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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.

With the globalization of education and immigration, international students have become a large population group at universities in the United States. However, language issues, adjusting to a new educational system, and culture shock are still big challenges for most international students. As a former international student majoring in Library and Information Science, the author deeply understands the difficulties that these students go through to achieve academic success in the United States. Therefore, when the author began working as the Liaison Librarian for International Students at the University of South Alabama in 2014, her first goal was to develop a relationship with related departments on campus to provide library services for these students. This chapter will provide a glimpse of the library outreach program created especially for international students at the University of South Alabama. This chapter will also share the author’s professional experiences reaching out to different groups of international students and creating long-term collaborative working relationships with related departments on campus. The goal is to enable universities to create a welcoming library environment and provide services to support the academic success of all students.

This paper aims to theorize observations as an American professor that schools are a morally formative culture for all students, but international students especially. Formative because schools mold students’ right or wrong behaviors as dictated by the culture. The purpose of the authors’ examination into international students’ experiences is to explore and understand particular struggles that they may encounter while living within a society that adheres to considerably dissimilar beliefs and ways of life.

This study is empirical in nature (case study) as the authors share their experiences and observations while working with international students.

The authors’ extend their voice to this idea that schools become a morally formative culture and create harmony for different societies through teaching multicultural issues and respectful education. This connection begins when teachers feel the calling to produce well-adjusted, respectful and compassionate citizens of the world. In the absence of this, people would not care about others in foreign places. The final argument, the beauty of schools as a morally formative culture is to protect and love our global neighbors. It is the authors’ strong belief that failure to provide a caring culture in educational contexts could be dangerous to our ever-shrinking global existence.

A research limitation may include little quantitative data, but this study utilizes a qualitative, case-study manner of observations of years and years of working with international students.

The practical implications of this original paper are endless: schools are morally formative, especially the international student experience. This manuscript shows that moral development is very much connected while teaching English language learners (ELL).

The authors’ comment on the debates about how students develop a strong moral identity if exposed to multiple cultures. A clear understanding of these issues may serve as the first step for educators to recognize and consider how curriculum and behaviors within a school can impact international students in moral ways during their new cultural experiences. In conclusion, the authors argue that a respectful and multicultural education can contribute to international harmony, as well as develop caring global citizens.

The paper demonstrates that there is much moral development within the international student experience, as these students must navigate both education and culture. Yet little research has examined the moral impact of teaching international students from a professor’s perspective.

This study aims to provide a qualitative framework for satisfactory sustainable education for international accounting students using a meta-synthetic approach.

To determine the components and indicators of satisfactory sustainable education for international accounting students, a meta-synthesis allows for the attainment of the objectives of study. In the first phase of study, international related literature was reviewed (n = 2,176). After several screenings for measuring the quality of the related literature including Critical Appraisals Skills Program (CASP), the total number of selected papers was 48, and 2,128 were excluded.

The present research proposed a comprehensive conceptual model for sustainable education and international accounting students’ satisfaction, with seven components and 63 indicators. To assess the credibility of phases, the indicators were presented to five experts independently. The reliability of the proposed conceptual model was tested using Cohen’s Kappa coefficient and analyzed in SPSS. Kappa’s coefficient showed that the agreement level was high and the reliability was high too.

Sustainable education and student satisfaction are crucial for maintaining a competitive international education market. There are ongoing debates about accounting education, particularly accreditation challenges and the need for clear regulations on academic interaction with practice. Accounting education has also been criticized for being outdated, promoting surface-level learning and neglecting the development of broader skills in university graduates. Therefore, it is important to understand sustainable education for international accounting students. The present study aims to identify the aspects of accounting educational services that international accounting students perceive important for increasing satisfaction. This research provides empirical evidence and suggests potential avenues for future research in other countries.

This paper aims to explore the adaptive experiences of first-year international graduate students at a US university. It aims to understand the challenges they encounter, strategies they adopt with social media to navigate these challenges and tensions that emerge in their social media interactions.

