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International Students (international + student)
Selected AbstractsPrior academic background and student performance in assessment in a graduate entry programmeMEDICAL EDUCATION, Issue 11 2004P L Craig Objectives, This study aims to identify whether non-science graduates perform as well as science graduates in Basic and Clinical Sciences (B & CS) assessments during Years 1,3 of a four-year graduate-entry programme at the University of Sydney (the ,USydMP'). Methods, Students were grouped into five categories: Health Professions (HP), Biomedical Sciences (BMS), Other Biology (BIOL), Physical Sciences (PHYS) or Non-Science (NONS). We examined the performance rank of students in each of the five groups for single best answer (SBA) and modified essay (MEQ) assessments separately, and also calculated the relative risk of failure in the summative assessments in Years 2 and 3. Results, Students with science-based prior degrees performed better in the SBA assessments. The same occurred initially in the MEQs, but the effect diminished with time. The HP students performed consistently better but converged with other groups over time, particularly in the MEQs. Relative performance by the NONS students improved with time in both assessment formats. Overall, differences between the highest and lowest groups were small and very few students failed to meet the overall standard for the summative assessments. HP and BMS students had the lowest failure rate. NONS students were more likely to fail the assessments in Year 2 and 3, but their pass rates were still high. Female students performed significantly better overall at the end of Year 2 and in Year 3. There were only minor differences between Australian resident and International students. Conclusion, While there are small differences in performance in B & CS early in the programme, these lessen with time. The study results will inform decisions regarding timing of summative assessments, selection policy and for providing additional support to students who need it to minimize their risk of failure. Readers should note that this paper refers to student performance in only one of the four curriculum themes, where health professional and science graduates would be expected to have a significant advantage. [source] STUDENTS, PERCEPTIONS OF WORKSHOP BASED INTRODUCTORY MACROECONOMICS TUTORIALS: A SURVEYECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 3 2006AMEETA JAIN The declining popularity of Economics courses, evident in the last decade, has fuelled a debate on the nature of Economics units and the way in which they are taught in tertiary institutions. The effectiveness of traditional teaching methods has been questioned as ,lecturers search for alternative ways of presenting material and engaging students. In recent times, workshop-based/cooperative tutorials have become more popular in promoting deeper learning. This paper assesses the application of such an approach at a large tertiary institution. It evaluates student perceptions of this tutorial method in an Introductory Macroeconomics first-year unit. An anonymous questionnaire was used. Whilst the sample size is small (n = 56), the results are important in that this is the first such study in Macroeconomics. Students found workshop-based tutorials useful, preferred them over lecture style tutorials, and found that they fostered inclusivity. The importance of tutorials per se, is reiterated. Students state that tutorials are an important adjunct to lectures. This study also looks at students' study habits: finding that on average they spend less than one hour per week studying Economics and most prepare only occasionally for tutorials. The sample studied indicates that there are notable differences in the perceptions of tutorials and teaching methods between the genders and between local and international students. This may impact on the way in which tutorials are conducted effectively. [source] Bridges to learning: international student mobilities, education agencies and inter-personal networksGLOBAL NETWORKS, Issue 4 2008FRANCIS LEO COLLINS Abstract International education is a fundamentally transnational project. It relies on the movement of individuals or knowledge across national borders, disturbs the centrality of the nation-state in educational reproduction, and is facilitated by economic and social networks that act as bridges between countries of origin and education. In this article, I address this latter point through reference to research conducted with South Korean international students in Auckland, New Zealand. In particular, I discuss the emergence of transnational social and economic activities that are facilitating the movement of international students from South Korea to Auckland , activities that might usefully be understood as forming ,bridges to learning'. These include the activities of education agencies, immigrant entrepreneurs and the interpersonal relationships with which many students engage in the negotiation of their transnational lives. In a broader sense I illustrate how the emerging mobilities of international students cannot be viewed as independent of other phenomena but must be seen as embedded within transnational processes that take