scholarly journals International student migrants from Asian countries: features of their ethnic identity and acculturation strategies

2020 ◽  
Vol 48 (6) ◽  
pp. 311-323
Author(s):  
Anastasia V. Larionova ◽  
◽  
Evgeniya Yu. Liventsova ◽  
Aleksandra P. Fakhretdinova ◽  
Tatiana A. Kostyukova ◽  
...  
Keyword(s):  
Ethnic Identity ◽  
International Students ◽  
Central Asia ◽  
International Student ◽  
Main Type ◽  
Asian Students ◽  
Asian Countries ◽  
Acculturation Strategies ◽  
Acculturation Strategy ◽  
Main Regulator

Ethnic identity as the main type of social identity and a key component of ethnic self-consciousness is the main regulator of ethnic interaction between international students and the host society. The harmonious ethnic identity’s formation is associated with the choice of acculturation strategy and directly affects the health and self-realization of the student’s personality in the learning process. The purpose of this research is to study the features of the content of the Asian students’ ethnic identity in the process of their contact with the new culture, as well as to determine the interconnectedness between the international student migrants’ ethnic identity and their acculturation strategy. The study involved 173 international students from East and Central Asia studying at universities in Siberia (Russia). The research methods included a questionnaire (survey), the method of ethnic identity studying developed by J. Phinney, and the framework for measuring acculturation strategies by J. Berry. Features and differences of international student migrants’ acculturation from the Central Asia countries and China are revealed. Students from the Central Asia countries have a positive ethnic identity (Mn=40,89), and the most frequent acculturation strategy is separation (Mn=8,91). International students from China are characterized mostly by having marginalization (Mn=8,89) as their acculturation strategy. The results of the present study can indicate the value and semantic orientations’ transformation in the new conditions of life and settlement.

scholarly journals Attracting International Students: Experiences of Asian Countries and the Case of University of Social Sciences and Humanities, Vietnam National University-Ho Chi Minh

2021 ◽  
Author(s):  
Mai Thi Kim Khanh ◽  
Chau Huy Ngoc
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Students ◽  
Foreign Students ◽  
International Student ◽  
Education Institution ◽  
Asian Countries ◽  
Cultural Elements ◽  
Social Sciences And Humanities ◽  
National University

In recent years, internationalization of higher education has become a guiding agenda and a policy both at the Party and Government’s levels, and of which international student recruitment is seen as an important measure which could improve higher education institutions’ international orientation, contribute to reputation and international university rankings. Hence learning from countries which have successfully internationalized their higher educations in order to draw lessons for universities in Vietnam to utilize their existing advantages and remedy shortcomings in internationalization is a necessity. This article serves as an overview of experiences of Asian countries based on studies conducted in China, Taiwan, and Korea, which suggest that languages and distinctive cultural elements could be important factors attracting international students to these Asian destinations. University of Social Sciences and Humanites will then be presented as a Vietnamese higher education institution that could become a destination of foreign students using its distinctive strengths, namely Vietnamese language and Vietnamese Studies programs and cultural exchange activities.

scholarly journals The Influence of Country of Origin and Academic Level on Asian Students’ Gains of Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 300-305 ◽  
Author(s):  
Krishna Bista
Keyword(s):  
International Students ◽  
General Education ◽  
Southeast Asia ◽  
Central Asia ◽  
Personal Development ◽  
East Asian ◽  
Asian Students ◽  
Academic Level ◽  
East Asian Students ◽  
Intellectual Skills

The author examines whether gains of learning of Asian students are the same or different if they are from (a) East Asia, (b) South and Central Asia, or (c) Southeast Asia at undergraduate and graduate levels. Results indicated that East Asian students’ gains of learning in personal development, science and development, general education, vocational preparation, and intellectual skills were statistically different from other students from South and Central Asia and Southeast Asia. Graduate Asian students’ gains of learning in all domains were found higher than undergraduate Asian students’ gains of learning. Based on these findings, the author offers implications and recommendations for educators and practitioners to improve international students’ support and their college learning experiences.

scholarly journals How Tinto’s Theory Differs for Asian and Non-Asian International Students: A Quantitative Study

2016 ◽  
Vol 6 (4) ◽  
pp. 999-1014
Author(s):  
Suzan Kommers ◽  
Duy Pham
Keyword(s):  
International Students ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Postsecondary Institutions ◽  
Asian Students ◽  
Asian Countries ◽  
Logistic Regression Models ◽  
Undergraduate Study ◽  
Social And Academic Integration ◽  
The Way

Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about how to support student degree completion.

