity. These benefits serve to increase educators’ cultural competencies, to prepare educators for supporting sojourning students who are acculturating, and to prepare educators for smoother acculturation experiences afterwards.

The purpose of this study is to explore how three experiential factors – perceived social support from host-country nationals (HCNs), adaptation difficulties, and attitude towards assimilating into the host culture and society – influence the generation of worthwhile feelings and the intention to pursue expatriate career opportunities in the host country among short-term studying abroad (STSA) students.

This study used data from a survey of 297 Thai students who studied in Chinese universities between 2015 and 2019. A bivariate probit model was applied due to its ability to account for the potential correlation of errors between the two binary outcome variables: worthwhileness and aspiration for expatriate careers.

Adaptation difficulties reported by students negatively impacted their willingness to work in the host country, but did not diminish their perception of the sojourn as worthwhile. Satisfaction with social support from HCNs was found to not only enhance the worthwhileness of the sojourn but also inspire students' expatriate career intentions in the host country. The study also found that while willingness to assimilate into the host culture and society primarily enhanced the worthwhileness of the trip, its effect on students' willingness to consider working in the host country was relatively weak, compared with the effect of social support from HCNs.

The generalizability of the findings from this study may be limited to country pairs that are geographically and culturally similar.

Although it is commonly believed that STSA programs help inspire students to develop aspirations for international careers or lifestyles, the specific roles of various factors in their experiences abroad have not been sufficiently studied. This study aims to clarify the different effects between social support received, adaptation difficulties experienced, and inner acculturation attitudes on both the evaluation of the trip itself and the long-term life goals of students participating in STSA programs.

This chapter provides a critical analysis of the literature on individuals in cultural transitions in higher education, namely, international students in culturally unfamiliar contexts; teachers of international students and culturally more diverse classrooms; and local students in increasingly culturally diverse classes. All these individuals are actors exposed to new and shifting cultural experiences expected to impact their motivation and engagement. Two broad perspectives emerging from the literature were used to organize the chapter: a perspective of adaptation representing research grounded in unilateral, bilateral or reciprocal conceptualizations, and a perspective of transformation, capturing experiential learning research leading to personal and academic development. The analysis highlights how motivation is a critical, yet under-examined construct. This leads to numerous suggestions for future research including: addressing the neglected role of agency in research on international students' sociocultural adaptation and the lack of research on successful processes of adaptation; examining the confounding issue of socialization into new cultural-educational environments and level of proficiency in the medium of instruction, which impacts on engagement; and scrutinizing the posited link between deep-level motivated engagement in cultural transitions and the emergence of transformative experiences. A case is made for research on individuals' engagement and motivation in cultural transitions to be conceptually and methodologically stronger and broader, moving from studies of single groups of individuals in need of adaptation, to investigations of the co-regulated, reciprocal adaptations of actors and agents operating in complex sociocultural contexts where power dynamics related to knowledge and language affect participation and engagement with cultural 'others'.

This paper reports on findings from an ethnographic study of international student adjustment. The paper recommends the use of ethnography as a way to research the experiences of tourists and migrants to build up a body of knowledge on the outcome of cross-cultural contact for these two groups. The aim of my ethnographic study was to capture the adjustment journey of a group of international postgraduate students at a university in the South of England. The ethnographic approach involved regular in-depth individual interviews with 13 students of different nationalities and overt participant observation of the entire postgraduate cohort of 150 students. Research began on the first day of induction in September 2003 and ended upon completion and submission of the Masters dissertation in October 2004. Students' experience of adjustment to academic and socio-cultural life was therefore captured from arrival in the new country to the return home one full year later. This study finds that stress was at its height in the initial stage of the academic sojourn; the struggle to cope with the challenges of foreign language use and an unfamiliar academic and the socio-cultural environment at a time when students were beset with homesickness and loneliness are the causes of this stress. An association was made between the passage of time and a gradual decrease in acculturative stress; however, this was not a generalisable process; there was fluctuation not only in experience across the student body but also in the individual's subjective sense of success across different aspects of life in the new country. This led to the conceptualisation of the adjustment journey as an unpredictable and dynamic process that is experienced differently among sojourners and fluctuates throughout the sojourn as a result of a host of individual, cultural and external factors. The relevance of this study to tourism scholars comes from drawing parallels between the long-stay tourist and the international student who represents an important segment of international travel. However, a gap in the literature exists on the impact of tourism on the tourist that this study helps to fill.

The purpose of this paper is to consider queuing systems where captive repeat customers select a service facility each period. Are people in such a distributed system, with limited information diffusion, able to approach optimal system performance? How are queues formed? How do people decide which queue to join based on past experience? The authors explore these questions, investigating the effect of information availability, as well as the effect of heterogeneous facility sizes, at the macro (system) and micro (individual performance) levels.

Experimental economics, using a queuing experiment.

