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The 2020s witnessed a scene in terms of health, international relations, and policies. This article inquires into the shifting landscape of decision to international education in the People’s Republic of China (PRC). Shuangjian and other recently enacted educational policies point to a trend in decentralization of English language and discouragement of mass liberal education in the Chinese context. While covid does not bring about a decrease in number of Chinese students studying in western countries in these two years, there is pervasive concerns surrounding health, safety, and discrimination that cloud student and parents’ decision-making. China’s world class university movement witnesses a rise in Chinese universities on global university rankings (GURs) schemes and China’s emergence as a regional education hub attracting international students. With the increasing uncertainty in pursuing an international degree and growing quality in domestic education, this article explores shifting parental aspirations for international education in Shanghai.

Increasing competition among higher education institutions (HEIs) in the global market continues to shape the functions of higher education (HE) and influence students' HE experiences. This study, which focuses on students at a selective research-intensive university in the UK, seeks to identify contributing factors that drive students to adopt consumer attitudes. Previous studies on the student-as-consumer (SAC) approach indicated students' complicated and ambivalent attitudes toward the consumerism of HE. Therefore, this study also aims to explore the interconnections among these influencing factors and better explain students' inconsistent attitudes toward student consumerism. The first part of the study focuses on the concept of student consumerism and reviews literature on this topic, leading to the research questions, and the research focuses. The study then draws data from 20 semi-structured interviews to explore the processes of identity change and formation that occur during students' higher education experiences. Of the sample 70% of students identified themselves as consumers of higher education and 30% of students held mixed and conflicting attitudes. A thematic analysis was conducted on their narratives. The findings suggest individual differences (students’ previous life experiences; age; motivation for participating in HE and various university activities; social and cultural backgrounds), group differences (fee differences between international students and local students; adaptation of international students), and perceived differences (students' expectations that underpin their (dis)satisfaction) that are associated with consumer identity adaptation. The discussion of the interactions between these driving factors, as well as the influence of the neoliberal knowledge economy and globalisation of HE, which underpins the marketisation of HE, suggests that all actors in HE should be aware of the cognitive and behavioural changes caused by the inculcation of a neoliberal and capitalist mindset, which has negative implications such as reduced attention to knowledge and the learning process, and the adoption of patriarchal values. To avoid the adaptation of the consumer identity, with all the limitations on the student experiences that this imposes, governments and HEIs should stop positioning students as consumers driven only by an assumed need to maximise their financial self-efficacy.

While the COVID-19 pandemic has wrecked havoc around the world, it has also caused upheavals to many Chinese international students studying in the US. Facing exorbitant prices of US-China airline tickets and stringent quarantine regulations, some of these previously mobile Chinese find themselves stranded in the US. Yet, they nevertheless declare their “love for China” after spending a majority of their adolescent and adult life abroad. Despite radical cultural and political differences between China and the US and the Chinese government’s unwelcoming gesture, they show an enduring bond to their motherland. Therefore, the following research questions are raised: In the contemporary context of China and the US, how do these international students negotiate patriotism—their “love for China”—while navigating educational and social terrains across the two nations? And more specifically, how is their institutional/lived experience in China and in the US able to reshape their understanding of and relation to these countries, and how do these well-educated youth reject, reconnect, and redefine Chinese patriotism over time as they mature academically in the US? This dissertation explores these questions by drawing on my ethnographic engagement with a dozen of young Chinese students, who have been pursuing their education in the US for at least a quarter of their lives. Through ethnographic interviews and observations, I show that the development of these Chinese international students’ patriotism is by no means a smooth transplant from China to the US but rather represents a fragmented, contingent process fraught with paradoxes and liminality. Defying simplification and dualism, these migrant students’ patriotism are under continuous negotiation. By dovetailing theoretical understanding with corporeal lived experience, contrasting privilege in China with challenges in the US, conjoining Chinese political resistance and US racial awakening, and combining Confucian epistemology with Enlightenment thinking, these US-based Chinese students approach their love for China in their unique, diasporic way. This ethnography of transnational patriotism attempts to capture the complex “love for China” of Chinese international students in the US.

Resumo A mobilidade internacional de estudantes é um fenômeno de crescente importância no cenário da educação superior. Nota-se nos últimos anos um crescimento de estudos na literatura e investigações acerca deste tema. Este artigo apresenta os resultados de um estudo exploratório, cujo objetivo foi analisar as motivações e fatores de decisão no processo de mobilidade dos estudantes universitários brasileiros que elegeram a Espanha para seus estudos superiores. A metodologia utilizada foi a pesquisa quantitativa, escala de Likert de 3 pontos, com 216 estudantes membros da comunidade estudantil brasileira na Espanha, distribuídos nos cursos de graduação, mestrado e doutorado, e o uso de fontes de dados estatísticos. A comparação entre os estudos anteriores da literatura e os resultados deste estudo demonstraram que os fatores nível acadêmico do centro e prestígio e perspectivas de futuro são coincidentes em ambos. De fato, esses fatores estão entre os mais significativos em quase todos os estudos de mobilidade internacional e também foram destacados pelos pesquisadores, confirmando a importância desses fatores na decisão de estudar no exterior. Por outro lado, entre os fatores que se apresentaram como mais relevantes no fluxo de estudantes brasileiros à Espanha, destacaram-se a experiência internacional, as bolsas de estudos, a imagem e cultura do país, o prestígio e as perspectivas futuras e o idioma espanhol. Abstract International mobility of students is a phenomenon of increasing importance in the higher education scenario. Over the last years, an increase of studies and investigations around this topic has been observed. This article presents the results of an exploratory study whose purpose was to analyze the motivations and decision factors in the process of mobility of Brazilian university students who chose Spain for their higher education. The methodology utilized was quantitative research, a 3-point Likert scale, with 216 students from the Brazilian academic community in Spain, spread across undergraduate, master, and doctoral courses, and the use of statistical data sources. Comparing previous studies in the relevant literature and the results of this study has demonstrated that factors as the institution´s academic level and prestige and forward-looking perspectives are coincidental in both. In fact, these factors are included among the most significant ones in almost all studies on international mobility and have also been highlighted by researchers, confirming the importance of these factors when making the decision of studying abroad. On the other hand, among the factors that come forward as the most relevant in the flow of Brazilian students towards Spain, standing out are the international experience, scholarships, the country´s image and culture, prestige and forward-looking perspectives, and the Spanish language.

