This article illuminates the author’s transitional experiences during a chronic physical illness in China. Although many studies have considered patients’ chronic physical illnesses, few have considered international students’ experiences of chronic physical illness by means of the narrative approach. The author examines her chronic physical illness journey based on transitional experience and narrative identity theory. The narrative indicates a sense of identity, agency, and adaptation to change, and the exploration of such experiences could significantly contribute to the literature on students’ chronic physical health from a student’s perspective.
{"title":"The transitional experiences of an international student facing chronic physical illness","authors":"Yaone Duduetsang Matsagopane","doi":"10.32674/jis.v15i1.5396","DOIUrl":"https://doi.org/10.32674/jis.v15i1.5396","url":null,"abstract":"This article illuminates the author’s transitional experiences during a chronic physical illness in China. Although many studies have considered patients’ chronic physical illnesses, few have considered international students’ experiences of chronic physical illness by means of the narrative approach. The author examines her chronic physical illness journey based on transitional experience and narrative identity theory. The narrative indicates a sense of identity, agency, and adaptation to change, and the exploration of such experiences could significantly contribute to the literature on students’ chronic physical health from a student’s perspective.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"41 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255783","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}
The COVID-19 pandemic had a significant impact on university enrollments around the world and caused significant challenges for students. This study examined how Canadian universities responded to the financial impacts of the pandemic on international and domestic students and how these responses differed. This work involved the identification and collection of public statements issued by selected Canadian universities during the first two years of the pandemic. This consisted of about 14,000 items posted on university public websites. Under the broad framework of the ecological theory of inclusion, an emergent theme content analysis was used to examine and organize data. This analysis confirmed that there was far less financial assistance provided to international students, and the amount of assistance provided to them was significantly disproportionate to the overall revenues generated by their enrollment at Canadian institutions.
{"title":"Canadian Universities in the Pandemic","authors":"Dale Kirby","doi":"10.32674/jis.v15i1.5135","DOIUrl":"https://doi.org/10.32674/jis.v15i1.5135","url":null,"abstract":"The COVID-19 pandemic had a significant impact on university enrollments around the world and caused significant challenges for students. This study examined how Canadian universities responded to the financial impacts of the pandemic on international and domestic students and how these responses differed. This work involved the identification and collection of public statements issued by selected Canadian universities during the first two years of the pandemic. This consisted of about 14,000 items posted on university public websites. Under the broad framework of the ecological theory of inclusion, an emergent theme content analysis was used to examine and organize data. This analysis confirmed that there was far less financial assistance provided to international students, and the amount of assistance provided to them was significantly disproportionate to the overall revenues generated by their enrollment at Canadian institutions.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"8 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139259633","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}
Canada’s international education system is highly unregulated, with many recruitment agencies and homestay services taking agency in providing these services to students, leaving them vulnerable and open to exploitation. Furthermore, many school boards often do not take responsibility in arranging these services for international students, resulting in a lack of accountability that can further contribute to a cycle of deceit and students navigating this process with limited knowledge or oversight. Utilizing international student security (ISS), this article draws on interviews with six Canadian secondary school teachers from and two Chinese international secondary school students all located in Toronto and the Greater Toronto Area (GTA) to reveal the profitability of international students, and the exploitative nature of international student services providers like recruitment agencies and homestay companies. Ultimately, the article identifies responsible key stakeholders and beneficial institutional and policy improvements to better regulate international education and protect these vulnerable international youth.
{"title":"An Education in Exploitation","authors":"Helen Liu","doi":"10.32674/jis.v15i1.5799","DOIUrl":"https://doi.org/10.32674/jis.v15i1.5799","url":null,"abstract":"Canada’s international education system is highly unregulated, with many recruitment agencies and homestay services taking agency in providing these services to students, leaving them vulnerable and open to exploitation. Furthermore, many school boards often do not take responsibility in arranging these services for international students, resulting in a lack of accountability that can further contribute to a cycle of deceit and students navigating this process with limited knowledge or oversight. Utilizing international student security (ISS), this article draws on interviews with six Canadian secondary school teachers from and two Chinese international secondary school students all located in Toronto and the Greater Toronto Area (GTA) to reveal the profitability of international students, and the exploitative nature of international student services providers like recruitment agencies and homestay companies. Ultimately, the article identifies responsible key stakeholders and beneficial institutional and policy improvements to better regulate international education and protect these vulnerable international youth.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539367","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}
Germany is a non-English speaking country with a large and growing number of incoming international degree-seeking students. However, their estimated dropout rates are high. This study aims to investigate whether specific challenges faced by international students (e.g., social and academic integration, language learning, financial situation, residence-permit related regulations) are associated with major change and university dropout. The discrete-time competing risk analyses of the first three semesters of an online panel survey of international students in Germany (International Student Survey; N = 3,660) show that satisfaction with the degree program’s content decreases the risk of major change and university dropout. Moreover, the nationality and the associated temporary or permanent residence permit are considered in the students’ educational decisions. Based on the results, we recommend improving the match between students’ interest and their fields of study. Measures to prevent international students from dropping out must thus begin before they start their studies.
