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Journal of Studies in International Education最新文献

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Precarity Before and During the Pandemic: International Student Employment and Personal Finances in Australia. 大流行之前和期间的不稳定:澳大利亚的国际学生就业和个人财务。
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2023-02-01 DOI: 10.1177/10283153211065136
Catherine Hastings, Gaby Ramia, Shaun Wilson, Emma Mitchell, Alan Morris
{"title":"Precarity Before and During the Pandemic: International Student Employment and Personal Finances in Australia.","authors":"Catherine Hastings,&nbsp;Gaby Ramia,&nbsp;Shaun Wilson,&nbsp;Emma Mitchell,&nbsp;Alan Morris","doi":"10.1177/10283153211065136","DOIUrl":"https://doi.org/10.1177/10283153211065136","url":null,"abstract":"<p><p>There is mounting evidence of increased international student financial and work precarity over the last decade in Australia. Yet, there has been a little scholarly analysis of which students are most affected by precarity and its sources. Drawing on two surveys of international students in Australia's two largest cities, conducted before and during the pandemic, we investigate the financial and work vulnerabilities of international students. We demonstrate that vulnerability is related to characteristics which describe particular cohorts of students: being from low-income countries, working class families, seeking a low-level qualification, enrolled in a non-university institution, and being without a scholarship. The concepts of \"noncitizenship\" and \"work precarity\" are used to explain how the mechanisms of each characteristic heighten vulnerability, thereby contributing to a broader evidence-base about the causality of international student precarity.</p>","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"39-63"},"PeriodicalIF":2.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9805916/pdf/10.1177_10283153211065136.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9205360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
COVID-19: Threat or Opportunity for the Portuguese Higher Education's Attractiveness for International Students? COVID-19:葡萄牙高等教育对国际学生吸引力的威胁还是机遇?
IF 2.8 3区 教育学
Journal of Studies in International Education Pub Date : 2023-02-01 DOI: 10.1177/10283153221121396
Cristina Sin, Orlanda Tavares, Joyce Aguiar
{"title":"COVID-19: Threat or Opportunity for the Portuguese Higher Education's Attractiveness for International Students?","authors":"Cristina Sin, Orlanda Tavares, Joyce Aguiar","doi":"10.1177/10283153221121396","DOIUrl":"10.1177/10283153221121396","url":null,"abstract":"<p><p>The paper analyses the influence of COVID-19 on Portuguese institutions' intake of international students and their responses to the pandemic. Two dimensions are considered: quantitative impact on international enrolments and higher education institutions' strategies for the recruitment and support of international students. The first dimension is analysed through national statistics and comparison of enrolments over the past five years. Then, the institutional strategies implemented to encourage recruitment of new international students and to support existing ones during the lockdown are explored. Statistics show that COVID-19 had a negative impact on international enrolments, although less severe than expected. Growth has continued, but at a much slower pace than in the past few years. The slowdown in growth was much more pronounced in polytechnics than in universities. Additionally, the measures implemented by Portuguese higher education institutions suggest that these have coped with COVID-19 as an opportunity to rethink and redefine strategies.</p>","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"21-38"},"PeriodicalIF":2.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9403532/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43358885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Did the Poor Get Poorer? The Impact of COVID-19 on Social Inequalities Between International and Domestic Students 穷人变穷了吗？新冠肺炎对国内外学生社会不平等的影响
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2023-01-11 DOI: 10.1177/10283153221150116
A. Marczuk, Markus Lörz
{"title":"Did the Poor Get Poorer? The Impact of COVID-19 on Social Inequalities Between International and Domestic Students","authors":"A. Marczuk, Markus Lörz","doi":"10.1177/10283153221150116","DOIUrl":"https://doi.org/10.1177/10283153221150116","url":null,"abstract":"This paper examines the influence of COVID-19 on social inequality in higher education. In particular, we focus on the study duration of international students compared to domestic ones in Germany. We assume that the pandemic has increased or decreased existing differences between both groups, affecting their study delay. The multilevel analyses with data “Studying in Germany in Corona Times” (2020) confirm most of our theoretical assumptions: on the one hand, international students expect a longer study duration due to their worsening financial situation. On the other hand, domestic students expect a longer study duration due to greater learning issues, which are provoked by a lower level of interaction in online teaching. Our results propose a more differentiated picture of the impact of the COVID-19 pandemic on social inequality: not only do financially poor international students get poorer but educationally advantaged domestic students lose, too.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849267","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: 1
Applying Terror Management Theory to Explain International Faculty Responses to COVID-19 Control Measures 运用恐怖管理理论解释国际教师对新冠肺炎控制措施的反应
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2023-01-05 DOI: 10.1177/10283153221150112
Aliya Kuzhabekova
{"title":"Applying Terror Management Theory to Explain International Faculty Responses to COVID-19 Control Measures","authors":"Aliya Kuzhabekova","doi":"10.1177/10283153221150112","DOIUrl":"https://doi.org/10.1177/10283153221150112","url":null,"abstract":"The paper analyses an institutional approach and international faculty responses to implementation of social-distancing measures during COVID-19 on a residential campus of an international university in Kazakhstan. Terror-Management Theory is used to interpret the behavioral responses of the faculty. The theory predicts three types of international faculty responses to the conscious fear of death from COVID-19 – death avoidance, death acceptance, and death negation. These responses determine the extent of compliance with social distance-control measures. In addition three anxiety-buffering mechanisms proposed by the theory – commitment to particular worldviews, self-esteem enhancement and maintenance of social connections – serve as factors of variation in responses. Implications are drawn from the results about the relevance of the theory to the analysis of campus population responses to COVID-19-control measures on domestic and international campuses. Recommendations for university administrators at international universities are made about managing the three types of responses.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43380021","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
Acculturation and Academic Adjustment of Student Sojourners in the Chinese Higher Education Context 中国高等教育背景下留学生的文化适应与学业适应
