The Effects of Psychological and Social Supportive Factors of International Students on the Satisfaction of Studying Abroad -Focused on Environment Adaptation as Mediating Variables-

2019 ◽  
Vol 17 (2) ◽  
pp. 43-75
Author(s):  
Juan Yang ◽  
Sang Soo Park ◽  
Lui Wang ◽  
Zhou Ying Zhou Ying
Keyword(s):  
International Students ◽  
Studying Abroad ◽  
Environment Adaptation ◽  
Mediating Variables

scholarly journals Developing a framework for international students’ rationales for studying abroad, beyond economic factors

2020 ◽  
pp. 147821032096506
Author(s):  
Omolabake Fakunle
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Transformative Experience ◽  
Critical Question ◽  
Global Trends ◽  
Four Dimensions ◽  
Studying Abroad ◽  
Instrumental Values ◽  
Capital Development

Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by countries and institutions to recruit fee-paying international students. For international students, previous studies on their decision-making processes and motivations for studying abroad emphasise the benefit of acquiring a quality education and employability, tending to human capital development. The dominant framing of internationalisation around economic imperatives, which has been criticised by several scholars, limits our understanding of non-economic dimensions of ISM. A review of Sen’s capability approach encompassing both intrinsic and instrumental values supports the framework presented in this article. The framework, illustrated by qualitative data, captures how international students’ rationales for studying abroad include the following four dimensions: educational; experiential; aspirational; and economic. This article raises a critical question about how an internationalisation policy that does not represent a broad range of students’ rationales for studying abroad can be expected to provide a transformative experience for students. The concluding section details recommendations for a re-imagining of policy towards enhancing the international student experience. It briefly points to the timeliness of the proposed framework in the light the possible impact of Covid-19 on the future of ISM.

scholarly journals International Student Mobility in the United States

2015 ◽  
pp. 13-15 ◽  
Author(s):  
Christine Farrugia ◽  
Ashley Villarreal
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
University Campus ◽  
International Educational Exchange ◽  
The Past ◽  
Studying Abroad ◽  
Mobile Students ◽  
The U.S

The number of globally mobile students has nearly doubled over the past ten years, from 2.1 million students in 2001 to 4.1 million students in 2011. According to Open Doors 2012: Report on International Educational Exchange, the U.S. hosted 764,795 international students in 2011/12, an increase of 3.7 percent from the previous year. International students in the U.S. now make up 19 percent of the world's globally mobile students, and as university campus enrollments grow, so does the proportion of students enrolling in them from abroad. The number of U.S. students studying abroad reached 273,996 in 2010/11, an increase of 1.3 percent over the prior year and an increase of 78 percent over the past ten years.

scholarly journals Characteristics of the Re-Entry Experiences of Returning Saudi International Students after Studying Abroad

2020 ◽  
Vol 9 (3) ◽  
pp. 309
Author(s):  
Naif Daifullah Z Alsulami
Keyword(s):  
Saudi Arabia ◽  
International Students ◽  
Sense Of Belonging ◽  
Future Research ◽  
Main Question ◽  
Individual Interviews ◽  
Studying Abroad ◽  
Returning Home ◽  
The U.S

The main purpose of this research is to describe the characteristics of the re-entry experiences of Saudis returning to Saudi Arabia after studying abroad. The total number of participants in the study was 21 Saudi returnees, consisting male (n=13, 61.90 per cent) and female participants (n=8, 38.09 per cent)returning from studying in the U.S. U.K. and Australia. By conducting semi-structured individual interviews with the participants, the findings showed six themes that answered the main question of this research. These themes include motivations for returning home, preparing for returning home, feelings on returning home, the nature of relationships with family, the nature of relationships with friends and sense of belonging. Implications of the findings and directions for future research are provided.

scholarly journals International Student’s Survival Guide

2015 ◽  
Vol 5 (1) ◽  
pp. 99
Author(s):  
Ian McDonald
Keyword(s):  
International Students ◽  
Cultural Differences ◽  
Studying Abroad ◽  
The Uk

This guide, by Gareth Davey, is aimed at both those considering studying in the UK and those already doing so, with much of the material relevant to both groups. Whilst clearly aimed at students, the publication will also be useful to members of staff who work, or are looking to work, with international students. The book will help staff develop a greater appreciation of the issues and concerns international students face whilst studying abroad, for example, cultural differences between the UK and students’ home countries and the processes international students have to go through to gain entry onto UK degree programmes. 

scholarly journals Transnational Education: Looking at Out- and Inflow of International Student Migration

2020 ◽  
Vol 4 (1) ◽  
pp. 52-59
Author(s):  
Ika Sandra
Keyword(s):  
International Students ◽  
International Student ◽  
Easy Access ◽  
Student Migration ◽  
Host Countries ◽  
Studying Abroad ◽  
Global Trend ◽  
The Pacific ◽  
Ethnographic Analysis ◽  
Study Overseas

The interest of students from various countries to study overseas have been increasing lately, resulting in a global trend. Their reasons could be different from one another. This study analysed student migration using different models and theories. Through qualitative research, using literary and ethnographic analysis along with transnational perspectives, this project analyzed the reasons behind student’s migration. The finding indicates that different theories and approaches show different reasons why the students migrate. Push-pull factor theory shows that factors from the home country and the host country can count as reasons for why students study abroad. World system theory shows how economically, politically, and socially powerful countries play an important role in attracting international students. The demand and supply models are related to the middle class who are eager to gain cultural and social capital through studying abroad. Finally, the global space approach has three poles to look at international student flows; one of which is the Pacific pole where English-speaking countries become popular destinations particularly among international students from Asian countries. This article suggests that if host countries want to market their education comprehensively, the host countries should give more space and easy access for the home countries of the outflows of student migration.

A language learner’s target language-mediated socializing in an affinity space in the host country

2017 ◽  
Vol 2 (1) ◽  
pp. 53-79 ◽  
Author(s):  
Yoshifumi Fukada
Keyword(s):  
International Students ◽  
Social Space ◽  
Language Skills ◽  
Target Language ◽  
English Learner ◽  
Host Countries ◽  
Social Agent ◽  
Studying Abroad ◽  
Educational Implications ◽  
Affinity Space

Abstract The number of international students keeps increasing worldwide. This is partly attributed to their expectation of improving their language skills by actually using the target language (TL) in the host countries. However, past studies show that such opportunities are not automatically given to them. Perceiving himself as one English learner, the author conducted an autoethnography to explore the processes of availing of opportunities to use the TL in Hawaii during his sabbatical. By recording observations and informal interviews in a diary of his own TL-mediated socialization, the author found that he could engage himself as an active social agent within a type of social space called affinity space which greatly promoted his situated TL-learning in naturalistic contexts. The author discusses how his own case can be applied to other learners studying abroad and presents some educational implications.

Sign in / Sign up

Export Citation Format

Share Document