International Student Experiences in Non-Native-English-Speaking Countries: Postgraduate Motivations and Realities from Finland

Abstract

Globally, international student recruitment has become one of the prominent topics of higher education. In addition to the leading native-speaking English world, several non-native-English-speaking countries have reshaped their higher education system to attract more international students. Finland is one of the non-native-English-speaking countries having instituted a change in international student recruitment policy. This study seeks to improve the understanding of the experiences of international students in non-native-English-speaking countries by focusing on postgraduate-level students at a selected university in Finland. Following a phenomenological viewpoint, 11 students were interviewed on their motivations and expectations for studying abroad, and what challenges they have encountered. The findings indicate that education quality and free higher education are important motivations for choosing to study abroad in Finland. Moreover, international students encounter academic, social, financial and psychological challenges and have concerns about their future career in a non-native-English-speaking country.

Depression among the Non-Native International Undergraduate Students Studying Dentistry in Bangladesh

“…We have reported that the non-native IUDSs face a language barrier that is even greater while studying a clinically oriented subject such as dentistry in Bangladesh. The data support previously published findings on non-native international students enrolled in universities from non-native-English-speaking countries such as Finland and China [18,35]. Although, their educational infrastructure and pattern are traditionally more established for hosting non-native international students.…”

International Students’ Conceptions of the Sustainable Internationalization of Business Education in Taiwan

“…This new regulation may enable foreign students to be an important source of potential skilled workers, as emphasized by Conception B students. This result echoes Calikoglu's [41] findings that international students not only encounter social, academic, financial, and psychological challenges, but also have concerns about their future career and employability outcomes [42][43][44].…”

Depression among the Non-Native International Undergraduate Students Studying Dentistry in Bangladesh

“…A significant change in a student’s life is the transition from living with family to living away from their social network of family, friends, and neighbors in a non-native foreign country [ 3 , 16 , 18 ]. Adapting to a new environment and the absence of familiar surroundings tend to affect students’ mood and stress levels [ 31 ].…”

“…Our research shows that students who received full intellectual interaction did not suffer from depression in contrast to those with poor academic interaction. In most studies, one of the most critical hurdles for a non-native international students studying healthcare is the inability to communicate [ 18 , 34 ]; the adaptation to the host country’s language. This affects the social interaction with other students and generates a communication gap between the institution and hostel (accommodation) administration who speaks only the host native language [ 3 ].…”

“…They may also endure financial crisis, unclear immigration status, homesickness, and alleged inequality above the usual university issues [ 16 ]. Students, especially those studying in foreign countries, who fail to adapt to changes and their new surroundings are more vulnerable to depression [ 17 , 18 ]. Several studies have shown that depression is extremely prevalent among international students [ 17 , 19 , 20 ].…”