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The COVID-19 pandemic dramatically altered life at higher education institutions in the US. International students were particularly affected because they lack the community and support structures upon which other stakeholder groups could rely. International student experiences of the pandemic may have been further exacerbated by uncertain immigration policies, their perceptions of more successful containment of the virus abroad, and xenophobia in the public discourse. This phenomenological study documents the experiences of international students in US higher education during the pandemic to determine how they adapted, how they were shaped, and how their attitudes toward study abroad in the US may have changed. It seeks to introduce the voices of these students to the scholarly literature. The findings reveal a sense of chaos, an aversion to online instruction, a lack of non-academic support form institutions, and a tarnished, but still attractive image of the US as a destination for study abroad.

New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifically in cultural value of diversity and self-regulation support. Simulations may be a promising complement to traditional field experiences in education; policymakers and faculty should explore incorporating them into educator preparation programs.

This mixed methods study identified obstacles to internationalization in the Republic of Korea by examining differences in stakeholder perceptions at a large, private regional university. Questionnaire data (n = 127) and interview transcripts (n = 17) were analyzed. Independent samples t-tests of Korean and international stakeholders (administrators, faculty, and students) and one-way ANOVAs of faculty, students, and administrative staff were conducted to detect differences in the perceived importance and quality of internationalization at the university. Stakeholder groups shared high perceived importance for internationalization, but internationals perceived quality to be lower than Koreans (p = 0.023), and faculty lower than both students (p = 0.03) and administrative staff (p = 0.025). Qualitative analysis revealed differences rooted in inconsistent conceptualizations of internationalization among stakeholder groups. Resentment, confusion, a lack of communication, and low organizational commitment emerged as barriers. Without a change in approach, internationalization efforts at Korean institutions of higher education will likely stall.

Internationalization has become a priority at many higher education institutions. The larger presence of international students and faculty on campus has occurred at a time when societies around the world are increasingly racially, religiously, ethnically, and culturally diverse. Changing demands require flexibility and understanding among faculty members to alter instruction according to the diverse needs of their learners and open themselves to ontological alterity. This phenomenological study examines international faculty members' perceptions of their teaching and professional identities at ten Korean institutions of higher education. Qualitative content analysis was conducted using an analytical framework approach. The results reveal mixed satisfaction with the role of instructor, uncertainty about the degree of change in their instruction, and sharply contrasting experiences with host institutions that revealed barriers to the healthy development of a professional identity among many international faculty members. [ABSTRACT FROM AUTHOR]

In this study, the author focuses on the issue of country image in destination choice. To examine the relationship between these two variables, the study tests whether mainland Chinese who favor a destination as their ideal first choice for study abroad have a significantly more positive view of that destination's country image than their compatriots. The findings suggest policymakers and marketers from most destinations may be more successful focusing on factors other than country image in their attempts to attract cross-border students.

In the Republic of Korea (Korea), pressures emerging from the domestic education system seem to drive growing numbers of tertiary students abroad. This trend creates an outward flow of resources and has a number of impacts on Korean society. This study examines trends in the movement of tertiary students out of Korea from 2001 to 2010 and compares destinations' actual market share with the Korean public's ideal attraction. The results provide insight into the push-pull factors influencing Korean students' destination choice and the influence of higher education policy in the global market for international students.

Globalization has driven growth in the market for cross-border students. Mainland China, with a burgeoning economy and the largest national population, has become an important source of cross-border students. This study identifies ideal attraction in mainland China to destinations for cross-border tertiary education, as expressed by ideal first and second choice destinations in 2008. It then compares ideal interest with the actual destinations of students over the ten-year period between 1999 and 2008. Findings indicate that the USA and South Korea are under-performing while Japan and Australia are over-performing against the mainland Chinese public's ideal demand. Countries, territories and higher education institutions hoping to attract mainland Chinese cross-border students could optimize their draw by raising their awareness and addressing the concerns of this increasingly important market.

South Korea (henceforth, Korea) has grown into a significant regional destination in global migration networks via central government policies aimed at reaping the benefits of transnational human resources. However, the meaning and vision for multiculturalism remain fluid and unclear. This study applies Banks' multicultural paradigms as a conceptual framework for the analysis of the Korean government's "Second Basic Plan for Immigration" in order to determine the presence and strength of underlying conceptualizations of multiculturalism in policy planning in Korea. The findings reveal that the government has focused on the perceived cultural deprivation of immigrants and structural problems confronting multiculturalism. While immigrants are presented as a cause of problems, the government also openly acknowledges some of its own faults and the need for reform. The findings provide insight into competing visions for immigration and multiculturalism policies in Korea and inform recommendations to address policy concerns.

International faculty mobility raises important questions about the relationship between culture and teaching in higher education. As international faculty members adjust to new cultural expectations, they may alter their teaching styles. This study uses survey data to examine the teaching styles of international faculty members in South Korea. The study considers whether international faculty assimilate into Confucian heritage classroom culture by testing the hypothesis that formal authority and expert teaching styles will correlate positively with the number of semesters an international faculty member has taught in South Korea. However, the results reject this hypothesis. The findings elucidate teaching styles used by international faculty members in Korea and provide a platform for further investigation into intercultural pedagogy in higher education.