scholarly journals Federal University’s Role in the Implementation of the Russian Federation “Soft Power” Conception in Central Asia (The Case of Northern (Arctic) Federal University Named After M.V. Lomonosov)

2020 ◽  
pp. 223-232
Author(s):  
Slavyana Boldyreva ◽  
Roman Boldyrev ◽  
Nataliya Beloshitskaya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Central Asia ◽  
Russian Federation ◽  
Soft Power ◽  
Asian Countries ◽  
Central Asian ◽  
Educational Programmes ◽  
Central Asian Countries ◽  
The Russian Federation

Introduction. Currently the notion of the “soft power” is perceived as an effective way of nation’s non-forcible influence on other countries with a view to implement one’s own objectives. Suchlike implementation is confined to particular spheres to form a positive image of the nation. Higher education today is one of the most efficient instruments of the “soft power” implementation in the countries of Central Asia, for it allows securing friendly political and economic elite as well as enhancing the quality of labour migrants to the Russian Federation. The aim of the research is to analyze particular features of the “soft power” implementation in the domain of higher education in case with the region of Central Asia on the example of Northern (Arctic) Federal University named after M.V. Lomonosov (the city of Arkhangelsk, Russia, henceforth NArFU). Methods and materials. The study is based on systematic and comparative approaches to the analysis of the Russian “soft power” strategy in the domain of higher education. The study in hand also draws on general approaches to the “soft power” implementation in the region of Central Asia. The main sources for the analysis are annual reports on implementing the NArFU programme of development. These reports pay a great deal of attention to academic recruiting and academic mobility. Analysis. The Central Asia region is crucial from the view point of Russia’s interests. The region is rich in hydrocarbon deposits, it boasts a great transit potential in international trade, and this is the region where the biggest number of migrants come from to Russia. For these reasons Russia is strengthening its “soft power” influence on Central Asian countries in general and in the sphere of higher education in particular. From the very day of the NArFU foundation in 2010, the region of Central Asia has been considered as a high-priority region. The example of NArFU demonstrates that the number of international students in the total number of full-cycle students has risen by 8.4 times, wherein the growth is secured mainly by students from Central Asian countries. Central Asian students’ percentage of the total number of international students is 82–89.3%. The percentage of students from the region in question, doing short-term educational programmes is also high – 49.5–61.4%. Diverse mechanisms are exploited to attract would-be students to NArFU: agreements with educational establishments of the region; visits of NArFU’s representatives (both lecturers and students) to the region; NArFU’s participation in international exhibitions on education; presenting NArFU’s educational programmes on the basis of “Rossotrudnichestvo” regional offices; inviting school graduates to study within the quota for fellow-countrymen residing abroad; arranging off-site university testing and multi-disciplinary intellectual contests; higher educational allowances and medical insurance compensation; active promotion with the help of social media. The international Friendship Club and the team of tutors were set up to ensure better social and cultural adaptation, regular events and excursions take place on the same purpose. Results. Despite the fact that there is no general state-level integral concept on attracting school graduates from the countries of Central Asia to the universities of Russia, NArFU managed to occupy the niche on the educational market of the region. University’s administration has been pursuing a clear course towards attracting would-be students from Central Asia, exploiting a wide range of mechanisms to enhance academic recruiting, relying upon the advantages of Arkhangelsk region in the sphere of migrants’ adaptation. Over the recent ten years the factors mentioned above have brought about more than eight times growth of students from the region of Central Asia in NArFU.

scholarly journals Understanding International Students from Asia in American Universities: Learning and Living Globalization

2018 ◽  
Vol 8 (4) ◽  
pp. 1941-1943
Author(s):  
Ahoefa S. Tshibaka
Keyword(s):  
United States ◽  
International Students ◽  
International Student ◽  
The United States ◽  
Asian Students ◽  
Dominant Group ◽  
Korean Students ◽  
South Korean ◽  
The World ◽  
Different Parts

In this book, the editors suggest that the intensity of globalization is helping to reshape the American Education System. The reshaping of the American educational system is reflected in the number of students the United States accommodates from different parts of the world. With an international student count of 1.09 million; the United States is one of the primary destinations for international students in the world. Interestingly, Chinese, Indian, and South Korean students represent more than half (51%) of the overall number of international students in the United States. However, Asian students combined represent 64.3% of the overall number of international students in America, making them the dominant group of students (Ma & Garcia-Murillo, 2018, p. 1).