This study demonstrates main reasons for choosing The National University of Malaysia (UKM) by internationalstudents and their needs and expectations toward the University. The study also shows the obstacles faced bythose students and their satisfaction towards UKM. A total of 108 questionnaires were distributed in the maincampus to the respondents who came from ten diffident countries. The main reasons for choosing UKM were itshigh ranking, reasonable tuition fees, faculty, programmes, and lecturers respectively. The results revealed thatthe main obstacles faced international students were tough visa procedures, improper hostels, social isolation anddiscrimination, and bureaucracy. Both the facilities and services of UKM and the studying approach have met theexpectations satisfaction of international students. Yet, both social relationship and participation in activities andliving conditions in UKM hostels have disappointed international students and did not meet their satisfaction. This study suggested that UKM should establish counselling unit and organise regular meetings to listen to the problemsand suggestions of those students. Volunteer and pre-enrolment activities should be organised to introduce theMalaysian culture and gather international students with their local peer. Moreover, international students shouldbe provided upon their arrival to UKM by hostels that combine proper conditions of living at a reasonable price. Keywords: international students, expectations, needs, satisfaction, internationalisation, intercultural communication

Purpose: Our research objective is to carry out an analysis of the motivations and specific decision factors of Brazilian university students who will travel to Spain to continue their studies. Design/methodology/approach: The applied methodology has been to conduct online surveys among members of the Brazilian student community in Spain. For the design of the survey, we started with a previous exploratory study with in-depth individual interviews. The interviews were conducted based on a semi-structured questionnaire inspired by the previous literature. Findings: The comparison between the previous studies in the literature and the results of the survey shows that the factors “Academic level of the center” and “Prestige and prospects” of having studied abroad coincide with one another. Indeed, these factors are among the most significant in almost all of the studies and have also been highlighted by the respondents, confirming the importance of these factors in their decision to study abroad. On the other hand, the rest of the factors that appear to be the most relevant in the survey results are specific to and characterize the flow of students analyzed. Specifically, they concern the international experience, scholarships, image and culture of the country and the language. Research limitations/implications: The sample is limited, due to the difficulty of contacting this type of subject, which made it necessary for the researchers to adopt various approach strategies. Practical implications: The results obtained can benefit the recruitment of Brazilian students. Social implications: Contributes to knowledge of the emigration flows and relations between the two countries. Originality/value: The specific topic of Brazilian students in Spain has not been previously discussed.

This study is an analysis of the impacts of immigration policy on a small teaching-based university in British Columbia (BC), as well as on the international students attending it. Canada’s innovative immigration policies have created a pathway to permanent residency and immigration through education and have become the driving force behind an exponential increase of international students in the country. Although it is an international student’s individual responsibility to navigate through the immigration policies, said policies assign the roles of navigator and gatekeeper to educational institutions which has implications on the role and function of a small teaching-based university. Additionally, this policy analysis highlights the complexity and multi-jurisdictional involvement of various organizations and levels of government, all of which creates an extremely complicated and multifaceted web for international students to navigate. https://viurrspace.ca/bitstream/handle/10613/23351/Ergasheva.pdf?sequence=3&isAllowed=y

Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER))--University of South Australia, 2020. Includes bibliographical references (pages 247- 265) Great importance has been attached to English education in mainland China especially after the statement of the Ministry of Education in 1998. Chinese students, particularly postgraduate students, spend a long time to study English and even choose to study in English-speaking countries to improve their language competence. However, facts demonstrate that they still do not have much willingness to communicate (WTC) in English either in China or in English-speaking countries. Their English is not as much improved as expected even after many years of settlement in English-speaking countries. A broad consensus exists in the literature about the factors influencing L2 WTC in English. However, most such studies take place in western contexts with little consideration of the Chinese-specific culture of the largest number of international students in western universities. To address Chinese international student's rapid integration into the local community and practical English acquisition in English-speaking countries, this study has employed a mixed methods approach with 48 participants completing a questionnaire and five participants completing a qualitative study spanning six months. This study investigates the combination of factors influencing the changes in WTC in English among Chinese international postgraduate students in an Australian university, both chronologically and longitudinally in various contexts.