place at different geographic and social scales. [source] Influences on the supply of accounting graduates in Australia: a focus on international studentsACCOUNTING & FINANCE, Issue 1 2009Beverley Jackling M41 Abstract This paper examines the influences on the potential supply of accounting graduates in Australia with reference to the personal and social influences on the decision to major in accounting using the Theory of Reasoned Action and focusing on differences between local and international students. Responses from 437 accounting majors' found that personal attitudes linked to ,intrinsic interest' and ,extrinsic interest' was influential in choice of major. ,Reference groups' were an important social influence for international students. The findings have implications for government policy and the accounting profession in terms of attracting students and particularly international students, who are sufficiently interested in accounting as a career choice to address the skill shortage in Australia. [source] Higher Education in Germany: a Case of ,Uneven' Expansion?HIGHER EDUCATION QUARTERLY, Issue 3 2005Hubert Ertl This paper investigates the expansion of student numbers in higher education (HE) in Germany. The quantitative sources indicate a constant increase in student numbers in the 1990s, but show that this growth was uneven and differentiated. The paper discusses a number of factors that influenced the increases in student numbers since the early 1990s, including the opening up and restructuring of HE in eastern Germany, and the strong increases in female participation and in the number of international students. Growth has been particularly significant in certain subject areas, as well as at Fachhochschulen and at private HE institutions. Current developments regarding the introduction of tuition fees and changing structures regarding access to HE are outlined, and their impact on the future expansion of HE is discussed. [source] Greater leftward lateralization of the inferior frontal gyrus in second language learners with higher syntactic abilitiesHUMAN BRAIN MAPPING, Issue 11 2009Arihito Nauchi Abstract There is a great individual variability for acquiring syntactic knowledge in a second language (L2). Little is, however, known if there is any anatomical basis in the brain for individual differences in syntactic acquisition. Here we examined brain structures in 95 nonnative speakers of English, including 78 high-school students and 17 adult international students. We found a significant correlation between the performance of a syntactic task and leftward lateralization of a single region in the triangular part (F3t) of the inferior frontal gyrus, which has been proposed as the grammar center. Moreover, this correlation was independent of the performance of a spelling task, age, gender, and handedness. This striking result suggests that the neural basis for syntactic abilities in L2 is independent of that for lexical knowledge in L2, further indicating that the individual differences in syntactic acquisition are related to the lateralization of the grammar center. Hum Brain Mapp, 2009. © 2009 Wiley-Liss, Inc. [source] Culture in the context of intercultural negotiation.HUMAN COMMUNICATION RESEARCH, Issue 4 2000Individualism-collectivism, paths to integrative agreements This study explores culture's effect on behaviors and outcomes in intercultural negotiation and examines how those effects are moderated by role. Eighty U.S. and international students took part in a previously developed negotiation task (Pruitt, 1981) and completed Hui and Triandis's (1986) individualism-collectivism (INDCOL) scale. Negotiation interactions were coded for information sharing, offers, and distributive tactics. Findings show that a negotiation dyad's collectivism is positively associated with higher joint profit. The effects of culture on both communication behaviors and joint outcomes, however, differ by role of the negotiator. In particular, seller collectivism has larger and more consistent effects on communication behavior and joint profit than buyer collectivism. Results support a ,culture in context' perspective of negotiation that takes into account negotiator qualities, contextual and structural features of the negotiation, and mediating processes in addition to cultural values. [source] Who speaks "broken English"?INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2005US undergraduates' perceptions of non-native English This study attempts to discover how native US English speakers construct social categories for people outside the US. A close look at one group's belief system provides insights that can be used in addressing linguistic discrimination, with information on how varieties and features of varieties are perceived. Here 79 US undergraduates labeled maps with descriptions of English spoken by international students, and 208 rated the English of students from 58 countries. Familiarity and socio-political relationships with countries of origin appeared to play a role in responses. Evaluation was often central to description, with a category of stigmatized, often "broken", English used for all non-native speakers except perhaps (Western) Europeans. Salient subgroups were: negatively evaluated "Chinese" English, somewhat