Academic and Cultural Adjustment Among Asian Students in Graduate Music Therapy Programs

2020 ◽  
Vol 38 (1) ◽  
pp. 89-98
Author(s):  
Huei-Yi Whitney Lan
Keyword(s):  
United States ◽  
International Students ◽  
Music Therapy ◽  
Qualitative Content Analysis ◽  
Cultural Adjustment ◽  
The United States ◽  
Asian Students ◽  
Asian Countries ◽  
Student Body ◽  
Asian International Students

Abstract Institute of International Education (Open doors report on international educational exchange: International student enrollment trends, 1948/49–2017/18) data indicated that during the 2017–2018 academic year, 1,094,792 international students were studying at a college or university in the United States, of which 62% came from Asian countries such as China, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. Recognizing the importance of a diverse student body, universities have developed programs to assist international students in adapting to the U.S. culture and education system. Music therapy programs, particularly at the graduate level, continue to attract students from Asian countries, although the exact number of students is unknown. Furthermore, little is known about the extent to which music therapy programs provide support for Asian international students, or how Asian international students themselves adjust to, and experience, the first few years of their academic training. Within this context, the purpose of this study was to interview Asian international students studying in graduate music therapy programs in order to understand their experiences during their first 3 years in the United States, particularly the cultural and educational challenges they encountered. Six students and five new professionals were interviewed, with interview transcripts analyzed using methods consistent with qualitative content analysis. Results indicated that almost all the Asian international students interviewed experienced challenges associated with cultural and academic adjustment. Recommendations for students and educators suggest ways to support Asian students as they adapt and integrate into U.S. cultural and academic environments.

Pre-Departure Cultural Preparation for International Students

2016 ◽  
pp. 201-222 ◽  
Author(s):  
Tara Madden-Dent ◽  
Rita M. Laden
Keyword(s):  
International Students ◽  
International Student ◽  
Research University ◽  
Phenomenological Study ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Asian Students ◽  
Educational Systems ◽  
International Student Recruitment ◽  
Cultural Coping

As international students continue influencing U.S. higher educational systems, greater attention is placed on innovative cross-cultural curriculum as well as international student recruitment and retention policies. To contribute research-based implications for practice, the authors introduces findings from a phenomenological study which examined pre-departure and post-arrival experiences of eastern Asian undergraduate international students who either completed a pre-departure cultural preparation treatment or received the university's standard international student services at a western U.S. research university. This study contributes a new understanding of one pre-departure online cultural preparation treatment that increased cultural knowledge and cross-cultural coping in addition to eastern Asian students' recommendations for U.S. higher education to improve international education's pre-departure and post-arrival processes.

scholarly journals Nemzetközi hallgatói mobilitás a magyar felsőoktatásban

2021 ◽  
Vol 16 (2) ◽  
pp. 67-86
Author(s):  
Zsuzsa M. Császár ◽  
◽  
Károly Teperics ◽  
Kitti Köves ◽  
◽  
...  
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Research Field ◽  
Degree Programs ◽  
Asian Countries ◽  
Comprehensive Universities ◽  
International Trends ◽  
Level Of Training ◽  
Medical And Healthcare

The study aims to review the processes of international student mobility towards Hungary, with particular attention to the time-series analysis of the number of international students studying in Hungary, the trends emerging from the data and the changes regarding the sending countries as well as their hypothetical causes in the period between 2001 and 2019. The study is based on the latest available statistical data for 2019/2020, which we used to analyse the distribution of international students by research field, level of training and the geographical distribution of the host universities in Hungary. Following the international trends, a significant increase can also be observed within Hungary, in the number of students coming from the East, more exactly from Asian countries including China, Iran, and Turkey. Many students from the neighbouring countries also choose Hungary as their place of study for historical and ethnic reasons. International students studying in Hungary participate in a remarkably high proportion (approximately 30%) in medical and healthcare degree programs. However, with the diversification of programs available in foreign languages the comprehensive universities in the countryside have come to the foreground and now they host the largest number of international students.

New European Union strategy for Central Asia

2020 ◽  
pp. 72-79
Author(s):  
S. Gavrilova
Keyword(s):  
European Union ◽  
Central Asia ◽  
Economic Cooperation ◽  
The European Union ◽  
Asian Countries ◽  
Energy Potential ◽  
High Importance ◽  
Central Asian ◽  
New Strategy ◽  
Central Asian Countries

For several decades, the European Union has been steadily increasing its presence in Central Asian countries. The EU's interests in the region are due to a number of reasons, including the desire to expand its influence in the Central Asian countries, the high importance of the region as a transit corridor between Europe and China, the prospects for economic cooperation, and the importance of the region's energy potential. In May 2019 The European Union has presented a new Strategy for Central Asia, designed to intensify cooperation in a number of areas of interaction. The new strategy is aimed at both implementing these interests and expanding cooperation in a number of other areas.

Sign in / Sign up

Export Citation Format

Share Document