Thesis (PhD(Education(Curriculum)))(DUCIER)--University of South Australia, 2020. Includes bibliographical references (pages 262-280) Using a mixed methods design, this study investigated the academic self-efficacy of international students at the three public universities in South Australia and their perceptions of the impact of their university’s socio-cultural and settlement services on their academic self-efficacy. While quantitative data provided a general description, the rich qualitative and narrative data provided in-depth explanation and enrichment of the findings. Communication and Achievement were identified as the two significant factors that influence students’ academic self-efficacy. The study also identified the impact of the university’s socio-cultural and settlement services on international students’ academic self-efficacy. Recommendations are offered to improve the quality and efficiency of university services to enhance international students’ overall experiences during their study in Australia.

https://viurrspace.ca/bitstream/handle/10613/13927/Langlois.pdf?sequence=3&isAllowed=y

According to the Institute of International Education (2013), Chinese students from K-12 to higher education account for approximately 25% of all international students in the United States. As a result, it is imperative that educators show concern and support for them, as they are shaped by the culture of their home country and challenged by the culture of their adopted country. While researchers have explored how to help socialize English language learners into the American education system either for learning or teaching purposes (e.g., Harklau, 2003; Reinhardt & Zander, 2011), few have focused on Chinese students in the United States. Ma and Wang’s (2014) Learners’ Privilege and Responsibility, which includes contributions from several international scholars, fills this gap by presenting a wide scope of research topics on Chinese students from K-12 to higher education. This book aims to reveal “the complexity of this group of students and the challenges they face as a whole” (p. xiii), while at the same time suggesting how their academic and social challenges in the United States can be addressed by taking into account their prior educational and social experiences in China., Studies in Applied Linguistics and TESOL, Vol. 16 No. 1 (2016)

Bu çalışmanın amacı, İstanbul Üniversitelerinde eğitim gören yabancı öğrencilerin kendi algıladıkları istihdam edilebilirlik ve kariyer beklentilerini anlamaktır. Araştırmacı çalışmasını geliştirilen öncesi uluslararası çalışmalara dayandırmış ve birçok öğrenciye yönelik anket ve mülakat yapmıştır. Öncelikle, bireysel perspektiften bakıldığında, yabancı öğrencilerin istihdam edilebilirlik becerilerinin kendi algıladıkları istihdam edilebilirlikleri üzerindeki etkisi analiz edilmiş ve yorumlanmıştır. Bulgular yabancı öğrencilerin istihdam edilebilirlik becerilerinin, kendi algıladıkları istihdam edilebilirliklerini büyük ölçüde etkilediğini göstermektedir. Bunun yanı sıra, araştırma çıktıları öğrencilerin Türkiye'de istihdam edilebilirlikle ilgili farklı algıları olduğunu; bunlardan bazılarının olumlu algılar, bazılarının olumsuz algılar olduğunu göstermektedir. İkinci olarak, yabancı öğrenciler, kalite, sorunlu işyeri ve sürdürülebilirlik bakımından daha iyi bir kariyer isteklerini büyük ölçüde dile getirmektedirler. Üçüncü olarak, mülakat, Türkiye'deki çalışmalar sırasında ve sonrasında yabancı öğrencilerin koşullarına ilişkin daha fazla fikir edinmek için çalışmayı niteliksel olarak geliştirmiştir. Son olarak, çalışma; Kanada ve Avustralya gibi uluslararası eğitim amaçlı gidilen ülkelerin dikkate değer sonuçlarını ve en iyi uygulamalarını da ortaya koymuştur. The aim of this study is to understand foreign students' self-perceived employability and career expectations in Universities of İstanbul. The researcher based on previous international studies instrumentation developed and conducted a questionnaire and interview to several students. At first, through an individual perspective, foreign students' employability skills impact on their self-perceived employability were analysed and commented. The findings indicate foreign students' employability skills influence partially their self-employability. Besides, research outputs indicate students have divergent perceptions of employability in Turkey; some positive perceptions and others negative perceptions. Secondly, foreign students express largely their aspiration to better career in term of quality, challenging workplace and sustainability. Thirdly, the interview enhanced qualitatively the study to gain more insight into conditions of foreign students during and after their studies in Turkey. Finally, the study suggested some plausible solutions and best practices of international study programs in countries such as Canada and Australia. 92

The mobility of Latin American students to foreign countries is a very important phenomenon in the context of globalization and the internationalization of higher education. The total volume of students going to Spain to study is growing over the years, but a reduction in the flow of these subjects is currently identified. Apparently the reasons for this reduction have to do with the economic cycle that is found either the country of origin

International students in Canada are a growing industry that is impacting our communities. Canada is considered a safe and affordable country to attend post-secondary institutes and institutions. While over half of the international students in Canada plan to apply for permeant residence in Canada (Adamoski, 2015) cost of living and quality of life play an increasing role in location and post-secondary choices. British Columbia’s (BC’s) mild climate and varied terrain offers a draw for foreigners entering post-secondary studies. Most of this group gravitates towards the mainland and southwest regions, but recent increases in the cost of living will likely see this migration shift to smaller communities. Among other provinces and territories, BC has a vested interest in retaining Canadian-trained students in order to develop a healthy economy. In BC, international students are encouraged to remain in their communities of study and become contributing members of society. BC recognizes the economic value in retaining these educated graduates and encouraging them to become permanent residents. Provincial pathways to immigration guide this group through multiple immigration plans according to need and intention. In order to retain Canadian-trained international students, BC has developed a number of immigration pathways to immigration to meet the diverse needs of this group. The purpose of this Major Project is to connect international students to their BC communities and assist with providing relevant employment opportunities by providing an online toolkit as a resource to develop personal pathways to employment. Educators and prospective employers are also encouraged to use this toolkit to educate themselves and support international, Canadian-trained student in their intentions to remain in BC., https://viurrspace.ca/bitstream/handle/10613/8634/HamelTaylor.pdf?sequence=3&isAllowed=y

Based on multi-sited ethnographic research conducted in South Korea and the United States from May 2014 to August 2016, this dissertation examines elite reproduction of Korean families who sent their children to the United States for their education. Despite recent debates and active discussion on transnationalism and immigration populations, international student communities in American universities, especially those from the upper class of Asian countries, have not gained much attention. By focusing on a specific subgroup of Korean elite educational migrants, or yuhaksaeng, in the United States, my study attempts to begin filling this void and to add further value to anthropological studies. To explore how elite reproduction occurs, I examined the narratives of Korean elite families—250 yuhaksaeng who received higher education from top-ranked American universities and forty of their parents. In addition, I engaged in participant observation of various social gatherings in the Gangnam area of Seoul, Korea; New York City; and other major US cities in the Northeast. Drawing on the ethnographic data, my dissertation demonstrates that elite reproduction is an on-going venture fraught with numerous obstacles requiring continuous and deliberate effort and practice to overcome. It explores how yuhaksaeng and their parents attempt to navigate the arduous process of maintaining and reproducing the privileges across generations. Furthermore, it examines each step and educative practice that the participants collectively figure out within their exclusive transnational elite networks.