{"title":"Which Factors Drive Major Change and University Dropout? An Analysis on International Degree-Seeking Students at German Universities","authors":"Theresa Thies, Susanne Falk","doi":"10.32674/jis.v15i1.5434","DOIUrl":"https://doi.org/10.32674/jis.v15i1.5434","url":null,"abstract":"Germany is a non-English speaking country with a large and growing number of incoming international degree-seeking students. However, their estimated dropout rates are high. This study aims to investigate whether specific challenges faced by international students (e.g., social and academic integration, language learning, financial situation, residence-permit related regulations) are associated with major change and university dropout. The discrete-time competing risk analyses of the first three semesters of an online panel survey of international students in Germany (International Student Survey; N = 3,660) show that satisfaction with the degree program’s content decreases the risk of major change and university dropout. Moreover, the nationality and the associated temporary or permanent residence permit are considered in the students’ educational decisions. Based on the results, we recommend improving the match between students’ interest and their fields of study. Measures to prevent international students from dropping out must thus begin before they start their studies.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"237 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023337","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}
There is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.
{"title":"Regionalization and Higher Education Student Mobility in East Africa: Examination of Opportunities and Challenges from the Ugandan Context","authors":"Tibelius Amutuhaire","doi":"10.32674/jis.v14i4.5976","DOIUrl":"https://doi.org/10.32674/jis.v14i4.5976","url":null,"abstract":"There is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804758","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}
The purpose of this investigation was to identify, examine, and analyse the opinions of four international postgraduate students who embarked on a service-learning project required by the course taken in Semester 2, 2021/2022. It included engaging in community service, connection to their academic endeavours, reporting the outcomes, critical reflection, and reciprocity. Choral speaking activities were selected as the tool for their engagement with children in the community. The qualitative approach was chosen as the research design, employing in-depth semi-structured interviews. The findings pointed to the beneficial aspects of service-learning which include: (1) enhances multicultural understanding; (2) improves civic involvement; (3) acknowledges that academic work has real-world importance; and (4) promotes language learning as well as reciprocity, that need to be improved.
{"title":"Examining Service Learning as an Approach to Intensify International Students’ Multicultural Understanding","authors":"Faizah Idrus, Syakirah Halim, A.","doi":"10.32674/jis.v15i1.5499","DOIUrl":"https://doi.org/10.32674/jis.v15i1.5499","url":null,"abstract":"The purpose of this investigation was to identify, examine, and analyse the opinions of four international postgraduate students who embarked on a service-learning project required by the course taken in Semester 2, 2021/2022. It included engaging in community service, connection to their academic endeavours, reporting the outcomes, critical reflection, and reciprocity. Choral speaking activities were selected as the tool for their engagement with children in the community. The qualitative approach was chosen as the research design, employing in-depth semi-structured interviews. The findings pointed to the beneficial aspects of service-learning which include: (1) enhances multicultural understanding; (2) improves civic involvement; (3) acknowledges that academic work has real-world importance; and (4) promotes language learning as well as reciprocity, that need to be improved.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804756","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}
Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of ‘belonging’; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of ‘belonging’ within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that ‘belonging’ is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.
{"title":"What Does it Mean to ‘Belong’?:","authors":"Dania Mohamad, Keenan Daniel Manning","doi":"10.32674/jis.v15i1.5783","DOIUrl":"https://doi.org/10.32674/jis.v15i1.5783","url":null,"abstract":"Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of ‘belonging’; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of ‘belonging’ within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that ‘belonging’ is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135857988","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}
Scholarship on international students shows that despite university policies designed to create a welcoming atmosphere, international students still face social challenges. This paper applies the capabilities approach to reveal mechanisms that facilitate or constrain the social inclusion of married international graduate students. For married international graduate students, the personal factors (their level of study and marital status) bring with structural factors (e.g., visa policies, healthcare policies, cultural and linguistic barriers), which in combination lead to social exclusion. With one university case study, including original survey and interview data, we unpack these intertwined processes and find that married graduate students’ social relation and network patterns significantly differ from single graduate students and undergraduate students. They are less likely to attend campus events, interact with their colleagues, and interact with friends from other countries. As such, we challenge the conventional wisdom that access to higher education alone leads to social inclusion.
