Pub Date : 2022-11-11DOI: 10.5206/cieeci.v51i1.15481
Ann H. Kim, Elizabeth S. Buckner, J. Montsion
internationale critically examines where international students from Asia fit within broader initiatives of internationalization, Indigenization and decolonization, and equity, diversity, and inclusion in Canada’s colleges and universities. The goal is to contextualize some of the challenges they face, to understand how they fit within institutional priorities, and to examine knowledges, strategies, structures, and spaces from critical perspectives. The seven papers in this issue, as described in the next section, were selected for their examination and exposition of the connections and disconnections between actors in the domain of international education and for provoking questions about the lack of coherence among internationalization, Indigenization, and equity priorities within institutions. In this section, we offer a justification for the focus on students from Asia, namely India and China, and argue for situating their experiences of recruitment, exclusion, and marginalization within a decolonizing and equity, diversity, and inclusion framework.
{"title":"Introduction to Special Issue","authors":"Ann H. Kim, Elizabeth S. Buckner, J. Montsion","doi":"10.5206/cieeci.v51i1.15481","DOIUrl":"https://doi.org/10.5206/cieeci.v51i1.15481","url":null,"abstract":"internationale critically examines where international students from Asia fit within broader initiatives of internationalization, Indigenization and decolonization, and equity, diversity, and inclusion in Canada’s colleges and universities. The goal is to contextualize some of the challenges they face, to understand how they fit within institutional priorities, and to examine knowledges, strategies, structures, and spaces from critical perspectives. The seven papers in this issue, as described in the next section, were selected for their examination and exposition of the connections and disconnections between actors in the domain of international education and for provoking questions about the lack of coherence among internationalization, Indigenization, and equity priorities within institutions. In this section, we offer a justification for the focus on students from Asia, namely India and China, and argue for situating their experiences of recruitment, exclusion, and marginalization within a decolonizing and equity, diversity, and inclusion framework.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"97 9 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87705127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1177/17454999221134399
Siv-Elisabeth Skjelbred, Kjersti Nesje
This study compares the transition from education to work for Norwegian graduates with a professional STEM master’s degree to that of their peers with a non-professional STEM master’s degree. We find that professional STEM graduates tend to have better labour market outcomes than other STEM graduates. However, the unemployment rate of professional STEM graduates is more sensitive to business cycle fluctuations. The findings suggest that a professional STEM degree does not protect against unemployment, in contrast to findings from studies of other professional degrees.
{"title":"Differences in transition to the labour market across STEM graduates","authors":"Siv-Elisabeth Skjelbred, Kjersti Nesje","doi":"10.1177/17454999221134399","DOIUrl":"https://doi.org/10.1177/17454999221134399","url":null,"abstract":"This study compares the transition from education to work for Norwegian graduates with a professional STEM master’s degree to that of their peers with a non-professional STEM master’s degree. We find that professional STEM graduates tend to have better labour market outcomes than other STEM graduates. However, the unemployment rate of professional STEM graduates is more sensitive to business cycle fluctuations. The findings suggest that a professional STEM degree does not protect against unemployment, in contrast to findings from studies of other professional degrees.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"79 - 103"},"PeriodicalIF":2.1,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42420553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-24DOI: 10.1177/17454999221126065
Talieh Sadeghi, J. Wiers-Jenssen, M. M. Thørrisen
International student mobility (ISM) is often perceived to enhance career prospects. Surprisingly, the role of personality traits in explaining why students go abroad and relationships between ISM and labour market outcomes have received scant scholarly attention. Based on survey data from Norwegian graduates, we found that degree and credit mobility graduates were significantly more extraverted and open than non-mobile peers and that degree mobiles were more agreeable than both credit and non-mobiles. Furthermore, results revealed that whereas degree mobility is related to both wage and Occupational self-efficiacy (OSE), this was not the case for credit mobility. However, personality did affect the associations between degree mobility and labour market outcomes. In sum, our study suggests that the distinction between degree and credit mobility is important when considering the labour market outcomes of ISM and that personality does play a role in the links between degree mobility and labour market outcomes.
