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For young adults entering college, social pressures can exert significant psychological stress. For Caribbean nationals, these challenges can be exacerbated by experiences with the U.S. racial binary framed by the rule of hypodescent —the one drop rule. Using testimonio as method and borrowing elements of critical autoethnography, I delve into one aspect of the transcultural experience of Caribbean nationals studying in the United States by exploring and reflecting on one participant's perspectives on race and whiteness. I present this participant's perspectives and follow with an examination of my own ways of knowing in order to highlight the questioning and internal conflict that emerged as a result of these conversations on whiteness. [ABSTRACT FROM AUTHOR]

This systematic review explores the extent and nature of research on the experiences of international students transitioning from non-anglophone high schools to universities in anglophone settings and then curates and synthesises the empirical evidence on their experiences. An extensive and systematic search of the literature revealed 1247 potentially eligible papers. After screening, eleven empirical studies were deemed suitable for data extraction for narrative synthesis focusing on students’ transitional experiences. The university destinations in the included studies were the USA (n = 8), Canada (n = 2) and a variety of English-speaking university destinations (n = 1). Seven of the included studies were cross-sectional, and four studies were longitudinal. Results showed that previous studies have explored students’ decision-making processes, university and international readiness, and language and identity development. Five studies suggested the need for longitudinal perspectives to better understand student participants’ transition. Four studies proposed to incorporate the perspectives and impact of relevant stakeholders in investigating students’ transitional experiences, including students’ families, teachers, peers, and university professors. This review calls for more targeted, rigorous, and longitudinal studies to better understand and enhance international students’ experiences studying abroad. [ABSTRACT FROM AUTHOR]

This paper contributes to our conceptualization of linguistic identities in English as a lingua franca (ELF) communication by analyzing a group of multilingual international students' narrativized accounts of their ELF communication experiences in an international university in Hong Kong. The findings of the study indicate that despite their status as L2 speakers, the participants considered themselves as legitimate speakers of English when interacting with others through ELF. Moreover, they oriented to their national cultural identities and personal identities indexed through their accents in ELF communication. Their frequent use of ELF with other students from diverse linguacultural backgrounds also prompted them to identify positively with a local ELF-using community and envision their imagined identities as members of a global ELF-using community. The findings further reveal that the participants' ELF communication experiences opened up a space for them to take on new and alternative L2-speaking personal identities which they perceived to be markedly different from and more desirable than their L1-based selves. Overall, the analysis provides empirical support for applying a tripartite model of linguistic identity for understanding ELF communication experiences and calls attention to the multidimensional nature of linguistic identities and the interrelatedness between different dimensions of linguistic identities in ELF communication. [ABSTRACT FROM AUTHOR]

With an increasing number of international students to study in China, however, few studies have investigated how international students experienced assessment in Chinese higher education. Drawing upon the concept of sustainable assessment, we present findings from interviews with thirty international postgraduate students who shared assessment and learning experiences at a Chinese university. Findings revealed the ways these students navigated qualitatively different assessment and learning settings between coursework and research project in the programme while indicating various views towards different tasks. In understanding their experiences, we evoke notions of in-betweenness to illuminate their negotiating experiences between different settings of assessment and learning. We argue that combining principles of sustainable assessment with conversations about a sense of in-betweenness can support universities and academics to better design meaningful assessment and learning practices for international students. [ABSTRACT FROM AUTHOR]

International students are aspirational and expectant of their learning improving the quality of their life. The stress from academic pressure and acculturative challenges exasperates them from fully experiencing a quality higher educational experience. Despite this, they continuously strive to learn and adjust as they construct their academic identities. While research studies provide several independent perspectives on identity using social, psychological, historical, and political orientations, the current small-scale explorative study focuses on a socio-psychological perspective, discussing the evolution of academic identities of early-career international graduate research (ECIGR) students. This study emerged from the lack of a comprehensive definition of students' academic identity and may contribute to this evolving definition. It adopts a case-study approach with semistructured interviews and applies the situated learning theory. It finds that adopting a learner-centric pedagogy that considers student's intellectual abilities and academic knowledge, offering opportunities to explore available resources to develop a critical lens, is a sustainable approach towards construction of purposive academic identities. The findings from this explorative small-scale study provides a strong basis for future studies as it identifies an urgent need for more work to be done in this space. [ABSTRACT FROM AUTHOR]

International students comprise a growing population in U.S. higher education institutions, including online courses. Online international students' experiences and needs have been largely understudied, but their increased presence in online courses offers a rich opportunity to understand better and improve their course experiences. This qualitative study draws upon interviews with international and domestic online learners to illuminate the importance of inclusivity and how it can be improved through course design and facilitation. To address our research questions, we interviewed 27 graduate students at a large public research university in the United States. The sample included 17 international and 10 domestic students. The findings show opportunities for enhancing the online learning experience for international learners through culturally attuned teaching, supporting both social and cognitive presences along with clear course expectations, and encouraging instructor's responsiveness and peer engagement. This study concludes with four major implications for online instructors. [ABSTRACT FROM AUTHOR]

