Challenges Of The Re-Entry Experiences Of Returning Saudi International Students After Studying Abroad

Abstract

This research aims to describe the challenges of Saudis' re-entry experiences returning to Saudi Arabia after studying abroad. The total number of participants in the research was 21, consisting of 13 male and eight female participants returning from studying in the U.S., U.K., and Australia. With semi-structured individual interviews, the overall findings of this study showed that the returnees experienced some socio-cultural challenges that eventually dissipated over time and few educational challenges related to their work field. Implications of the findings and directions for future research are provided.

Self-identity discrepancy theory: Exploring returning South African Cuban-trained medical students sense of belonging

“…Return of students who have studied abroad can be even more complex as educational practice is culturally embedded (Hu 2002;Jordan 1985;Correa et al 2008;Makonye 2020;Ebaeguin 2015). Despite such complications international medical education partnerships are fast becoming popular (Alsulami 2021;Chattu et al 2020). Issues of student return in such programmes are indeed problematic even though they continue to receive little attention.…”

“…Studying abroad is associated with a range of academic, cultural, social, emotional and psychological consequences (Brunsting, Zachry, and Takeuchi 2018;Han, Pistole, and Caldwell 2017;Lowinger et al 2016). Differences in teaching and evaluation style, in addition to broader cultural differences between the country of origin and the host country, may encourage a display of aspects of cultural shock encountered on exposure to a different academic and cultural environment (Alsulami 2021;Mesidor and Sly 2016). Students may experience frustration, anger, sadness, loneliness confusion, anxiety and depression (Jin and Wang 2018;Alsulami 2021;Mesidor and Sly 2016).…”

“…Differences in teaching and evaluation style, in addition to broader cultural differences between the country of origin and the host country, may encourage a display of aspects of cultural shock encountered on exposure to a different academic and cultural environment (Alsulami 2021;Mesidor and Sly 2016). Students may experience frustration, anger, sadness, loneliness confusion, anxiety and depression (Jin and Wang 2018;Alsulami 2021;Mesidor and Sly 2016). Feelings of alienation and marginalisation may heighten psychosomatic symptoms (Sullivan and Kashubeck-West 2015).…”