{"title":"International student mobility and labour market outcomes: The role of personality dimensions","authors":"Talieh Sadeghi, J. Wiers-Jenssen, M. M. Thørrisen","doi":"10.1177/17454999221126065","DOIUrl":"https://doi.org/10.1177/17454999221126065","url":null,"abstract":"International student mobility (ISM) is often perceived to enhance career prospects. Surprisingly, the role of personality traits in explaining why students go abroad and relationships between ISM and labour market outcomes have received scant scholarly attention. Based on survey data from Norwegian graduates, we found that degree and credit mobility graduates were significantly more extraverted and open than non-mobile peers and that degree mobiles were more agreeable than both credit and non-mobiles. Furthermore, results revealed that whereas degree mobility is related to both wage and Occupational self-efficiacy (OSE), this was not the case for credit mobility. However, personality did affect the associations between degree mobility and labour market outcomes. In sum, our study suggests that the distinction between degree and credit mobility is important when considering the labour market outcomes of ISM and that personality does play a role in the links between degree mobility and labour market outcomes.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"8 - 31"},"PeriodicalIF":2.1,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44349151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-24DOI: 10.1177/17454999221128474
Muhammad Saleem, Abdul Razaque Larik, Syed Majid Ali Shah Bukhari
This study investigates the challenges faced by Pakistani and Chinese English language instructors in developing communicative competence among senior high school students, and highlights the fundamental loopholes. Employing a thematic analysis within a qualitative comparative case study, the findings reveal learners’ substandard prior knowledge as the biggest loophole in both Pakistan and China, which causes instructors to overuse local languages. There exists misalignment in curriculum, instruction, and assessment; consequently, the instructional practices are drastically examination-oriented producing rote-learners, and significantly hamper the development of communicative competence. Pakistani syllabi appear to be outdated. There is unavailability of modern linguistic resources in Pakistan while the Chinese instructors evade using them despite their availability. Chinese teacher-student interaction and Pakistani parental involvement are bleak. Findings suggest that respective governments should pay attention to their junior high school systems for developing students’ prerequisite knowledge and implement leaner-centered instruction. Pakistani senior high school syllabi should be modified.
{"title":"Loopholes in developing English communicative competence: A comparative case study of Pakistan and China","authors":"Muhammad Saleem, Abdul Razaque Larik, Syed Majid Ali Shah Bukhari","doi":"10.1177/17454999221128474","DOIUrl":"https://doi.org/10.1177/17454999221128474","url":null,"abstract":"This study investigates the challenges faced by Pakistani and Chinese English language instructors in developing communicative competence among senior high school students, and highlights the fundamental loopholes. Employing a thematic analysis within a qualitative comparative case study, the findings reveal learners’ substandard prior knowledge as the biggest loophole in both Pakistan and China, which causes instructors to overuse local languages. There exists misalignment in curriculum, instruction, and assessment; consequently, the instructional practices are drastically examination-oriented producing rote-learners, and significantly hamper the development of communicative competence. Pakistani syllabi appear to be outdated. There is unavailability of modern linguistic resources in Pakistan while the Chinese instructors evade using them despite their availability. Chinese teacher-student interaction and Pakistani parental involvement are bleak. Findings suggest that respective governments should pay attention to their junior high school systems for developing students’ prerequisite knowledge and implement leaner-centered instruction. Pakistani senior high school syllabi should be modified.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"373 - 394"},"PeriodicalIF":2.1,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1177/17454999221126712
Mohamad Saifudin Mohamad Saleh, Ali Mehellou, Miao Huang, Rizki Briandana
The study aims to examine Malaysian and Indonesian undergraduate students’ sustainability knowledge and sustainable attitudes and the impact on their sustainability intention and sustainable behaviour. An online survey was conducted using 953 respondents. The SmartPLS (Partial Least Squares) analysis demonstrated that sustainability knowledge and sustainable attitude significantly impact the students’ sustainability intention. Nevertheless, the effect of sustainability knowledge was less than the sustainable attitude. The results confirmed that sustainability intention is important to influence sustainable behaviour among university students. Interestingly, Malaysian undergraduate students recorded higher effect levels of sustainability knowledge and attitude on sustainable intention and sustainability intention on sustainable behaviour compared to Indonesian students.
{"title":"The influence of sustainability knowledge and attitude on sustainable intention and behaviour of Malaysian and Indonesian undergraduate students","authors":"Mohamad Saifudin Mohamad Saleh, Ali Mehellou, Miao Huang, Rizki Briandana","doi":"10.1177/17454999221126712","DOIUrl":"https://doi.org/10.1177/17454999221126712","url":null,"abstract":"The study aims to examine Malaysian and Indonesian undergraduate students’ sustainability knowledge and sustainable attitudes and the impact on their sustainability intention and sustainable behaviour. An online survey was conducted using 953 respondents. The SmartPLS (Partial Least Squares) analysis demonstrated that sustainability knowledge and sustainable attitude significantly impact the students’ sustainability intention. Nevertheless, the effect of sustainability knowledge was less than the sustainable attitude. The results confirmed that sustainability intention is important to influence sustainable behaviour among university students. Interestingly, Malaysian undergraduate students recorded higher effect levels of sustainability knowledge and attitude on sustainable intention and sustainability intention on sustainable behaviour compared to Indonesian students.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"677 - 693"},"PeriodicalIF":2.1,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43375015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1177/17454999221122327
Leszek Wincenciak, Gabriela Grotkowska, Tomasz Gajderowicz
After the fall of communist regimes in Central and Eastern Europe, the returns to education were substantially growing over time. We summarise the existing literature conducting a meta-analysis of returns to education for economies of Central and Eastern Europe (CEE) and test for several mechanisms, which can explain the evolution of the returns over time and differences between countries of the region. The average estimated rate of return basing on more than 600 estimates is around 7%, but it shows variation depending on the methodology adopted, but also on countries’ characteristics. We find out a positive impact of the unemployment rate and negative impact of the enrolment rates into tertiary education. The first observation suggests we observe a countercyclicality of education returns while the latter shows that the dominance of supply of tertiary graduates reduced returns to schooling.
