The Role of Social Networks in the Adjustment of African Students to British Society: Students' perceptions

Maundeni, Tapologo

doi:10.1080/13613320120073576

Cited by 82 publications

(57 citation statements)

References 27 publications

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“…Furthermore, previous studies have tended to examine one type of network. The argument here is that all the networks should be investigated 20 (Bochner et al 1985;Bochner et al 1977;Brown 2009a;Furnham and Alibhai 1985;Ying 2002;Maundeni 2001). These differences complicate comparison; nevertheless, there are still many conceptual and empirical comparisons to draw out and to show the importance of the current research's findings.…”

Section: Discussionmentioning

confidence: 99%

“…Thus they have either exclusively studied the friendship network (Bochner et al 1985;Bochner et al 1977;Brown 2009a;Furnham and Alibhai 1985;Ying 2002;Maundeni 2001) or the work network, through studying multi-cultural group work (Volet and Ang 1998;Peacock and Harrison 2009;Harrison and Peacock 2007;Harrison and Peacock 2009;Harrison and Peacock 2010;Ippolito 2007;Kimmel and 6 Volet 2010). In fact, researchers looking at the adjustment of international students to western models of education have tended only to focus on friendship networks and what factors have influenced building these networks, whereas, researchers considering the diversity perspective have focused on the work network, more specifically, studying the factors that influenced students working in intercultural groups.…”

Section: Internationalisationmentioning

confidence: 99%

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International students' networks: a case study in a UK university

Taha

Cox

2014

Studies in Higher Education

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The great influx of international students into UK universities has led to internationalisation becoming an important issue. Previous studies have focused on the integration of home and international students, illustrating a lack of intercultural interaction. Yet there has been a lack of research investigating international students' networks and how these networks evolve over time. The study reported in the current paper sought to fill this gap. The research findings were interpreted through the lens of Community of Practice (CoP) and Social Networks (SN) theories. Findings confirmed that international students have four distinct types of network. The class did not evolve towards a single cohesive network, rather there were changing clusters of relationship. The findings showed that although co-national factors are important at the beginning of students' learning, they are not always the main influences shaping student networks. The findings are significant for both institutions and teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Internationalisationmentioning

confidence: 99%

International students' networks: a case study in a UK university

Taha

Cox

2014

Studies in Higher Education

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“…It is relatively easy for international students to form friendship networks with co-national students (Bochner, McLeod, & Lin, 1977b;Furnham & Alibhai, 1985;Hendrickson et al, 2011). While contact with co-nationals can play a vital role in the international students' social networks, engagement with co-nationals may inhibit them from forming friendship networks with representatives of the host society (Church, 1982), and from acquiring or improving skills in the host language (Maundeni, 2001), which impedes intercultural learning processes (Kim, 2000). Accordingly, Kim (2000) argues that co-national contacts only offer short-term support, while contacts and friendships with host-nationals are more important for social integration.…”

Section: Academic and Social Integrationmentioning

confidence: 99%

Academic Integration of Mainland Chinese Students in Germany

2017

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This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto's model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

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“…international students attests to the influence of cross-cultural adjustment on students' academic performance (Arthur, 1997;Luzio-Locket, 1998;Schreier & Abramovitch, 1996;Stoynoff, 1997) and highlights the importance of social support factors in the successful adjustment of students (Al-Sharideh & Goe, 1998;Maundeni, 2001;Misra, Crist, & Burant, 2003;Mizuno & Ishikuma, 2001;Tanaka, Takai, Kohyama, Fujihara, & Minami, 1997;Tsang, 2001). Sources of support typically identified in the literature include informal sources of support (e.g., conational, host national, and other national friends) and formal sources of support (e.g., counsellors and international students' office staff members).…”

mentioning

confidence: 99%

A Needs Assessment of International Students' Wives

Martens

Grant

2007

Journal of Studies in International Education

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Despite the unique adjustment challenges facing international students' spouses, little research has focused on their adjustment experiences or their programming needs. Understanding the adjustment of these individuals is important both in itself and because spouses play a key role in the adjustment and academic success of international students. Because women make up the vast majority of accompanying spouses, two needs assessments were conducted to explore their particular adjustment experiences and gather information relevant to program development. Hypotheses regarding the impact of conational group size on adjustment were tested as well. Seventy-six wives of international graduate students at a midsized Western Canadian university completed a questionnaire. Results suggest these women are highly educated professionals who face a variety of unique cultural and situational adjustment issues. Overall, their preference is for programming with a professional development focus. Unexpectedly, few differences based on conational group size were found. Research implications for service providers and researchers are discussed.

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The Role of Social Networks in the Adjustment of African Students to British Society: Students' perceptions

Cited by 82 publications

References 27 publications

International students' networks: a case study in a UK university

International students' networks: a case study in a UK university

Academic Integration of Mainland Chinese Students in Germany

A Needs Assessment of International Students' Wives

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