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The purpose of this paper is to lay out future scenarios related to the impact of the intensification of competition between universities and research centres of OECD countries on the stocks and flows of university graduates in Latin America. In conditions of intensified competence, it is possible that the ways in which Latin American countries, universities and university professionals participate in the processes of international mobility will change significantly. This paper proposes different scenarios, combining hypotheses about the global dynamics of skilled mobility and migration of graduate students (conditioned by the behaviour of the demand in developed countries), about their main impacts on Latin America, and about the responses that Latin American governments and universities could make to face this process. [ABSTRACT FROM AUTHOR]

China has become a main host country for international students, but its international programmes for higher education still need improvement. This study aimed to examine the academic challenges that international postgraduates in China face based on Luc Boltanski's idea of ordinary critique. A qualitative research approach was adopted, and data were collected from 18 international students in two universities in China through semi structured interviews. The ordinary critique of academic difficulties by international postgraduates suggests that Westernized learning content is not sufficiently present in curricula, teachers do not have strong academic recognition from Western journals, the value of diplomas is questioned, and English is not regarded in local institutions as a mark of internationalization.Thus, they equate higher education internationalization with Westernization. These findings are analysed in light of common standards for the internationalization of higher education and offer possible implications for higher education internationalization in the future. [ABSTRACT FROM AUTHOR]

This study develops and empirically tests a conceptual model capturing the factors impacting students' cross-cultural adaptation and the outcomes resulting from such adaption. Data were obtained from a sample of international postgraduate students from six Malaysian public universities using a structured questionnaire. Structural equation modelling using SmartPLS was utilised to analyse the data. The results indicate that amongst the antecedent variables (i.e. the individual and situational factors); only two relationships are not significantly supported; (a) media usage to psychological adaptation; and (b) attachment attitude to sociocultural adaptation. All the other relationships in the proposed model are significantly supported. The findings of the study further support significant and positive influence of psychological and sociocultural adaptations of international postgraduate students on their perceived psychological well-being and perceived academic satisfaction and ultimately on positive word of mouth in recommending the host country's educational institutions to others. The findings of this study provide insights into the Malaysian higher education policymakers especially those associated with expanding market potential as well as university administrators to manage the changes and accommodate the needs of international students in order to retain and attract more international students. This paper also elaborates the theoretical, empirical, practical and managerial implications of the findings of the study. [ABSTRACT FROM AUTHOR]

Emotional Intelligence (EQ) is a multifaceted ability that helps individuals to sense, understand, value, and effectively apply the power of emotions as a source of information, trust, creativity, and influence (Goleman, 2006; Mayer et al., 2011). The five components (self-awareness, self-regulation, empathy, motivation, and social skill) embedded within EQ may work solely or collectively to cope with everyday life events that international students may encounter. Such an emotional tool kit may help multicultural international students handle several adverse situations. This study focused on an auto-ethnographic account of the learning experience of one international graduate student's transition to becoming a scholar within a new cultural context. Self-reflection on the hurdles and socio-emotional challenges experienced during the transition to becoming a graduate student in Ontario informs the analysis. Findings suggest the need for Canadian universities to incorporate multiple components of EQ into their international university services, including mindfulness, self-regulation, and stress management. [ABSTRACT FROM AUTHOR]

With the increase in international mobility in higher education especially in Asia, the issue of cross-cultural adaptation becomes paramount since international students try to overcome challenges and flourish psychologically and socioculturally in a new environment. Therefore, this study was conducted to identify the factors influencing international postgraduate students’ psychological and sociocultural adaptations in Malaysian public universities, an emerging education hub in the region. It also further examined importance-performance matrix analysis (IPMA) of the antecedents for psychological and sociocultural adaptations as the endogenous variables to provide managerial insights for the authorities in higher education. A quantitative research approach using questionnaire was applied to get response from randomly selected international postgraduate students (i.e. Master or PhD) from top five research universities in Malaysia. The findings revealed that among the identified factors in this study perceived stereotype image and adjustment attitude were significantly related to psychological and sociocultural adaptations of the international students in Malaysia. However, attachment attitude was not significantly associated with psychological and sociocultural adaptation; and English language proficiency was not related to psychological adaptation. Moreover, the results of IPMA in SmartPLS shed some light on perceived stereotype image and adjustment attitude as the factors with the highest priority with relatively lowest performance in relation with psychological and sociocultural adaptations. Based on the results, this study derives recommendations for education policymakers and academic administrators to ensure successful international postgraduate students’ cross-cultural adaptation. [ABSTRACT FROM AUTHOR]

More than at any other time, the importance of internationalization and of establishing global partnerships in education is acknowledged by governments and higher education institutions. As a result, collaboration between institutions resulting in increased study abroad opportunities, now viewed as signifiers of internationalization, have multiplied. In joining the search for the improvement of study abroad programs, this study follows a cohort of 14 Chinese graduate students enrolled in a 2-year Master in Education program offered in a partnership between Northeast Normal University (NENU), China, and the University of British Columbia (UBC), Canada. The study was guided by the following research question: What is the nature and substance of the students’ study abroad experience within the context of the NENU/UBC Collaborative Master’s Program? Student interviews, questionnaires, and final program evaluations show that there is a fine line between success and failure of such experiences. The outcomes of this study point to the need for greater attention to at least four tensions in our program: the system of schooling versus the educative agenda, a teaching qualification versus a degree in Education, being tied to a desk versus being free to explore, and reporting on versus inquiring into practice. [ABSTRACT FROM AUTHOR]