Background: Australia provides education services to international students which includes international students completing a health professional education (HPE) degree. Studying for a HPE degree can be challenging for most students. There are specific challenges for international students when completing a degree with clinical placements. The challenges international students can face include receiving adequate and timely information, understanding health service access, and receiving the correct information from education providers and agents. Objectives: To gain an in-depth understanding of the challenges for international health professional education students in accessing healthcare, understanding the requirements of compliance to attend clinical placements and the difficulties with attending clinical placements. Design: A semi-structured interview schedule based on findings from a survey (N = 318 participants) was used to explore international student perspectives in one-on-one interviews. Methods: Data were collected from international HPE students from a single Australian metropolitan multi-campus university using a questionnaire, which included qualitative open-ended questions, in addition to semi-structured follow-on interviews. Data collection took place between March and October 2021 and qualitative data were inductively thematically analysed. Results: Challenges reported in interviews by six international students were focused on understanding the navigation of new administrative systems and compliance processes. Students noted gaps in the communication of understanding legislative compliance requirements to attend clinical placements, difficulties accessing healthcare and making use of overseas student health cover, organisational issues, and transport issues when attending clinical placements. Conclusions: Higher education providers and international education agents must address communication deficits in course requirements linked to clinical placement prerequisites. This study highlights gaps in commencing international students' understanding, and higher education providers' communication of clear, timely detailed information. [ABSTRACT FROM AUTHOR]

International students are not only agents for the internationalisation of a campus environment but also a crucial source of income for universities and a country's economy. Thus, their recruitment and retention are vital and prioritised by university leadership and policymakers. However, scant attention has been given to investigating international student withdrawal, even more so on visa-related matters. This paper focuses on the lived experiences of five former students from Syria who withdrew from education pursuits in Malaysia due to visa-related issues. This phenomenological study found the absence of clear knowledge of immigration procedures among institution staff and unsympathetic treatment towards international students were the primary reasons behind withdrawals. These findings suggest negative student experiences affect not only current students but also potential students. Whilst the findings add to existing knowledge and future studies, the study marks the first in-depth investigation concerning the impact of visa-related issues on international student withdrawal. [ABSTRACT FROM AUTHOR]

The background of this study is situated within the COVID-19 pandemic as an acute challenge with chronic issues that international graduate students have faced continuously. With the pandemic serving as a critical incident, we highlight the political, systemic, and personal fragilities of international graduate students studying in the southern United States. The methods for our study were informed by a narrative inquiry approach combined with a systematic literature review to connect with the conceptual framework of Avison and Turner's chronic strains and Robertson's conception of timescales. The findings highlight three broad themes: shifting immigration policies and travel uncertainty, institutional responses, and mental health stressors and personal concerns. The study conclusions illuminate suggestions for institutions and policymakers, including clarifying policies, communicating better with international graduate students, and providing tailored counseling support. These suggestions are significant for improving international graduate students' well-being in the face of any acute issues that may arise in the future. [ABSTRACT FROM AUTHOR]

Wellbeing of international students is an extensively explored topic in international education discourses. A plethora of research has been devoted to general wellbeing of international students. Nevertheless, little is known about international students' spiritual wellbeing which can be pivotal to their adaptation to the new environment. In the context of New Zealand higher education, utilizing an intrinsic single case study design, this study examined spiritual wellbeing experienced by Indian international students. Phenomenographic interviews were conducted with 13 Indian students who were studying management courses at postgraduate level in an institute of technology in a North Island city of New Zealand. Data analysis generated three dimensions (spiritual cognition, spiritual practice, spiritual efficacy) of spiritual wellbeing which were influenced by four strategies of adaptation (connection, isolation, accommodation, integration). This study provided new insights into the experiences of international students which may influence international education in the long run. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

In case of migration of Iranian nationals, while Mediterranean countries are hesitant to accept Iranian undergraduate students and do not admit applications from Iranian citizens due to sanctions, Turkey has increasingly been preferred by Iranian students and individuals who purchase real estate in Turkey in return of residency permit in the last decade. By revealing the South-South migration in context of capital intensified migration in Turkey, the article argues that the introduction of citizenship-by-investment category in 2016 regulating the exceptional acquisition of Turkish citizenship and increasing quotas for international students have motivated more Iranian students to apply undergraduate programs in Turkey and Iranian nationals to buy real estate in Turkey. This transformation in Turkish migration domain isin line with the neoliberal logic and demands of market by commodifying both citizenship and education. In unfolding motivations of Iranians, the research utilizes qualitative data collection technique in which I conduct twenty-five semi-structured interviews with Iranian undergraduate students and real estate purchasers. Interviews suggest that the mobility of Iranian students and investors offers a unique example in the Mediterranean region as Turkey has become a plausible option for Iranian nationals who can obtain an alternative way to exit from Iran. [ABSTRACT FROM AUTHOR]

