Published Article / Research in the West has identified a number of adjustment problems for international students. This has helped student administrators in these countries and their international students to take informed measures that help make international student sojourn much bearable. Unfortunately, very little is known regarding international student adjustment issues in developing countries. This study examined data from 120 international students of a South African university in order to determine their adjustment challenges. Results suggest that respondents experienced numerous adjustment problems similar to those encountered internationally, thus global measures may be borrowed to mitigate problems common to South African universities.

This thesis explores the emerging issue of cities and countries competing for international students as part of market and talent-based economic development strategies. Based on case studies in London, UK and Toronto, Canada, this research draws on interviews with senior policy-makers as well as international students completing their overseas studies to examine three issues. First, this thesis investigates the process by which similar policies to attract and retain greater numbers of international students have been developed and introduced in both countries. Arguing that these policies are “mobile,” this thesis demonstrates how the competitive interconnectedness of policy-making leads to the transfer of policy ideas from one jurisdiction to another, while also recognizing the mediating role of institutions for contributing to continued geographic differences in the policy landscape regarding international education. Second, it examines the decision-making process for international graduate students upon the moment of graduation with regard to their settlement and employment strategies. Through a comparison of international students finishing advanced degrees in science and engineering in both sites, it reveals the extent to which students’ plans involve the complex intermingling of personal, professional and (im)migration regulation factors. The confluence of these factors tend to pull students in different geographic directions, indicating that the conventional ‘stay or return’ construct is too simplistic as a framework for understanding students’ future movements. Moreover, the comparison of students’ strategies in the two sites illustrates the differential effect of multi-scalar institutional frameworks in constructing certain types of migrant subjects. Third, this thesis investigates how career development strategies of international students differ according to broad disciplinary differences. Contrasting the career plans of graduating students in science, engineering, and art and design programs, this research finds that there are key differences in the socio-spatial career strategies held by international students in line with the differentiated knowledge bases literature.

This thesis explores the emerging issue of cities and countries competing for international students as part of market and talent-based economic development strategies. Based on case studies in London, UK and Toronto, Canada, this research draws on interviews with senior policy-makers as well as international students completing their overseas studies to examine three issues. First, this thesis investigates the process by which similar policies to attract and retain greater numbers of international students have been developed and introduced in both countries. Arguing that these policies are “mobile,” this thesis demonstrates how the competitive interconnectedness of policy-making leads to the transfer of policy ideas from one jurisdiction to another, while also recognizing the mediating role of institutions for contributing to continued geographic differences in the policy landscape regarding international education. Second, it examines the decision-making process for international graduate students upon the moment of graduation with regard to their settlement and employment strategies. Through a comparison of international students finishing advanced degrees in science and engineering in both sites, it reveals the extent to which students’ plans involve the complex intermingling of personal, professional and (im)migration regulation factors. The confluence of these factors tend to pull students in different geographic directions, indicating that the conventional ‘stay or return’ construct is too simplistic as a framework for understanding students’ future movements. Moreover, the comparison of students’ strategies in the two sites illustrates the differential effect of multi-scalar institutional frameworks in constructing certain types of migrant subjects. Third, this thesis investigates how career development strategies of international students differ according to broad disciplinary differences. Contrasting the career plans of graduating students in science, engineering, and art and design programs, this research finds that there are key differences in the socio-spatial career strategies held by international students in line with the differentiated knowledge bases literature.

Aim: This study aims to explore bank selection criteria employed by international students in Gavle, Sweden. Methodology: Data was collected through semi-open structure questionnaire. The researchers do sampling a total of 101 students in the University of Gavle. After data collection through questionnaire, data was analyzed through SPSS19 software. A non-probabilistic convenience sampling was employed and data was analyzed to be refined and reduced in a manageable way. Conclusion: There are four factors which are the main reasons in influencing international students choosing banks in Sweden. This study reveals that “Good service provision”, “assurance”, “value added service”, “convenience and security” have significant influence on the bank selection decision of international students. There is no difference between ethnicity in influencing factors. Besides, different genders have same influencing factors as the four factors in this research.   Implications and value of this research: This research steps further in the investigation about customer bank selection behavior. It is the research that focuses on individual customers of banks especially in Sweden. Furthermore, the results of this research can be beneficial for banks to identify appropriate strategies to attract and retain international students. Suggestion for future studies: The international students are banks’ potential customers in the long run. Because the results of this study are only based on customer’s perceptions, it could be an interesting research area for future researchers to investigate the correspondence between and service providers’ and consumers’ perceptions. In addition, because one of our study limitations was that the research only conducted in one city: Gavle, it would be interesting to investigate other Swedish universities international students for the same topic.