The authors find little behavioural difference at the aggregate level, but observe significant variations at the individual level. This leads the authors to the conclusion that it is not sufficient to evaluate system performance by observing average customer allocation and sojourn times at the different facilities; one also needs to consider the individuals’ performance to understand how well the chosen design works. The authors also observe that better information diffusion does not necessarily improve system performance.

Evaluating system performance based on aggregate behaviour can be misleading; however, this is how many systems are evaluated in practice, when only aggregate performance measures are available. This can lead to suboptimal system designs.

There has been little theoretical or empirical work on queuing systems with captive repeat customers. This study contributes to the understanding of decision making in such systems, using laboratory experiments based on the cellular automata approach, but with all agents replaced by humans.

Using the canvas of the author’s sojourn with the Islamic preaching group Tablighi Jamaat, this study aims to exhibit reflections on how spaces can be categorized as more sacred or less sacred according to a specific religious worldview. The paper extends the conversation on Mary Douglas’s concepts of purity and danger by sharpening the focal lens on place in Douglas’s theoretics. The paper also proffers the idea of a sojourn as a vehicle of purification.

This paper depicts findings from the author’s multi-sited ethnographic field notes carried out from a 40-day sojourn with the Islamic preaching group Tablighi Jamaat in Pakistan.

The study unveils the concept of relative sacredness or how some spaces can be considered more sacred than others. The differential sacred status of these variegated spaces, each with its own etiquettes, meaning and consumption rituals is a means for purification for sojourners.

This paper prioritizes a focus on place in Mary Douglas’s arguments on purity and impurity in a religious consumption context. The thesis argues that place is a significant concept associated with metaphorical cleanliness/sacredness, which in religious terms guides consumer action.

Research on sojourn experiences appears to indicate that temporarily living abroad interrupts and redirects peoples’ cultural identity as they negotiate and shift their identities to better fit with the new environment within which they are operating (Dickens, Womack, & Dimes, 2019; Zhang & Xaio, 2021). In this chapter, a biographical reflexivity lens is used to explore events that were captured from a living abroad life: firstly, as an international student from mainland China attending university in the UK, and secondly as an international academic following a move from being a student to being a full-time member of the teaching staff at the same university. The shifting of my cultural identity to one more reflective of those found in my host country was subtle, and one which I was not conscious of until challenges by Chinese students provoked reflection about my ‘Chineseness’ since they had expected me to conform to their understanding of Chinese ways of teaching with its emphasis on rote learning and memorisation (Ai & Wang, 2017; Wang, 2018). Where ‘I’ is used in the chapter, it refers to the first author whose experience forms the basis for the chapter.

The aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds.

To provide depth to the understanding of their experiences abroad, the narratives of 12 international students in Portugal were constructed and analysed interpretatively. The findings presented in this paper result from a solid set of data based on 41 interviews with an average duration of two hours each.

Regarding students’ levels of multicultural contact, the findings presented in this paper are not consistent with previous research literature which indicates a tendency for segregation among international and local students. Aside from one exception, all the interviewed students were rather comfortable to interact with their local peers and even established meaningful friendships with them. Concerning students’ learning throughout the sojourn, the findings indicate that the experience of living in a different country provides numerous opportunities for multicultural learning.

Even though the findings suggest that multicultural learning is part of international students’ lives, it is beyond the scope of this paper to identify institutional strategies to further support students’ learning.

The study adds to knowledge production in the field of multicultural education by bringing data from Portugal, a country seldom approached in the research literature.

This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation.

The sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses.

Findings indicate that self-efficacy, as a pre-sojourn characteristic, affects adjustment variables inclusive of cultural adjustment, affecting academic satisfaction and turnover intentions. Adjustment variables (coping, cultural adjustment and organizational support) mediated relationships between self-efficacy and turnover intentions.

The proposed model moves the research forward by examining an ecological systems framework describing how individual, social, academic, cultural and institutional factors function in supporting international students’ transitions. Results may be generalizable to other large US universities with varying dynamics and resources available (or not) for international students.

Given the challenges international students face in the USA in adapting to both new culture and academic setting, it is imperative to identify what elements of their transition and academic environment predict academic success. This is one of the first studies testing the propositions derived from Schartner and Young’s (2016) model.

In this chapter,¹ I explore topics which unexpectedly emerged in in-depth interviews with Filipino and Eastern European women in Norway, which proved important for the ways in which they experienced their sojourn as au pairs in Oslo. These topics were related to their physical experience of having and being a body, as bodily subjects and as objects for ‘consumption’. To understand au pairs' experiences one must include an analysis both of experiences related to eating practices and experiences related to sexuality, in terms of ‘being a (female) body’ (Bordo, 2003). These two kinds of experiences may be regarded as interrelated and challenge and activate the division between public and private, employer and employee, and involve intimacy and experiences which are interpreted as physical.