Pub Date : 2024-09-14DOI: 10.1177/10283153241275035
Christina Sachpasidi, Barbara Bompani, Cynthia Nicol
There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors’ approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.
{"title":"“Intercultural Encounters”: Mentorship Relations as Spaces for Critical Intercultural Learning in Higher Education Institutions (HEIs)","authors":"Christina Sachpasidi, Barbara Bompani, Cynthia Nicol","doi":"10.1177/10283153241275035","DOIUrl":"https://doi.org/10.1177/10283153241275035","url":null,"abstract":"There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors’ approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"9 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/10283153241275039
Marisa Lally
This article combines archival research and critical discourse analysis to examine 33 evaluation and report documents that evaluate the effectiveness of the Fulbright Program from 1958–2023. Specifically, the study employs argumentation analysis to understand the underlying ideological strategies used to discursively construct the Fulbright Program's multiple purposes. The study finds that the documents argue that education and mutual understanding are ephemeral concepts, the Fulbright Program has geopolitical justifications, and academic disciplines are a source of geopolitical power. This approach to analyzing the Fulbright Program's historical documents provides a model for understanding educational diplomacy schemes that use higher education as a geopolitical tool.
{"title":"Geopolitical Implications of Educational Diplomacy: The Fulbright Program, 1958–2023","authors":"Marisa Lally","doi":"10.1177/10283153241275039","DOIUrl":"https://doi.org/10.1177/10283153241275039","url":null,"abstract":"This article combines archival research and critical discourse analysis to examine 33 evaluation and report documents that evaluate the effectiveness of the Fulbright Program from 1958–2023. Specifically, the study employs argumentation analysis to understand the underlying ideological strategies used to discursively construct the Fulbright Program's multiple purposes. The study finds that the documents argue that education and mutual understanding are ephemeral concepts, the Fulbright Program has geopolitical justifications, and academic disciplines are a source of geopolitical power. This approach to analyzing the Fulbright Program's historical documents provides a model for understanding educational diplomacy schemes that use higher education as a geopolitical tool.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-23DOI: 10.1177/10283153241262461
Siyin Liang
Despite the growing attention of Canadian universities to curriculum development as part of their internationalization efforts, there is still a lack of understanding of what constitutes an internationalized formal curriculum from the perspectives of diverse community members. This exploratory, interpretive case study aims to contribute to the ongoing internationalization efforts to foster an enriched education experience that benefits both domestic and international students. It highlights perspectives from international postgraduate students regarding the approach of internationalizing formal curricula in a Canadian university. The findings presented in this article elaborate on these students’ earnest request for content integration in an internationalized formal curriculum. The findings also emphasize the importance of being aware of practice traditions in a learning site and incorporating inclusive course design to reduce potential inequalities and the risk of system exclusion.
{"title":"Advancing Internationalization in the Formal Curriculum: Content Integration and Inclusive Design","authors":"Siyin Liang","doi":"10.1177/10283153241262461","DOIUrl":"https://doi.org/10.1177/10283153241262461","url":null,"abstract":"Despite the growing attention of Canadian universities to curriculum development as part of their internationalization efforts, there is still a lack of understanding of what constitutes an internationalized formal curriculum from the perspectives of diverse community members. This exploratory, interpretive case study aims to contribute to the ongoing internationalization efforts to foster an enriched education experience that benefits both domestic and international students. It highlights perspectives from international postgraduate students regarding the approach of internationalizing formal curricula in a Canadian university. The findings presented in this article elaborate on these students’ earnest request for content integration in an internationalized formal curriculum. The findings also emphasize the importance of being aware of practice traditions in a learning site and incorporating inclusive course design to reduce potential inequalities and the risk of system exclusion.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"290 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/10283153241266966
Adam Valentin Agostinelli, Lillie R. Albert
This multiple case study analysis investigates the culturally engaging nature of a US campus for international students using the Culturally Engaging Campus Environments (CECE) model. Semi-structured interviews and professional development workshop observations were conducted with six faculty and administrative leaders who work closely with international students with the aim of answering the overarching question: how do university faculty and student/academic affairs professionals working with international students perceive the institutional support systems for international students through the lens of the Culturally Engaging Campus Environments conceptual model? Salient findings indicated that change is most needed in the areas of opportunities for meaningful cross-cultural engagement, culturally validating environments, proactive philosophies, and availability of holistic support in within the study's campus context. Practical and theoretical implications are discussed in light of the CECE model.
