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Article
Publication date: 7 April 2015

Joan Burkhardt and Elisabeth E. Bennett

The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university…

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Abstract

Purpose

The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America.

Design/methodology/approach

Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009).

Findings

Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns.

Research limitations/implications

Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions.

Originality/value

This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

Details

European Journal of Training and Development, vol. 39 no. 3
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 10 April 2017

Melissa James-MacEachern and Dongkoo Yun

There is little research into small higher education institutions and international students’ choice in selecting these institutions. The purpose of this paper is to understand…

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Abstract

Purpose

There is little research into small higher education institutions and international students’ choice in selecting these institutions. The purpose of this paper is to understand the factors that influence international student choices in selecting a small institution. In particular, this study compares the differences between Chinese students and other international students in selecting an institution, specifically based on sources of information used, usefulness of the information, pull motivations, and reference groups/items.

Design/methodology/approach

This research study examined undergraduate international students at a small-sized Canadian higher education institution. “International students” were surveyed – as the total population included all students who are studying at the institution on a study permit or a temporary resident (visitor) visa. All full-time and part-time international students attending the institution were eligible to participate in the survey regardless of their faculty or major. For the sampling process, international students at the institution were intercepted on campus using convenient sampling and personal interview method to participate in the survey. In addition, students were invited within the classroom to volunteer to complete the survey. They were able to complete either a paper-based survey or an online survey by following a hyperlink.

Findings

Results indicate that international students considered “the university’s website” as the most used information source but perceived “direct communication from the institution” as the highest ranked usefulness of the information when selecting a small institution. Further, findings indicate that international student cohorts perceived “environmental cues and educational facilities” as the most important pull motivational factor and the institution itself as the reference that has the most significant influence on student decision making.

Research limitations/implications

This study was conducted on students who were surveyed following their enrolment and attendance at the institution. Students were surveyed at various stages of their undergraduate studies. As a result, some of these responses may be several years from the actual decision of selecting an institution and student recall may not be accurately reflected. In addition, examining student decision making prior to, during, and immediately following their choice of institution would most likely create better information as student attitudes and perceptions would be recorded closer to the actual decision. In addition, given that these students are attending the institution their actual experience on-campus may have impacted their responses either positively or negatively.

Practical implications

This study provides insight into international student choice in choosing smaller institutions. These findings can support recruitment policy and strategy for international students and may assist in enhancing institutional performance.

Social implications

The study reinforces the need for policy makers, institutional leaders and recruiters to understand motivations to pursue overseas studies and to ensure push, pull, and structural factors are aligned for successful student recruitment outcomes. While there is commonality among international student cohorts, there are also significant differences that need to be addressed by institutions and destinations for international students. These findings are presented from one small higher education institution in Canada.

Originality/value

This study created new knowledge regarding international student decision making in choosing to study at a small higher education institution. The study compared the key factors that influenced decision making and identified differences among Chinese students and other international students. There is little research into the international student decision making and small institutions. This study provides unique insight into international student choice and influences on their decision making.

Details

International Journal of Educational Management, vol. 31 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 4 July 2016

Nujoud Al-Muomen, Debora Shaw and Michael Courtney

This paper aims to compare how undergraduates in Kuwait and Indiana Universities assess information resources for class assignments.

Abstract

Purpose

This paper aims to compare how undergraduates in Kuwait and Indiana Universities assess information resources for class assignments.

Design/methodology/approach

Social science majors at Kuwait University and Indiana University Bloomington completed the Project Information Literacy survey.

Findings

The students are comparable in how often they ask instructors or classmates for advice, but Kuwaitis are more likely to ask other people for assistance. Kuwaiti students generally are less critical in their evaluation of both library-based and web information resources but are more likely to consider librarian recommendations.

Research limitations/implications

Institution-specific factors that were not specifically addressed include the following: the survey was administered online in Indiana and on paper in Kuwait, and the types of course assignments and/or students’ information literacy instruction may also vary by institution.

Practical implications

Librarians should continue to present information clearly and use a variety of instructional methods so that material is accessible. Librarian recommendations and modeling of evaluative behavior can assist international students. Social media may be useful in working with these students’ more collaborative approach to assessing resources.

Originality/value

The work updates the 2010 Project Information Literacy survey on undergraduates’ evaluation of information resources for coursework. It also extends that survey to identify how students from Kuwait are different than USA undergraduates.

Details

Library Review, vol. 65 no. 4/5
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 1 January 2004

Tünde Varga‐Atkins and Linda Ashcroft

Summarises the results of a study aimed at measuring the information skills of UK and international students pursuing an undergraduate course in business studies. Investigates the…

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Abstract

Summarises the results of a study aimed at measuring the information skills of UK and international students pursuing an undergraduate course in business studies. Investigates the hypothesis that international students studying in the UK might be disadvantaged as a consequence of their different educational backgrounds. The recent higher education curriculum shift towards a more learning‐centred approach and an emphasis on independent learning means that information skills are now far more fundamental to a student’s survival and success. No significant difference between the information skills of UK and international students was found. Only about one‐quarter of students performed well on the test, while three‐quarters had inadequate information skills. The majority of students feel negative or neutral towards library and information skills – with international students having a more positive attitude than home students. One of the main sources of negative attitudes cited was the inability to find information without help.