The paper identifies the lack of representation of the international student experience on screen and examines how Xin Yi is a film script that explores this subject matter. The analysis provides a survey of film and television that addresses similar topics and uses the theoretical framework of exilic filmmaking by Hamid Naficy. Xin Yi revolves around a Chinese mother-daughter relationship. The mother visits her daughter who studies in the U.S during Chinese New Year and reveals her divorce before she departs.

This study examines current trends of university counseling center utilization among Latino students at a large, private, western university. We examined counseling center data for Latino (n=1,231) and European American (EA) (n=18,125) students who presented for counseling services from 1996-2013. Latino students were divided into three subgroups, U.S. born Latino students (USB), international Latino students (IB), and Latino students who were born internationally but who are now U.S. citizens (IBUS). These three subgroups were compared with the EA student group on multiple variables; therapy utilization, length of treatment, Outcome Questionnaire (OQ) score at intake, OQ change, therapy usage by gender, and intake responses to the Family Concerns Survey and Presenting Problems Checklist. IB students presented for treatment with significantly higher levels of distress than any other group. EA students were more likely to attend therapy than any Latino subgroup. EA students also did not endorse any familial concerns or presenting problems at higher rates than any Latino subgroup. Further research is needed to understand why Latino subgroups are experiencing more distress and attend less treatment than EA counterparts and to look more in depth at resources for IB students, who appear to be the most at-risk Latino subgroup.

International students in U.S. academic settings are facing barriers in the path of their academic accomplishments. In higher educational institutions, students work very closely with their academic advisors to solve a definite problem. Dependence on the academic advisor is much more when the advisee is international. Keeping these points in mind, one of the factors that might impact academic environment for an international student is the bonding that they share with their advisor. This research study determines the factors that encourage or discourage the relationship between the advisor and international advisee. More specifically, what factors, cultural or cognitive are more salient in defining the advising relationship, and how are coping behaviors being employed and by whom when differences between the working pair exists? Full-time international graduate students having at least one year of graduate school experience in U.S. academic settings and faculty advisors who had experience in advising international graduate students participated in this study. A total of 20 international students participated. All the participants completed the Kirton Adaption-Innovation Inventory (KAI) as a measure of problem-solving style. Of the 20 that completed the inventory, 14 participants from 10 different countries agreed to participate in a semi-structure interview. Additionally, five faculty advisors completed the KAI inventory and three faculty advisors participated in an interview. Findings of the study are: 1) a link exists between participants' problem-solving styles and their expectations for the advising relationship; 2) cultural difference outside academia had no impact on academic progress of international students; 3) acculturation into American academic culture seemed essential for academic success of international students in U.S academic settings; 4) international students wanted their home country culture to be acknowledged in a multicultural settings; 5) success of advising relationship seemed to be dependent upon how much the advisor and the advisee exhibited coping behavior; 6) acknowledging the differences and accepting a person in a holistic manner as a separate identity worked best in a multicultural settings; and 7) developing a human connect between the advisor and advisee seemed to be vital for a successful and academically productive advising relationship. / Master of Science in Life Sciences / International students in U.S. academic settings are facing barriers in the path of their academic accomplishments. In higher educational institutions, students work very closely with their academic advisors to solve a definite problem. Dependence on the academic advisor is much more when the advisee is international. Keeping these points in mind, one of the factors that might impact academic environment for an international student is the bonding that they share with their advisor. This research study determines the factors that encourage or discourage the relationship between the advisor and international advisee. More specifically, what factors, cultural or cognitive are more salient in defining the advising relationship, and how are coping behaviors being employed and by whom when differences between the working pair exists? Fulltime international graduate students having at least one year of graduate school experience in U.S. academic settings and faculty advisors who had experience in advising international graduate students participated in this study. A total of 20 international students participated. All the participants completed the Kirton Adaption-Innovation Inventory (KAI) as a measure of problem-solving style. Of the 20 that completed the inventory, 14 participants from 10 different countries agreed to participate in a semi-structure interview. Additionally, five faculty advisors completed the KAI inventory and three faculty advisors participated in an interview. Findings of the study are: 1) a link exists between participants’ problem-solving styles and their expectations for the advising relationship; 2) cultural difference outside academia had no impact on academic progress of international students; 3) acculturation into American academic culture seemed essential for academic success of international students in U.S academic settings; 4) international students wanted their home country culture to be acknowledged in a multicultural settings; 5) success of advising relationship seemed to be dependent upon how much the advisor and the advisee exhibited coping behavior; 6) acknowledging the differences and accepting a person in a holistic manner as a separate identity worked best in a multicultural settings; and 7) developing a human connect between the advisor and advisee seemed to be vital for a successful and academically productive advising relationship.