{"title":"University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model","authors":"Adam Valentin Agostinelli, Lillie R. Albert","doi":"10.1177/10283153241266966","DOIUrl":"https://doi.org/10.1177/10283153241266966","url":null,"abstract":"This multiple case study analysis investigates the culturally engaging nature of a US campus for international students using the Culturally Engaging Campus Environments (CECE) model. Semi-structured interviews and professional development workshop observations were conducted with six faculty and administrative leaders who work closely with international students with the aim of answering the overarching question: how do university faculty and student/academic affairs professionals working with international students perceive the institutional support systems for international students through the lens of the Culturally Engaging Campus Environments conceptual model? Salient findings indicated that change is most needed in the areas of opportunities for meaningful cross-cultural engagement, culturally validating environments, proactive philosophies, and availability of holistic support in within the study's campus context. Practical and theoretical implications are discussed in light of the CECE model.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"66 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/10283153241275037
Siyu Zhou, Jiarui Yin
As advancements in technology rapidly progress and the enrollment of international students continues to increase concurrently, understanding the impact of social media on their experiences has become an area of significant academic interest in the recent decade. This integrative review employs a hybrid review approach, integrating bibliometric analysis with structured review, to provide a comprehensive overview and systematic synthesis of the literature on social media use among international students. One hundred twenty-one studies retrieved from the Web of Science database were analyzed to delineate the evolution of the field and identify the influential journals. The paper further proposes an integrative framework that thematically summarizes the phenomenon, aiming to highlight the potent components in students’ transitions. This review offers insights into the evolving landscape of social media use among international students, identifying potential directions for future study and policymaking.
{"title":"International Students’ Social Media Use: An Integrative Review of Research Over a Decade","authors":"Siyu Zhou, Jiarui Yin","doi":"10.1177/10283153241275037","DOIUrl":"https://doi.org/10.1177/10283153241275037","url":null,"abstract":"As advancements in technology rapidly progress and the enrollment of international students continues to increase concurrently, understanding the impact of social media on their experiences has become an area of significant academic interest in the recent decade. This integrative review employs a hybrid review approach, integrating bibliometric analysis with structured review, to provide a comprehensive overview and systematic synthesis of the literature on social media use among international students. One hundred twenty-one studies retrieved from the Web of Science database were analyzed to delineate the evolution of the field and identify the influential journals. The paper further proposes an integrative framework that thematically summarizes the phenomenon, aiming to highlight the potent components in students’ transitions. This review offers insights into the evolving landscape of social media use among international students, identifying potential directions for future study and policymaking.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"3 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/10283153241266967
Xiaodong Dai, Hairong Feng
This study employs the Delphi method to ascertain intercultural scholars’ current consensus on a definition, specific components, and key evaluation criteria of intercultural competence. Sixty-eight leading intercultural scholars from Euro-American and East-Asian countries participated in this study. The results are largely congruent with the previous study, nonetheless some new elements emerge from this study. Based on the findings, intercultural competence is redefined and a multicultural model is proposed.
