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Journal of Studies in International Education最新文献

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“Intercultural Encounters”: Mentorship Relations as Spaces for Critical Intercultural Learning in Higher Education Institutions (HEIs) "跨文化接触"：作为高等教育机构（HEIs）中跨文化批判性学习空间的导师关系
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-09-14 DOI: 10.1177/10283153241275035
Christina Sachpasidi, Barbara Bompani, Cynthia Nicol
{"title":"“Intercultural Encounters”: Mentorship Relations as Spaces for Critical Intercultural Learning in Higher Education Institutions (HEIs)","authors":"Christina Sachpasidi, Barbara Bompani, Cynthia Nicol","doi":"10.1177/10283153241275035","DOIUrl":"https://doi.org/10.1177/10283153241275035","url":null,"abstract":"There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors’ approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Geopolitical Implications of Educational Diplomacy: The Fulbright Program, 1958–2023 教育外交的地缘政治影响：富布赖特计划，1958-2023 年
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-09-14 DOI: 10.1177/10283153241275039
Marisa Lally
{"title":"Geopolitical Implications of Educational Diplomacy: The Fulbright Program, 1958–2023","authors":"Marisa Lally","doi":"10.1177/10283153241275039","DOIUrl":"https://doi.org/10.1177/10283153241275039","url":null,"abstract":"This article combines archival research and critical discourse analysis to examine 33 evaluation and report documents that evaluate the effectiveness of the Fulbright Program from 1958–2023. Specifically, the study employs argumentation analysis to understand the underlying ideological strategies used to discursively construct the Fulbright Program's multiple purposes. The study finds that the documents argue that education and mutual understanding are ephemeral concepts, the Fulbright Program has geopolitical justifications, and academic disciplines are a source of geopolitical power. This approach to analyzing the Fulbright Program's historical documents provides a model for understanding educational diplomacy schemes that use higher education as a geopolitical tool.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Advancing Internationalization in the Formal Curriculum: Content Integration and Inclusive Design 在正规课程中推进国际化：内容整合与包容性设计
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-08-23 DOI: 10.1177/10283153241262461
Siyin Liang
{"title":"Advancing Internationalization in the Formal Curriculum: Content Integration and Inclusive Design","authors":"Siyin Liang","doi":"10.1177/10283153241262461","DOIUrl":"https://doi.org/10.1177/10283153241262461","url":null,"abstract":"Despite the growing attention of Canadian universities to curriculum development as part of their internationalization efforts, there is still a lack of understanding of what constitutes an internationalized formal curriculum from the perspectives of diverse community members. This exploratory, interpretive case study aims to contribute to the ongoing internationalization efforts to foster an enriched education experience that benefits both domestic and international students. It highlights perspectives from international postgraduate students regarding the approach of internationalizing formal curricula in a Canadian university. The findings presented in this article elaborate on these students’ earnest request for content integration in an internationalized formal curriculum. The findings also emphasize the importance of being aware of practice traditions in a learning site and incorporating inclusive course design to reduce potential inequalities and the risk of system exclusion.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model 大学领导对留学生支持的看法：使用 "文化参与型校园环境模型 "进行评估
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-08-22 DOI: 10.1177/10283153241266966
Adam Valentin Agostinelli, Lillie R. Albert
{"title":"University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model","authors":"Adam Valentin Agostinelli, Lillie R. Albert","doi":"10.1177/10283153241266966","DOIUrl":"https://doi.org/10.1177/10283153241266966","url":null,"abstract":"This multiple case study analysis investigates the culturally engaging nature of a US campus for international students using the Culturally Engaging Campus Environments (CECE) model. Semi-structured interviews and professional development workshop observations were conducted with six faculty and administrative leaders who work closely with international students with the aim of answering the overarching question: how do university faculty and student/academic affairs professionals working with international students perceive the institutional support systems for international students through the lens of the Culturally Engaging Campus Environments conceptual model? Salient findings indicated that change is most needed in the areas of opportunities for meaningful cross-cultural engagement, culturally validating environments, proactive philosophies, and availability of holistic support in within the study's campus context. Practical and theoretical implications are discussed in light of the CECE model.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
