Journal of Studies in International Education最新文献

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Precarity Before and During the Pandemic: International Student Employment and Personal Finances in Australia. 大流行之前和期间的不稳定:澳大利亚的国际学生就业和个人财务。

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-02-01 DOI: 10.1177/10283153211065136

Catherine Hastings, Gaby Ramia, Shaun Wilson, Emma Mitchell, Alan Morris

There is mounting evidence of increased international student financial and work precarity over the last decade in Australia. Yet, there has been a little scholarly analysis of which students are most affected by precarity and its sources. Drawing on two surveys of international students in Australia's two largest cities, conducted before and during the pandemic, we investigate the financial and work vulnerabilities of international students. We demonstrate that vulnerability is related to characteristics which describe particular cohorts of students: being from low-income countries, working class families, seeking a low-level qualification, enrolled in a non-university institution, and being without a scholarship. The concepts of "noncitizenship" and "work precarity" are used to explain how the mechanisms of each characteristic heighten vulnerability, thereby contributing to a broader evidence-base about the causality of international student precarity.

越来越多的证据表明，过去十年来，在澳大利亚的国际学生在经济和工作上的不稳定性有所增加。然而，对于哪些学生受不稳定性及其来源的影响最大，却鲜有学术分析。根据疫情前和疫情期间对澳大利亚两个最大城市的国际学生进行的两次调查，我们调查了国际学生在经济和工作方面的脆弱性。我们证明，脆弱性与描述特定学生群体的特征有关:来自低收入国家，工人阶级家庭，寻求低水平资格，就读于非大学机构，没有奖学金。“非公民身份”和“工作不稳定”的概念被用来解释每个特征的机制如何加剧脆弱性，从而有助于为国际学生不稳定的因果关系提供更广泛的证据基础。

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引用次数: 11

COVID-19: Threat or Opportunity for the Portuguese Higher Education's Attractiveness for International Students? COVID-19:葡萄牙高等教育对国际学生吸引力的威胁还是机遇?

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-02-01 DOI: 10.1177/10283153221121396

Cristina Sin, Orlanda Tavares, Joyce Aguiar

The paper analyses the influence of COVID-19 on Portuguese institutions' intake of international students and their responses to the pandemic. Two dimensions are considered: quantitative impact on international enrolments and higher education institutions' strategies for the recruitment and support of international students. The first dimension is analysed through national statistics and comparison of enrolments over the past five years. Then, the institutional strategies implemented to encourage recruitment of new international students and to support existing ones during the lockdown are explored. Statistics show that COVID-19 had a negative impact on international enrolments, although less severe than expected. Growth has continued, but at a much slower pace than in the past few years. The slowdown in growth was much more pronounced in polytechnics than in universities. Additionally, the measures implemented by Portuguese higher education institutions suggest that these have coped with COVID-19 as an opportunity to rethink and redefine strategies.

本文分析了新冠肺炎疫情对葡萄牙院校招收国际学生的影响及其应对措施。研究考虑了两个方面:对国际学生入学数量的影响以及高等教育机构招收和支持国际学生的策略。第一个维度是通过国家统计数据和过去五年的入学人数比较来分析的。然后，探讨了在封锁期间为鼓励招收新的国际学生和支持现有国际学生而实施的制度战略。统计数据显示，COVID-19对国际招生产生了负面影响，尽管没有预期的那么严重。增长仍在继续，但速度比过去几年慢得多。与大学相比，理工学院的增长放缓更为明显。此外，葡萄牙高等教育机构实施的措施表明，这些机构已将应对COVID-19作为重新思考和重新定义战略的机会。

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引用次数: 0

Did the Poor Get Poorer? The Impact of COVID-19 on Social Inequalities Between International and Domestic Students 穷人变穷了吗？新冠肺炎对国内外学生社会不平等的影响

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-01-11 DOI: 10.1177/10283153221150116

A. Marczuk, Markus Lörz

This paper examines the influence of COVID-19 on social inequality in higher education. In particular, we focus on the study duration of international students compared to domestic ones in Germany. We assume that the pandemic has increased or decreased existing differences between both groups, affecting their study delay. The multilevel analyses with data “Studying in Germany in Corona Times” (2020) confirm most of our theoretical assumptions: on the one hand, international students expect a longer study duration due to their worsening financial situation. On the other hand, domestic students expect a longer study duration due to greater learning issues, which are provoked by a lower level of interaction in online teaching. Our results propose a more differentiated picture of the impact of the COVID-19 pandemic on social inequality: not only do financially poor international students get poorer but educationally advantaged domestic students lose, too.

