scholarly journals Taking the Mountain to Mohammed: Transitioning International Graduate Students into Higher Education in Australia

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Neera Handa ◽  
Wayne Fallon
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Staff Development ◽  
Student Perceptions ◽  
International Student ◽  
Graduate Program ◽  
Academic Development ◽  
Academic Culture ◽  
International Graduate

This paper reports on findings of evaluative research into student perceptions of a structured academic development workshop, which was specifically designed to induct and orient international students into the academic expectations of their program of study at a university in Australia. With most Australian universities engaged in the business of internationalisation of higher education, there is some debate about the adequacy of practices adopted by these institutions to familiarise their non English-speaking background (NESB) international students with the Australian academic culture. While the practices of some Western universities are sometimes said to be inadequate, there also appears some consternation about international students’ lack of motivation to learn and their inability to master Western academic conventions. Against this backdrop, the paper outlines the impetus for collaboration between the university’s Learning Skills Unit and faculty staff in designing and facilitating a tailored academic development workshop for graduate students. After laying out related literature and details of the workshop, there is discussion of the data collection methods, and an analysis of the data from students. The paper makes a call for repeat workshops at the beginning of every semester, as an indispensable component of the overall content delivery strategies in the faculty’s graduate program. The paper concludes by contemplating the educational integrity inherent in program and faculty staff development initiatives, which are focused on addressing the academic and cultural proclivities of an international student cohort.

International student perceptions of experience in the West

2019 ◽  
Vol 12 (2) ◽  
pp. 147-166 ◽  
Author(s):  
F. Robert Buchanan
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Perceptions ◽  
Foreign Students ◽  
International Student ◽  
Emerging Market ◽  
American Business ◽  
Content Type ◽  
The Usa

Purpose The purpose of this exploratory study is an examination of some perceptions of US education, as experienced by foreign MBA students. Design/methodology/approach A longitudinal field study captured perceptions of a group of 51 international students over a one-year interval. The first anticipatory survey was done in India, and the follow-up was made in the USA at the end of a foreign sojourn semester. Inter-item correlations and t-tests were used to examine variance in student perceptions, highlighted by qualitative elements. Findings In general, the students went home, less impressed than they had expected to be in terms of the perceived general quality of the American business education, as well as their abilities to make friends with the local people. Additionally, the observed preparation of the American students for master’s studies was not nearly as high as the foreign students had anticipated. Research limitations/implications Results are not generalizable to broad populations, as the sample was small and localized. Social implications Emerging markets are successfully luring locals and sojourners based on cost and proximity as they achieve greater legitimacy in their institutional credentials. This could challenge the preeminence of Western higher education, especially in light of concerns arising from marketization and rigor. Meanwhile, developed market institutions need to be strategically mindful of their international guests as a resource rather than a commodity. Originality/value Extant internationalization studies tend to focus on administrative viewpoints, whereas this research examines the perspective of international students, which may be indicative of lessening gaps between perceptions of quality of developed and emerging market higher education.

scholarly journals Assessing Domestic vs. International Student Perceptions and Attitudes of Plagiarism

2016 ◽  
Vol 6 (2) ◽  
pp. 542-565
Author(s):  
Daniel Adrian Doss ◽  
Russ Henley ◽  
Balakrishna Gokaraju ◽  
David McElreath ◽  
Hilliard Lackey ◽  
...  
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Perceptions ◽  
International Student ◽  
Likert Scale ◽  
Teaching Institution ◽  
Perceptions And Attitudes ◽  
Higher Education Teaching ◽  
Necessary Evil ◽  
The U.S

The authors examined students’ perceptions of plagiarism from a higher education teaching institution within the U.S. southeast. This study employed a five-point Likert-scale to examine differences of perceptions between domestic versus international students. Statistically significant outcomes were observed regarding the notions that plagiarism is a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that respondents tended toward disagreement concerning the former notion and neutrality regarding the latter notion.

scholarly journals International Graduate Students’ Perspectives on High-Stakes English Tests and the Language Demands of Higher Education

2019 ◽  
Vol 21 (4) ◽  
pp. 68-92 ◽  
Author(s):  
Shakina Rajendram ◽  
Jeanne Sinclair ◽  
Elizabeth Larson
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Language Proficiency ◽  
English Language ◽  
Graduate Program ◽  
Life Story ◽  
Language Education ◽  
International Graduate Students ◽  
Proficiency Tests ◽  
International Graduate

The internationalization of higher education in Canada has given rise to the increased use of standardized English language proficiency tests as gatekeeping measures in university admission policies. However, many international students who are successful on these tests still struggle with the academic and language demands of their programs. Drawing on a thematic analysis of life story interviews with five international graduate students at a major Canadian university, this study examines students’ perceptions on the skills elicited by the IELTS and TOEFL, the language demands and pragmatic norms of their graduate program in language education, and the university’s language support programs.

scholarly journals Duality of Persistence

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Vasundhara Kaul ◽  
Linda Renzulli
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Positive Influence ◽  
International Graduate Students ◽  
International Graduate ◽  
Social Belonging ◽  
Low Levels ◽  
University Level ◽  
The U.S