With its burgeoning economic development, China incubates an eager appreciation for art, which sending numbers of Chinese students to study in USA each year. The majority of Arts Administration programs in USA are tailored to the non-profits sector thanks to the well-nurtured social philanthropy culture, which is still at an early stage in China. Students who study abroad not only face the language barrier, cultural assimilation and academic shock, but also are challenged by the transition of adjusting to a different mentality of managing art. My research focused on Chinese international students who want to pursue a master degree of Arts Administration in the USA. Using interviews and follow-up emails, I try to depict the picture of a group of characters, each of whom holds an unique approach while emerging into a generalized typical image. Through addressing their academic and social life, as well as career development, I intend to initiate progress that can be made to improve their experience of studying abroad. The research was complemented by perspectives from the other side – American faculty members, a group of people who are heavily involved with Chinese international students. Interviews with them provide a reverse version of the same subject matter, and this mirror effect brings a more objective view and also inspires everyone around the table to think differently about the situation of Chinese international students. Briefly, my thesis verified findings in the existing literature, in which language barrier, difficulty in assimilation to a new culture and struggle with academic shock were specifically discussed. But interviewees also broaden my research by presenting critical career-anxiety situations dealt by Chinese students, and professors' participation into the job-matching process shed light on the need of formal career training sessions initiated by the university.

This work is a preliminary study aimed at assessing the impact of international traineeships at Universitat Pompeu Fabra (UPF) in the framework of the Erasmus+ Programme. The deployment of post-EHEA traineeships has already been studied in previous works, and a comparison is performed between local and international traineeships. The study is based on a survey among students taking part in these international traineeships, by adapting the previous questionnaire and including contextual aspects.

Thesis (PhD(Education))--University of South Australia, 2016. Includes bibliographical references (pages 178-199) The focus motivating the investigation is: the identity and adjustment experiences of Saudi Arabian students in a Western educational setting, specifically in Australia.From this starting point, it is necessary to define what constitutes Saudi Arabian identity and to investigate shifts in identity. For example, the stereotype of a Saudi Arabian national strictly adhering to the Muslim religious and cultural codes is a conservatively dressed person. In Saudi Arabia, shorts are not worn in public, unless one wants a reprimand from the religious police, formally known as the Commission for Promotion of Virtue and Prevention of Vice. Dress, as one means of enacting one’s identity, presented some initial contradictions that prompted my further interest in the adjustment of individuals within this group of students.

Cédric Klapisch's vision of encounters within the new Europe in L'Auberge espagnole offers a positive account of the new European project. The film's exclusive focus on young European ERASMUS students already underlines the aims and limitations of what is supposedly a broad cultural and educational exchange. The emphasis on learning about ‘other’ national cultures to achieve a more integrated European union quickly dissolves when the students abandon any interest in local culture, history or politics to focus instead on their own sexual and emotional rites of passage. Challenging the film's construction and ostensible celebration of the new European transnational identity, this article questions the validity and implications of constructing a representation of both Barcelona and Europe riddled with cultural clichés and iconic images of a city as a purely aesthetic experience. It also notes the film's failure to engage with the larger social and historical context that injects meaning into the urban fabric of Barcelona itself.

The delivery of transnational higher education by emerging market providers is a relatively new phenomenon -- While much has been written about mainly British, U.S. and Australian providers delivering higher education programs offshore, this paper explores the transnational delivery of education by two universities from emerging markets: Mexico's Sistema Tecnológico de Monterrey (Tec de Monterrey) and Malaysia's Limkokwing University of Creative Technology -- By developing a comprehensive listing of the universities' transnational engagement and motivations, and comparing them to traditional and contemporary firm internationalisation theories, the paper is able to highlight some of the key similarities and differences between the theory and practise in the context of emerging market transnational education providers -- The paper finds that, despite the unique character of the sector, the patterns of internationalisation of Sistema Tecnológico de Monterrey and Limkokwing University of Creative Technology are similar to those of firms in other industries -- Furthermore, recent theories explaining the internationalisation of developing country multinationals help to understand the speed at which both universities have internationalised and some of the business and non-business advantages gained from delivering programs abroad

Thesis (PhD)--University of South Australia, 2014. Includes bibliographical references. In university health sciences programs in English speaking countries the recruitment of large numbers of students having English as an Additional Language (EAL) raises concerns regarding workplace communication. This case study focuses on a specific group of EAL students in the penultimate year of their undergraduate pharmacy program located in a university in South Australia, and investigates sociopragmatic features in effective and ineffective patient counselling simulations. The study therefore is interdisciplinary, based in the intersecting fields of discourse analysis in healthcare contexts, pragmatic and sociopragmatic analysis, and speech act analysis, notably of advice giving.

Thesis (Doctor of Education)--University of South Australia, 2014. Includes bibliographical references (pages 347-348) This research investigates the schooling experiences of Chinese secondary school international students in South Australian government schools. The purpose of this study is to explore the issues and problems that Chinese secondary school international students encounter while attending South Australian government schools from their perspective, as well as that of their parents, and how international education is understood by different people, particularly international students and their parents. Little is documented of the lived experience of international secondary school students, and the roles of the host families and their education providers. This study, working from inside a major government agency, addresses this gap in the research literature and informs state, and potentially federal, policy.

