International and Domestic Students’ Perception of Library Personnel and Resources: Explaining and Predicting the Differences

Internationalization in higher education has shifted to focus on home initiatives that engage and benefit all students rather than cross-border mobility activities. The qualitative case study reported in this article employed Kahu’s model of student engagement (SE) to investigate SE in internationalization of the curriculum (IoC) from the perspectives of 23 domestic Vietnamese students taking an internationalized program in a Vietnamese university. From three focus groups and 23 individual interviews, this study found that SE in IoC varied according to diverse internal and external factors. The students’ awareness of the benefits of their engagement in the program, their acknowledgment of the program’s strengths and weaknesses, as well as their desire to have more SE revealed a possibility for students to act as partners in the program. The potential partnership between students and their lecturers as well as other institutional bodies, in both the formal and informal curriculum alongside more sustained engagement opportunities, could enhance consequential student experiences and outcomes. The findings suggest that students are prospective resources to cultivate diversity and inclusion in IoC because their engagement can offer multiple insights and possibilities to enhance IoC. We argue that SE is significant in informing the development of IoC and is possibly integral to effective IoC.

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Central Queensland University's Course Management Systems: Accelerator or brake in engaging change?

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v6i1.219 ◽

2005 ◽

Vol 6 (1) ◽

Cited By ~ 3

Author(s):

Jeanne McConachie ◽

Patrick Alan Danaher ◽

Jo Luck ◽

David Jones

Keyword(s):

International Students ◽

Online Survey ◽

Systems Approach ◽

Management Systems ◽

Course Management Systems ◽

Course Management ◽

Drivers Of Change ◽

Domestic Students ◽

Survey Results ◽

Strategic Position

Central Queensland University (CQU) is a highly complex institution, combining campuses in Central Queensland and distance education programs for Australian domestic students with Australian metropolitan sites for international students and a number of overseas centres, also for international students. In common with many other universities, CQU has recently reviewed its course management systems (CMSs). In doing so, CQU has signalled its desired strategic position in managing its online learning provision for the foreseeable future. This paper analyzes that strategic position from the perspective of the effectiveness of CQU’s engagement with current drivers of change. Drawing on online survey results, the authors deploy Introna’s (1996) distinction between teleological and ateleological systems to interrogate CQU’s current position on CMSs – one of its most significant enterprises – for what it reveals about whether and how CQU’s CMSs should be considered an accelerator of, or a brake on, its effective engagement with those drivers of change. The authors contend that a more thorough adoption of an ateological systems approach is likely to enhance the CMS’s status as an accelerator in engaging with such drivers. Keywords: Australia, course management systems, enterprise systems, open and distance learning, teleological and ateleological systems

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Internationalization at Canadian Universities: Where are we Now?

Brock Education Journal ◽

10.26522/brocked.v16i2.85 ◽

2007 ◽

Vol 16 (2) ◽

Author(s):

Linda Weber

Keyword(s):

Learning Environments ◽

Educational Goals ◽

Learning Needs ◽

Economic Factors ◽

Domestic Students ◽

Canadian Universities ◽

Global Context ◽

Studying Abroad ◽

The Face ◽

The Relationship

Internationalization is powerfully impacting the missions, planning documents, and learning environments of Canadian universities. Internationalization within Canadian universities is viewed from a local as well as global context. Accounts of the composition of domestic students studying abroad and international students studying in Canada, and the implications of these statistics, are related. Emphasis is given to a discussion of the contribution that economic factors play in internationalization decisions. Economic factors have undeniably shaped the face of internationalization at Canadian universities. Complexities of the relationship between global context and educational goals are outlined and educators are challenged to responsibly interpret and implement university changes resulting from internationalization while prioritizing the learning needs of students.

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Counsellor-in-Residence: Evaluation of a Residence-Based Initiative to Promote Student Mental Health

Canadian Journal of Higher Education ◽

10.47678/cjhe.v48i2.187978 ◽

2018 ◽

Vol 48 (2) ◽

pp. 55-73 ◽

Cited By ~ 1

Author(s):

Tiffany Anne Beks ◽

Sharon L Cairns ◽

Serena Smygwaty ◽

Olga A.L. Miranda Osorio ◽

Sheldon J Hill

Keyword(s):

Mental Health ◽

International Students ◽

Health Literacy ◽

Mental Health Literacy ◽

Well Being ◽

Domestic Students ◽

Counselling Services ◽

Resilience Scale ◽

Health Programming ◽

Target Male

Many universities have implemented campus-based initiatives addressing students’ mental health with the goal of promoting well-being. One such initiative is the newly developed Counsellor-in-Residence (CIR) program at the University of Calgary, which targets students’ mental health by providing residence-based counselling services and mental health programming. In this process evaluation, students completed three waves of data collection conducted over the academic year. Each wave measured students’ mental health literacy, using the Mental Health Literacy Scale (O’Connor & Casey, 2015), and resiliency, using the Connor-Davidson Resilience Scale-25 (Connor & Davidson, 2003). Males reported lower mental health literacy than females (p < .001), and international students reported lower mental health literacy than domestic students (p < .001). No differences in resilience levels were found between groups. These findings suggest that male and international students experience additional barriers to accessing campus-based mental health services. Implications for residence-based mental health programming that target male and international students are discussed.