本文研究了新冠肺炎对高等教育社会不平等的影响。特别是，我们关注的是国际学生与德国国内学生相比的学习时间。我们假设，疫情增加或减少了两组之间现有的差异，影响了他们的研究延迟。“科罗纳时代的德国留学”（2020）数据的多层次分析证实了我们的大多数理论假设：一方面，国际学生由于经济状况恶化，预计学习时间会更长。另一方面，国内学生预计学习时间会更长，因为在线教学中互动水平较低会引发更大的学习问题。我们的研究结果为新冠肺炎疫情对社会不平等的影响提供了一个更具差异性的画面：不仅经济贫困的国际学生变得更穷，教育优势的国内学生也会失去。

引用次数: 1

Applying Terror Management Theory to Explain International Faculty Responses to COVID-19 Control Measures 运用恐怖管理理论解释国际教师对新冠肺炎控制措施的反应

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-01-05 DOI: 10.1177/10283153221150112

Aliya Kuzhabekova

The paper analyses an institutional approach and international faculty responses to implementation of social-distancing measures during COVID-19 on a residential campus of an international university in Kazakhstan. Terror-Management Theory is used to interpret the behavioral responses of the faculty. The theory predicts three types of international faculty responses to the conscious fear of death from COVID-19 – death avoidance, death acceptance, and death negation. These responses determine the extent of compliance with social distance-control measures. In addition three anxiety-buffering mechanisms proposed by the theory – commitment to particular worldviews, self-esteem enhancement and maintenance of social connections – serve as factors of variation in responses. Implications are drawn from the results about the relevance of the theory to the analysis of campus population responses to COVID-19-control measures on domestic and international campuses. Recommendations for university administrators at international universities are made about managing the three types of responses.

本文分析了新冠肺炎期间在哈萨克斯坦一所国际大学的寄宿校园实施社交距离措施的机构方法和国际教师的应对措施。恐怖管理理论被用来解释教师的行为反应。该理论预测了国际教师对新冠肺炎死亡的意识恐惧的三种反应——死亡回避、死亡接受和死亡否定。这些反应决定了遵守社交距离控制措施的程度。此外，该理论提出的三种焦虑缓冲机制——对特定世界观的承诺、自尊增强和保持社会联系——是反应变化的因素。研究结果表明，该理论与分析国内外校园人群对COVID-19控制措施的反应具有相关性。对国际大学的大学管理人员提出了关于管理这三类回应的建议。

引用次数: 0

Acculturation and Academic Adjustment of Student Sojourners in the Chinese Higher Education Context 中国高等教育背景下留学生的文化适应与学业适应

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-01-05 DOI: 10.1177/10283153221150114

Yuezu Mao, Rujia Wang, Hao Ji

The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N = 642) to explore student sojourners’ academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.

文化适应与学业适应之间的关系一直没有得到充分的研究。本文采用混合纵向设计，研究1采用问卷调查(N = 642)探讨留学生的学业适应状况及其预测因素，研究2采用定性方法(反思性日记和访谈)追踪12名参与者在文化适应策略和适应方面的变化。研究1发现，文化适应策略(整合和边缘化)和社会支持(来自家庭、中国朋友和老师)与中国高等教育背景下留学生的学业适应显著相关。整合与学业适应呈正相关，而边缘化与学业适应呈负相关。研究2显示，留学生的文化适应策略发生了变化，建议学生采用融合策略来维持他们在中国的学术之旅。本研究亦为政策制定及教育实务提供启示。

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引用次数: 1

Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online 将国内外学生融入高等教育：PBL在线作业的学术和社会效应

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-01-03 DOI: 10.1177/10283153221150117

Becky Bergman, Raffaella Negretti, H. Spencer-Oatey, Christian Stöhr

Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students’ integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.

融合对高等教育中的学生福祉至关重要，但融合来自不同国家的新生可能具有挑战性。为了确定学生是否融入了新环境，这项混合方法研究结合了从一个工程项目开始时国内和国际学生的每周日记中收集的数据，以及后续采访。由于疫情，这些学生主要在网上学习。日记条目着重于从学术、社会和结对工作的角度对项目的调整。结果显示，学生对学术经历的反应略为消极，但对他们的配对工作的反应非常积极。看来，教师组成的结对作业有助于弥合学术和社会差距，不仅减轻了作业带来的一些压力，而且在某些情况下，还提供了新的社会联系。文章的结论是，课程中的结构性因素可以促进互动，从而支持整合。

引用次数: 0

Internet Use and Mental Health Among Students 网络使用与学生心理健康

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2022-12-24 DOI: 10.5296/jse.v13i1.20518

Judith B Abellaneda, Marsha H. Malbas, J. Moneva, Mobert Win Navarroza

Studying the relationship between students' internet usage level and mental health was the purpose of this study. As respondents, 200 students from various schools in Mandaue City participated in this study. The internet use and mental health questionnaire were used to collect data. A weighted mean and chi-square test were used to analyze the data. There is a correlation between internet usage and mental health among students, according to the study. Students used the internet for academic purposes and to interact with each other. Students used the internet to purchase items and for any other purpose. Students had experiences that pushed them to learn and improve as individuals.

