Journal articles: 'Asian students'

1

Selby, Cecily Cannan. "Asian-American Students." Science 246, no. 4928 (October 20, 1989): 313. http://dx.doi.org/10.1126/science.246.4928.313.b.

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SELBY, C. C. "Asian-American Students." Science 246, no. 4928 (October 20, 1989): 313. http://dx.doi.org/10.1126/science.246.4928.313-a.

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Moosavi, Leon. "“Can East Asian Students Think?”: Orientalism, Critical Thinking, and the Decolonial Project." Education Sciences 10, no. 10 (October 16, 2020): 286. http://dx.doi.org/10.3390/educsci10100286.

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Amidst the increasing calls for the decolonisation of universities, this article interrogates the representation of East Asian students in Western academia. It is argued that East Asian students are often imagined in Orientalist ways, as can be evidenced by evaluating the depiction of East Asian students in academic publications. More specifically, it is suggested that common perceptions of East Asian students as lacking in critical thinking may unwittingly reinforce stereotypes that are rooted in historic narratives which depict East Asians as inferior to (white) Westerners. This article also explores the way in which East Asian academics and students may also subscribe to these Orientalist perceptions. Finally, this article offers a refutation of the stereotype that East Asian students struggle with critical thinking and it suggests that being more reflexive about the way that we imagine ethnic minority students should be a key component of our efforts to decolonise the university.

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Chiang, Linda H. "Teaching Asian American students." Teacher Educator 36, no. 1 (June 2000): 58–69. http://dx.doi.org/10.1080/08878730009555251.

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Cheng, Xiaotang. "Asian students' reticence revisited." System 28, no. 3 (September 2000): 435–46. http://dx.doi.org/10.1016/s0346-251x(00)00015-4.

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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried, and Karen Hacker. "Asian Student Depression in American High Schools." Journal of School Nursing 27, no. 6 (August 15, 2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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There are inconsistent findings about depression in Asians. This study examined risk factors for depression in Asian and Caucasian adolescents. Stratified bivariate secondary analyses of risk indicators and depressed mood were performed in this cross-sectional study of high school survey data (9th to 12th grades) from 2,542 students (198 Asian). Asians had a higher prevalence of depressed symptoms, but similar risk factors as Caucasians. Smoking and injury at work were major risk factors for depressed mood among Asians. Asian-specific risk factors for depression were being foreign-born and having a work-related injury. Asian and Caucasian teens have similar risk factors for depressed mood, though being foreign born and having a work-related injury are risk factors specific to Asian youth, possibly related to social–economic status. Providers of care in school, such as school nurses, can be important primary screeners of depression for Asian students in particular.

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Perry, Cody J., Jennifer Weatherford, and David Lausch. "Asian International Students’ Perceptions of their University Experience." Educational Process: International Journal 5, no. 4 (December 1, 2016): 270–78. http://dx.doi.org/10.22521/edupij.2016.54.1.

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Hsiao, Zoya. "Perceived Discrimination Against Asian Americans and Asian International Students." Journal of Purdue Undergraduate Research 8, no. 1 (August 2018): 74–75. http://dx.doi.org/10.5703/1288284316754.

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Nguyen, Diem N., and Mary Beth O’Connell. "Asian and Asian-American College Students’ Awareness of Osteoporosis." Pharmacotherapy 22, no. 8 (August 2002): 1047–54. http://dx.doi.org/10.1592/phco.22.12.1047.33608.

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Kim, Suk-hee, James Canfield, Patricia Desrosiers, Dana Harley, and Vanessa Hunn. "Embracing inclusive excellence: Asian and Asian American college students." Journal of Human Behavior in the Social Environment 29, no. 8 (August 20, 2019): 1015–25. http://dx.doi.org/10.1080/10911359.2019.1647907.

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Lagdameo, Angela, Sophia Lee, Bao Nguyen, Christopher T. H. Liang, Sunny Lee, Corinne Maekawa Kodama, and Marylu K. McEwen. "Voices of Asian American Students." New Directions for Student Services 2002, no. 97 (2002): 5–10. http://dx.doi.org/10.1002/ss.34.

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Wu, Shelley Yijung, and Dan Battey. "The Cultural Production of Racial Narratives About Asian Americans in Mathematics." Journal for Research in Mathematics Education 52, no. 5 (November 2021): 581–614. http://dx.doi.org/10.5951/jresematheduc-2020-0122.