{"title":"Redefining Intercultural Competence Using the Delphi Method","authors":"Xiaodong Dai, Hairong Feng","doi":"10.1177/10283153241266967","DOIUrl":"https://doi.org/10.1177/10283153241266967","url":null,"abstract":"This study employs the Delphi method to ascertain intercultural scholars’ current consensus on a definition, specific components, and key evaluation criteria of intercultural competence. Sixty-eight leading intercultural scholars from Euro-American and East-Asian countries participated in this study. The results are largely congruent with the previous study, nonetheless some new elements emerge from this study. Based on the findings, intercultural competence is redefined and a multicultural model is proposed.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"103 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This systematic review examines pedagogical barriers and facilitators for intercultural learning in Collaborative Online International Learning (COIL)/International Virtual Exchange (VE) projects, as well as their related outcomes. The review analyzed 56 studies published between 2010–2022 in the databases ERIC, PsychInfo, Scopus, and Web of Science. Following the TPACK model as an analytical framework, findings suggest that COILs can have a positive impact on intercultural learning when different barriers and facilitators related to pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge are effectively addressed throughout the preparation, execution, and evaluation stages of COILs. Overall, the majority of outcomes for intercultural learning were positive (61.8%), but also zero results (23.6%) and negative findings (14.5%) have been reported for the affective, behavioral, and cognitive domain. The review offers pedagogical recommendations for intercultural learning with COILs, along with a discussion of strengths and limitations of the current knowledge base.
本系统性综述研究了在线国际协作学习（COIL）/国际虚拟交流（VE）项目中跨文化学习的教学障碍和促进因素，以及相关成果。研究分析了 2010-2022 年间在 ERIC、PsychInfo、Scopus 和 Web of Science 等数据库中发表的 56 篇研究报告。根据 TPACK 模型作为分析框架，研究结果表明，在 COIL 的准备、执行和评估阶段，如果能有效解决与教学知识、教学内容知识和技术教学知识相关的不同障碍和促进因素，COIL 就能对跨文化学习产生积极影响。总体而言，大多数跨文化学习的结果是积极的（61.8%），但也有报告称情感、行为和认知领域的结果为零（23.6%）和消极的结果（14.5%）。本综述为使用 COILs 进行跨文化学习提供了教学建议，并讨论了现有知识库的优势和局限性。
{"title":"Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published Between 2013–2022","authors":"Ruben Fukkink, Rochelle Helms, Odette Spee, Arantza Mongelos, Kari Bratland, Rikke Pedersen","doi":"10.1177/10283153241262462","DOIUrl":"https://doi.org/10.1177/10283153241262462","url":null,"abstract":"This systematic review examines pedagogical barriers and facilitators for intercultural learning in Collaborative Online International Learning (COIL)/International Virtual Exchange (VE) projects, as well as their related outcomes. The review analyzed 56 studies published between 2010–2022 in the databases ERIC, PsychInfo, Scopus, and Web of Science. Following the TPACK model as an analytical framework, findings suggest that COILs can have a positive impact on intercultural learning when different barriers and facilitators related to pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge are effectively addressed throughout the preparation, execution, and evaluation stages of COILs. Overall, the majority of outcomes for intercultural learning were positive (61.8%), but also zero results (23.6%) and negative findings (14.5%) have been reported for the affective, behavioral, and cognitive domain. The review offers pedagogical recommendations for intercultural learning with COILs, along with a discussion of strengths and limitations of the current knowledge base.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"69 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/10283153241251925
Elena Ovchinnikova, Christof Van Mol, Elspeth Jones
In the literature on international student mobility, foreign language skills are usually discussed as an outcome rather than a driver of study abroad programmes. In contrast, this article focuses on their role in study abroad aspirations and destination choices of credit mobility students. The study is based on an online survey, conducted at three European HEIs (n = 2,327), located in Belgium and the Netherlands, and revealed that students who assess their skills as advanced are more likely to aspire to study abroad compared to those who evaluate their skills at an intermediate level. Students who speak a foreign language daily are also more likely to aspire to study abroad. Furthermore, our analysis suggests that the number of languages students speak does not seem to play a role. Finally, the findings demonstrate a significant influence of knowing the official language of the country on the choice of study abroad destination.
