The Development of Social Capital Through International Students’ Involvement in Campus Organizations

Glass, Chris R.; Gesing, Peggy

doi:10.32674/jis.v8i3.52

Cited by 29 publications

(19 citation statements)

References 22 publications

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“…According to the results of the study, it was recorded that one of the motives for mobility is interesting communication, obviously in a different socio-cultural environment, to be part of the intellectual elite. This confirms the conclusions of experts that studying abroad is not only an opportunity to increase one's human capital, but also social one [22]. In this case, this is naturally associated with the passage of the process of intercultural adaptation, which is consistent with the works of Wang Y., Li T., Noltemeyer A., Wang A., Shaw K. They note the rapid acquisition of sociocultural skills among students studying outside their permanent place of residence, in a different cultural environment, such as Japanese students in New Zealand [23].…”

Section: Discussionsupporting

confidence: 89%

Global and national tracks of mobility of graduates of educational institutions in Russia

Novgorodtseva¹,

Sivkova²,

Knysh³

et al. 2021

P Sci Edu

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Introduction. Involvement in global information flows, holding major international events in Russia, focusing on interaction with foreign universities and partners creates conditions for the formation of modern youth's focus on the global track of mobility – admission to educational organizations of foreign countries. At the same time, role and quality of education in Russia in the global market are increasing through the development of Russian education, internationalization and networking of universities. Such tendencies to increase mobility in education naturally require a study of the prevalence of the ideas of mobility in general and in certain areas among schoolchildren and university students. The aim of the study is to reveal the prevalence of the ideas of mobility (potential mobility), both within Russia and abroad, among graduates of educational institutions (at different levels). Materials and research methods. The study involved 1136 graduates of educational institutions in Ekaterinburg, of which 30% are graduates of secondary schools, lyceums and gymnasiums, 60% are graduates of bachelor's degrees from 4 universities, and 10% are graduates of master's degree from 3 universities. Research results. A study conducted in 2020–2021 indicated the following trends: the higher the level of education, the higher the value of the educational environment in the country of residence, the more broadly represented the national track of mobility (schoolchildren – 46%, bachelors – 51%, masters – 54%). Among the global market of educational services for all graduates of educational institutions in Russia, priority is given to Europe. Among bachelors, there are more of those who are confident that they can find the desired job in Russia (21%) than in another country. Master students are more confident in the possibilities of working in their specialty in Russia (36%). The older the graduate becomes, the more rational motives prevail in the track of mobility. Conclusion. The study of potential mobility allows us to conclude that the predominance of the national track of mobility is directly proportional to growing up, the older the respondent, the more rationally he approaches the choice of a further place of study and residence, taking into account the possibilities, both intellectual and financial. Thus, it becomes obvious why sufficiently high figures of potential mobility do not become as high indicators of real educational and labor emigrations.

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Section: Discussionsupporting

confidence: 89%

Global and national tracks of mobility of graduates of educational institutions in Russia

Novgorodtseva¹,

Sivkova²,

Knysh³

et al. 2021

P Sci Edu

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show abstract

“…Importantly, campus integration substantially predicts the use of academic support services. Scholars have consistently found that student integration and sense of belonging is directly linked to student success and retention (Tinto, 1987(Tinto, , 2017 and have highlighted the importance of social capital in the utilization of campus resources (Glass & Gesing, 2018;Means & Pyne, 2017). Similarly, we found that studying with peers and communicating with instructors more frequently increased the odds of using academic support services.…”

Section: Discussionsupporting

confidence: 54%

What Helps Students Get Help?: An Exploratory Analysis of Factors that Shape Undocumented College Students’ Use of Academic Support Services

Sarabia

Enriquez

Rodríguez

et al. 2021

Journal of Latinos and Education

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Academic support services are an important institutional resource that can support student success and retention. However, little research has examined undocumented students' resource uptake, aside from demonstrating that exclusionary policies and experiences reduce undocumented students' access to and use of institutional resources. In this article, we use regression analysis to identify what factors may contribute to undocumented students' use of academic support services. Drawing on a survey of 1,277 undocumented students attending California 4-year public universities, we examine how academic performance, situational barriers, campus exclusion, and campus integration shape the odds that undocumented students will use academic support services. We find that campus integration is associated with increased odds of using academic support services, while campus exclusion is not; academic performance and situational barriers have mixed effects.

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“…Like domestic students, international students can benefit socially from joining student organizations, although they may be more hesitant to do so. Glass and Gesing (2018) found that only 38% of international students studying at a research university in the U.S. had joined an organization on campus, and students from outside Europe tend to be less involved and have fewer host national friends (Glass et al, 2014). Having a faculty or staff mentor instead of a fellow student mentor shows some promise at increasing international student leadership capacity and self-efficacy (Shalka et al, 2019), and better relationships with faculty predict student belonging (Glass et al, 2015).…”

Section: Intercultural Competence: What Work For College Students?mentioning

confidence: 99%

Increasing intercultural competence among psychology students using experiential learning activities with international student partners.

Wickline¹,

Wiese²,

Aggarwal³

2024

Scholarship of Teaching and Learning in Psychology

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Intercultural competence, with its three domains (knowledge, skills, and awareness), is an important priority for international and domestic college students and the institutions they represent. However, most college students do not organically and purposefully openly engage with people from other cultural groups. The Crossing Borders program is a course-based, experiential learning approach that intentionally pairs international and domestic students for a series of shared cultural experiences and dialogues. Over an 8year span, we investigated the potential of Crossing Borders to influence intercultural competence score changes for U.S. American college students at a Midwestern campus over the course of an academic semester. With a total sample of 207 college students, we determined that student knowledge and identity scores were significantly higher after the semester-long program than before, with increases in complexity of knowing for White students and those who had never studied abroad and additional increases in social interactions for White students. Supplemental narrative analyses from a subsample of students indicated important themes of increased self-awareness, awareness of others, and breaking down barriers and comfort zones. We discuss practical implications for programs like ours, offering them as an essential component and complement for campus internationalization efforts, offering glocal options for students who cannot or will not choose immersive programs like study abroad and study away.

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The Development of Social Capital Through International Students’ Involvement in Campus Organizations

Cited by 29 publications

References 22 publications

Global and national tracks of mobility of graduates of educational institutions in Russia

Global and national tracks of mobility of graduates of educational institutions in Russia

What Helps Students Get Help?: An Exploratory Analysis of Factors that Shape Undocumented College Students’ Use of Academic Support Services

Increasing intercultural competence among psychology students using experiential learning activities with international student partners.

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