Thesis (M.S.)--Boston University

This research describes what motivates Vietnamese students to come to the U.S. to study for a degree, what outcomes they expect, and what they experience academically and culturally while studying in the U.S. Currently the surge of international students from Vietnam has reached an all time high of 13,112 students to the U.S. This moves the relatively small South East Asian nation to the ranking of ninth among all nations for the number of international students sent to the U.S. in depth interviews were conducted fall semester 2011 with 11 students enrolled in two large public universities in the Dallas-Fort Worth-Denton Metro area. the participants were students from Vietnam holding J-1 or F-1 visas who were in their sophomore year or beyond. Interviews were conducted with these undergraduate and graduate students on the campus where each was enrolled. Interview transcripts were provided to participants for their review and comments. Ethnograph qualitative research software was used to analyze and code the data. These students reported that the increased number of students coming to study in the U.S. is because of the reputation of higher education in the U.S., relatives living in the U.S. who create a support system, and economic growth in Vietnam which has made education abroad more accessible. More students are coming to the U.S. for study because of the respect that these students families and friends have for the educational system and potential of opportunity that a U.S. degree brings. Meaningful relationships with other students provide a better and broader educational experience for Vietnamese international students. Vietnamese international students desire not only gainful employment from their degree but also a balanced growth experience that includes friendships, immersion in the culture, and being responsible members of the host society. These students made strategic use of the community college to enhance their higher education experience. the findings indicate that universities and colleges interested in attracting students from Vietnam should forge partnerships between community colleges and universities and with local Vietnamese communities to promote recruitment, affordability, retention, and graduation.

A dissertation submitted in partial fulfilment of the requirements for the degree of Masters of Arts (Counselling Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2009. / The major aim of the study was to document xenophobic experiences and meaning of non-national students at the South African tertiary institutions, so that appropriate action may be taken to ameliorate the situation. The results of this study clearly point to the fact that international students throughout the University of Zululand subjectively experience discriminatory practices to a certain extent. As much as xenophobic experiences have not reached the element of violence against non-nationals, it is unpredictable if these experiences will never happen again. It is apparent that non-national students experience most of the xenophobic attacks within the campus perpetrated by both students and staff members. The themes that emerged were inclusive of the language barrier, discrimination, aggression, negative attitude and abuse. Based on the findings of this study, and the evidence from literature the meaning of xenophobia given by non-national students entail a attitude, dislike, fear, difference, exclusion, maltreatment or ill-treatment and being unappreciated. Most of the literature reviewed concurred with the definition of xenophobia given by the non-National students.

Much research about the adaptation of Chinese international students focuses on challenges and stresses they experience in their adjustment to the host country, a perspective that is largely negative and pessimistic (Yeh & Inose, 2003). Although resilience, highly congruent with positive psychology and broadly defined as successful adaptation to adversity, has been studied among several populations, it has not been widely applied to these students. This study employs the cultural-contextual theoretical framework of resilience to gain an understanding of the resilience of 16 Chinese international students by examining: (1) How do these Chinese international students view challenges? (2) What resources do these Chinese students view as helpful in overcoming challenges? (3) How have their individual identities been negotiated and transformed? (4) What are their subjective views of success? The interviews revealed four leading challenges for these Chinese international students across different contexts: English, loneliness, relationships, and academic challenges. The participants identified intrinsic and extrinsic, cultural, and contextual resources they perceived helpful and important for them in overcoming challenges. They additionally described their transformed identities in personal, social, and cultural dimensions. The study revealed students’ patterns of navigation and negotiation, and their personal views on success, views that were dramatically different from what they saw as traditional Chinese success. This study expands the conceptualization of resilience from a cross-cultural to a more contextual understanding. This understanding might be helpful to provide more efficient assistance, build more effective intercultural communication, or even design more updated intervention programs for Chinese international students. / Thesis (Ph.D, Education) -- Queen's University, 2013-08-29 19:53:56.25