Thesis (PhD(Education))--University of South Australia, 2014. Includes bibliographical references (pages 169-186) Research on the academic and social adjustment experiences of international students who travel to other countries to undertake formal studies in higher education has predominantly been carried out in Western countries such as the United Kingdom, United States, Australia and New Zealand. However, phenomena associated with international students in non-traditional but emerging education markets are still relatively under-researched. This doctoral research project responds to this gap in the literature by investigating a developing and unexamined aspect of internationalisation in Malaysian higher education. It investigates internationalisation at the level of learning and teaching activities through the conceptual lens of mutual adjustment—a theory that portrays the dynamism of relationships and outcomes in internationalised education settings.

[ES] Selecciona unas paremias frecuentes del español actual para incluirlas en materiales pedagógicos complementarios para la enseñanza de esta lengua a alumnos extranjeros de habla persa, utilizando de los CD-ROM del diario El País como corpus para el estudio de estas expresiones. Presenta un esbozo de los estudios de la fraseología desde sus comienzos, y un resumen de las características de las unidades fraseológicas, especialmente las paremias. Ofrece una descripción de las características más importantes de estas expresiones cuando son utilizadas en los textos reales del corpus. Se centra en las distintas clases de modificación interna que aparecen en los textos: adición, reducción, sustitución, modificación gramatical y modificación combinada. Considera los distintos tipos de dispositivos que aparecen en los alrededores de las paremias que ayudan a identificarlas y caracterizarlas, analiza su función en la organización de los discursos en los que aparecen, las maneras en que estas expresiones encajan en los distintos niveles de un texto. Presenta la lista de las paremias más frecuentes según el diseño del estudio a fin de que constituyan una guía en la selección de estas expresiones para incluirlas en los materiales de enseñanza., [EN] Selects a frequent current Spanish proverbs for inclusion in supplementary educational materials for teaching to Persian-speaking foreign students, using the CD-ROM of the newspaper El Pais as corpus for the study of these expressions. Include an outline of the studies of phraseology and a summary of the features of phraseological units, especially the proverbs. Give a description of the most important features of these expressions when used in actual texts of the corpus. It focuses on the different types of internal modification that appear in the texts: addition, reduction, replacement, modification and amendment combined grammar. Consider the different types of devices that appear around the proverbs that help identify and characterize, analyze their role in the organization of speeches in which they appear, the ways in which these expressions fit into the different levels of a text. Presents a list of the most frequent proverbs according to the study design, creating a guide for the selection of these expressions to be included in the teaching materials

Thesis (PhD(Business and Management)--University of South Australia, 2013. Includes bibliographical references (leaves 264-290) Globalization has had a profound effect on nearly every part of the globe. Nations' economic policies, capital and labor markets, access to information, and demands for freedom have all been dramatically influenced by an opening of the borders of the world. Globalization has also dramatically changed traditional education policies; international education is not simply a privilege for the elites of societies but is now becoming accessible to the middle class. This accessibility, however, has had a psychological and sociological effect on the societies that both send and receive international education participants. The one question relevant to this analysis remains noticeably unanswered within the behavioural science tradition. Does the international education experience undertaken by Thai graduate students in culturally dissonant cultures result in significant acculturation and adaptation effects on indigenous cultural value priorities and is this evident in culturally normative management behaviours?

Thesis (PhDSoScInternationalStudies)--University of South Australia, 2013. Includes bibliographical references (pages 312-330) This study is an investigation of international students’ experience of learning and teaching, in higher education. There are 3.7 million international students who live and study away from their home countries, often in a language and culture which is not the one of their primary socialisation. However, little is known about the way in which each learns and experiences learning and teaching in and throughout the duration of their courses. Trends in global student mobility highlight that the direction of student flow is mainly from east to west and is of students from the Asia Pacific region to western institutions of higher learning. This study is an investigation of international students’ experience of learning and teaching, in higher education. There are 3.7 million international students who live and study away from their home countries, often in a language and culture which is not the one of their primary socialisation. However, little is known about the way in which each learns and experiences learning and teaching in and throughout the duration of their courses. Trends in global student mobility highlight that the direction of student flow is mainly from east to west and is of students from the Asia Pacific region to western institutions of higher learning. The overarching finding of this study is that each student is a unique learner as each comes to the learning environment with and negotiates meaning using a set of tools and signs historically, culturally, socially and linguistically developed. This finding is exemplified through three themes which emerge from the analysis of the data. The first theme is that students experience learning and teaching as new compared to their prior experience. They shift between two learning worlds throughout their courses. The second theme is that students self evaluate themselves as learners as a result of comparing their prior and new experiences. The third theme is that students’ learning experience is emotional. For most students English language use and assessment, particularly English language use in assessment, provokes the strongest emotional response. The stakes are highest for students in using the English language and in being assessed. It is at both these junctures that students self evaluate and are evaluated by their teachers and fellow students. I draw on Dewey’s (1938) theory of learning as it views learning as historical, social and cultural. Vygotsky’s (1978) Sociocultural Theory (SCT) of learning provides an explanation of mental development as mediated through tools and signs, historically, socially, culturally and linguistically developed. The work of Vygotsky (1978) and Zimmerman (1986, 1990) is used explain the process and role of students’ self evaluation in their learning. From Vygotsky’s concept of interpersonal and intrapersonal dialogue, I argue further that students are languaging (Swain 2006, 2010) learning. They are making meaning across two histories, sets of social, cultural practices and languages in their learning. Vygotsky (1986, 1987), Goleman (1996), Boud, Cohen & Walker (1993), Salzberger –Wittenberg (1983), Nash (1966) are invoked to understand the role of emotions in and its impact on international students’ learning. The implications for internationalising learning and teaching are for educators to draw on students’ diverse and distinctive learning practices to enhance current and future learning and to take account of students’ voices.