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2023-01-05 DOI: 10.1177/10283153221150114
Yuezu Mao, Rujia Wang, Hao Ji
{"title":"Acculturation and Academic Adjustment of Student Sojourners in the Chinese Higher Education Context","authors":"Yuezu Mao, Rujia Wang, Hao Ji","doi":"10.1177/10283153221150114","DOIUrl":"https://doi.org/10.1177/10283153221150114","url":null,"abstract":"The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N  =  642) to explore student sojourners’ academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65813289","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: 1
Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online 将国内外学生融入高等教育：PBL在线作业的学术和社会效应
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2023-01-03 DOI: 10.1177/10283153221150117
Becky Bergman, Raffaella Negretti, H. Spencer-Oatey, Christian Stöhr
{"title":"Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online","authors":"Becky Bergman, Raffaella Negretti, H. Spencer-Oatey, Christian Stöhr","doi":"10.1177/10283153221150117","DOIUrl":"https://doi.org/10.1177/10283153221150117","url":null,"abstract":"Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students’ integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46869911","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
Internet Use and Mental Health Among Students 网络使用与学生心理健康
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2022-12-24 DOI: 10.5296/jse.v13i1.20518
Judith B Abellaneda, Marsha H. Malbas, J. Moneva, Mobert Win Navarroza
{"title":"Internet Use and Mental Health Among Students","authors":"Judith B Abellaneda, Marsha H. Malbas, J. Moneva, Mobert Win Navarroza","doi":"10.5296/jse.v13i1.20518","DOIUrl":"https://doi.org/10.5296/jse.v13i1.20518","url":null,"abstract":"Studying the relationship between students' internet usage level and mental health was the purpose of this study. As respondents, 200 students from various schools in Mandaue City participated in this study. The internet use and mental health questionnaire were used to collect data. A weighted mean and chi-square test were used to analyze the data. There is a correlation between internet usage and mental health among students, according to the study. Students used the internet for academic purposes and to interact with each other. Students used the internet to purchase items and for any other purpose. Students had experiences that pushed them to learn and improve as individuals.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"24 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85390232","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
Encouraging Intercultural Interaction by Cultural Specific Learning Design 以文化特色学习设计鼓励跨文化互动
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2022-12-19 DOI: 10.1177/10283153221145083
E. Nolan, Yingfei Heliot, B. Rienties
{"title":"Encouraging Intercultural Interaction by Cultural Specific Learning Design","authors":"E. Nolan, Yingfei Heliot, B. Rienties","doi":"10.1177/10283153221145083","DOIUrl":"https://doi.org/10.1177/10283153221145083","url":null,"abstract":"Increased levels of internationalization have led to individuals working in multicultural organizations, a trend that is likely to continue for the foreseeable future. To navigate these environments successfully, more emphasis is being placed on the importance of higher education in preparing and arming the future workforce with the international competencies required to be successful in contemporary organizations. The aim of this research is to shed much needed light on how the learning design of management courses influence how and with whom 263 students learn within two culturally diverse post-graduate management courses. We found that Course B (specific cross-cultural design) significantly and with large effect size increased intercultural interaction over time relative to Course A (generic learning design), whereby qualitative findings confirm substantial differences in lived experiences between the two courses. This highlights that educators need to carefully design intercultural interactions rather than hoping that these will develop naturally over time.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47851539","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
Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective 高等教育国际化与气候变化:认知失调视角
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2022-12-14 DOI: 10.1177/10283153221145082
Pii-Tuulia Nikula, Adrienne Fusek, Adinda van Gaalen
{"title":"Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective","authors":"Pii-Tuulia Nikula, Adrienne Fusek, Adinda van Gaalen","doi":"10.1177/10283153221145082","DOIUrl":"https://doi.org/10.1177/10283153221145082","url":null,"abstract":"This article applies cognitive dissonance theory to the internationalisation of higher education sector to comment on tensions experienced by practitioners associated with their work's climate impact. The existing literature and relevant climate action drivers and challenges within the sector are reviewed. A case study of a global grassroot initiative, the Climate Action Network for International Educators, is considered to discuss possible solutions for how stakeholders can increase or decrease tensions at work in the relationship between international higher education and climate change. This article posits that cognitive dissonance theory can contribute to a better understanding of how dilemmas emerge at the intersection between international higher education and climate change to promote climate action within the sector. Avenues for future research are recommended.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"28 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65813161","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: 1
The Epistemological Chain: A Tool to Guide TNE Development 认识论链:引导新技术企业发展的工具
IF 2.4 3区 教育学
Journal of Studies in International Education Pub Date : 2022-12-12 DOI: 10.1177/10283153221145078
D. Grecic
{"title":"The Epistemological Chain: A Tool to Guide TNE Development","authors":"D. Grecic","doi":"10.1177/10283153221145078","DOIUrl":"https://doi.org/10.1177/10283153221145078","url":null,"abstract":"Transnational Education (TNE) has been a growing area of university business with a range of models developed to provide high quality educational products to partners across the world. However, given the changing geo-political environment, the continued rationale, efficacy, and legitimacy of current TNE partnership templates must be questioned. This paper therefore presents an alternative conceptualization to drive future work in this area, one which prioritizes the place of knowledge and transformational learning. I propose a new learning-based framework, the Epistemological Chain (EC), and describe how this can guide future TNE interactions and establish an alternative paradigm based upon cooperation and the co-creation of learning. Exemplars are provided that illustrate the extremes of the framework. The EC's future utility and application are then discussed with regard to TNE partnership design, operation, and evaluation. In summary the paper provides an original framework that places education firmly back at the heart of TNE.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47135777","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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