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Book part
Publication date: 16 August 2011

Elizabeth V. Grace and Thomas G. Black

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an…

Abstract

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an accelerated-cohort masters of accountancy (MA) program from 2002 through 2009. We confirm findings of prior studies that graduate accounting student performance increases in GMAT scores and undergraduate GPAs; however, undergraduate GPA is significant only for U.S. students. International student performance is overwhelmingly explained by language ability, as measured by GMAT verbal and analytical writing scores. When performance is defined as job placement with a public accounting firm after graduation, we find no significant association between performance and either GMAT scores or undergraduate GPA. Additionally, the factors that are significantly associated with obtaining a job in public accounting differ for U.S. and international students. These findings may have implications for admission decisions and curriculum design of U.S. graduate accounting programs.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-223-4

Book part
Publication date: 1 June 2021

Yimeng Zhang

As the development of internationalisation in higher education, the mobility of international students around the world has been more active than ever. Chinese international…

Abstract

As the development of internationalisation in higher education, the mobility of international students around the world has been more active than ever. Chinese international student community is growing larger and larger in the popular destination countries like the United States, the United Kingdom, Australia and Canada. Cultures vary from east to west; Chinese students might find it difficult to adjust in a new cultural environment. When international Chinese students are struggling with cultural adjustment issues, they might have difficulties finding the support that they need, as schools might not have culturally relevant international students support service. Using an exploratory case study approach, the researcher intends to investigate some uncommon issues that Chinese undergraduate students were facing in their cultural experience in the United Kingdom. This research is aimed to raise the awareness for institutions to supply more through international students support service to reach a higher level of students’ satisfaction.

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

Keywords

Book part
Publication date: 27 June 2023

Mingzhi Li, Jill Sible, Helene Goetz, Adyan Atiq and Keshav Bhateja

The VTBound program was implemented at Virginia Tech to ensure international student enrollment despite travel and visa restrictions during the pandemic. The program was a…

Abstract

The VTBound program was implemented at Virginia Tech to ensure international student enrollment despite travel and visa restrictions during the pandemic. The program was a partnership across academic affairs, student affairs, and admissions. Eighty-two first-year undergraduate international students from 19 countries participated in a full-time remote curriculum directed to their intended major (mostly engineering). Instruction was primarily asynchronous with synchronous office hours and recitations attentive to global time differences. Support mechanisms to maximize student success included dedicated academic advising and a customized first-year experience (FYE) course with peer mentors. The academic performance of and adherence to academic integrity standards by these students exceeded that of domestic and international first-year students on campus. Many VTBound students became engaged in co- and extracurricular programming while studying remotely. The greatest challenge was limited access to visa appointments and global travel restrictions necessitating a second remote semester for most VTBound students. Overall, the VTBound program demonstrates the value of a customized first-year transition program for international students and the potential to engage students for a successful semester of remote learning from their home Countries.

Book part
Publication date: 5 February 2018

Stacey J. Lee, Shuning Liu and Sejung Ham

Ethnographers and other qualitative social scientists have long reflected on the ways researcher identity – who we are – shapes how we see and understand what and whom we…

Abstract

Ethnographers and other qualitative social scientists have long reflected on the ways researcher identity – who we are – shapes how we see and understand what and whom we encounter in our research, and how research participants see and understand us. In “Insider–outsider–inbetweener? Researcher positioning, participative methods, and cross-cultural educational research,” Milligan (2016) takes up questions regarding researcher positionality in qualitative research in the field of comparative and international education. In particular, Milligan argues for the use of participative techniques to gain insider perspectives and to lessen unequal power relations between researcher and the researched in cross-cultural research. In this chapter, we will engage Milligan’s discussion of participative research by analyzing the similarities and differences in studying participants with relative social privilege versus studying those from marginalized communities. Specifically, we will reflect on two ethnographic studies that explored the global educational aspirations of middle and upper middle-class Asian students. Furthermore, we attempt to complicate the discussion of “cross-cultural” research by arguing that in the neoliberal global context, researchers and the researched may move back and forth across national and cultural boundaries. The chapter concludes by raising questions regarding the unique challenges of conducting cross-cultural studies that flow across national boundaries.

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Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

Keywords

Book part
Publication date: 25 November 2021

Tara Madden-Dent

As high school and college graduates enter today's highly competitive and diverse, globalized economies, cultural competence and social and emotional learning (SEL) competencies…

Abstract

As high school and college graduates enter today's highly competitive and diverse, globalized economies, cultural competence and social and emotional learning (SEL) competencies continue being essential skills for college, career, and life success. These capabilities are more than valuable assets, they are employability requirements in a modern workforce dependent on navigating relationships and interactions between people from different backgrounds. In education, educators are increasingly expected to cultivate these skills within equitable learning environments for all students, international and domestic. Recent research demonstrates greater need to support international students in the United States who often experience unique academic barriers, stressors, and lack of support services for managing international relocation and integration into unfamiliar academic and cultural systems. To better understand how culturally responsive SEL education can serve as a lever for increasing equitable conditions for international students and to contribute research-based practices on how distance learning can strengthen culturally responsive SEL skills, the following chapter introduces how one online academic and cultural studies course influenced high school and undergraduate international students. Through qualitative and quantitative sources (e.g., written homework reflections; cultural orientation indicator (COI) report; paper: My Action Plan; course evaluation survey), themes emerged from the data that identified how explicit online SEL education, using a culturally responsive lens, contributed to gains in cultural competence, educational equity, academic and professional development, and self-efficacy.