Tyrimo tikslas – nustatyti Lietuvoje gyvenančių užsienio studentų namų ilgesio ir gyvenimo kokybės sąsajas. Tiriamieji – 129 užsienio studentai iš 34 pasaulio šalių, šiuo metu studijuojantys Lietuvoje, Vilniaus ir Kauno universitetuose. Iš jų 72 vyrai ir 57 moterys. Tiriamųjų amžius 18–30 metų, amžiaus vidurkis – 23 metai. Metodai. Namų ilgesiui išmatuoti naudota Utrechto namų ilgesio skalė (angl. The Utrecht Homesickness Scale), sukurta M. Stroebės, T. Vlieto, M. Hewtone‘o ir H. Williso (2002). Gyvenimo kokybei matuoti naudota C. E. Ferranso ir M. Powerso (1984) gyvenimo kokybės indekso bendroji III versija (angl. The Quality of Life Index Generic Version III). Kitoms tiriamųjų savybėms sužinoti užduoti demografiniai klausimai. Rezultatai. Nustatyta, kad namų ilgesį ir gyvenimo kokybę sieja statistiškai reikšmingas neigiamas ryšys (p0,05) – jaučiamo namų ilgesio intensyvumas ir gyvenimo kokybė nesiskiria tarp užsienio studenčių ir studentų. The aim of the study was to evaluate link between homesickness and quality of life among foreign students in Lithuania. The subjects of the study were 129 foreign students from 34 countries all over the world. All these students are now studying in Lithuania, in Vilnius’ and Kaunas’ universities. There were 72 men and 57 women. Their age was 18–30 years, mean of age is 23 years. Measures. Homesickness was assessed by the Utrecht Homesickness Scale (Stroebe, Vliet, Hewtone, Willis, 2002). Quality of life was assessed by the Quality of Life Index Generic Version III (Ferrans, Powers, 1984). Also, demographic questions were asked to know other characteristics of the participants. Results show that there is statistically significant negative correlation between homesickness and quality of life (p0,05).

Versión parcial de la tesis., [ES] En España, el incremento de alumnos extranjeros en el sistema educativo como consecuencia de los fuertes movimientos migratorios de sus familias en busca de mejores oportunidades, está transformando las aulas en contextos pluriculturales donde el respeto y la valoración de las diferencias se convierten en pilares fundamentales que deben regir la educación que se proporcione a todos los estudiantes. Sin embargo, el escolar inmigrante ha pasado a engrosar la lista de aquellos a los que se les acompaña de la etiqueta de alumnado con necesidad específica de apoyo educativo y, por tanto de los que tienden a recibir una educación diferenciada a la del resto de sus compañeros. En este contexto, en el presente estudio pretendemos profundizar en el conocimiento de las necesidades que presenta el alumnado inmigrante en el entorno educativo ya que constituye un grupo de riesgo al presentar altos índices de fracaso y abandono escolar, más concretamente, nos hemos centrado en las dificultades que pueden tener en el ámbito comunicativo y lectoescritor, ya que a pesar de que más de un 40% de los escolares extranjeros procede de países de habla hispana, la cultura, el entorno y los modelos de socialización en los que han crecido difieren de las españolas; aspectos, todos ellos, que influyen en la forma de utilizar una determinada lengua y comunicarse con otras personas. En base a lo anterior, nuestro trabajo persigue dos objetivos fundamentales: analizar las diferencias en comprensión lectora, motivadas por un desfase cultural, entre el alumnado inmigrante y el resto de sus compañeros de Educación Secundaria Obligatoria (ESO), y diseñar y elaborar una propuesta de intervención que contribuya a mejorar esta competencia en los alumnos. Partimos por tanto del supuesto de que los mediadores comunicacionales de la cultura de un país producen una desigualdad en los estudiantes de otras nacionalidades, generándoles un desfase que dificulta su comprensión, el acceso a los contenidos didácticos, su comunicación, sus relaciones, su participación y, por tanto, su inclusión social y educativa. Para ello, se contó con una muestra de 402 alumnos de la provincia de Salamanca, de los cuales 196 eran estudiantes inmigrantes procedentes de 27 países distintos con una mayor presencia de escolares latinoamericanos, 76,5%, siendo el castellano la lengua mayoritaria (72,4%). Para responder a los objetivos plateados se utilizó una metodología mixta de investigación con un diseño anidado concurrente de modelo dominante. Los resultados obtenidos revelan que existen diferencias significativas en comprensión lectora y nos permiten adelantar que las dificultades en esta competencia de aquellos que proceden de otros países se justifican, en parte, por la cultura sobre lo que se sustenta lo hablado y escrito. Por último, con el fin de responder a las necesidades planteadas por el alumnado inmigrante se presenta el diseño de un recurso multimedia con el objetivo de ofrecer tanto a los estudiantes, como a sus profesores o familias una herramienta que les ayude a obtener un mayor dominio del componente sociocultural que caracteriza el uso del castellano en España, dotar de información sobre el funcionamiento y organización de la educación del país y mejorar la práctica y la atención educativa que reciben estos estudiantes, [EN] In Spain, the increase of foreign students in the education system as a result of the strong migration of families in search of better opportunities, is transforming classrooms in multicultural contexts where respect and appreciation of differences become fundamental pillars should govern education is provided to all students. However, immigrant students has now joined the list of those who were accompanying label pupils with special educational needs and, both of which tend to be educated differently from the rest of their peers. In this context, in this study we aim to deepen the understanding of the needs presented by immigrant students in the educational environment as it constitutes a risk group to have high failure rates and dropout, more specifically, we have focused on the difficulties they may have in the area of communication and lectoescritor, because even though more than 40% of foreign students come from Spanish-speaking countries, culture, environment and socialization models which differ grew the Spanish; aspects, all that influence how to use a particular language and communicate with others. Based on the above, our work has two main objectives: to analyze the differences in reading, motivated by a cultural lag between immigrant students and their classmates Secondary Education (ESO), and to design and develop a proposal intervention to help improve this competence in students. We start by assuming that both the communication mediators of culture of a country produce an inequality in students of other nationalities, generating a gap that hinders their understanding, access to learning content, communication, relationships, participation and therefore social and educational inclusion. To do this, we had a sample of 402 students in the province of Salamanca, of which 196 were immigrant students from 27 different countries with a greater presence of Latin American schoolchildren, 76.5%, and the majority Spanish language speakers (72, 4%). To meet the proposed objectives used a mixed research methodology a concurrent nested design dominant model. The results show significant differences in reading comprehension and allow us to anticipate that the difficulties in this competition of those who come from other countries are justified, in part, by the culture which is based on the spoken and written. Finally, in order to respond to the needs raised by immigrant students presents the design of a multimedia resource with the aim to offer both students and their teachers and families a tool to help them get a better command sociocultural component that characterizes the use of Spanish language in Spain, provide information on the operation and organization of education in the country and improve the practice and educational attention given to these students