{"title":"Returns to education in Central and Eastern European transition economies: The role of macroeconomic context","authors":"Leszek Wincenciak, Gabriela Grotkowska, Tomasz Gajderowicz","doi":"10.1177/17454999221122327","DOIUrl":"https://doi.org/10.1177/17454999221122327","url":null,"abstract":"After the fall of communist regimes in Central and Eastern Europe, the returns to education were substantially growing over time. We summarise the existing literature conducting a meta-analysis of returns to education for economies of Central and Eastern Europe (CEE) and test for several mechanisms, which can explain the evolution of the returns over time and differences between countries of the region. The average estimated rate of return basing on more than 600 estimates is around 7%, but it shows variation depending on the methodology adopted, but also on countries’ characteristics. We find out a positive impact of the unemployment rate and negative impact of the enrolment rates into tertiary education. The first observation suggests we observe a countercyclicality of education returns while the latter shows that the dominance of supply of tertiary graduates reduced returns to schooling.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"655 - 676"},"PeriodicalIF":2.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41472040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05eCollection Date: 2022-12-01DOI: 10.1177/17454999221113125
Lida Esperanza Villa-Castaño, William Fernando Durán León
Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students' satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential approach. Six focus groups in its qualitative phase, and 2074 students from the business undergraduate program in Colombia, Peru, and Mexico in its quantitative phase. Measure of satisfaction towards ERD establishes three dimensions: Concerns about academic quality, teaching strategies used by professors, and perceptions of access limitations. This study identifies a moderating effect of the perceptions of access limitations on the relationship of the teaching strategies and concerns about academic quality. In high constraints, =.-016, p < 0.0001, the relationship is weaker than medium constraints, = -0.22, p < 0.0001. In turn, the medium access limitation condition shows a weaker effect than the high limitation condition, = -0.28, p < 0.0001.
{"title":"Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context.","authors":"Lida Esperanza Villa-Castaño, William Fernando Durán León","doi":"10.1177/17454999221113125","DOIUrl":"10.1177/17454999221113125","url":null,"abstract":"<p><p>Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students' satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential approach. Six focus groups in its qualitative phase, and 2074 students from the business undergraduate program in Colombia, Peru, and Mexico in its quantitative phase. Measure of satisfaction towards ERD establishes three dimensions: Concerns about academic quality, teaching strategies used by professors, and perceptions of access limitations. This study identifies a moderating effect of the perceptions of access limitations on the relationship of the teaching strategies and concerns about academic quality. In high constraints, =.-016, <i>p</i> < 0.0001, the relationship is weaker than medium constraints, = -0.22, <i>p</i> < 0.0001. In turn, the medium access limitation condition shows a weaker effect than the high limitation condition, = -0.28, <i>p</i> < 0.0001.</p>","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"548-565"},"PeriodicalIF":2.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9445627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-02DOI: 10.1177/17454999221116486
Ana Santiago-Vela, Anja Hall
This study supplements the existing conceptualisation of skills mismatch based on cognitive evaluations (being underskilled or overskilled) with an affective aspect that captures how workers cope with skills (mis)match situations (feeling overchallenged or underchallenged) and an analysis of skills mismatch situations’ influence on job satisfaction of workers with higher education (HE) and vocational education and training (VET). Using the German BIBB/BAuA Employment Survey 2018, the results indicated that underskilling by itself was not negatively associated with job satisfaction; however, underskilling in combination with feeling overchallenged exerted a significant negative influence on job satisfaction. This corroborates the approach of differentiating challenging (i.e. non-detrimental) jobs from overchallenging jobs. Overskilling was associated with penalties regarding job satisfaction, whereas overskilling in combination with underchallenging jobs produced a remarkably larger negative impact on job satisfaction. Moreover, overskilled HE workers received larger penalties regarding job satisfaction than those received by overskilled VET workers.