本研究旨在探讨大学生网络使用水平与心理健康的关系。作为调查对象，来自mandae市不同学校的200名学生参与了这项研究。使用网络使用和心理健康问卷收集数据。采用加权均数和卡方检验对数据进行分析。根据这项研究，网络使用与学生的心理健康之间存在相关性。学生们使用互联网是为了学术目的和相互交流。学生们使用互联网购买物品和其他任何目的。学生们的经历促使他们作为个体去学习和提高。

引用次数: 0

Encouraging Intercultural Interaction by Cultural Specific Learning Design 以文化特色学习设计鼓励跨文化互动

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2022-12-19 DOI: 10.1177/10283153221145083

E. Nolan, Yingfei Heliot, B. Rienties

Increased levels of internationalization have led to individuals working in multicultural organizations, a trend that is likely to continue for the foreseeable future. To navigate these environments successfully, more emphasis is being placed on the importance of higher education in preparing and arming the future workforce with the international competencies required to be successful in contemporary organizations. The aim of this research is to shed much needed light on how the learning design of management courses influence how and with whom 263 students learn within two culturally diverse post-graduate management courses. We found that Course B (specific cross-cultural design) significantly and with large effect size increased intercultural interaction over time relative to Course A (generic learning design), whereby qualitative findings confirm substantial differences in lived experiences between the two courses. This highlights that educators need to carefully design intercultural interactions rather than hoping that these will develop naturally over time.

国际化水平的提高导致个人在多元文化组织中工作，这一趋势在可预见的未来可能会持续下去。为了成功地驾驭这些环境，高等教育在培养和武装未来劳动力方面的重要性得到了更多的重视，这些劳动力具备在当代组织中取得成功所需的国际能力。本研究的目的是阐明管理课程的学习设计如何影响263名学生在两个文化多样化的研究生管理课程中学习的方式和与谁一起学习。我们发现，与课程A(通用学习设计)相比，课程B(特定跨文化设计)随着时间的推移显著且具有较大效应量地增加了跨文化互动，由此定性研究结果证实了两门课程之间生活经历的实质性差异。这突出表明，教育工作者需要仔细设计跨文化互动，而不是希望这些互动会随着时间的推移自然发展。

引用次数: 0

Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective 高等教育国际化与气候变化:认知失调视角

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2022-12-14 DOI: 10.1177/10283153221145082

Pii-Tuulia Nikula, Adrienne Fusek, Adinda van Gaalen

This article applies cognitive dissonance theory to the internationalisation of higher education sector to comment on tensions experienced by practitioners associated with their work's climate impact. The existing literature and relevant climate action drivers and challenges within the sector are reviewed. A case study of a global grassroot initiative, the Climate Action Network for International Educators, is considered to discuss possible solutions for how stakeholders can increase or decrease tensions at work in the relationship between international higher education and climate change. This article posits that cognitive dissonance theory can contribute to a better understanding of how dilemmas emerge at the intersection between international higher education and climate change to promote climate action within the sector. Avenues for future research are recommended.

本文将认知失调理论应用于高等教育部门的国际化，以评论从业人员与其工作的气候影响相关的紧张关系。对现有文献和相关的气候行动驱动因素以及该部门面临的挑战进行了回顾。国际教育工作者气候行动网络是一个全球基层倡议的案例研究，旨在讨论利益相关者如何增加或减少国际高等教育与气候变化之间的紧张关系的可能解决方案。本文认为，认知失调理论有助于更好地理解国际高等教育与气候变化之间的交叉点如何出现困境，从而促进该部门的气候行动。提出了今后研究的方向。

引用次数: 1

The Epistemological Chain: A Tool to Guide TNE Development 认识论链:引导新技术企业发展的工具

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2022-12-12 DOI: 10.1177/10283153221145078

D. Grecic

Transnational Education (TNE) has been a growing area of university business with a range of models developed to provide high quality educational products to partners across the world. However, given the changing geo-political environment, the continued rationale, efficacy, and legitimacy of current TNE partnership templates must be questioned. This paper therefore presents an alternative conceptualization to drive future work in this area, one which prioritizes the place of knowledge and transformational learning. I propose a new learning-based framework, the Epistemological Chain (EC), and describe how this can guide future TNE interactions and establish an alternative paradigm based upon cooperation and the co-creation of learning. Exemplars are provided that illustrate the extremes of the framework. The EC's future utility and application are then discussed with regard to TNE partnership design, operation, and evaluation. In summary the paper provides an original framework that places education firmly back at the heart of TNE.

跨国教育(TNE)已成为大学业务的一个不断发展的领域，它开发了一系列模式，为世界各地的合作伙伴提供高质量的教育产品。然而，鉴于不断变化的地缘政治环境，必须质疑当前TNE伙伴关系模式的持续合理性、有效性和合法性。因此，本文提出了另一种概念来推动这一领域的未来工作，其中一个优先考虑知识和转化学习的地方。我提出了一个新的基于学习的框架，认识论链(EC)，并描述了它如何指导未来的TNE互动，并建立一个基于合作和共同创造学习的替代范式。提供的示例说明了框架的极端情况。然后讨论了EC在TNE伙伴关系设计、运作和评估方面的未来效用和应用。总之，本文提供了一个原始的框架，将教育牢牢地放在TNE的核心位置。

引用次数: 0

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Journal of Studies in International Education

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