This paper explores the intricate relationship between identity and language use in a multilingual university context by analyzing a Filipina international student's narrativized accounts of her experiences in a Hong Kong university. The findings suggest that the international student's identity negotiation and language practices vary markedly across contexts and appear to be shaped by different language regimes operating in different in-class and out-of-class spaces within the university. The study also reveals that various language ideologies mediate the international student's situated identity negotiation and language use, including ideologies pertaining to the relationship between language and ethnicity, the relationship between English proficiency levels and the local/non-local student categorization, and the hierarchization of different varieties of English. Overall, the study argues for the need to attend to the complex and dynamic interplay between identity negotiation, language use and language ideology in understanding the international student's experiences in a multilingual university context. [ABSTRACT FROM AUTHOR]

We present an exploratory study of differences in international students’ adjustment and social-emotional outcomes based on key demographic variables. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19-related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed both in relation to the current literature and with respect to opportunities for methodological development in the field of international student engagement and global student mobility. [ABSTRACT FROM AUTHOR]

Drawing on semi‐structured in‐depth interviews with 15 Chinese queer international students from New Zealand's tertiary institutions, this paper explores their motivations to pursue higher education transnationally and unpacks the interconnected power structures underpinning their experiences. We find that despite the imagination and initial perception of New Zealand as one of the most queer‐friendly higher education destinations, Chinese queer international students are confronted by the 'ethnic closet'—a heteronormative power structure simultaneously disciplining racial/ethnic and sexual identities. The interplay between these two key aspects of students' identity has meant that Chinese queer international students, as migrants who occupy disadvantaged positions in local racial power relations, frequently experience heteronormative microaggressions on campus. These students' ethnic identity, which lies in the heart of their social support system, has also become a hindrance in their queer identity development. Our findings challenge the perceived dichotomy between China as homophobic and 'the West' as queer‐friendly, and reveal the need for a more nuanced understanding of queer international students' experiences, in order to better support them in a higher education setting. [ABSTRACT FROM AUTHOR]

International students play an important role in the global competition for talents and exchange and cooperation between different culture, thus more attention shall be paid on the integration of international students to the local society. Through in-depth interviews and observations of nightlife scenes in Nanjing, this study analyzes the urban nightlife experiences and self perceived social integration of international students from a multi-disciplinary perspective, revealing their spatial social behavior and social and spatial integration or separation in different nightlife scenes. The results are as follows: ① International students can gain a sense of satisfaction in their nightlife, expand their social networks, deepen their understanding of local society, thereby enhancing their subjective perception of social connections, life satisfaction, and understanding of the host culture, which has a significant impact on their social integration; ② Overreliance on the same cultural group can lead to separation from the local community, and Western students have a higher degree of integration than Korean students; ③ Having a richer nightlife experience and the coexistence of entertainment and educational properties supported by local students enables international students to have a higher degree of integration; ④ Dense and safe nightlife venues can enhance the nightlife experience of international students. [ABSTRACT FROM AUTHOR]

Abstract In this study, we investigated whether the interaction effects of self-efficacy, life satisfaction, and sociocultural adjustment have significant negative effects on culture shock. The data were collected from 323 international students in Turkey, and the sample comprised 197 undergraduates (61%) and 126 graduates (39%). We administered the “Culture Shock Questionnaire,” “General Self-Efficacy Scale”, “The Satisfaction with Life Scale”, and “Sociocultural Adaptation Scale” through an online survey. Of the participants, 86 were female (26.6%), and 237 were male (73.4%). The ages of the participants ranged from 18 to 32 (M = 22.11; SD = 4.23). In this study, we identified three structural models to test the relationships between culture shock, self-efficacy, life satisfaction, and sociocultural adjustment. The results supported our hypothesis (H1) that there would be a significant negative relationship between self-efficacy and culture shock. One-way MANOVA revealed that students with lower self-efficacy scores experienced greater culture shock. Conversely, students with higher self-efficacy scores experienced lower culture shock and interpersonal stress. Additionally, a multigroup analysis was conducted to test the assumed relationships in structural models for Muslim (such as Turkey, where the research was conducted, which is 90% Muslim) and Christian students. The results indicated that self-efficacy has a significantly greater negative impact on culture shock for Christian students than for Muslim students. Our study confirmed the hypothesis (H4) that life satisfaction and sociocultural adjustment serve as mediating variables between self-efficacy and culture shock. Both life satisfaction and sociocultural adjustment were found to have significant direct impacts on culture shock, and a meaningful mediating effect on the relationship between self-efficacy and culture shock was identified. Based on these findings, we concluded that self-efficacy may be particularly beneficial for coping with culture shock for people who do not embrace dominant religious beliefs in a local culture.