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Work a Way Out: Breaking Monoethnic Isolation through On-Campus Employment

Journal of International Students ◽

10.32674/jis.v8i3.60 ◽

2018 ◽

Vol 8 (3) ◽

Cited By ~ 1

Author(s):

Mengwei Su

Keyword(s):

Undergraduate Students ◽

Thematic Analysis ◽

International Student ◽

Language Skills ◽

Economic Recession ◽

Cross Cultural ◽

Policy Recommendations ◽

Domestic Students ◽

Student Employees ◽

The University

Since the global economic recession in 2008, Chinese undergraduate students have quickly risen to be the largest international student population in American colleges and universities, forming a monoethnic group that often isolates itself from domestic students on campuses. This study explores how twelve Chinese undergraduate students utilized on-campus employment as a means of engaging host nationals to improve language skills and engage in cross-cultural interactions. Thematic analysis affirms the efficacy of the university workplace as an educational space outside of the classroom. Based on these findings, various policy recommendations are proposed to improve the management of international student employees.

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Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students

10.15760/etd.1642 ◽

2000 ◽

Cited By ~ 1

Author(s):

Yoko Sakurauchi

Keyword(s):

Teaching And Learning ◽

Intercultural Sensitivity ◽

Cross Cultural ◽

Exchange Students ◽

Domestic Students

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Parallel lives? Predicting and enhancing connectedness between international and domestic students

Multi-dimensional Transitions of International Students to Higher Education ◽

10.4324/9781315680200-10 ◽

2016 ◽

pp. 41-56

Keyword(s):

Domestic Students ◽

Parallel Lives

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Depression, Acculturative Stress, and Social Connectedness among International University Students in Japan: A Statistical Investigation

Sustainability ◽

10.3390/su11030878 ◽

2019 ◽

Vol 11 (3) ◽

pp. 878 ◽

Cited By ~ 9

Author(s):

Minh Nguyen ◽

Tam Le ◽

Serik Meirmanov

Keyword(s):

International Students ◽

Language Proficiency ◽

Acculturative Stress ◽

Social Connectedness ◽

English Language ◽

Demographic Data ◽

Statistical Investigation ◽

Domestic Students ◽

Prevalence Of Depression ◽

International University

(1) This study aims to examine the prevalence of depression and its correlation with Acculturative Stress and Social Connectedness among domestic and international students in an international university in Japan. (2) Methods: A Web-based survey was distributed among several classes of students of the university, which yielded 268 responses. On the survey, a nine-item tool from the Patient Health Questionnaire (PHQ-9), the Social Connectedness Scale (SCS) and Acculturative Stress Scale for International Students (ASSIS) were used together with socio-demographic data. (3) Results: The prevalence of depression was higher among international than domestic students (37.81% and 29.85%, respectively). English language proficiency and student age (20 years old) showed a significant correlation with depression among domestic students (β = −1.63, p = 0.038 and β = 2.24, p = 0.048). Stay length (third year) also displayed a significant correlation with depression among international students (β = 1.08, p = 0.032). Among international and domestic students, a statistically significant positive correlation between depression and acculturative stress, and negative associations of social connectedness with depression and acculturative stress were also found. (4) Conclusions: The high prevalence of depression, and its association with Acculturation stress and Social Connectedness, among the students in this study highlight the importance of implementing support programs which consider the role of Acculturation and Social Connectedness.

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Intercultural Pedagogy: A Faculty Learning Cohort

Education Sciences ◽

10.3390/educsci8040177 ◽

2018 ◽

Vol 8 (4) ◽

pp. 177 ◽

Cited By ~ 4

Author(s):

Amy Lee ◽

Robert Poch ◽

Ann Smith ◽

Margaret Delehanty Kelly ◽

Hannah Leopold

Keyword(s):

Best Practices ◽

Native English Speakers ◽

Cross Cultural ◽

English Speakers ◽

Domestic Students ◽

Relevant Research ◽

Student Interactions ◽

Faculty Learning ◽

Cross National

The purpose of this article is to describe and reflect on a pilot faculty learning cohort that was designed to improve the frequency and the quality of cross-national and cross-cultural student interactions in the participants’ undergraduate courses. The cohort offered a space where faculty could gain insight on the experience of international students (IS) and non-native English speakers (NNES), develop knowledge about best practices and relevant research, and explore and test tools to promote inclusion and interactions. The cohort focused on cross-national interactions because strong and consistent data indicate that international and domestic students seek more purposeful and substantive interactions, both in and out of the classroom, but lack the confidence and structure to engage in them.

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