{"title":"Social Exclusion and Conversion Factors","authors":"Busra Soylemez-Karakoc, Xinhui Jiang, Maryam Hussain","doi":"10.32674/jis.v14i4.5159","DOIUrl":"https://doi.org/10.32674/jis.v14i4.5159","url":null,"abstract":"Scholarship on international students shows that despite university policies designed to create a welcoming atmosphere, international students still face social challenges. This paper applies the capabilities approach to reveal mechanisms that facilitate or constrain the social inclusion of married international graduate students. For married international graduate students, the personal factors (their level of study and marital status) bring with structural factors (e.g., visa policies, healthcare policies, cultural and linguistic barriers), which in combination lead to social exclusion. With one university case study, including original survey and interview data, we unpack these intertwined processes and find that married graduate students’ social relation and network patterns significantly differ from single graduate students and undergraduate students. They are less likely to attend campus events, interact with their colleagues, and interact with friends from other countries. As such, we challenge the conventional wisdom that access to higher education alone leads to social inclusion.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210531","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}
None Nguyen Thi Ngoc Ha, Cuong Huu Hoang, Elizabeth Knight, Peter Hurley
This systematic literature review synthesizes empirical evidence to comprehensively examine factors driving international students’ choice of Australia as their preferred destination for tertiary education. Deductive analysis of findings from the 46 selected studies, framed within the push and pull framework, identified 27 factors that revealed Australia’s distinctive attractiveness to international students. The results of this review reaffirmed the strengths of Australia’s environmental images in the international tertiary education market, highlighting that it could be a double-edged sword. The review discusses Australia’s attractiveness, especially after the COVID-19 crisis and suggests strategies to make the international education sector more sustainable. This review provides implications for policy, practice, and future research that are of importance to work towards enhancing Australia’s intake of international education. Additionally, it serves as a valuable resource for those seeking guidance on effectively attracting international students in the post-pandemic era.
{"title":"What Drives International Students to Choose Australia as Their Tertiary Education Destination?","authors":"None Nguyen Thi Ngoc Ha, Cuong Huu Hoang, Elizabeth Knight, Peter Hurley","doi":"10.32674/jis.v14i4.5983","DOIUrl":"https://doi.org/10.32674/jis.v14i4.5983","url":null,"abstract":"This systematic literature review synthesizes empirical evidence to comprehensively examine factors driving international students’ choice of Australia as their preferred destination for tertiary education. Deductive analysis of findings from the 46 selected studies, framed within the push and pull framework, identified 27 factors that revealed Australia’s distinctive attractiveness to international students. The results of this review reaffirmed the strengths of Australia’s environmental images in the international tertiary education market, highlighting that it could be a double-edged sword. The review discusses Australia’s attractiveness, especially after the COVID-19 crisis and suggests strategies to make the international education sector more sustainable. This review provides implications for policy, practice, and future research that are of importance to work towards enhancing Australia’s intake of international education. Additionally, it serves as a valuable resource for those seeking guidance on effectively attracting international students in the post-pandemic era.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295044","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}
This cross-border narrative follows an international student’s journey pursuing a Ph.D. in rhetoric and composition at the University of Louisville. Initial challenges I was beset with included communication barriers, adapting to new academic and cultural contexts, and batting self-doubt. Financial strain and COVID-19 amplify concerns about future career prospects. The university’s swift shift to online learning during the pandemic inspires my adaptability. Reflections on the Black Lives Matter (BLM) protests and technology’s limitations challenge prevailing perspectives embraced and enshrined by everyone, including the narrator. The narrative unfolds, prompting reflections on enduring racial inequality despite professed notions of parity. This critical viewpoint extends to examining technology’s limitations, countering much-vaunted hype around techno-optimism. My narrative depicts pandemic-era uncertainties, emphasizing my resolve to confront challenges with courage. It encourages embracing present opportunities to overcome ambiguity and inspire others in similar situations.
{"title":"The Power of Precarity and a Generative Gut Check","authors":"Shiva Mainaly","doi":"10.32674/jis.v14i4.5323","DOIUrl":"https://doi.org/10.32674/jis.v14i4.5323","url":null,"abstract":"This cross-border narrative follows an international student’s journey pursuing a Ph.D. in rhetoric and composition at the University of Louisville. Initial challenges I was beset with included communication barriers, adapting to new academic and cultural contexts, and batting self-doubt. Financial strain and COVID-19 amplify concerns about future career prospects. The university’s swift shift to online learning during the pandemic inspires my adaptability. Reflections on the Black Lives Matter (BLM) protests and technology’s limitations challenge prevailing perspectives embraced and enshrined by everyone, including the narrator. The narrative unfolds, prompting reflections on enduring racial inequality despite professed notions of parity. This critical viewpoint extends to examining technology’s limitations, countering much-vaunted hype around techno-optimism. My narrative depicts pandemic-era uncertainties, emphasizing my resolve to confront challenges with courage. It encourages embracing present opportunities to overcome ambiguity and inspire others in similar situations.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135894780","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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