International Students’ Cultural and Social Experiences in a British University: “Such a hard life [it] is here”

Abstract

The authors in this qualitative study examined international students’ cultural and social experiences using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n=18), mostly postgraduate from Asian and Far Eastern countries studying at a British higher education institution. The students’ personal journeys are traced through a three-stage process that moves from (1) high initial expectations, through (2) culture shock, to (3) various eventual patterns of accommodation. In addition to capturing the sometimes raw personal experiences of individuals, the study also delineates the ways in which geopolitical and social-emotional factors coalesce to shape students’ personal experience and self-concepts.

Social class and wellbeing among staff and students in higher education settings: Mapping the problem and exploring underlying mechanisms

“…Nationality might impact the extent to which participants felt like they had status among their peers, were included by their peers, and were autonomous. For example, international students and staff may acquire a new status as part of a minority group, they may experience discrimination or racism, culture shock or detachment from the host culture, and often feel lonely or isolated (see Newsome & Cooper, 2016). These experiences may increase feelings of alienation and could impact perceptions of status and feelings of inclusion among peers.…”

Cross-Cultural Study of Students’ Response to Education Dissatisfaction: An Australian Context

“…Accordingly, this study investigates the impact of loyalty and its cultural understanding on dissatisfaction response styles of university students. In particular, it compares the variations in response options between Anglo-Saxon Australian students and international Asian Chinese students, in an attempt to explore the impact of culture on dissatisfaction, and the resultant response options chosen by students, as guided by culturally defined perceptions and values (Helou, 2005;Helou and Caddy, 2007;Newsome and Cooper, 2016). Findings indicate that there are significant variations in terms of the degrees of ethnic loyalty and the response options engaged in as a reaction to dissatisfaction, mostly attributable to differences in cultural values.…”

The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

“…While the qualitative data were gathered through in-depth interviews to explore the participants' information and unique experiences as an approach to research (Newsome & Cooper, 2016), interview data were collected based on students' opinions, their definitions, and their interpretations (Silverman, 2015). Semistructured interviews were conducted individually twice over a six-month period of study for all students, with questions such as reasons for studying at UNS, previous educational background, family, friendships, challenges during lectures, learning difficulties, learning methods, and finances or scholarships.…”