International students have been a growing presence in U.S. higher education institutions for over a decade. However, how feelings of belonging shape their adjustment to these institutions has only recently become a subject of inquiry. In particular, there has been limited examination of how university-level factors interact with feelings of belonging to shape the persistence of international students within the U.S. This research takes a step towards addressing this scholarship gap by examining how social and academic belonging interact with the presence of on-campus co-nationals in engendering aspirations to persist in the U.S. after graduation for international graduate students. We demonstrate the presence of, what we call, an academic enclave effect wherein large communities of co-nationals have a positive influence on the aspirations of international students with initial low levels of social belonging.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

International Student Perceptions of Ethics in a Business Pathway Course

2015 ◽  
pp. 232-250 ◽  
Author(s):  
Donna M. Velliaris ◽  
Craig R. Willis ◽  
Janine M. Pierce
Keyword(s):  
Higher Education ◽  
International Students ◽  
Educational Attainment ◽  
Student Perceptions ◽  
International Student ◽  
Ethical Behaviour ◽  
Degree Programs ◽  
Business And Society ◽  
Assessment Task ◽  
The University

To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.10.4018/978-1-4666-7244-4.ch012

Violence Against International Students: A Critical Gap in the Literature

2017 ◽  
Vol 21 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Emily J. Bonistall Postel
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Sexual Violence ◽  
International Student ◽  
Research Review ◽  
Future Research ◽  
International Graduate Students ◽  
Student Body ◽  
Extant Literature ◽  
International Graduate

Despite the growing trend on college campuses to increase their international student body, this population is largely left out of research due to the complexity they bring to the research process compared to their domestic counterparts. This is particularly true for the existing research on campus sexual violence; thus, there is no research-based indication that international students, let alone international graduate students, would face victimization risks on campus in the same way the extant literature identifies for domestic undergraduates. The existing research on international students indicates that their experiences are different than their domestic counterparts, and the sparse literature on graduate students indicates their experiences are different from their undergraduate counterparts. A specific focus on the intersection of these two identities, international graduate students, is almost completely absent from the literature. This research review highlights key research that provides foundational knowledge for the experience of international students and international graduate students with regard to their vulnerability to sexual violence. The author organizes the extant literature into three major areas that inform the overarching research topic: (1) international student experiences, (2) victimization, and (3) campus culture. Basic findings indicate that there are limitations in extrapolating previous research findings on campus sexual violence to this population, calling for a need to focus specifically and intentionally on this population of students. The objective of this article is to review the current state of knowledge about the risk and vulnerability of international students to sexual violence and victimization and to address the directions for future research.

International Student Perceptions of Ethics in a Business Pathway Course

2019 ◽  
pp. 93-112
Author(s):  
Donna M. Velliaris ◽  
Craig R. Willis ◽  
Janine M. Pierce
Keyword(s):  
Higher Education ◽  
International Students ◽  
Educational Attainment ◽  
Student Perceptions ◽  
International Student ◽  
Ethical Behaviour ◽  
Degree Programs ◽  
Business And Society ◽  
Assessment Task ◽  
The University

To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.

scholarly journals Inside the International Student World

2020 ◽  
Vol 10 (1) ◽  
pp. 124-144
Author(s):  
Jean Kaya
Keyword(s):  
International Students ◽  
Graduate Students ◽  
International Education ◽  
Lived Experiences ◽  
International Student ◽  
The United States ◽  
Imagined Communities ◽  
International Graduate Students ◽  
International Graduate ◽  
Lower Case

Substantial research emphasizes recruitment and retention of international students over their lived experiences. This qualitative study employed a sociocultural lens to explore five international graduate students’ lived experiences in the United States and their postgraduation plans. Findings suggest that international graduate students navigate a World that encompasses individual worlds that revolve around challenges, opportunities, and imagined communities. I draw on Gee’s (2014) notion of capitalizing a word normally written in lower case to make clear two differing connotations of the word “world.” I discuss implications for higher education host institutions and their offices of international education.

Supervising International Graduate Students in Sport Management: Perspectives of Experienced Advisors

2015 ◽  
Vol 9 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Karen Danylchuk ◽  
Robert Baker ◽  
Brenda Pitts ◽  
James Zhang
Keyword(s):  
International Students ◽  
Graduate Students ◽  
International Student ◽  
Sport Management ◽  
International Graduate Students ◽  
Factors Affecting ◽  
Global Perspectives ◽  
Educational Backgrounds ◽  
International Graduate ◽  
Quality Of Delivery

This study examined the perspectives of sport management academicians regarding their experiences supervising international graduate students. Fifteen experts were interviewed and provided their perspectives on practices used in international student involvement—specifically, student identification, recruitment, acceptance, orientation, progress, and retention, and the inherent challenges and benefits. The primary challenges cited by the majority of participants were language and cultural differences in learning; however, all participants concurred that the benefits of supervising international students far outweighed the challenges. These benefits included, but were not limited to, bringing international and global perspectives into the learning environment, which was positive for both students and professors. Findings from this study may provide program administration with insights on key factors affecting the quality of delivery of sport management education to international students. Consequently, high-quality programs can be developed to meet the needs of students from diverse cultural and educational backgrounds.

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