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“Intercultural Encounters”: Mentorship Relations as Spaces for Critical Intercultural Learning in Higher Education Institutions (HEIs) "跨文化接触":作为高等教育机构(HEIs)中跨文化批判性学习空间的导师关系
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-14 DOI: 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.
越来越多的非洲留学生在北美和英国的高等教育机构(HEIs)学习。跨文化辅导是帮助学生适应从母国到东道国的复杂的文化、社会和学术过渡的一种方法。本文研究了 18 位最近指导过在加拿大或英国高等教育机构就读的非洲留学生的参与者的经验。文章从批判性跨文化视角出发,对参与导师的半结构式访谈进行了转录和分析。研究结果突出了四个主题,使人们对导师的跨文化指导方法有了更深入的了解:导航行动和干预领域、参与反思性实践、跨文化指导作为一种关系实践以及指导作为一种非殖民化实践。研究结果让人们深入了解跨文化指导关系是如何发展和演变的,以及指导者是如何将指导关系视为对指导者和学生都具有变革性学习潜力的场所的。
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引用次数: 0
Geopolitical Implications of Educational Diplomacy: The Fulbright Program, 1958–2023 教育外交的地缘政治影响:富布赖特计划,1958-2023 年
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-14 DOI: 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.
本文结合档案研究和批判性话语分析,研究了 33 份评估和报告文件,这些文件对 1958-2023 年间富布赖特项目的有效性进行了评估。具体而言,本研究采用论证分析法来理解富布赖特项目多重目的的话语建构所使用的潜在意识形态策略。研究发现,这些文件认为教育和相互理解是短暂的概念,富布赖特项目具有地缘政治的合理性,而学科是地缘政治权力的来源。这种分析富布赖特项目历史文献的方法为理解将高等教育作为地缘政治工具的教育外交计划提供了一种模式。
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引用次数: 0
Advancing Internationalization in the Formal Curriculum: Content Integration and Inclusive Design 在正规课程中推进国际化:内容整合与包容性设计
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-23 DOI: 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.
尽管加拿大的大学越来越重视课程开发,将其作为国际化努力的一部分,但从不同社区成员的角度来看,对什么是国际化的正规课程仍然缺乏了解。这项探索性、解释性案例研究旨在为正在进行的国际化努力做出贡献,以促进丰富的教育体验,使国内和国际学生都能从中受益。文章重点介绍了国际研究生对加拿大一所大学正规课程国际化方法的看法。本文的研究结果详细阐述了这些学生对国际化正规课程内容整合的热切要求。研究结果还强调了了解学习场所的实践传统和纳入包容性课程设计以减少潜在不平等和系统排斥风险的重要性。
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引用次数: 0
University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model 大学领导对留学生支持的看法:使用 "文化参与型校园环境模型 "进行评估
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-22 DOI: 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.
本多重案例研究分析使用 "文化参与校园环境"(CECE)模型调查了美国校园对留学生的文化参与性质。我们对六位与留学生密切合作的教职员工和行政领导进行了半结构式访谈和专业发展研讨会观察,旨在回答以下首要问题:从文化参与型校园环境概念模型的视角来看,与留学生合作的大学教职员工和学生/学术事务专业人员如何看待留学生机构支持系统?突出的研究结果表明,在研究的校园环境中,最需要改变的领域是有意义的跨文化接触机会、文化验证环境、积极主动的理念以及全面支持的可用性。我们将根据 CECE 模型讨论其实践和理论意义。
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引用次数: 0
International Students’ Social Media Use: An Integrative Review of Research Over a Decade 留学生使用社交媒体:十年研究综述
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-14 DOI: 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.
随着技术的飞速发展和留学生人数的不断增加,了解社交媒体对留学生经历的影响已成为近十年来学术界非常关注的一个领域。本综述采用混合综述方法,将文献计量分析与结构化综述相结合,对有关留学生使用社交媒体的文献进行了全面概述和系统归纳。本文分析了从 "科学网 "数据库中检索到的 121 项研究,以勾勒出该领域的演变过程,并确定有影响力的期刊。本文进一步提出了一个综合框架,对这一现象进行了专题总结,旨在突出学生过渡时期的有力因素。这篇综述深入分析了留学生使用社交媒体的演变情况,为今后的研究和政策制定指明了潜在的方向。
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引用次数: 0
Redefining Intercultural Competence Using the Delphi Method 使用德尔菲法重新定义跨文化能力
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-02 DOI: 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.