negatively evaluated "Mexican" English, and "harsh" and "guttural" Russian English. Respondents had competing frameworks for classifying Indian and German English. A model of these overlapping categories and implications for addressing linguistic prejudice are suggested. [source] Travel stimulated by international students in AustraliaINTERNATIONAL JOURNAL OF TOURISM RESEARCH, Issue 6 2006Aaron Tham Min-En Abstract The international student (IS) market in Australia has been a growing export economy. Because of the traditional definition of tourism being that of ,a leisure activity outside a usual work scope area for a period of less than a year', tourism research on IS has been minimal. This research investigates the tourism demand stimulated by IS in Australia. Besides tourism statistics, the research involved 23 IS in focus groups who provided responses of their tourism activities while in Australia. The research illustrates that such IS are significant contributors to tourism by visiting places of interest, purchasing souvenirs, casual work in hospitality and visits by friends and relatives. Copyright © 2006 John Wiley & Sons, Ltd. [source] Asian Transnational Families in New Zealand: Dynamics and ChallengesINTERNATIONAL MIGRATION, Issue 4 2008Elsie Ho Since the 1990s, Asia has emerged as the major contributor of migration flows into New Zealand. Settler migration, tourism, international business and more recently, international education make up the diverse flows of Asian peoples into the country. This paper explores the changing dynamics of Asian transnational families over the last two decades, with a special focus on the experiences of young people within these families. In the early 1990s, bi-local families were commonly known as "astronaut" families, in which one or both parents returned to their countries of origin to work, leaving their children to be educated in New Zealand. Over time the structures of these families have changed, as many young migrants relocated back to their former homeland or re-migrated to a third country, while "astronaut parents" rejoined their spouses either in the origin or destination. More recently, the educational migration of international students from countries in Asia has given rise to another form of transnational family, in which young people enter New Zealand as international students and some subsequently become residents. In this paper, the experiences of these young people are explored within the wider context of family strategies for maximising benefits through spatially extended networks on the one hand, and government initiatives and immigration policy changes that have been taking place in New Zealand since the 1990s on the other. Familles transnationales asiatiques en Nouvelle-Zélande: dynamique et défis Depuis les années 1990, les Asiatiques occupent la première place dans les flux migratoires à destination de la Nouvelle-Zélande. La migration d'établissement, le tourisme, le commerce international et plus récemment, l'enseignement international composent les différents flux de populations asiatiques dans le pays. Le présent article explore la dynamique évolutive des familles transnationales asiatiques depuis ces vingt dernières années, en mettant l'accent sur les expériences des jeunes au sein de ces familles. Au début des années 90, les familles bilocales étaient communément appelées familles « astronautes », dans lesquelles un parent ou les deux rentrai(en)t dans leur pays d'origine pour travailler, laissant leurs enfants suivre un enseignement en Nouvelle-Zélande. Au fil du temps, les structures de ces familles se sont modifiées, car beaucoup de jeunes migrants sont retournés s'installer dans leur ancien pays d'origine ou ont émigré vers un autre pays, alors que les « parents astronautes » ont rejoint leur conjoint dans le pays d'origine ou de destination. Plus récemment, la migration scolaire d'étudiants étrangers originaires de pays asiatiques a donné lieu à une autre forme de famille transnationale, dans laquelle les jeunes entrent en Nouvelle-Zélande en tant qu'étudiants étrangers, et deviennent ensuite résidents , pour certains d'entre eux au moins. Dans cet article, les expériences de ces jeunes sont explorées dans le contexte plus large des stratégies familiales visant à tirer le maximum d'avantages possible, d'une part grâce à des réseaux plus étendus dans l'espace et, d'autre part, grâce aux initiatives prises par les gouvernements et aux changements apportés par la Nouvelle-Zélande à sa politique d'immigration depuis les années 90. Familias asiáticas transnacionales en Nueva Zelandia: Dinámica y retos Desde los años noventa, Asia se ha convertido en uno de los principales contribuyentes a los flujos migratorios hacia Nueva Zelandia. La migración con fines de asentamiento, de turismo, de negocios internacionales y, recientemente, de realizar estudios en el extranjero, componen los diversos flujos de asiáticos que se dirigen a ese país. En este artículo se examina la dinámica cambiante de las familias transnacionales asiáticas en los últimos veinte años, haciendo hincapié en las experiencias de los jóvenes de estas familias. A principios de los años noventa, las familias bi-locales se denominaban comúnmente "familias astronautas" puesto que uno de