Thesis (Ed.D.)--Boston University

国立情報学研究所で電子化したコンテンツを使用している。

International students generally face unique challenges when studying at university because they have to live in a country that may be completely different to what they are familiar with (Evivie, 2009; Goyol, 2002; Mudhovozi, 2011; Murara, 2011; Zar, 2009). International students in South Africa may face another challenge of being discriminated against by those who hold xenophobic attitudes, this depending on which country they grew up in because of the perception that students from African countries take away limited resources from South African students (Evivie, 2009; Murara, 2011; Weber, 2016; Zar, 2009). These challenges are likely to lead to difficult emotions such as frustration, fear and loneliness, which may likely impact their well-being (Evivie, 2009; Goyol, 2002; Zar,). However, there are resources and strategies in place that the international students can and do utilise in order to protect them against the emotional impact of these experiences (Evivie, 2009; Mudhovozi, 2011). These resources and strategies may come from the international students’ inner world or in their outer environment and they are likely to build and maintain resilience in the international student which may possibly contribute to their on-going well-being (Kumar & Singh, 2014; Masteen & Reed, 2005). Well-being lies at the core of positive psychology and resilience is considered a good indicator of well-being (Pawelski, 2016; Kumar & Singh, 2014; Masteen & Reed, 2005; Seligman, 2011). Although the literature speaks of the experiences of international students and their emotional impact, there is little exploration on these resources that serve as a protector against them and, in turn, positively contribute towards well-being. This study aimed to do so through the positive psychology lens, adopting the qualitative approach and using phenomenology to explore their experiences and understanding of their resilience and its contribution to their well-being. Three participants were interviewed and the data was analysed using the Interpretative Phenomenological Analysis procedure. The results show how the international students utilise a wide range of inner and outer resources that speak to their resilience and positively contribute to their on-going well-being, while living and studying in South Africa. / Mini Dissertation (MA (Counselling Psychology))--University of Pretoria, 2021. / 2022/12/31 / Psychology / MA (Counselling Psychology) / Unrestricted

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This qualitative research examines graduate international students’ experiences, in particular, their mental health during their acculturation process to McMaster University. This study specifically investigates the challenges graduate international students encounter while pursuing their studies, how these challenges impact their mental health, and the strategies they develop to manage these challenges. Drawing from the findings, policy recommendations are provided for relevant school stakeholders, and implications for theorists to consider as they relate to international students’ mental health in their particular social identity are presented as well. This research study is organized under a critical framework. Critical theory (CT) is mainly used to do data analysis and to generate knowledge about graduate international students’ mental health as well as reveal the hidden structures of their experience. Individual, semi-structured interviews were conducted with six graduate international students from different departments, countries, ages, and genders, to examine a variety of interpretations of the graduate international student experience at McMaster. Key themes, including challenges encountered as international students, conceptualizing mental health, and factors affecting their mental health struggles, are also discussed. / Thesis / Master of Social Work (MSW)

The growth in numbers of Kenyans seeking study opportunities in international settings has increased in the last ten years. Despite this growth, there is a clear and growing epistemological gap on student’s expectations and their experience, practice by host institutions and countries and how this impacts on students experience and study outcomes. To gain knowledge in this grey area, a case study design using a cross-sectional and a mixed data collection method was adopted. Data was collected in three stages beginning with a survey where questionnaires (N=300) were administered to Kenyan students pursuing higher education in the UK. In stage two, interviews were conducted with Kenyan students, Kenyan education policy makers and staff from UK universities. Stage three involved analysis of policy documents. Findings showed that many of the students had a positive study and living experience while for others it was negative characterised by study extension, leaving without an award, dropped out or did not socially adapt owing to practical challenges associated with living abroad. Government systems to support students during the pre-departure phase were lacking and those that provided information to potential students had an economic interest in their recruitment. Evidently, studying abroad for some was based on uniformed decision making. On arrival in the UK, some of the students did not use the university’s and Kenya Government support services as they were not aware that they were available. The main implication of this study is the need for a comprehensive policy and a code of conduct to guide the activities of various stakeholders involved in international education in Kenya, provision of support systems that meet the needs of international students’ and sensitisation of students to their use and availability. Key recommendations that aim to enhance the quality of experience of Kenyan students are made. This is to ensure the realisation of the potential benefits of an international education to the Kenya Government, UK institutions and the students. The recommendations relate to induction in Kenya and the UK, sensitisation, monitoring and information dissemination prior and during the study period. A department to coordinate and manage international education in Kenya is proposed with more stakeholder involvement.