To identify stressors affecting international students' mental health during the COVID-19 pandemic. Twenty-two international students from 10 countries and 17 US institutions participated. Participants were recruited from a larger study examining the wellbeing of young adults during the pandemic. Four main stressors were identified: (1) Uncertainty and anxiety induced by decisions and policies in response to COVID-19; (2) Fears regarding xenophobia; (3) Limited understanding by educators and school staff of international students' unique challenges; (4) Greater awareness of racial and cultural identity. The pandemic has contributed to additional stressors for international students. Educators and mental health professionals may help support international students' mental health by gaining basic knowledge about common stressors and directly acknowledging the challenges, educating international students on race and racism and supporting anti-racism efforts, and encouraging the creation of shared affinity spaces and increasing psychoeducation to promote resilience. [ABSTRACT FROM AUTHOR]

International students are featured by having to rebuild social relationships and cope with various sojourn-related challenges in the host society. Therefore, the social use of social media and coping self-efficacy can be constructs that are highly relevant to this population and may facilitate their sociocultural adjustment, but no prior study examines their relationships. The present study aimed to fill in the research gap by conducting a three-wave longitudinal study to investigate their reciprocal links, as well as the mediating role of coping self-efficacy, among international students in China. Results from cross-lagged panel analyses revealed the unidirectional links from prior social use of WeChat (i.e., a popular social media in China) to subsequent coping self-efficacy and from prior coping self-efficacy to subsequent sociocultural adjustment, as opposed to the bi-directional links. Furthermore, coping self-efficacy was found to longitudinally mediate the link from prior social use of WeChat to subsequent sociocultural adjustment. [ABSTRACT FROM AUTHOR]

AbstractThe study examined direct effect of country image on purchase intention of Turkish product or service in the sample of foreign students. The questionnaire was developed by measures in literature and research was conducted by convenience sampling with foreign students living in Izmir City. In findings, multidimensional country image was confirmed and its seven dimensions were obtained. It was found out that country image explained 19.9% of variance in purchase intention. This study filled the gap by confirming multidimensional structure of Turkiye’s country image and showed direct effects of country image on purchase intention in the foreign student sample. [ABSTRACT FROM AUTHOR]

Current student development theories are mostly grounded in the experiences of domestic students in North America. The increasing portion of the international students in the post-secondary student population has created a glaring gap for a unique theory of international student development. A unique theory for international student development, with a focus on their intercultural learning experiences, will serve as a necessary theoretical foundation for international student programmes and services that are offered in most hosting universities of international students as an overlay on top of general student services. Through a critical review of existing literature, this paper endeavours to develop a coherent theory of international student development that endorses a critical and post-structural approach to the key issues of intercultural identity, intercultural competence and intercultural adaptation for international students. [ABSTRACT FROM AUTHOR]

Under the tendency of the marketisation of tertiary education, universities/colleges and governments across the world have increasingly regarded international education as an education services export sector. Vietnam has always been regarded as a country of importing rather than exporting international education. Nevertheless, more and more evidence shows that Vietnamese tertiary education institutions are increasingly successful in recruiting international students. To gain further insight into international students in Vietnam, we conducted a survey with 49 tertiary education institutions in Vietnam. Our findings reveal that while most full-time international students in Vietnam are intra-regional (i.e., coming from Asian countries), short-time international students are both intra-regional and extra-regional. Using a Bayesian analysis as a method, we found that, first, the main concerns of international students in Vietnam do not revolve around academic-related factors; and second, the success of Vietnamese tertiary education institutions in attracting international students was mainly associated with operation-related factors. [ABSTRACT FROM AUTHOR]

While numerous case studies examined the effect of COVID-19 on international students, there has been limited scholarly attention on comprehensive crisis management strategies. Comparing crisis management strategies between the United States (US) and South Korea, this research aimed to explore international student crisis management strategies practiced at the onset of COVID-19, along with the stated rationales for the strategies. This study collected 119 news articles from the US and 90 from South Korea about 'COVID-19' and 'international students' from January to September 2020. Prominent rationales stated in both the US and Korea were students' Health & Security and Humanitarianism & Human Rights. Korean Universities prioritized moral rationales over Economic or Political benefits of recruiting international students, which was assumed to be a practice of East Asia's collectivist and Confucian culture. Also, Immigration & Legal Support was prioritized among universities in the US, where the government took relatively aggressive measures on visa restrictions. Despite growing interest in how universities should take the role of providing public good in higher education internationalization; Cosmopolitan Learning & Campus Diversity rationales were emphasized in neither countries. [ABSTRACT FROM AUTHOR]