los padres o los dos retornaban al país de origen para trabajar, dejando a sus hijos en Nueva Zelandia para que prosiguieran sus estudios. Con el correr del tiempo, las estructuras de estas familias fueron cambiando, puesto que muchos jóvenes emigrantes volvieron a sus países de origen o emigraron hacia terceros países mientras que "los progenitores astronautas" se reunieron con sus cónyuges, ya sea en el país de origen o de destino. Últimamente, la inmigración de estudiantes provenientes de países de Asia, ha propiciado otra forma de familia transnacional, en la que algunos de los jóvenes que ingresan a Nueva Zelandia como estudiantes terminan convirtiéndose en residentes. En este artículo, se examinan las experiencias de estos jóvenes en el contexto de estrategias familiares más amplias para alentar al máximo los beneficios mediante, por un lado, extensas redes espaciales y, por otro, iniciativas gubernamentales y cambios en políticas de inmigración, que se están llevando a cabo en Nueva Zelandia desde los años noventa. [source] Preparing international students for a successful social experience in higher educationNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 117 2002Jan Guidry Lacina Colleges and universities can increase their retention of international students by providing those students with help in adjusting to U.S. culture. [source] How international students can benefit from a web-based college orientationNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 117 2002Christina Murphy As colleges and universities increasingly seek to recruit more international students, they must also look for ways of preparing those students to meet the special challenges of undertaking a new academic experience in a foreign environment. One way to prepare students is by using Web-based orientation. [source] LIBERALIZATION AND THE PUBLIC SECTOR: THE PRE-EMINENT ROLE OF GOVERNMENTS IN THE ,SALE' OF HIGHER EDUCATION ABROADPUBLIC ADMINISTRATION, Issue 2 2009ANNELIESE DODDS Much recent scholarship concerning liberalization has emphasized the role of regulatees, rather than governments, in promoting liberalization. This article examines such scholarship in the light of an important development in the British and French public sectors,the creation of new agencies (the Education Counselling Service and EduFrance) to ,sell' British and French higher education to potential international students. The new agencies attempted to induce two things: competition amongst higher education institutions for the recruitment of international students from developed and emerging economy countries, and the commodification of these students. This article shows that, contrary to existing theories of liberalization, governments were pre-eminent in pushing forward this liberalization, while higher education institutions attempted to hold it back. [source] Making Asian students, making students Asian: The racialisation of export education in Auckland, New ZealandASIA PACIFIC VIEWPOINT, Issue 2 2006Francis Leo Collins Abstract: In recent years, international education has become a source of considerable political, academic and media debate in New Zealand. This is nowhere more the case than with regards to Auckland, the New Zealand city that has hosted the greatest number of international students. This paper focuses on the media debates around international students in Auckland with particular emphasis on the representations of the largest group of international students, those who originate from countries within the North-East Asian region. The media representations of these students have fixed a diverse group of individuals within a singular racial identity that is known by stereotypical economic, cultural and social characteristics. As a result, these representations have further problematised the interaction between international students and the host population in Auckland while simultaneously implicating a cohort of young New Zealand citizens and permanent residents who are of similar descent within the same discourses. This process of othering the Asian student, regardless of citizenship, has consequences not simply for the practice of exporting education in this city but also for the future of a multicultural Auckland and New Zealand. [source] Emotional and self-esteem consequences of perceiving discrimination against a new identity groupASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 3 2010Cahal K. Meegan With a sample of Asian international students, the consequences of perceiving pervasive discrimination against one's in-group were examined by experimentally manipulating perceived discrimination (pervasive vs rare) and group identification (low vs high). We report evidence that supports and integrates aspects of two contrasted models; namely, the discounting model and the rejection,identification model. Consistent with both models, the effects of perceiving discrimination on one's psychological well-being depended on the level of group identification. Nevertheless, after reading about pervasive discrimination, low (vs high) identifiers reported less depressed affect, consistent with the discounting model. However, they also reported lower self-esteem, consistent with the rejection,identification model. [source] | |||||||||||||||||||