This study uses a qualitative multiple-case research design to collect data from 22 semistructured interviews with 11 participants. Additionally, 110 social media artifacts were collected, focusing on international students’ use of social media in everyday and academic contexts.

This paper offers empirical insights into social media’s role in helping international students address practical challenges and fulfill learning needs in academic studies, assistantships, cultural understanding and the constructions of ethnic and peer groups for emotional and social support. Additionally, it identifies tensions such as addiction, distractions, emotional distress and the creation of filter bubbles.

Given the qualitative approach of this paper, the generalizability of study findings is limited. Future studies can focus on different sites to explore context-related issues, students across different years or use a longitudinal research design to further explore international students’ experiences in relation to social media use and its role in their adaptation over time.

This paper proposes implementing social media curricula in universities to educate students on media literacy and digital competence and create peer groups to support international students beyond classrooms.

This paper adds value to informal learning literature focusing on international students.

This article problematises the international student label by critically examining the mechanisms that actively portray international students as necessarily different, deficient and uncritical. It broadly aims to tackle the following issues: (a) to challenge the underpinnings of the international label; (b) to uncover the role of neo-essentialist representations of cohorts of students labelled international in sustaining financial exploitation and deficit narratives; and (c) to criticise the current hyper-internationalisation strategy widely adopted by UK HEIs.

The paper mainly relies on findings from research that adopted narrative inquiry to explore the experiences of students labelled international. Data were collected via a series of interviews with 15 postgraduate students at a university in the north of England. The paper also makes use of brief statistical analyses to provide a general overview about the status of UK higher education (international student admission, net economic impact and income).

The paper reveals the underpinnings of the international label and how it is mobilised to other non-UK-domiciled students. The paper equally establishes a strong link between hyper-internationalisation and the (un)sustainability of the UK’s higher education sector.

The research is expected to raise important questions around the experiences and realities endured by students labelled international. In particular, the paper challenges the international label and the mechanisms that sustain the label at institutional levels.

The paper calls for abandoning the international label as a marker of a presumed difference. Equally, the paper highlights the current unsustainability of the UK’s higher education sector and suggests a gradual cap on international tuition fees to alleviate some of the educational inequalities endured by students international, and to ensure the sustainability of the higher education sector.

This is the first research that openly challenges the international label and substitutes it by “students labelled international”. Equally, this is the first paper that recommends to cap international tuition fees on account of findings from students' narratives and statistics that reveal the unsustainability of the UK's higher education sector. Finally, the paper’s conceptual contribution includes a reference to the idea of hyper-internationalisation.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

International Education is worth billions of dollars to the world economy, and many countries such as the United States, United Kingdom, Canada and Australia have government initiatives that look to stimulate and guide international student mobility, research and technology transfer. The involvement of the state into student mobility does not come without risk. Government foreign policy and international relations between sending countries and English-speaking study destinations threatens to upset the historical norms of international mobility. What is more, world events such as the global pandemic of 2020, will have a profound impact on the future of international education, and may change the international landscape altogether. This chapter will frame the challenges facing institutions who benefit from international mobility in the context of geopolitics and world events. It will explore how institutions can leverage strategic enrolment management tactics to help mitigate enrolment risks posed by global disruption.

The continuing globalization of business and recent world events underscore the importance of educating students to develop a broad world view. Internationalizing the undergraduate curriculum has moved to the forefront of higher education in business. And international travel and study has become a core part in the curriculum. However, creating and coordinating a meaningful study abroad experience is perhaps the most challenging issue faced by academics and administrators involved in international business education. While the concept of incorporating a practical or “real world” component into a university degree program is not unique, particularly in business education, the structural obstacles and other difficulties associated with bringing about truly international learning experiences tend to be very different. On the one hand, the student(s) involved generally are highly motivated for such an experience. The challenge on the student side is one of channeling this excitement through the proper process in order to ensure they receive maximum transfer credit. This means, from the institutional side, it is necessary to fit the experience, whose characteristics sometimes fall outside the conventional institutional structure, into an individual’s degree program and still meet administrative criteria as they relate to content, rigor, accreditation requirements, etc.