In this study, we investigated whether the interaction effects of self-efficacy, life satisfaction, and sociocultural adjustment have significant negative effects on culture shock. The data were collected from 323 international students in Turkey, and the sample comprised 197 undergraduates (61%) and 126 graduates (39%). We administered the "Culture Shock Questionnaire," "General Self-Efficacy Scale", "The Satisfaction with Life Scale", and "Sociocultural Adaptation Scale" through an online survey. Of the participants, 86 were female (26.6%), and 237 were male (73.4%). The ages of the participants ranged from 18 to 32 (M = 22.11; SD = 4.23). In this study, we identified three structural models to test the relationships between culture shock, self-efficacy, life satisfaction, and sociocultural adjustment. The results supported our hypothesis (H1) that there would be a significant negative relationship between self-efficacy and culture shock. One-way MANOVA revealed that students with lower self-efficacy scores experienced greater culture shock. Conversely, students with higher self-efficacy scores experienced lower culture shock and interpersonal stress. Additionally, a multigroup analysis was conducted to test the assumed relationships in structural models for Muslim (such as Turkey, where the research was conducted, which is 90% Muslim) and Christian students. The results indicated that self-efficacy has a significantly greater negative impact on culture shock for Christian students than for Muslim students. Our study confirmed the hypothesis (H4) that life satisfaction and sociocultural adjustment serve as mediating variables between self-efficacy and culture shock. Both life satisfaction and sociocultural adjustment were found to have significant direct impacts on culture shock, and a meaningful mediating effect on the relationship between self-efficacy and culture shock was identified. Based on these findings, we concluded that self-efficacy may be particularly beneficial for coping with culture shock for people who do not embrace dominant religious beliefs in a local culture. [ABSTRACT FROM AUTHOR]

WeChat is a highly popular social media in China and many other Asian countries, but little is known about its effectiveness in facilitating international students' academic and social functioning. Hence, the present study aimed to examine causal or reciprocal relationships among WeChat usage intensity, behavioral engagement in academic learning (BE-academic) and in local social activities (BE-social), and academic and social adjustment. To this end, we employed a three-wave longitudinal design among international students in China with data collected at three times (i.e., Time 1 data collected in December of 2020, Time 2 data collected in March of 2021, and Time 3 data collected in June of 2021). Results based on the cross-lagged panel analyses indicated that in academic domains, WeChat usage intensity positively predicted longitudinal changes in BE-academic and academic adjustment positively predicted longitudinal changes in WeChat usage intensity across Time 1 and Time 3. In social domains, WeChat usage intensity positively predicted longitudinal changes in BE-social and social adjustment, and BE-social positively predicted longitudinal changes in social adjustment from Time 1 to Time 2. Additionally, the reverse effects of social adjustment on WeChat usage intensity were revealed across Time 1 and Time 3. [ABSTRACT FROM AUTHOR]

The functional use of a language in scientific and academic fields and the academic development of the language will contribute to that language's place among the world languages. In order for Turkish to be used functionally in education and in the academic world and to become an international scientific language, it is a serious necessity to provide academic Turkish education to international students, especially those who are/will continue their undergraduate and graduate programs. Every year, many international students come to Turkey for associate, undergraduate and graduate education. It is thought that international students from all over the world who come to Turkey for education in all fields and branches of science will make a significant contribution to the development of Turkish as a scientific language. For this reason, "Academic Turkish Teaching" programs should be planned and prepared taking these objectives into consideration. Although international students who come to Turkey for associate, undergraduate and graduate education study Turkish at A1, A2, B1, B2, C1 and C2 levels at Turkish Teaching Centers (TÖMER), they also learn academic-scientific terms and vocabulary specific to the fields and programs they will attend. Their use of language skills in the academic field is not sufficient. International students are required to receive adequate academic Turkish education in order to make sense of a Turkish academic article they read or a scientific presentation they listen to, to make academic publications in Turkish, and to participate in more scientific activities. Purpose of the study; By revealing the need and necessity of providing academic Turkish education to international students who come to Turkey for education, it is to contribute to the impact of materials prepared according to different disciplines on academic Turkish education, international students functional use of Turkish in academic and scientific fields, therefore to the development of Turkish as a scientific language. The sources of the study are the relevant literature, YÖK statistics, the books "For International Students Academic Turkish 1 and Academic Turkish 2-Writing" published by Gazi University TÖMER, the book "Academic Turkish" edited by Halit Karatay and scientific studies on academic Turkish. In this study, which is qualitative research, first of all; A literature review was conducted using the document review method, and statistical data regarding the science fields and branches of international students attending associate, undergraduate and graduate education were examined from the specified sources. Then, the findings obtained from the books that constitute the sample of the study were analyzed in terms of academic Turkish teaching according to scientific fields and branches, and suggestions were made by making evaluations and comments. [ABSTRACT FROM AUTHOR]

