Supporting international students through strengthening their social resources

Arthur, Nancy

doi:10.1080/03075079.2017.1293876

Cited by 114 publications

(105 citation statements)

References 26 publications

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“…However, institutions that do not address the unique needs of international students may leave these students feeling disappointed, unfulfilled, and even exploited (Sherry, Thomas, & Chui, 2010). To avoid these and other negative outcomes, it is imperative that personnel in higher education take into consideration how well the campus community is prepared for interacting with international students (Arthur, 2017).…”

mentioning

confidence: 99%

International Muslim Students

Bateer

Tabassum

Saeed

2019

jis

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In recent years there has been an increase in the enrollment of Muslim international students in higher education institutions in China. This research provides a brief overview of the issues that international Muslim students face during their campus life, such as adopting a new culture, lack of understanding from the broader university community, poor cultural or religious-responsive education, lack of accommodation for religious practices, and social isolation. This qualitative study also highlights some information about the unique needs of the Muslim students on campus and identifies areas for improvement. To overcome these issues, specific practical suggestions are given to the university administration, faculty, and staff to meet the needs of Muslim students, not only academically, but also socially and culturally.

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confidence: 99%

International Muslim Students

Bateer

Tabassum

Saeed

2019

jis

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“…For instance, specific training in language and culture for both staff and students before clinical exposure creates learning opportunities and improves student‐patient communication . Likewise, the application of mentoring programmes specifically designed for international students might help them to integrate into and adapt to their new learning environment . However, the issue of how to reach the staff who can use these theoretical frameworks and critics' suggestions in practice remains challenging.…”

Section: Discussionmentioning

confidence: 99%

‘Being international is always a good thing’: A multicentre interview study on ethics in international medical education

et al. 2020

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Context: Internationalisation in medical education raises ethical concerns over, for instance, its for-profit orientation, the potential erosion of cultural diversity and the possibility that standardised education may not meet the needs of patients everywhere. These concerns fit into a broader debate on social responsibility in higher education. This study aims to explore how academic staff in international medical education experience and act upon the ethical concerns that pertain to their programmes. By adding their perspectives to the debate, this study helps us understand how theory-based ethical concerns are reflected in practice. Methods:We conducted a multicentre instrumental case study across three international medical programmes, all of which were characterised by an international student intake, an internationalised curriculum and international partnerships, and all of which used English as the medium of instruction. We conducted 24 semi-structured interviews with purposively sampled curriculum directors and teaching staff. Participants shared their personal experiences and responded to ethical concerns expressed in the literature. Our multidisciplinary team performed a template analysis of the data based on theoretical frameworks of ethics and social responsibility.Results: Participants primarily experienced the internationalisation of their institutions and programmes as having a positive impact on students, the university and the future global society. However, they did face several ethical dilemmas. The first of these involved the possibility that marketisation through international recruitment and the application of substantial tuition fees might widen access to medical education, but might allow weaker students to enter medical schools. The second concern referred to the homogenisation of education methods and content, which offers opportunities to expose students to best practices, but may also pose a risk to education quality. The third issue referred to the experience that although student diversity helped to promote intercultural learning, it also jeopardised student well-being. Conclusions:In the eyes of teaching staff in international medical education, internationalisation can benefit education quality and society, but poses ethical dilemmas through the forces of marketisation, homogenisation and diversification. The findings reflect a tension between the views of scholars and those of practitioners. The critical perspective found in academic debates is largely missing in practice, and theoretical frameworks on ethics possibly overlook the benefits of international education. To facilitate ethical decision making, we propose that scholars and practitioners globally try to learn from each other.

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“…Due to language difficulties and diverse cultural norms, many international students maintain a limited friend circle with only international peers. Furthermore, in comparison to local students who are often connected to friends and family, international students are often positioned as 'others' or may be isolated during social interactions (Arthur 2017). Studies have indicated that international students report higher levels of homesickness than domestic students, since they may have a harder time adjusting to the new environment (Poyrazli and Lopez 2007).…”

Section: Psycho-social Well-being Among International Studentsmentioning

confidence: 99%

“…The language barrier emerges as one of the most significant problems. It has negative implications, as it is closely related to students' academic performance and overall integration (Arthur 2017;Heng 2018). Moreover, compared to domestic students, international students experience more anxiety regarding making decisions about their future.…”

Section: Psycho-social Well-being Among International Studentsmentioning

confidence: 99%

Promoting the Psycho-Social Well-Being of International Students Through Mindfulness: A Focus on Regulating Difficult Emotions

Altinyelken

2018

Contemporary Buddhism

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This qualitative study explores the potential of a mindfulness programme for providing psycho-social support to international students in higher education. The article focuses on analysing the nature of emotional distress among students, how they regulate difficult emotions, and the effects of the mindfulness programme on emotion regulation. For this purpose, in-depth interviews were conducted with students before and after the mindfulness programme, and the weekly mindfulness sessions were observed. The study identified that stress, anxiety, anger, sadness, loneliness and insecurity were among the most difficult emotions experienced by international students. Through mindfulness, students improved in awareness of their emotions, learnt to relate to difficult emotions more constructively, and regulated negative emotions more effectively. Nevertheless, many suggested that they would have welcomed more attention to emotion regulation, as it was identified as a key challenge in their lives. These findings have important implications for the psycho-social well-being and academic achievement of international students.

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Supporting international students through strengthening their social resources

Cited by 114 publications

References 26 publications

International Muslim Students

International Muslim Students

‘Being international is always a good thing’: A multicentre interview study on ethics in international medical education

Promoting the Psycho-Social Well-Being of International Students Through Mindfulness: A Focus on Regulating Difficult Emotions

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