Book part
Publication date: 14 December 2023

Yuriko Sato

The Plan to Accept 300,000 International Students achieved its numerical target in 2019 in Japan. Although the Japanese government announced its successful attainment, there has…

Abstract

The Plan to Accept 300,000 International Students achieved its numerical target in 2019 in Japan. Although the Japanese government announced its successful attainment, there has been criticism that it increased bogus international students. This chapter aims to elucidate its outcomes and issues by examining its policy structure, key indicators, and the background causes of such criticism. The Plan was supposed to recruit excellent international students and promote their employment in Japan, pursuing an increase in highly skilled professionals, the objectives listed in the Growth Strategy of the Abe administration (2012–2020). As a result of the analysis, it was found that the efforts for internationalization of universities led to the increase in international students in English-taught degree programs (ETDP), especially at the graduate level. However, many of them found difficulty finding employment in Japan because of lack of the Japanese language proficiency required by Japanese companies. The main contributors in achieving the target of 300,000 international students were Japanese language schools. Since their student recruitment and educational activities have not been monitored enough by the government, it led to the increase of international students who were busy with part-time jobs and failed to proceed to universities, which undermined the Plan’s attainment.

Book part
Publication date: 28 October 2005

Judith Lamie and Steve Issitt

There has been a dramatic increase in recent years in the numbers of international students undertaking undergraduate and postgraduate study in the United Kingdom. This has been…

Abstract

There has been a dramatic increase in recent years in the numbers of international students undertaking undergraduate and postgraduate study in the United Kingdom. This has been as a direct result of the huge influx of mainly postgraduates from the Far East, and in particular from China. After briefly setting the students in their educational context, this chapter presents the findings of two pre- and post-course questionnaires produced in order to reach a better understanding of the needs and expectations of international students attending a UK departmental presessional programme. In addition, the questionnaires explored the students’ notions of and attitudes to change as they proceeded though their programmes. The research revealed a consistent range of concerns and perceptions, which may help us to prioritise students’ needs and address them more effectively and sensitively in the future. The chapter concludes with a number of suggestions and recommendations to help us improve our provision and maintain and expand our position as a high-quality provider of courses for international students.

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

Abstract

Details

Rethinking the Business Models of Business Schools
Type: Book
ISBN: 978-1-78754-875-6

Book part
Publication date: 3 September 2020

Natalie J. Mullen

As US universities increasingly participate in the project of the internationalization of higher education through growing international student enrollment, those campuses need to…

Abstract

As US universities increasingly participate in the project of the internationalization of higher education through growing international student enrollment, those campuses need to better support their diverse learners and prepare students to be culturally competent. Part of cultural competence for university students includes issues related to language use and language policy because one cannot separate language from culture. Highlighting multilingual international undergraduate student voices from China, India, and Malaysia, the author offers insight into how these students thoughtfully navigate through complicated language ideologies and policies inside and outside of the classroom. The chapter concludes with recommendations for how US universities should encourage cross-cultural competence through embracing multilingual ideologies and language policies.

Book part
Publication date: 16 November 2018

Thaís Roque, Erica Aiazzi, Christopher Smart, Stacy Topouzova and Chloé Touzet

Although the right to education is consecrated by international agreements, UNHCR reports that only 1% of refugees attend university. Grass root campaigns have arisen as one way…

Abstract

Although the right to education is consecrated by international agreements, UNHCR reports that only 1% of refugees attend university. Grass root campaigns have arisen as one way of helping refugee and displaced students to access universities. The Oxford Students Refugee Campaign (OxSRC), launched in October 2015, aimed to establish a student-financed scholarship fund within the University of Oxford. As a result of the first year of campaigning, more than 12,000 students have pledged to contribute to the fund at a ratio of one pound per month. This has enabled the creation of the Oxford Student Scholarships, for students whose education has been disrupted due to the humanitarian or political situation in their country of residence. This chapter aims to build on the experience of the OxSRC to draw valuable lessons for universities and campaign leaders in other places. First, a set of financial barriers hindering access to the application process itself are reviewed. Second, the various documentary barriers impacting students’ completion and submission of applications are analyzed. Finally, this chapter examines psycho-social barriers that impinge on refugee students’ preparations for their chosen programme of study.

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