With the advent of neoliberal globalization in the 1980s, international student mobility (ISM) has become a significant social and educational phenomenon. Given the increasing magnitude of international student flows from developing countries to the developed or major member countries of the Organization for Economic Co-operation and Development (OECD), this research explores major OECD policy positions on international students, related priorities in higher education, and the influence of the GATT, the WTO and the GATS on higher education in these countries. Chinese graduate student perspectives are also drawn upon to understand Chinese student migrations to Canada in pursuit of higher education. The research considers ISM as a social and educational phenomenon of student migration across borders for higher education. Given the focus on exploration, meanings and understandings, an interpretive approach and qualitative case study strategy have been utilized to examine relative policy positions and to understand the experiences of Chinese graduate students who study at the University of Alberta (U of A) with the view to contribute towards qualitative studies of ISM. / Theoretical, Cultural and International Studies in Education

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This research examines experiences of Latvian students pursuing undergraduate degrees at universities in England. Working with this population positions this research in the subject area of International Student Mobility (ISM). As a relatively new subject ISM is still developing suitable concepts, methodological practices and scientific terminology. This presents a challenge but also calls for more in-depth work in the area. As an exploratory study this research answers this call and proposes new directions in the development of ISM as a research field. ISM is particularly interesting in the context of contemporary Europe where student mobility is considered as a vehicle of human capital across national borders. As such student mobility contributes to further internationalization of the European labour force and facilitates development of the knowledge-based economy. Finding out what students gain from university education abroad remains a topic of scientific debate. This research focuses on the practical but complicated part of Higher Education: competence development. The review of the literature reveals that the topic of competence development in Higher Education has been in and out of researchers’ favour, but it has not been examined in the international context. This consideration is timely as more and more students seek education abroad and competences developed at foreign universities are transferred across borders. This research is based on in-depth interviews with Latvian students in England, their family members and friends both in Latvia and in England. Interviewing family and friends enriched the self-reporting accounts of the students, thus capturing a more holistic representation of the students’ experiences. In addition, accounts of the students’ network representatives from England and from Latvia positioned this research in the international social networks of the students. This research finds that international social networks are the natural and necessary environments in which mobility of students takes place and argues that it needs to be studied with consideration to these under-researched environments. This study also proposes a longitudinal focus. The main participants of this research, the students, were interviewed three times over three years, which goes beyond most research studies on student mobility. The analysis of the interview responses relies on multiple iterations between the literature and the data. The findings demonstrate that degree-seeking students develop competences that can be grouped in three main areas: gaining access to university education in England, socio-cultural acculturation and academic acculturation. In each of these areas students develop specific skills and abilities that support the three areas of competences. The development of the skills, abilities and competences is explained through a model created by Noel Burch for Gordon Training International (GTI). The model outlines four stages of development that progress from the level of unconscious incompetence, to conscious incompetence, to conscious competence and to unconscious competence.