Contextual Factors That Enable and Restrain Social Network Formation of Dutch Erasmus+ Students

Abstract

When studying abroad, international exchange students generally establish a new social network abroad. However, how international exchange students develop their social networks over time remains a blind spot in the academic literature. In this paper, we therefore analyze the initial formation and development of such networks among six Dutch Erasmus+ students. Starting from homophily theory, we particularly focus on the factors that enable and restrain initial social network formation and interaction patterns. Methodologically, we rely on a longitudinal qualitative approach, whereby we repeatedly interviewed these six students over time. Our findings reveal the importance of three main contexts in the initial social network formation of Erasmus+ students, namely the pre-mobility phase, the living place, and the social space. These findings provide insights for practitioners on which contexts to focus on when developing strategies to foster the integration of international exchange students at host institutions.

“Honeymoon” acculturation orientation preferences of new international students: Influence of intercultural attitudes and intentions in an international learning environment

“…Many researchers have advocated for longitudinal studies to examine international students’ experiences in a new society (e.g., Schoe et al, 2022; Smith and Khawaja, 2011). Therefore, future research can longitudinally explore the acculturation experiences with focus on how international students' intercultural attitudes, intentions, and AOPs develop over time and what impact these changes have on their acculturation across social contact domains and other life domains such as language, clothing, and food.…”

“…Third, finding housing remains a consistent issue for many new international students ( see Fang and van Liempt, 2021), even though that is where some students have the first contacts with other student groups (Schoe et al, 2022). However, IHEs and domestic societies can further address housing problems by providing alternative housing or by recruiting new students based on available housing.…”

“…Therefore, forms of social contact between people of diverse cultures constitute a crucial dimension of acculturation (Berry, 2005; Orton, 2012). Research also suggests that developing strong social contacts can help new international students mitigate the acculturative stress they face in their first year (Koo et al, 2021; Schoe et al, 2022).…”

“…Interactional experiences with both the domestic group (DG) and diverse cultural groups constitute a significant part of migrants’ acculturation (Berry, 2005; Fu, 2015). This is because the social networks students develop in the first year can help mitigate acculturative stress (Schoe et al, 2022) and negative outcomes such as depression, loneliness, and homesickness (Koo et al, 2021).…”