Introduction: Pharmacy education and postgraduate training in the United States (US) are esteemed, drawing international students to American Council for Pharmacy Education (ACPE)‐accredited schools and pursuing residency training after graduation. Despite this, limited literature addresses the obstacles international students face in pursuing American Society of Health‐System Pharmacists (ASHP) accredited residency programs. Objectives: To summarize potential eligibility barriers for international graduates of ACPE programs during the residency application process from residency program directors' (RPDs) perspectives. Methods: A 16‐question electronic survey was developed and distributed to all RPDs of US‐based ASHP‐accredited postgraduate year‐1 (PGY‐1) programs in July 2021. Questions addressed whether non‐US citizens were eligible to apply, barriers to recruiting non‐US citizen candidates, and barriers to offer visa sponsorships. Descriptive statistics were used to summarize the data. Results: A total of 196 programs responded to the survey (response rate, 13.5%). Eighty‐nine (45.4%) programs reported that candidates with F‐1/optional practical training (OPT) status were eligible to apply for their program, while 86 programs (43.9%) reported candidates were not eligible. Barriers for recruiting candidates with F‐1/OPT status included lack of resources to support application process (n = 42), citizenship requirements (n = 41), institution policy (n = 33), department preference (n = 12), and unfamiliar with procedures in selecting these candidates (n = 18). Over 70% (n = 146) would not offer visa sponsorship for pharmacy resident positions. Barriers to offering sponsorship were lack of support resources (n = 62), cost (n = 60), time preparing applications (n = 46), citizenship requirements (n = 45), and department preference (n = 23). Conclusion: This study investigates the obstacles encountered by non‐US citizens in the residency application process, as perceived by program directors. The primary obstacle in recruiting candidates with F‐1/OPT status and providing visa sponsorships revolves around the inadequate support and resources available for the application process. [ABSTRACT FROM AUTHOR]

Çalışmada uluslararası üniversite öğrencilerinin doğal afetlere ilişkin endişelerinin ve görüşlerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda Bandırma Onyedi Eylül Üniversitesi’nde 2022-2023 bahar döneminde öğrenim görmekte olan 16 uluslararası öğrenci ile görüşme yapılmıştır. Çalışma, nitel araştırma tekniklerinden olan görüşme yöntemi ile gerçekleştirilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formu oluşturulurken detaylı literatür taranarak, afet yönetimi, sağlık yönetimi, sosyal hizmet ve nitel araştırma yöntemleri konusunda uzman kişilerin görüşlerinden yararlanılmıştır. Elde edilen veriler MAXQDA programı ile analiz edilmiştir. Analiz sonucunda 1 ana tema ve 3 alt tema oluşturulmuştur. Çalışmanın sonucunda Türkiye’de yaşanmış ve yaşanabilecek doğal afetler ile ilgili hem endişelenen hem de endişelenmeyen katılımcıların olduğu tespit edilmiştir. Katılımcıların endişelenmeme sebeplerinin daha önce yaşamamaları ve dini inançları olduğu belirlenmiştir. Çalışmada, katılımcıların Türkiye’de yaşanan doğal afetlerden etkilendiği ve bunun Türkiye’de yaşamak ve Türkçe bilmek ile bağlantılı olduğu sonucuna ulaşılmıştır. Ayrıca, katılımcıların doğal afetlerden hem günlük yaşamlarında hem de duygusal olarak etkilendiği belirlenmiştir. Bu etkilenmelerin; eğitim, sosyal medya kullanmama, aile ile daha çok iletişim kurma, üzüntü, korku ve panik hissetme şeklinde gerçekleştiği tespit edilmiştir.

This paper is a narrative that explores the experiences of two medical students, Annabel Ricci and Richard Rubin. At the age of 18, they each moved away to attend a rigorous program. Throughout the paper, they discuss how they have been affected by the stresses of attending an international medical school on a Caribbean island, and what they have each done to cope and strive to succeed personally and academically. They describe their experiences using a holistic theoretical framework.

One million international students study in the United States each year, and the majority of them compete in global labor markets after graduation. I conducted a large-scale field experiment and a companion employer survey to study how employers in China value U.S. college education. I sent more than 27,000 fictitious online applications to business and computer science jobs in China, randomizing the country of college education. I find that U.S.-educated applicants are on average 18% less likely to receive a callback than applicants educated in China, with applicants from very selective U.S. institutions underperforming those from the least selective Chinese institutions. The United States-China callback gap is smaller at high-wage jobs, consistent with employers fearing U.S.-educated applicants have better outside options and would be harder to hire and retain. The gap is also smaller at foreign-owned firms, consistent with Chinese-owned firms knowing less about American education. Controlling for high school quality, test scores, or U.S. work experiences does not attenuate the gap, suggesting that the gap is not driven by employer perceptions of negative selection. A survey of 507 hiring managers at college career fairs finds consistent and additional supporting evidence for the experimental findings. This paper was accepted by Yan Chen, behavioral economics and decision analysis. Funding: This work was supported by the Industrial Relations Section at Princeton University and the Prize Fellowship in Social Sciences awarded by Princeton School of Public and International Affairs. Supplemental Material: The data files and online appendices are available at https://doi.org/10.1287/mnsc.2023.4745. [ABSTRACT FROM AUTHOR]

