Reflections from The Jiangxi Province. These expansions and partnerships can provide interesting opportunities for academics wishing to work internationally. The purpose of this paper is to use one such partnership as the context for a research project which has examined the experiences of a university lecturer from the UK, who, through a partnership arrangement has spent a year living and working in the Jiangxi province. The data derived was based on 3 semi-structured interviews 2 Skype interviews and 1 face to face interview.
This qualitative study was designed to examine the experiences of international graduate students with respect to their academic and social life, finances and employment as well as experiences with the student services and perceptions of inclusion in campus community.
Their views about internationalization at UBC were also examined. Ten students from nine different countries studying in one department at the Faculty of Education participated. Individual indepth interviews and a focus group were conducted.
The study has revealed that experiences of international students are as diverse as their backgrounds.
Three participants studying at a PhD level were consistently satisfied with all aspects of their experiences. They were active in class discussions; they attended and presented in seminars and conferences.
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They had scholarships or sufficient family savings or secure on-campus assistantships. They felt included in the campus community and found the community at the department very welcoming. In contrast, Masters students from non-English speaking countries have found it challenging to survive and progress at university.
Few were active in classroom discussions, extra-curricular academic and social activities. None reported having developed more than one or two meaningful contacts with Canadian classmates and faculty throughout their studies. They did not feel included in the department community or felt neither excluded nor included.
They talked about feeling strangers and outsiders. Few used student services.
They reported significant challenges in finding on-campus jobs. However, they developed many connections with other international students.
Several of them volunteered to help other international students feel welcome. Although these students reported having struggled a lot, they also learned a lot from their experiences and became more independent, more outspoken and more proactive.
Participants agreed that international students should be more active in sharing their backgrounds and participating in campus activities, but they needed the university to reach out for them as well and make them feel an important part of campus.
The majority of them believed that international students were bringing a variety of benefits to teaching, learning and research. They listed Canadian students, faculty members, other international students and the university as a whole among the main beneficiaries.
Based on the findings above, the following areas were identified where the majority of participants felt their needs were not fully met and improvements would enable them to have better educational and social experiences.
These areas included academic programming, social interaction, community sensitivity, support services, institutional and government policies, and the role of international students in internationalization. This study recommends enhanced efforts by a host university and its community to integrate international students in and outside the classroom.Internationalization of higher education potentially has multiple benefits at the national and institution level.
The motives to internationalization may vary and may include monetary profit, research enhancement, building up the institution brand internationally and generation of goodwill amongst countries.
“Profit is the major motive.
International education, service-learning, and community-based global learning programs are robust with potential. They can positively impact communities, grow civil society networks, and have transformative effects for students who.
Internationalization of higher education: towards its comprehensive conceptualization in Ukraine Globalization and internationalization are significantly affecting higher education in Ukraine as everywhere in the world.
The Internationalization of Higher Education: Motivations and Realities Philip G. Altbach cross-border higher education; internationalization; globalization of higher education; international student flows The essay delineates academic programs, institutions, innovations, and practices.
Internationalization of Estonian Higher Education Student Name Instructor Course Date Abstract With the rise of globalization, there is necessity of institutions of higher education to become more international for the importance of operating effectively in the global education market.
However, higher international education requires a certain level of academic English and not every student has a complete understanding of the English language. These students might be completely suitable for international studies, but will have trouble completing their .