[ES] El presente trabajo de investigación plantea, en el marco de convergencia de las universidades europeas hacia el EEES, extender este tipo de estudio comparativo de diversos aspectos relacionados con la Educación Superior (perspectivas y creencias generales sobre la educación universitaria, estilos y enfoques de enseñanza aprendizaje, el perfil del buen profesor en Educación Superior) a alumnos procedentes de universidades europeas participando en programas de intercambio en la Universidad Pontificia Comillas (Erasmus), alumnos con los que desarrollamos habitualmente nuestra actividad profesional/docente. Se trata de una investigación comparativa realizada desde un enfoque socio-histórico (contextos, contenido y racionalidad), en los marcos generales de la Educación comparada y de la Educación multicultural/intercultural., [EN] This thesis arises in the context of convergence of European universities to the EHEA, extend this type of comparative study of various aspects of Higher Education (prospects and general beliefs about higher education, teaching styles and learning approaches, the profile the good teacher in higher education) to students from European universities participating in exchange programs at the Universidad Pontificia Comillas (Erasmus) students who usually develop our professional activities. This is a comparative investigation done from a socio-historical (context, content and rationale) in the general framework of the Comparative Education and multicultural Education.

[ES] Esta tesis estudia los falsos amigos entre los idiomas español-inglés que se le presentan a estudiantes taiwaneses en el proceso de aprendizaje de la lengua española, y se proporcionan algunas soluciones a este tipo de problemas., [EN] This thesis studies the false friends between the Spanish-English languages that are presented to Taiwanese students in the process of learning the Spanish language, and provides some solutions to these problems.

Thesis (PhDEducation)--University of South Australia, 2011. Includes bibliographic references (pages 224-249). In the province of Newfoundland and Labrador, foreign-born residents account for less than 2 per cent of the total population. Children of voluntary immigrant or resettled refugee families who arrive during the school year are enrolled in school soon after their arrival and placed in regular all-English age-grade appropriate classes, whether or not they have any facility in English or any educational gaps. The knowledge derived from studying the ways in which these children experience school and negotiate learning environments that are foreign to them has a range of implications for immigration and educational policies and their concomitant school practices. To this end, I undertook a 16-month qualitative study of 18 newly arrived children from diverse cultures and languages, attending seven Anglophone schools, where over 98 per cent of their classmates and teachers were of Anglo-Celtic descent. I utilised a case study approach and my data consisted of field notes from my monthly classroom observations of each child for the duration of the child’s first school year; in-depth face-to-face interviews with those 18 children, 41 of their teachers, and 11 of their parents; a set of the childrens’ drawings about their experiences of school, accompanied by verbal explanations immediately following each drawing; and government policy documents on education and immigration.

Thesis (DEducation)--University of South Australia, 2009 Although quality in higher education has been widely studied by many researchers, very few investigations have been carried out on Asian international students' perspectives. This program of research, comprising three linked studies, has adopted a mixed method approach to investigate Asian international students' learning experiences in an Australian university and their perception of the quality of their programs. In Study One, a broad survey was used to elicit information concerning the meaning of quality in higher education. In Study Two, interviews were conducted to gain further insight into Asian international students' understanding of their learning situation. Study Three further analysed interview data to develop an understanding of the students' perceptions of their learning outcomes. A total of 78 students responded in the survey and 31 students (15 for Study Two and 16 for Study Three) took part in the interviews. The results show that Asian international students regard the quality of the academic staff and the program content as most important when assessing the quality of a program. They claimed that many lecturers in their university were able to teach based on real life experiences, and the university's work placement experiences for students had enabled them to gain knowledge and skills that were relevant to the real world.Asian international students acknowledged they had come from a teacher-centred educational background. Even though they have had different prior learning experiences from that in Australia, the majority of them still preferred the more student-centred approach of teaching and learning practised by this university. This study further shows that where there was rapport between the Asian students and their lecturers, Asian students were more able to adopt the approach of teaching and learning used in their Australian university. One of the main obstacles to Asian international students receiving high quality education in an Australian university was their poor English proficiency. They faced some initial difficulties in understanding lectures and communicating with their lecturers. Some Asian students also believed that those students who studied the whole program in Australia could learn more effectively than those who began their studies in their home countries under a twinning program because they spent a longer time acquiring the knowledge and skills needed.This set of research projects shows that students' perceptions of the quality of their programs are influenced by their prior experiences, their perception of their learning situation and their perception of their future careers. A Transitional Contextual Learning Model has been suggested to represent these relationships.