本研究采用德尔菲法来确定跨文化学者目前对跨文化能力的定义、具体内容和主要评价标准的共识。来自欧美和东亚国家的 68 位跨文化学者参与了这项研究。研究结果与之前的研究结果基本一致,但也出现了一些新的内容。根据研究结果,对跨文化能力进行了重新定义,并提出了一个多文化模式。
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引用次数: 0
Contributions of Employability Capitals to the Employability of Chinese International Graduates in Australia 就业能力资本对中国留学生在澳就业能力的贡献
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-25 DOI: 10.1177/10283153241262464
Melody Tang, Thanh Pham, Eisuke Saito
Although increasing attention has been paid to the importance of different forms of capital in graduate employability, few studies have investigated the contribution of capital to the employability of international graduates in the host labor market. This study aimed to explore how six forms of capital (human, social, cultural, psychological, identity, and agentic) contribute to the employability of Chinese international graduates in Australia. This study deploys Bourdieusian theories and a capitals-based approach as complementary theoretical frameworks. A mixed-methods approach was used in this study. Data were first collected via an online survey ( N = 203) and then through in-depth interviews ( N = 14). The quantitative results showed that cultural capital made the highest self-perceived contribution to employability, whereas social capital made the lowest contribution. The qualitative findings revealed that capital not only helped the participants obtain employment but also enhanced their wellbeing, sustainable employment, and professional growth.
尽管不同形式的资本在毕业生就业能力中的重要性日益受到关注,但很少有研究调查资本对国际毕业生在东道国劳动力市场就业能力的贡献。本研究旨在探讨六种形式的资本(人力资本、社会资本、文化资本、心理资本、身份资本和代理资本)如何促进中国留学生毕业生在澳大利亚的就业能力。本研究采用布尔迪厄斯理论和基于资本的方法作为互补的理论框架。本研究采用了混合方法。首先通过在线调查(203 人)收集数据,然后通过深度访谈(14 人)收集数据。定量结果显示,文化资本对就业能力的自我认知贡献最大,而社会资本的贡献最小。定性研究结果表明,文化资本不仅有助于参与者获得就业,而且还能提高他们的福利、可持续就业和职业发展。
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引用次数: 0
Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published Between 2013–2022 COIL 的教学维度和跨文化学习成果:2013-2022年间发表的研究综述
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-25 DOI: 10.1177/10283153241262462
Ruben Fukkink, Rochelle Helms, Odette Spee, Arantza Mongelos, Kari Bratland, Rikke Pedersen
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。
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引用次数: 0
Foreign Language Skills in the Study Abroad Decision-Making Process and Destination Choices 留学决策过程和目的地选择中的外语技能
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-25 DOI: 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.
在有关国际学生流动性的文献中,外语技能通常是作为留学计划的结果而非驱动因素来讨论的。与此相反,本文重点关注外语技能在学分流动学生的留学愿望和目的地选择中的作用。这项研究基于一项在线调查,调查对象是比利时和荷兰的三所欧洲高等院校(n = 2,327 人),结果显示,与那些将自己的语言技能评价为中等水平的学生相比,将自己的语言技能评价为高级水平的学生更有可能渴望出国留学。每天讲一门外语的学生也更有可能渴望出国留学。此外,我们的分析表明,学生所讲语言的数量似乎并不重要。最后,研究结果表明,掌握国家官方语言对选择留学目的地有重要影响。
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引用次数: 0
Examining International Graduate Students’ Career Willingness in China: Influencing Factors and Integration of Professional Development 考察国际研究生在中国的职业意愿:影响因素与职业发展的结合
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-25 DOI: 10.1177/10283153241262463
Maguatcher Jeremie, Gulinuer Maimaiti, Ning Ru
China has become an increasingly popular destination for international students pursuing graduate education. This research examines the factors influencing international graduate students’ willingness to work in China, focusing on motivational aspects, employment considerations, and the challenges faced in the Chinese job market. The study employs a combination of push-pull and acculturation theories to interpret the data collected through surveys and interviews. The key findings reveal that students are drawn to China for their studies due to the high-quality education, available scholarships, opportunities for professional development, and cultural exchange. Many expressed interest in remaining in China for employment due to attractive salaries and favorable job prospects. However, they face significant challenges, such as language barriers, cultural differences, unfamiliarity with the local job market, strict visa policies, and a highly competitive employment environment. The study emphasizes the need to enhance the visibility of job opportunities, bridge language and cultural gaps, enhance workplace diversity and inclusivity, strengthen international networks and alumni associations, and encourage entrepreneurship among these graduates. These measures aim to help students navigate the job market and enrich China's workforce with diverse skills and perspectives, further establishing China as a leading global education and professional development hub.
中国已日益成为国际研究生的热门留学目的地。本研究探讨了影响国际研究生来华工作意愿的因素,重点是动机、就业考虑以及在中国就业市场面临的挑战。研究综合运用了推拉理论和文化适应理论来解释通过调查和访谈收集到的数据。主要研究结果表明,中国的高质量教育、奖学金、职业发展机会和文化交流吸引了学生到中国求学。许多人表示,由于中国的薪酬具有吸引力,就业前景良好,他们有兴趣留在中国就业。然而,他们也面临着巨大的挑战,如语言障碍、文化差异、不熟悉当地就业市场、严格的签证政策以及竞争激烈的就业环境。研究强调,有必要提高就业机会的能见度,消除语言和文化差异,增强工作场所的多样性和包容性,加强国际网络和校友会,并鼓励这些毕业生创业。这些措施旨在帮助学生在就业市场中游刃有余,并以多样化的技能和视角充实中国的劳动力队伍,进一步将中国打造成为全球领先的教育和职业发展中心。
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引用次数: 0
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Journal of Studies in International Education
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