Tourism is a large umbrella that primarily encompasses travel and movement. Within movement comes the idea of mobility. Mobility is the movement of things and people from one place to another. When students move across international borders, this is referred to as mobility by international students. Every year international students travel to foreign countries for study purposes, which falls directly within the tourism concept of mobility. The study, therefore, set out to find out what the experiences of international students were interms of mobility in Sweden. This was done by conducting semi-structured interviews of 8 international students, all studying different programs at Swedish universities, with a majority from Dalarna University, a university situated in Dalarna County. Dalarna county, Sweden, is in the Northern part of Europe. Sweden is becoming a popular study destination for students from within the European Union for Erasmus, a short exchange study period offered by Higher Education within Europe. Sweden has, over the years, become so popular as a study destination that students come from other parts of the world for a high standard of education. All these international students have different experiences when making their way to their universities of choice and face various obstacles which are subjective to them. This study focuses on the experiences of international students mobility. In particular, what experiences they have had collectively and individually, how these current students view mobility and how it can be improved for prospective students.

<p>Through an interpretative lens, the current study examined how international students’ Internet use affects their new lives in the host country. Eight Chinese graduate students participated in this study. The data was collected through face-to-face qualitative in-depth interviews, which were guided by a semi-structured interview guide using open-ended questions. It was found that the Internet plays a significant role in the development of these students’ social capital in a new country. International students use internet to maintain the newly-built social relations in Canada and the old ones in China. Through the Internet, the students can get informational and emotional supports, which are essential in the acculturation process. It was also indicated that the Internet is a transnational space where these students can manage the complex interactions of differing cultural values and norms between China and Canada without synthesizing differences. The findings of this study are expected to make contributions to the knowledge of the experiences and support needs of International students on campus. Recommendations for school programs and policies are outlined.</p> / Master of Social Work (MSW)

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Alcohol use among international students in a U.S. community college setting was explored in regard to the interrelationships with acculturation stress and drinking motivations. Misuse of alcohol has been acknowledged as a serious problem on American college campuses. A positive relationship between stress and alcohol use has been documented among those who lack internal and external resources and support systems. International students have been recognized as higher-risk than other college students due to acculturation stress. However, very few studies have investigated the drinking behaviors of this population. To fill this research gap, a survey was conducted with non-immigrant international students (F-1 students) (N = 126) and immigrants international students (non-F-1 students) (N = 136) enrolled in English as a Second Language (ESL) programs in a U.S. community college. The results, which were derived from responses to three published instruments, Index of Life Stress (ILS), Core Alcohol and Drug Survey (CADS) Community College Long Form, and Revised Drinking Motivation Questionnaire (DMQ-R), as well as the researcher-made demographic information sheet, indicated that these groups were not engaged in abusive drinking behavior. This finding may reflect the support systems available to these students in an ESL setting and their family/friend networks. However, moderately strong zero-order correlations between acculturation stress and drinking motives to control negative affects were revealed. Further discussions and implication are provided. / Ph. D.

In this qualitative research project, I explore the daily lived experiences of five Caribbean students studying at a rural university in the Blue Ridge Mountains. I investigate the personal challenges encountered by young adult Caribbean students and focus on their perspectives and coping strategies as they negotiate the racial binary and sociocultural norms found in the United States. I present my research here in two manuscripts. In manuscript one, Transcultural Adaptations: Caribbean Students at U.S. Universities, framed both by my use of testimonio as method (Haig-Brown, 2003; Pérez Huber, 2009) and the composite lens formed by my use of bricolage (Kincheloe, 2001; Kincheloe, 2004; Kincheloe, McLaren, and Steinberg, 2012), I look at how all these factors influence their academic experiences and their perception and performance of the Self. In doing so, I highlight key aspects of the community experience and add to the conversation surrounding the adaptation of international students to U.S. universities. In manuscript two Interrogating Whiteness: The View from Outside, I delve more deeply into one aspect of their adaptation by interrogating one participant's perspectives on whiteness. I use critical autoethnography (Boylorn and Orb, 2014; Tilley-Lubbs, 2016), and the call-and-response tradition (Hebdige, 1987; Toussaint, 2009) common in Trinidad and Tobago and in the African diaspora to present my exploration of his perspectives. I present his perspectives using the third person voice, followed by an examination of my own ways of knowing, to highlight the questioning and internal conflict that emerged as a result of these conversations on whiteness. I share my epiphanic experience (Denzin, 2013; 2014) in the hopes of establishing discourse and resonance with my reader in this deconstruction of my way of understanding the world. / Ph. D.

Yes / This article explains how the library developed a glossary of words to help the international students use the library. It is called Library language: words and definitions.

Thesis advisor: Gerardo L. Blanco / Many academic departments at US higher education institutions have either recently begun to offer STEM-degree programs or have reclassified their traditionally non-STEM degree programs as STEM. It has been theorized that departments may do this to recruit F-1 student visa holders, who may be eligible to apply for two-year US work extensions after graduation after graduating from a STEM-designated degree program. However, this theory has not been studied at US higher education institutions. This quantitative study therefore explores the factors that have driven the creation or reclassification of STEM degree programs at six New England universities, focusing on the perceptions and observations of administrators. The findings show that currently-enrolled or recently-graduated F-1 students were most significant in influencing degree program reviews, although international student recruitment influenced and other institutional goals influenced this as well. Surveyed administrators reported that much of their time was spent ensuring compliance with US Department of Homeland Security regulations, which required significant time working with faculty and staff. The findings demonstrated that immigration policy may, by way of F-1 international students, influence academic decisions, suggesting a shift in the role academic faculty have in curriculum. / Thesis (MA) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to discover how international students at Boston University use television. What are their motives when switching on the television set? Do they consciously try to learn verbal skills when viewing television? Do they consciously try to learn the norms and culture of the Americans through watching television? The methodology used for this study was the in-depth interview. Interviews were conducted with thirty international students from different countries enrolled in the Intensive English language program at the Center of English Language and Orientation Programs (CELOP). The data were analyzed qualitatively. Results indicated that the majority of international students like to watch television for the purpose of learning spoken English and the culture of the American society. Findings also indicated that although their motives when switching on television were specifically for entertainment, the learning of English was another articulated reason. There was conscious learning as well as coincidental learning depending on the stated motive of the international students. The data also indicated that international students deliberately use television to learn as much as they can about American culture. From these findings, it was concluded that television has great potential in aiding non-English speaking people (foreigners) to learn verbal skills as well as recognizing aspects of American culture. / 2999-01-01

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