International Students and Global Mobility in Higher Education

Bhandari, Rajika; Blumenthal, Peggy

doi:10.1057/9780230117143

Cited by 43 publications

(6 citation statements)

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“…For instance, according to the International Education Institute (Bhandari & Chow, 2009), global students are contributing about $20 billion to the U.S. industry. Recent literature on global students in the U.S. has therefore concentrated on developments in student mobility and on the continuing dominance of the U.S. in the most employee breed (Bhandari & Blumenthal, 2011).…”

Section: International Students' Contributionsmentioning

confidence: 99%

“…He also argues that 263 million individuals are expected to achieve worldwide demand for greater schooling by 2025. The study by Bhandari and Blumenthal (2011) also argues that student mobility study is needed to tackle developments among the 3.3 million students presently studying outside their own nation (p. 1).…”

Section: International Students' Contributionsmentioning

confidence: 99%

“…The writers report that an index would include the convenience of acquiring a passport, boundary entry strategies, and the admission rate that you receive on campus. Thus, while these surveys (Bhandari & Blumenthal, 2011;Goodman & Gutierrez, 2011) provide important information on how important global students are on universities, their surveys do not discuss how the experiences of global students influence their identity.…”

Section: International Students' Contributionsmentioning

confidence: 99%

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Culture of Sabah Towards International Students’ Gender and Nationalism in Ums: Cross-Cultural Perspective

Chowdhury¹,

Abidin²

2019

pijss

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Cross-cultural communication has a significant impact on international students in Malaysia culture regarding their gender and nationalism. Due to the lack of information and research, as well as no initiation to find out the ways to resolve the issue, the international students are concerned regarding their gender and nationalism in a host country perspective. We used appropriate literature in the fields of global teaching acculturation and adaptation of overseas students; and discrimination research and their backgrounds to discuss how global students recognize and articulate their domestic and gender identity in UMS, Sabah, Malaysia. For global students, a qualitative technique refers to say their tales overseas and describe the variables influencing the development of domestic and gender identity. A total number of participants are forty-three, who study in different faculties and institutions in UMS. In findings,

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Section: International Students' Contributionsmentioning

confidence: 99%

Section: International Students' Contributionsmentioning

confidence: 99%

Section: International Students' Contributionsmentioning

confidence: 99%

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Culture of Sabah Towards International Students’ Gender and Nationalism in Ums: Cross-Cultural Perspective

Chowdhury¹,

Abidin²

2019

pijss

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“…An increasing number of transnational universities have been established there, whether satellite, branch or offshore universities, catering for students with diverse backgrounds, who can thus, benefit from a foreign educational experience without leaving their home countries (Pyvis & Chapman, 2007). These universities offer "internationalization at home" where students can combine study at home and study abroad, leading to dual degrees accredited in both countries (Bhandari & Blumenthal, 2011).…”

Section: Introductionmentioning

confidence: 99%

Adapting to transnational education: students’ experiences at an American university in the UAE

Munday

2021

LTHE

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Purpose Despite the increasing number of transnational universities around the world, little attention has been paid to students who attend foreign universities in their own countries and their adjustment to the new learning environment. This study aims to examine some of the adaptations freshmen students have to undergo while studying at an American university in the United Arab Emirates (UAE). Design/methodology/approach This study is conducted at an American university in the UAE and involved 152 freshmen students, investigating their challenges to adapting to the university academically and socially. The target respondents were first-year students, typically 18–19 years old men and women of various majors and nationalities who completed high school in the country. Questionnaires were emailed to students; a total of 184 surveys were completed (with prior permission), but only 152 of those fitted the criteria and were used in the study. Findings Findings indicate that although these students study at home, by attending a foreign university many of them rely heavily on the support of peers, especially co-nationals. They require similar academic and emotional support from teachers as many first-year students at university do. Research limitations/implications The findings have limitations as data were collected at a single point in time through surveys. Being a single researcher, the study did not opt for breadth to answer the research questions but aimed to find out freshmen students’ challenges in adapting to the university. Despite the limitations of the study, several issues were raised that can be investigated in future studies. Originality/value The study provided insights into the challenges first-year students face at a transnational university in the UAE. It identifies the support that could be provided by the university to facilitate students’ successful adjustment process to the educational and socio-cultural environment of the university. Although this was small-scale research and cannot be generalized to a larger population, the findings could be transferable to other, similar settings in transnational universities in the region. Findings might be compared and contrasted to other, related cases, as the structural aspects could be noticed in similar cases or situations.

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“…These declining enrollments were brought about by decreasing birth rates in prior decades, a trend that once threatened the viability of universities in many western countries (Agarwal & Winkler 1985). In the last two decades, one of the largest groups of ISs compensating this trend has been from East Asian nations such as China and South Korea (Guruz, 2011;Keller, 2001;Bhandari & Blumenthal, 2011).…”

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confidence: 99%

Recommendations for improving international study programs in South Korea: a literature review

Fendos¹

2017

PDJ

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The recruitment of international students (ISs) has been one of the most effective measures for offsetting declining domestic enrollments in higher education in western countries such as Australia and the UK. These declining enrollments were precipitated by changing demographics that resulted in a decline in the number of high school graduates. In recent years, South Korea has begun a similar decline, even though it is already a significant source of ISs migrating to other countries. The Korean government has sought various ways to increase the number of inbound ISs, but these efforts have been hampered by a number of issues, many of them rooted in cultural and institutional elements. This paper reviews the contemporary literature on these issues and attempt to combine the results into policy recommendations that may allow for the implementation of more sustainable IS programs. These issues and policy recommendations likely apply to the educational contexts of other countries, especially those with similar prospects for demographic change.

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International Students and Global Mobility in Higher Education

Cited by 43 publications

References 0 publications

Culture of Sabah Towards International Students’ Gender and Nationalism in Ums: Cross-Cultural Perspective

Culture of Sabah Towards International Students’ Gender and Nationalism in Ums: Cross-Cultural Perspective

Adapting to transnational education: students’ experiences at an American university in the UAE

Recommendations for improving international study programs in South Korea: a literature review

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