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Although considerable literature illustrates how students’ experiences and identities are racialized in mathematics education, little attention has been given to Asian American students. Employing ethnographic methods, this study followed 10 immigrant Chinese-heritage families to explore how the racial narrative of the model minority myth was locally produced in mathematics education. We draw on constructs of racial narratives and cultural production to identify the local production of the narrative Asians are smart and good at math during K–12 schooling. Specifically, the Asian American students (re)produced racial narratives related to three cultural resources: (a) Their immigrant parents’ narratives about the U.S. elementary school mathematics curriculum; (b) the school mathematics student tracking system; and (c) students’ locally generated racial narratives about what being Asian means.

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Yeo, HyeJin Tina, Ruby Mendenhall, Stacy Anne Harwood, and Margaret Browne Huntt. "Asian International Student and Asian American Student: Mistaken Identity and Racial Microaggressions." Journal of International Students 9, no. 1 (January 25, 2019): 39–65. http://dx.doi.org/10.32674/jis.v9i1.278.

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This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggressions survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students’ narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.

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Collins, Francis Leo. "Making Asian students, making students Asian: The racialisation of export education in Auckland, New Zealand." Asia Pacific Viewpoint 47, no. 2 (August 2006): 217–34. http://dx.doi.org/10.1111/j.1467-8373.2006.00308.x.

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Zhang, Lindy, Edward S. Lee, Charles A. Kenworthy, Serena Chiang, Louisa Holaday, Dennis J. Spencer, Norma Iris Poll-Hunter, and John Paul Sánchez. "Southeast and East Asian American Medical Students’ Perceptions of Careers in Academic Medicine." Journal of Career Development 46, no. 3 (November 30, 2017): 235–50. http://dx.doi.org/10.1177/0894845317740225.

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The Asian race represents one of the fastest growing racial groups in the United States that have unique health-care issues and barriers to services. Despite being the second largest racial group among medical students, Asians represent a markedly smaller proportion of leadership. Greater inclusion may facilitate Asian-related curriculum content development, community-engaged research, and increased services for Asian communities. This article explores Southeast and East Asian American (AA) medical students’ perceptions of and challenges toward pursuing academic medicine careers. We collected quantitative and qualitative data among 138 participants. Factors that increased trainees’ interests include collaboration with others, teaching and research opportunities, and influential role models/mentors. Interventions identified to overcome perceived challenges include exposure to senior-level race-concordant role models and mentors, enhancement of communication skills, and informed career discussions between parents and trainees. Such interventions may engage more AA trainees into academia and facilitate their growth as leaders.

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Warden, Clyde A., Judy F. Chen, and D’Arcy Caskey. "Cultural Values and Communication Online." Business Communication Quarterly 68, no. 2 (June 2005): 222–32. http://dx.doi.org/10.1177/1080569905276669.

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Whereas many researchers have examined differences in values and behavior between Westerners and Asians, fewer have investigated differences within Asian cultural groups. A recent government initiative in Taiwan to encourage international education has led to the development of an international MBA program at the National Cheng Kung University in Tainan; both Chinese and Southeast Asian students participate in the program. They exhibit different behaviors in their classes, particularly in their postings in online discussion boards. For reasons that can be partly explained by the students’ responses on a Chinese-Value Survey, Chinese students tend to post fewer messages than Southeast Asians, and both groups post fewer messages than Westerners in the classes under study. Instructors in multicultural classes have to consider such differences when they design assignments and set expectations for students in online discussions.

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Botha, Francois B., Amanda L. Shamblaw, and David J. A. Dozois. "Reducing the Stigma of Depression Among Asian Students." Journal of Cross-Cultural Psychology 48, no. 1 (October 22, 2016): 113–31. http://dx.doi.org/10.1177/0022022116674598.

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In North America, Asians reliably report higher levels of stigma toward people with depression than do Europeans. Possible methods of reducing this discrepancy have rarely been explored. Asian undergraduate students ( n = 132) were presented with one of four antistigma videos with two actresses: one portraying a student with depression and the other a professor. The videos used the concept of social proof, presenting either positive or negative descriptive norms, to effect change in stigma, measured by social distance. It was hypothesized that the positive descriptive norms intervention would show significantly greater positive change in social distance compared with the negative descriptive norms intervention. All videos were effective in reducing preferred social distance toward people with depression relative to the control condition. The effectiveness of the positive descriptive norm video was mediated through descriptive norms and self-efficacy. The effectiveness of the negative descriptive norm video was mediated through injunctive norms and perceived value of support. The findings can help guide interventions that aim to encourage social engagement with people with depression among Asian student populations. Manipulating social norms and increasing self-efficacy may be especially effective.