International Students’ Social Media Use: An Integrative Review of Research Over a Decade 留学生使用社交媒体：十年研究综述
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-08-14 DOI: 10.1177/10283153241275037
Siyu Zhou, Jiarui Yin
{"title":"International Students’ Social Media Use: An Integrative Review of Research Over a Decade","authors":"Siyu Zhou, Jiarui Yin","doi":"10.1177/10283153241275037","DOIUrl":"https://doi.org/10.1177/10283153241275037","url":null,"abstract":"As advancements in technology rapidly progress and the enrollment of international students continues to increase concurrently, understanding the impact of social media on their experiences has become an area of significant academic interest in the recent decade. This integrative review employs a hybrid review approach, integrating bibliometric analysis with structured review, to provide a comprehensive overview and systematic synthesis of the literature on social media use among international students. One hundred twenty-one studies retrieved from the Web of Science database were analyzed to delineate the evolution of the field and identify the influential journals. The paper further proposes an integrative framework that thematically summarizes the phenomenon, aiming to highlight the potent components in students’ transitions. This review offers insights into the evolving landscape of social media use among international students, identifying potential directions for future study and policymaking.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Redefining Intercultural Competence Using the Delphi Method 使用德尔菲法重新定义跨文化能力
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-08-02 DOI: 10.1177/10283153241266967
Xiaodong Dai, Hairong Feng
{"title":"Redefining Intercultural Competence Using the Delphi Method","authors":"Xiaodong Dai, Hairong Feng","doi":"10.1177/10283153241266967","DOIUrl":"https://doi.org/10.1177/10283153241266967","url":null,"abstract":"This study employs the Delphi method to ascertain intercultural scholars’ current consensus on a definition, specific components, and key evaluation criteria of intercultural competence. Sixty-eight leading intercultural scholars from Euro-American and East-Asian countries participated in this study. The results are largely congruent with the previous study, nonetheless some new elements emerge from this study. Based on the findings, intercultural competence is redefined and a multicultural model is proposed.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Contributions of Employability Capitals to the Employability of Chinese International Graduates in Australia 就业能力资本对中国留学生在澳就业能力的贡献
IF 2.8 3区 教育学
Journal of Studies in International Education Pub Date : 2024-07-25 DOI: 10.1177/10283153241262464
Melody Tang, Thanh Pham, Eisuke Saito
{"title":"Contributions of Employability Capitals to the Employability of Chinese International Graduates in Australia","authors":"Melody Tang, Thanh Pham, Eisuke Saito","doi":"10.1177/10283153241262464","DOIUrl":"https://doi.org/10.1177/10283153241262464","url":null,"abstract":"Although increasing attention has been paid to the importance of different forms of capital in graduate employability, few studies have investigated the contribution of capital to the employability of international graduates in the host labor market. This study aimed to explore how six forms of capital (human, social, cultural, psychological, identity, and agentic) contribute to the employability of Chinese international graduates in Australia. This study deploys Bourdieusian theories and a capitals-based approach as complementary theoretical frameworks. A mixed-methods approach was used in this study. Data were first collected via an online survey ( N = 203) and then through in-depth interviews ( N = 14). The quantitative results showed that cultural capital made the highest self-perceived contribution to employability, whereas social capital made the lowest contribution. The qualitative findings revealed that capital not only helped the participants obtain employment but also enhanced their wellbeing, sustainable employment, and professional growth.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published Between 2013–2022 COIL 的教学维度和跨文化学习成果：2013-2022年间发表的研究综述
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-07-25 DOI: 10.1177/10283153241262462
Ruben Fukkink, Rochelle Helms, Odette Spee, Arantza Mongelos, Kari Bratland, Rikke Pedersen
