Exploring the first-year experiences of international students in a multicultural institution in the United Arab Emirates

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-02-14 DOI:10.32674/jis.v14i1.4967

Dr. Sura Qiqieh, J. Regan

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引用次数: 1

Abstract

This study aimed to explore the factors reported by first-year international students which helped or hindered their experiences of transition to a multicultural higher education institution in the United Arab Emirates. Descriptive phenomenology was used to portray participants constructed and co-constructed views, formed through their individual and social experiences of transitioning to international higher education. Six focus group interviews were used to collect data from international students to access a wide variety of nationalities. The qualitative data were analyzed using an inductive approach. Three themes emerged as being significant to their transitional experiences: students' experiences of freshmen orientation, their academic experiences, and the institutional environment. Researching international students' experiences of transitioning to higher education in the United Arab Emirates, and even generally in the Middle East, constitutes an original context. The context of this study also offers originality because the international students are in the majority rather than the minority.

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探索国际学生在阿拉伯联合酋长国多元文化机构的一年级经历

本研究旨在探讨一年级国际学生报告的帮助或阻碍他们过渡到阿拉伯联合酋长国多元文化高等教育机构的因素。描述性现象学被用来描绘参与者通过向国际高等教育过渡的个人和社会经历形成的构建和共同构建的观点。六个焦点小组访谈用于收集国际学生的数据，以访问各种国籍的学生。定性数据采用归纳法进行分析。三个主题对他们的过渡经历具有重要意义：学生的新生入学经历、他们的学术经历和制度环境。研究国际学生在阿拉伯联合酋长国乃至整个中东过渡到高等教育的经历构成了一个原始的背景。这项研究的背景也提供了独创性，因为国际学生占大多数，而不是少数。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.

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