{"title":"Distinguishing challenging and overchallenging jobs: Cognitive and affective skills mismatches and their impact on job satisfaction","authors":"Ana Santiago-Vela, Anja Hall","doi":"10.1177/17454999221116486","DOIUrl":"https://doi.org/10.1177/17454999221116486","url":null,"abstract":"This study supplements the existing conceptualisation of skills mismatch based on cognitive evaluations (being underskilled or overskilled) with an affective aspect that captures how workers cope with skills (mis)match situations (feeling overchallenged or underchallenged) and an analysis of skills mismatch situations’ influence on job satisfaction of workers with higher education (HE) and vocational education and training (VET). Using the German BIBB/BAuA Employment Survey 2018, the results indicated that underskilling by itself was not negatively associated with job satisfaction; however, underskilling in combination with feeling overchallenged exerted a significant negative influence on job satisfaction. This corroborates the approach of differentiating challenging (i.e. non-detrimental) jobs from overchallenging jobs. Overskilling was associated with penalties regarding job satisfaction, whereas overskilling in combination with underchallenging jobs produced a remarkably larger negative impact on job satisfaction. Moreover, overskilled HE workers received larger penalties regarding job satisfaction than those received by overskilled VET workers.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"55 - 78"},"PeriodicalIF":2.1,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46104202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/17454999221104400
L. Matherly, Yi Zhang, B. Ahmed
Countries increasingly compete for global talent in the education sector to facilitate the transfer of knowledge. This research examines the extent to which the larger, national context, that is, satisfaction with the country, impacts job satisfaction and organizational commitment in a sample of teachers from the UAE and Bahrain. Survey data was collected from 92 teachers. MANOVA was used to compare mean responses between groups and estimate confidence intervals. Hierarchical regression and modeling were used to examine the mediation effect of job satisfaction between country satisfaction and commitment, estimate path coefficients and arrive at a bootstrap confidence interval for the model. The results provide insights into improving individual and organizational outcomes that are important to a nation. This research expands the framework within which job satisfaction and commitment are studied to include the influence of country satisfaction on choices teachers make about where to live and work in a global context.
{"title":"A comparative study of country satisfaction of UAE and Bahrain teachers: The mediating effect of job satisfaction on organizational commitment","authors":"L. Matherly, Yi Zhang, B. Ahmed","doi":"10.1177/17454999221104400","DOIUrl":"https://doi.org/10.1177/17454999221104400","url":null,"abstract":"Countries increasingly compete for global talent in the education sector to facilitate the transfer of knowledge. This research examines the extent to which the larger, national context, that is, satisfaction with the country, impacts job satisfaction and organizational commitment in a sample of teachers from the UAE and Bahrain. Survey data was collected from 92 teachers. MANOVA was used to compare mean responses between groups and estimate confidence intervals. Hierarchical regression and modeling were used to examine the mediation effect of job satisfaction between country satisfaction and commitment, estimate path coefficients and arrive at a bootstrap confidence interval for the model. The results provide insights into improving individual and organizational outcomes that are important to a nation. This research expands the framework within which job satisfaction and commitment are studied to include the influence of country satisfaction on choices teachers make about where to live and work in a global context.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"511 - 527"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47636766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-16DOI: 10.1177/17454999221111630
C. Sung
This paper takes a sociolinguistic perspective in understanding the international student’s experiences in a multilingual university context. Drawing on a narrative inquiry approach, the present qualitative case study investigates a Brazilian Chinese international student’s lived experiences of studying in a Hong Kong university, with particular attention to his identity construction in both in-class and out-of-class contexts and the role of language in shaping his dynamic identity construction. The findings suggest that the international student’s language (in)competence appears to be closely intertwined with his identity construction in situated contexts, intersecting with his inclusion/exclusion and empowerment/marginalisation. The findings also reveal that multiple language ideologies mediate the impact of the international student’s language (in)competence on his identity construction in various situated contexts. Taken together, the findings call attention to the complex and dynamic interaction between identity construction, language (in)competence and language ideology in advancing our understanding of the international student’s experiences in a multilingual university context.
{"title":"Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective","authors":"C. Sung","doi":"10.1177/17454999221111630","DOIUrl":"https://doi.org/10.1177/17454999221111630","url":null,"abstract":"This paper takes a sociolinguistic perspective in understanding the international student’s experiences in a multilingual university context. Drawing on a narrative inquiry approach, the present qualitative case study investigates a Brazilian Chinese international student’s lived experiences of studying in a Hong Kong university, with particular attention to his identity construction in both in-class and out-of-class contexts and the role of language in shaping his dynamic identity construction. The findings suggest that the international student’s language (in)competence appears to be closely intertwined with his identity construction in situated contexts, intersecting with his inclusion/exclusion and empowerment/marginalisation. The findings also reveal that multiple language ideologies mediate the impact of the international student’s language (in)competence on his identity construction in various situated contexts. Taken together, the findings call attention to the complex and dynamic interaction between identity construction, language (in)competence and language ideology in advancing our understanding of the international student’s experiences in a multilingual university context.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"602 - 619"},"PeriodicalIF":2.1,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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