{"title":"Foreign Language Skills in the Study Abroad Decision-Making Process and Destination Choices","authors":"Elena Ovchinnikova, Christof Van Mol, Elspeth Jones","doi":"10.1177/10283153241251925","DOIUrl":"https://doi.org/10.1177/10283153241251925","url":null,"abstract":"In the literature on international student mobility, foreign language skills are usually discussed as an outcome rather than a driver of study abroad programmes. In contrast, this article focuses on their role in study abroad aspirations and destination choices of credit mobility students. The study is based on an online survey, conducted at three European HEIs (n = 2,327), located in Belgium and the Netherlands, and revealed that students who assess their skills as advanced are more likely to aspire to study abroad compared to those who evaluate their skills at an intermediate level. Students who speak a foreign language daily are also more likely to aspire to study abroad. Furthermore, our analysis suggests that the number of languages students speak does not seem to play a role. Finally, the findings demonstrate a significant influence of knowing the official language of the country on the choice of study abroad destination.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"24 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1177/10283153241251924
Yuan Gao, Xuechun Wang, Xu Liu
The productivity of a specific research field hinges on the periodic examination of both the knowledge produced and the knowledge production activities. By harnessing the strength of traditional bibliometric analyses and a variety of Natural language processing (NLP) techniques, this study portrayed a holistic landscape of higher education internationalisation (HEI) research that incorporated time and region through a spatial lens. The findings reveal the field's evolution into establishment, significant regional variations in research focus, and the expansion of networks for disseminating knowledge. These factors collectively contribute to a diverse ‘lived’ space of HEI research. However, the dominance of Western-centric key concepts, theories, and discourses highlights a homogenous ‘conceived’ space, pointing to an underlying tension between these spaces. Despite these challenges, opportunities for breakthroughs exist. Additionally, the study underscores the immense potential of NLP techniques in facilitating the exploration of how research fields evolve, further enriching our understanding of HEI.
{"title":"Mapping Higher Education Internationalisation as a Research Space via Natural Language Processing (NLP) Techniques","authors":"Yuan Gao, Xuechun Wang, Xu Liu","doi":"10.1177/10283153241251924","DOIUrl":"https://doi.org/10.1177/10283153241251924","url":null,"abstract":"The productivity of a specific research field hinges on the periodic examination of both the knowledge produced and the knowledge production activities. By harnessing the strength of traditional bibliometric analyses and a variety of Natural language processing (NLP) techniques, this study portrayed a holistic landscape of higher education internationalisation (HEI) research that incorporated time and region through a spatial lens. The findings reveal the field's evolution into establishment, significant regional variations in research focus, and the expansion of networks for disseminating knowledge. These factors collectively contribute to a diverse ‘lived’ space of HEI research. However, the dominance of Western-centric key concepts, theories, and discourses highlights a homogenous ‘conceived’ space, pointing to an underlying tension between these spaces. Despite these challenges, opportunities for breakthroughs exist. Additionally, the study underscores the immense potential of NLP techniques in facilitating the exploration of how research fields evolve, further enriching our understanding of HEI.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"2012 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140838866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/10283153241235698
Giorgio Di Pietro
This paper applies propensity score matching to data from a recent Flash Eurobarometer survey (covering 27 European Union countries) in order to estimate the effect of participation in international education mobility programmes on young people's environmental attitudes. The empirical results consistently show that an education experience abroad has a modest but statistically significant positive effect on environmental concerns. This finding sheds light on the important role that studying abroad can play in promoting environmental awareness among the youth.
{"title":"Does International Education Mobility Increase Environmental Concerns?","authors":"Giorgio Di Pietro","doi":"10.1177/10283153241235698","DOIUrl":"https://doi.org/10.1177/10283153241235698","url":null,"abstract":"This paper applies propensity score matching to data from a recent Flash Eurobarometer survey (covering 27 European Union countries) in order to estimate the effect of participation in international education mobility programmes on young people's environmental attitudes. The empirical results consistently show that an education experience abroad has a modest but statistically significant positive effect on environmental concerns. This finding sheds light on the important role that studying abroad can play in promoting environmental awareness among the youth.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"36 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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