Details

Library Management, vol. 25 no. 1/2
Type: Research Article
ISSN: 0143-5124

Keywords

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.

Details

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

Keywords

Article
Publication date: 1 December 2006

J. McGrath Cohoon, Zhen Wu and Wenyi You

This paper aims to examine a subset of survey data collected through the Computing Research Association's Graduate Cohort Program to see how well theoretical and empirical factors…

Abstract

Purpose

This paper aims to examine a subset of survey data collected through the Computing Research Association's Graduate Cohort Program to see how well theoretical and empirical factors fit with the actual motivations of women graduate students from different cultural backgrounds.

Design/methodology/approach

Survey responses from international and US women participants in a support program for CSE graduate women in the USA are compared.

Findings

These analyses indicate that US and international women are similar in what drew them to graduate computing programs. It was chiefly their interest in and enjoyment of computing. They differ in the attraction of particular career features, influence of peers, and belief in the value of competition among graduate students.

Research limitations/implications

This study is limited by the extent to which these data permit thorough testing of theoretical models, and by lack of comparison with men in computing or women who chose not to enter a graduate computing program.

Practical implications

The similarities and differences between international and US women in CSE suggest ways to improve the gender balance in this field.

Originality/value

This study provides unique insight into an understudied population.

Details

Equal Opportunities International, vol. 25 no. 8
Type: Research Article
ISSN: 0261-0159

Keywords

Article
Publication date: 1 January 2005

Marilyn Russell

To discuss the requirement for a university to adopt a clearly defined marketing strategy to increase its international student population and generate additional revenue.

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Abstract

Purpose

To discuss the requirement for a university to adopt a clearly defined marketing strategy to increase its international student population and generate additional revenue.

Design/methodology/approach

Primary research was undertaken to investigate the notion that customer satisfaction influences perceived quality and in turn affects profitability. The research methodology carried out among hospitality and tourism management students at Bournemouth University combined qualitative and quantitative methods. A student focus group and staff members with specialised knowledge were interviewed using a semi‐structured approach to allow a pre‐determined core of open‐ended questions to be addressed, while enabling other related issues to be pursued.

Findings

Within Bournemouth University, the reputation of the hospitality and tourism programmes and educational links are the most important considerations in student decision making, regarding their choice of programme and place of study.

Research limitations/implications

It could be argued that the courses selected attract more outgoing individuals and those more prepared to adapt to change and adopt a different culture. However, the students were from a range of countries and were representative of the mix at the University.

Practical implications

In an increasingly competitive market for international students, institutions need to provide an optimum service. International education marketing to international students should be managed to enhance consumer satisfaction, and raise perceived quality.

Originality/value

The findings should be taken into account when programmes are revalidated to ensure that these disciplines continue to provide students with the knowledge required by a global industry.

Details

International Journal of Contemporary Hospitality Management, vol. 17 no. 1
Type: Research Article
ISSN: 0959-6119

Keywords

Article
Publication date: 24 March 2022

Fredrick Otike, Asmaa Bouaamri and Ágnes Hajdu Barát

This research study investigated the perception of the international students on the role of the university libraries in Hungary during the COVID-19 online learning period, the…

Abstract

Purpose

This research study investigated the perception of the international students on the role of the university libraries in Hungary during the COVID-19 online learning period, the research study sought to establish the level of fulfillment the university libraries had on international students’ information needs. This study was necessitated by the fact that most of the international students came from different backgrounds and cultures.

Design/methodology/approach

The study adopted a quantitative research approach; the study used the online survey tool Google Forms, data were collected from three universities in Hungary that hosts most international students, Eötvös Loránd University (ELTE), Budapest University of Technology, and Economics (BME) and Budapest Business School Faculty of Finance and Accountancy (BGE). The targeted sampling population was 60 international students comprising 30 postgraduate and 30 undergraduate international students; a simple stratified random sampling method was used to collect the data. The findings were analyzed using the descriptive statistics method.

Findings

The study established that most international students never relied on their university library electronic resources, when accessing electronic resources they mainly accessed using Google search engine, this feedback can be associated with the fact that most students never attended library orientation and neither did they have information literacy training during the lockdown. Students experienced the following challenges, lack of adequate study literature, the language barrier in accessing some information, digital information illiteracy, etc. The recommendation of this study is that there is a need to offer frequent literacy studies, provide more digital resources and enhance more and easy accessibility of information resources.

Research limitations/implications

The research was confined to strictly using online survey tools due to the fact that students were isolated everywhere in Budapest, and the COVID-19 guidelines of 1.5-meter rule and social distance were still in force during the time these data were collected.

Originality/value

The study brings new limelight on the struggles international students in Hungary endured during the COVID-19 lockdown, and their perception of the role of university libraries, it equally establishes significant roles of the universities library in supporting international students.

Details

Library Management, vol. 43 no. 5
Type: Research Article
ISSN: 0143-5124

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.

11 – 20 of over 27000