Thesis (DEducation)--University of South Australia, 2009. Research report 1: The meaning of quality in higher education: Asian international students' perspectives -- research report 2: Asian international students' understanding of their learning experiences in the learning contexts of an Australian university -- research report 3: Asian international students' perspectives on the outcomes of their studies in an Australian university.

Foreign students that come for a short stay usually need a cultural adaptation process due mainly to lacks in language skills and cultural differences. These facts involve that some alternative methods have to be developed in order to optimize the short time of the stay to achieve efficiently the knowledge objectives. This work showed an active learning experience applied at the ESAB-UPC at the spring semester of 2008. We can point that the use of active learning in research work that cover different disciplines could be a useful strategy for integrating students from other countries.

Foreign students that come for a short stay usually need a cultural adaptation process due mainly to lacks in language skills and cultural differences. These facts involve that some alternative methods have to be developed in order to optimize the short time of the stay to achieve efficiently the knowledge objectives. This work showed an active learning experience applied at the ESAB-UPC at the spring semester of 2008. We can point that the use of active learning in research work that cover different disciplines could be a useful strategy for integrating students from other countries.

In order to commit attacks against the U.S. homeland, terrorists must enter the country. Stopping their entry is key to preventing attacks. The 9/11 Commission's Staff Report of the National Commission on Terrorist Attacks Upon the United States, 9/11 and Terrorist Travel, identified pre-9/11 gaps/weaknesses in U.S. immigration, visa, customs, and border security systems. This thesis will consider the implementation of the 9/11 Commission's key recommendations for immigration: 1) provide standardized operational training and additional guidance to immigration, visa, and customs personnel, 2) establish a foreign student visa compliance and tracking system, the Student and Exchange Visitor Information System, (SEVIS), and 3) develop and implement the National Security Exit and Entry Registration System (NSEERS). This thesis will also assess the effectiveness of these policies as counterterror measures to determine if they can stop terrorists from entering the U.S. Bruce Schneier's Beyond Fear: Thinking Sensibly About Security in an Uncertain World provides a five-step model to analyze and evaluate security systems, technologies, and countermeasures. His model will be applied to assess the implementation/effectiveness of the three key recommendations. To effectively establish priorities and efficiently allocate resources, policymakers require assessments of implemented homeland security recommendations. This thesis offers such an assessment. http://archive.org/details/trainingsevisndn109453645 US Air Force (USAF) author. Approved for public release; distribution is unlimited.

This user study is based on empirical data collected from an online survey conducted between April 7 and May 28, 2005 at Virginia Tech. The goal of this comparative study is to investigate how graduate students from diverse ethnic groups discover, select, and use various information sources, and to obtain insights into international graduate students’ information seeking behavior, especially its similarities and differences compared with the information locating patterns used by their American peers. A literature review revealed a ten year gap in similar studies of information seeking behavior of international graduate students. Comparison studies of the differences between American and international graduate students had not previously been done. Virginia Tech University Libraries Travel and Research Committee

Thesis (DEducation)--University of South Australia, 2005. This portfolio comprises three research projects undertaken between 2001 and 2004, and is a response to both the broad and local contexts of my work as an English as a second language (ESL) educator in a business faculty at an Australian university. Based in my own experience, and foregrounded by my perspectives on education generally and international education specifically, I have used an overarching practitioner research approach. The contextual literature underpinning the three inter-related projects is provided by globalisation and neoliberalism, the changed landscape of higher education in Australia, the internationalisation of higher education, teaching English as a second language (TESOL), English as an international language (EIL), Australian academic standards and intercultural communication.

This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities. thesis (PhDEducation)--University of South Australia, 2004.

Thesis (MEd)--University of South Australia, 1997

For developing countries, industrialisation may be held be back by the shortage of managerial and technological knowledge which can only be acquired through a long process of education and training. In order to meet the demand, many developing countries - including many of the twenty countries bordering on the Mediterranean - have invested in international education by sending their students abroad to improve their technological capability by acquiring technological knowledge and technological expertise from already established institutions in industrialised countries. Major essays are written on the subject of international education in which recommendations are put forward to improve the practices of education in host institutions. However, few recommendations have been directed at the sending countries for appropriate actions to be taken. This paper seeks to address ways in which developing countries can participate in international education activity. It proposes a research and advisory centre for international education to be established in sending countries in order to benefit from their investment., peer-reviewed

Thesis (PhD)--University of South Australia, 1997

Thesis (MEd) -- University of South Australia, 1994 Includes bibliography.

Thesis (MEd) -- University of South Australia Bibliography: leaf 171-177.

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The purpose of this study was to identify the participation patterns, preferences, and barriers which prevent international students' wives from participating in adult education programs. To obtain the data necessary to answer the research questions posed in this study, a sample of sixty seven respondents was selected. The results of analysis revealed that women with jobs and women with longer duration of stay in the United States are less likely to participate. The programs in which women participate frequently are unpaid English classes, YMCA programs, International club program, and paid English classes. The programs which international women prefer are unpaid English lessons by private tutors, cooking, swimming, aerobics, and unpaid English classes. Participation in English from an unpaid tutor overall is much less than the indicated preferences. It is concluded that the major barriers are cost, no child care, lack of information, fear of deficiency of communication in English, and not enough time. M.S.