This paper is a narrative that explores the experiences of two medical students, Annabel Ricci and Richard Rubin. At the age of 18, they each moved away to attend a rigorous program. Throughout the paper, they discuss how they have been affected by the stresses of attending an international medical school on a Caribbean island, and what they have each done to cope and strive to succeed personally and academically. They describe their experiences using a holistic theoretical framework. [ABSTRACT FROM AUTHOR]

Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of 'belonging'; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of 'belonging' within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that 'belonging' is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined. [ABSTRACT FROM AUTHOR]

This paper reports findings of a qualitative study that explored international students' identity negotiation during their cross-border studies against the backdrop of the internationalisation of higher education in Asia. Through a comparative narrative-based case study of two Burmese international students' experiences during their studies in a Hong Kong university, the paper reveals both similarities and differences in their negotiation of (i) identities as 'non-local'/'international' students in the university context and (ii) national identities in relation to the local community and the imagined global/international community. In particular, the findings illustrate the divergent ways in which the two international students negotiate the meanings they attach to the 'non-local' student label, respond to local students' (mis)recognition of their national identities, and perceive the (in)compatibility between their national and global identities. Overall, the findings point to the diversity and heterogeneity in international students' experiences which appear to be variably shaped by differential dispositions and capacities in exercising strategic agency for identity (re)construction. The case study also calls for the need to problematise the reification and over-simplification of the so-called 'international student experience' and argues for the importance of paying attention to the complexity of international students' identity negotiation in the context of international education. [ABSTRACT FROM AUTHOR]

Higher education institutions can improve the quality of education they have and the academic experience of students to take advantage of the socioeconomic and academic advantages provided by international students. The aim of the study is to examine and explore the academic experiences of international students in depth. Phenomenology pattern, one of the qualitative research approaches, was used in the research. The participants of the study are 9 international students who graduated with a C1 certificate from the Turkish Teaching Application and Research Center in the 2021-2022 academic year. Maximum variety and criterion sampling, which is one of the purposive sampling methods, was used to determine the students. Data were collected through individual and face-to-face interviews using semi-structured interview forms. The obtained data were analyzed by content analysis. As a result of the research, almost all of the students stated that they actively participated in the learning processes, but they experienced some academic difficulties in grammar, speaking and writing skills. [ABSTRACT FROM AUTHOR]

Purpose: The contributions of teacher intercultural competence to educational outcomes, including student self-efficacy, engagement, and academic satisfaction, were investigated in this study. Design/Methodology/Approach: The study applies the quantitative method using primary data from the survey collected from 400 international undergraduate students in China and Thailand. The partial least squares structural equation modeling is used to analyze the relationships of variables between conceptual constructions. Findings: The results indicate that teacher intercultural competence has positive and significant effects on international student self-efficacy and engagement but has no significant effect on international student academic satisfaction. Conclusion: This study provides new insight into international student self-efficacy, engagement, and academic satisfaction from the perspective of teacher intercultural competence. Research Limitations/Implications: In this study, undergraduate international students were selected only from China and Thailand, which is considered a research limitation. Thus, increasing the generalizability of the whole population by collecting data from more universities is suggested for future research. Practical Implications: Educational policymakers or university administrators should improve international student educational outcomes from the perspective of teacher education and professional development. Teacher intercultural competence should be considered a significant part of teacher education and professional development. If the teachers understand the cultural or behavioral differences from the perspective of students, they can construct a more inclusive and effective academic environment. Contribution to Literature: This study proposed and confirmed the mediating role of international student self-efficacy, which brings clarification to the formational mechanism of how teacher intercultural competence affects international student engagement and academic satisfaction. [ABSTRACT FROM AUTHOR]

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Culture study is highly interdisciplinary, and thus a culture learning class in an educational institution often deals with many different cultural aspects. Accordingly, on different cultural topics to discuss in the class, it cannot be helped that students exhibit different degrees of interest on each topic. The current paper reports research on what kind of topics interest students based on gender and country of origin. The survey results showed great variation among students. Asian and female students relatively prefer less serious topics while male and European students tend to prefer serious and controversial topics to discuss with peers.

