Exploring international student adaptation through a first-year experience course at Iowa State University

Dorsett, James Howard

doi:10.31274/etd-180810-4924

Cited by 4 publications

(11 citation statements)

References 36 publications

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“…However, after the mentioned activity, they found themselves gravitating towards their fellow students from their own country in the absence of student organization activities. While this is helpful, it does not help much in assisting the students to create more connections with others outside their own culture contrary to student engagement (Foubert and Urbanski, 2006;Dorsett, 2017), which enables international students to be more serious about learning and promote awareness of where and how to get help. They also tended to be more social, open to diversity, and to venture out and explore the culture.…”

Section: Theme 3: Reality Reorientationmentioning

confidence: 99%

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Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

al.¹

2020

Int. j. adv. appl. sci.

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Pre-clinical learning in nursing science introduces unique terminologies, abstractions, and activities needed in foundational knowledge. The language, culture, and pedagogical differences within the non-native English-medium instruction result in more complex situations for international students. The study aimed to reveal the lived experiences of international nursing students in a non-native English pre-clinical learning environment. Utilizing phenomenological design, interviews gathered data from purposively sampled participants, from four different Asian countries enrolled in an international program. Thematic analysis was done to reveal their experiences. Four major themes emerged from the participants' narratives. Their lived experiences began with idealized expectations defined by family influence, guided opportunity, and inspiration. It evolved into a communicative struggle with the divergence of reality from their expectations. Their shaken idealizations and disrupted learning process due to language barriers had an emotional toll. The satisfactory laboratory experiences with unmet expectations brought out ambivalence in them. Communing with others, adaptive response and introspection helped them towards reality reorientation and recalibration, the last two themes to emerge. Different aspects with varying impact within the learning environment defined the experiences of the nursing science international students. These students process and develop their own adaptive responses within their evolving experiences in the non-native English pre-clinical learning environment. Policy development, continuing English language support, student development and support programs for nursing science international program students in the context of pre-clinical training are needed.

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Section: Theme 3: Reality Reorientationmentioning

confidence: 99%

“…Student adaptation occurs when the environment allows the students to personally engaged with people as well as working to understand the cultural differences (Dorsett, 2017;Brown et al, 2008). Their experiences allow them to anticipate changes in their current learning environment.…”

Section: Theme 4: Recalibrationmentioning

confidence: 99%

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

al.¹

2020

Int. j. adv. appl. sci.

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“…The collective conversation concerned with FYE policy scholarship in the US and abroad underscores academic success strategies rather than social when it comes to institutional wide policy and practice (Dorsett, 2017;Harvey, Drew, & Smith, 2007). Academic success strategies and adjustment can include but are not limited to, skills in critical thinking, time management, academic mapping, career planning whereas social adjustment encourages engagement to campus emphasizing belonging and helping students to identify spaces of social and cultural capital (Koch & Gardner, 2014).…”

Section: Historically-academic Adjustment > Social Adjustmentmentioning

confidence: 99%

“…Academic success strategies and adjustment can include but are not limited to, skills in critical thinking, time management, academic mapping, career planning whereas social adjustment encourages engagement to campus emphasizing belonging and helping students to identify spaces of social and cultural capital (Koch & Gardner, 2014). Of the institutions which offer course credit, 80% of these institutional objectives reflect the prioritization of policy in academic success strategies, not just in the US, but also internationally (Dorsett, 2017;Kinzie, 2013;Koch & Gardner, 2014). Some studies concerned with participation in FYEs suggest a positive impact on progression to graduation (U.S.DOE, 2016) regardless of demographic details like race, class, gender, or residential status (Nutt & Calderon 2009;UNESCO, 2014).…”

Section: Historically-academic Adjustment > Social Adjustmentmentioning

confidence: 99%

“…More recent FYE scholarship in the US, the UK, Europe & Australia has begun to underscore sociocultural dimensions impacting completion suggesting, further, that students experience a sense of purpose, feelings of fit, and belonging within higher education contexts at varying degrees (Dorsett, 2017;Ferreyra, Avitabile, Botero, Álvarez, Paz, & Urzúa, 2017;Nutt & Calderon, 2017;& Yeager et al, 2014). The narrative of who attends college-affluent and traditionally aged students 18-20, what major they should choose -influenced by social constructions, and their perceptions of ability to academically perform in a variety of disciplines plays an impactful role in persistence to graduation (Kerpen, 2017) not just in the US, but around the globe (Dorsett, 2017;Ferreyra et al, 2017;Nutt & Calderon, 2017;Yeager et al, 2014).…”

Section: Historically-academic Adjustment > Social Adjustmentmentioning

confidence: 99%

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'I'll be there for you'-- Comparative Insights on First-Year Experience (FYE) Policies of Belonging in the 21st Century

NguyenVoges

2020

JCIHE

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In the last 40 years undergraduate enrollment across the United States has more than doubled, yet graduation rates remain practically unchanged (Complete College America 2012). Increased pressure placed on first-year experience as a policy and practice to carve a pathway with strategies for navigating higher education internationally is how institutions in the 21stcentury grapple with challenges of retaining, progressing, and graduating their students (Nutt and Calderon, 2009). Despite the availability of scholarship and pervasiveness of policy which include first-year experience (FYE) initiatives, or a multiplex of “intentional academic and co-curricular efforts within and across postsecondary institutions” to emphasize academic and social adjustment (Koch 2007, 23), higher education globally is somewhat divided on equitable, inclusive understandings, approaches, and implementation when it comes to placing imporance on social adjustment over academic skills in 21st century education contexts.

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Uluslararası öğrencilerin üniversiteye uyum süreçleri bağlamında okulu bırakma eğilimlerinin incelenmesi

Kısa

Gün

Turabik³

et al. 2023

Kocaeli Üniversitesi Eğitim Dergisi

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Internationalization in higher education has gained importance across the world because it provides opportunities for interaction and development in many fields. While universities endeavor to be preferred by international students, the adaptation processes of students have become a current issue. The problems experienced by international students in the process of adapting is an issue that should be emphasized because it can play a role in school dropout. In this study, adaptation processes of international students in the education faculty of a public university in Turkey and the relationship between adaptation and the tendency of students to dropout were examined. Eight international students participated to this qualitative research, which was carried out with a phenomenological design. Participants were from Afghanistan, Syria, Turkmenistan, Pakistan, Uganda. The data were collected with a semi-structured interview form developed by researchers and analyzed with descriptive analysis. In the study, the reasons for studying abroad and the adaptation processes of the participants in seven themes, and their opinions on dropping out of university education were examined. According to the results of research, most of the participants of this study stated that they have thought dropping out the university. When the reasons that make them think dropping out are evaluated, academic adaptation and cultural harmony was the most important dimensions. Based on this, it can be said that it is necessary to give importance to the academic and cultural adaptation of international students in order to prevent their school dropout in higher education.

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Exploring international student adaptation through a first-year experience course at Iowa State University

Cited by 4 publications

References 36 publications

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

'I'll be there for you'-- Comparative Insights on First-Year Experience (FYE) Policies of Belonging in the 21st Century

Uluslararası öğrencilerin üniversiteye uyum süreçleri bağlamında okulu bırakma eğilimlerinin incelenmesi

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