{"title":"Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published Between 2013–2022","authors":"Ruben Fukkink, Rochelle Helms, Odette Spee, Arantza Mongelos, Kari Bratland, Rikke Pedersen","doi":"10.1177/10283153241262462","DOIUrl":"https://doi.org/10.1177/10283153241262462","url":null,"abstract":"This systematic review examines pedagogical barriers and facilitators for intercultural learning in Collaborative Online International Learning (COIL)/International Virtual Exchange (VE) projects, as well as their related outcomes. The review analyzed 56 studies published between 2010–2022 in the databases ERIC, PsychInfo, Scopus, and Web of Science. Following the TPACK model as an analytical framework, findings suggest that COILs can have a positive impact on intercultural learning when different barriers and facilitators related to pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge are effectively addressed throughout the preparation, execution, and evaluation stages of COILs. Overall, the majority of outcomes for intercultural learning were positive (61.8%), but also zero results (23.6%) and negative findings (14.5%) have been reported for the affective, behavioral, and cognitive domain. The review offers pedagogical recommendations for intercultural learning with COILs, along with a discussion of strengths and limitations of the current knowledge base.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Foreign Language Skills in the Study Abroad Decision-Making Process and Destination Choices 留学决策过程和目的地选择中的外语技能
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2024-07-25 DOI: 10.1177/10283153241251925
Elena Ovchinnikova, Christof Van Mol, Elspeth Jones
{"title":"Foreign Language Skills in the Study Abroad Decision-Making Process and Destination Choices","authors":"Elena Ovchinnikova, Christof Van Mol, Elspeth Jones","doi":"10.1177/10283153241251925","DOIUrl":"https://doi.org/10.1177/10283153241251925","url":null,"abstract":"In the literature on international student mobility, foreign language skills are usually discussed as an outcome rather than a driver of study abroad programmes. In contrast, this article focuses on their role in study abroad aspirations and destination choices of credit mobility students. The study is based on an online survey, conducted at three European HEIs (n = 2,327), located in Belgium and the Netherlands, and revealed that students who assess their skills as advanced are more likely to aspire to study abroad compared to those who evaluate their skills at an intermediate level. Students who speak a foreign language daily are also more likely to aspire to study abroad. Furthermore, our analysis suggests that the number of languages students speak does not seem to play a role. Finally, the findings demonstrate a significant influence of knowing the official language of the country on the choice of study abroad destination.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining International Graduate Students’ Career Willingness in China: Influencing Factors and Integration of Professional Development 考察国际研究生在中国的职业意愿：影响因素与职业发展的结合
IF 2.8 3区 教育学
Journal of Studies in International Education Pub Date : 2024-07-25 DOI: 10.1177/10283153241262463
Maguatcher Jeremie, Gulinuer Maimaiti, Ning Ru
{"title":"Examining International Graduate Students’ Career Willingness in China: Influencing Factors and Integration of Professional Development","authors":"Maguatcher Jeremie, Gulinuer Maimaiti, Ning Ru","doi":"10.1177/10283153241262463","DOIUrl":"https://doi.org/10.1177/10283153241262463","url":null,"abstract":"China has become an increasingly popular destination for international students pursuing graduate education. This research examines the factors influencing international graduate students’ willingness to work in China, focusing on motivational aspects, employment considerations, and the challenges faced in the Chinese job market. The study employs a combination of push-pull and acculturation theories to interpret the data collected through surveys and interviews. The key findings reveal that students are drawn to China for their studies due to the high-quality education, available scholarships, opportunities for professional development, and cultural exchange. Many expressed interest in remaining in China for employment due to attractive salaries and favorable job prospects. However, they face significant challenges, such as language barriers, cultural differences, unfamiliarity with the local job market, strict visa policies, and a highly competitive employment environment. The study emphasizes the need to enhance the visibility of job opportunities, bridge language and cultural gaps, enhance workplace diversity and inclusivity, strengthen international networks and alumni associations, and encourage entrepreneurship among these graduates. These measures aim to help students navigate the job market and enrich China's workforce with diverse skills and perspectives, further establishing China as a leading global education and professional development hub.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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