The background of this study is situated within the COVID-19 pandemic as an acute challenge with chronic issues that international graduate students have faced continuously. With the pandemic serving as a critical incident, we highlight the political, systemic, and personal fragilities of international graduate students studying in the southern United States. The methods for our study were informed by a narrative inquiry approach combined with a systematic literature review to connect with the conceptual framework of Avison and Turner’s chronic strains and Robertson’s conception of timescales. The findings highlight three broad themes: shifting immigration policies and travel uncertainty, institutional responses, and mental health stressors and personal concerns. The study conclusions illuminate suggestions for institutions and policymakers, including clarifying policies, communicating better with international graduate students, and providing tailored counseling support. These suggestions are significant for improving international graduate students’ well-being in the face of any acute issues that may arise in the future.

Many countries attract international students to higher education programs to invest in human resources. However, living abroad can be stressful and adversely affect international students' mental and physical health. This study, conducted during the COVID-19 pandemic, investigated stress-related factors affecting the socio-psychological health of Chinese students, the greatest proportion of international students in Korea. The path coefficients and mediating effects of COVID-19-related stress factors were analyzed via a transaction-based stress model for 307 students using partial least squares structural equation modeling. Cultural adaptive stress had the greatest impact on mental health. Perceived financial stress was not statistically significant. Additionally, because the COVID-19 situation in Korea is relatively mild, anxiety regarding the pandemic did not lead to stress. However, excessive COVID-19-related information on social networking services negatively impacted mental health. Understanding the causes of stress and taking preemptive measures to prevent it will result in positive educational and social impacts for both international students and host countries. This study's results have implications for the formulation of international student policies.

Objectives: International students in Japan face unique mental health challenges stemming from cultural and linguistic differences, potentially accentuated by the COVID-19 pandemic. However, research on the mental health of this demographic is scarce. This study aims to describe their mental health status, awareness of mental health resources, and attitudes toward seeking mental health support. Methods: This study conducted analyses based on data collected though an online survey at a national university in Japan during October and November 2022. International students were surveyed about their mental health status, awareness, and attitude. Descriptive statistics and Chi-square tests were employed to examine the associations between survey responses and demographic variables. Results: Among the 116 surveyed participants, 6.9% reported experiencing poor mental health, 16.4% rated their mental health as fair, and 1.7% expressed uncertainly about their mental health status. Similarly, 4.3% indicated poor physical health, 21.6% rated their physical health as fair, and 0.9% expressed uncertainty about their physical health. Additionally, 16.4% felt that their mental health adversely affected their daily life and academics, and 12.1% believed that their physical health had a similar negative impact. Awareness of mental health resources was notably low, with only 25.9% of students being informed. Furthermore, limited awareness was observed among older students (χ2 = 8.176, p

Most of the current literature on the experiences of Chinese international students tends to adopt a deficit-based approach, focusing on the weaknesses, problems, and challenges Chinese students face while studying overseas. In other words, they tend to focus on struggling Chinese students, “problem” Chinese students, and Chinese students who are failing their overseas studies. Though the intention may be good, these studies may strengthen a negative stereotypical image of Chinese international students that is problem ridden. This study aims to introduce some positive psychology in international student development by focusing on successful Chinese students, their success stories, and what success secrets they can share with future Chinese students studying abroad. With the completion of an undergraduate program adopted as a minimum threshold of student success, this study aims to glean the experiences of successful Chinese students in the United Kingdom and disseminate them as lessons for future students. The study finds that proactiveness in networking and seeking support, open and adaptive attitude toward learning and life, and metacognitive skills in self-management are the most important factors contributing to Chinese students’ success in overseas studies.

This research is motivated by the industry and academic needs to corroborate a holistic understanding of preferred service brand status and customer service brand engagement (CSBE). The study investigates the impact of achieving preferred university brand status and how different touchpoints in higher education influence the CSBE outcomes of host universities, as seen from the perspective of international students. Data was collected from 22 American Universities with at least 1,000 international student enrollments using an online survey. The study systematically defines and identifies appropriate touchpoints within the higher education decision-making journey. Second, the findings indicate variations in the experiences of international students across various touchpoints—from recognizing their needs to post-admission evaluation stages and subsequent CSBE—between those who attained the preferred university brand and those who didn't. The positive student experiences result in favorable word of mouth, alumni donations, and emotional and cognitive attachments. Theoretical and practical implications are discussed.

This paper discusses the gendered mobility aspirations, decisions and experiences of fresh Chinese graduates of Dutch universities. Our analysis draws on semi-structured interviews and the "story completion" method with 25 Chinese graduates of Dutch universities, complemented with three interviews with the parents of such students in China. We use three vignettes to show the complexity of gendered mobility aspirations in the study-to-work transition, an interphase between student mobility and skilled migration that has been less studied. Our analysis reveals how gender intersects with other social factors (such as sexuality, age, and race) and processes at individual, interpersonal and institutional levels to shape these graduates' mobilities, careers and life aspirations. Our findings also highlight how multiple gender identities and roles across different life stages have an impact on students' post-graduation mobility trajectories. [ABSTRACT FROM AUTHOR]