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Trinh, Quang-Vinh. "The Impact of Parents’ Educational Level and Students’ Gender on Students’ Science Academic Achievement in Four Southeast Asian Countries." Journal of Basic Education Research 1, no. 3 (September 30, 2020): 70–76. http://dx.doi.org/10.37251/jber.v1i3.104.

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Purpose of study: This paper aims at exploring the factors that affect the science academic achievement of Indonesia, Singapore, Thailand, and Vietnam students by using the PISA 2015 dataset. Methodology: This paper uses a data mining method to explore the PISA 2015 data to answer the research questions and achieve the research aims. The targeted students were selected from ASEAN countries, including Indonesia, Singapore, Thailand, and Vietnam. The total number of samples was 26,703 students and their age ranged from 15.3 to 16.2. Min finding: The results of this paper indicate parents’ educational level and students’ gender create significant differences in students’ science academic achievement in four Southeast Asian countries. Novelty/Originality of this study: The paper intends to explore significant differences in the students’ science academic achievement, between parents’ educational level and students’ gender in four Southeast Asian countries.

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Parthiban, Nirmalatiban, Fiona Boland, Darlina Hani Fadil Azim, Teresa Pawlikowska, Marié T. O’Shea, Mohamad Hasif Jaafar, and Karen Morgan. "Asian medical students’ attitudes towards professionalism." Medical Education Online 26, no. 1 (January 1, 2021): 1927466. http://dx.doi.org/10.1080/10872981.2021.1927466.

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Liu, Theresa C., and Chieh Li. "Psychoeducational Interventions with Southeast Asian Students." Special Services in the Schools 13, no. 1-2 (August 24, 1998): 129–48. http://dx.doi.org/10.1300/j008v13n01_09.

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Pang, Valerie Ooka, Peggy P. Han, and Jennifer M. Pang. "Asian American and Pacific Islander Students." Educational Researcher 40, no. 8 (November 2011): 378–89. http://dx.doi.org/10.3102/0013189x11424222.

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The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.

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Iwamasa, Gayle Y. "Acculturation of Asian American University Students." Assessment 3, no. 1 (March 1996): 99–102. http://dx.doi.org/10.1177/107319119600300111.

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The purpose of this study was to assess the level of acculturation among Asian American university students at a large midwestern university using the SL-ASIA. With this sample, results in general support initial and follow-up findings of the scale's concurrent validity with college students from the West Coast and Rocky Mountain areas. Although no gender differences in level of acculturation were found, analyses comparing foreign-born and U.S.-born participants provided further evidence of concurrent validity for the scale.

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Showstack, Randy. "Asian students excel in science testing." Eos, Transactions American Geophysical Union 81, no. 50 (2000): 610. http://dx.doi.org/10.1029/eo081i050p00610-02.

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BLAIR, SAMPSON LEE, and ZHENCHAO QIAN. "Family and Asian Students' Educational Performance." Journal of Family Issues 19, no. 4 (July 1998): 355–74. http://dx.doi.org/10.1177/019251398019004001.

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Fernandez, Mary Sylvia. "Issues in Counseling Southeast-Asian Students." Journal of Multicultural Counseling and Development 16, no. 4 (October 1988): 157–66. http://dx.doi.org/10.1002/j.2161-1912.1988.tb00406.x.

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Campbell, Jacqui, and Mingsheng Li. "Asian Students' Voices: An Empirical Study of Asian Students' Learning Experiences at a New Zealand University." Journal of Studies in International Education 12, no. 4 (September 13, 2007): 375–96. http://dx.doi.org/10.1177/1028315307299422.

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Howell, Llewellyn D. "Looking East, Looking West: The International Political Attitudes of Malaysia's Successor Generation, 1971–81." Journal of Southeast Asian Studies 17, no. 1 (March 1986): 137–55. http://dx.doi.org/10.1017/s0022463400005245.

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There are many elements in analyses of why multinational cooperative organization efforts such as the Association of Southeast Asian Nations (ASEAN) succeed or fail. The outward manifestations of success include increased economic interdependence, larger numbers of economic, political, and security agreements, more frequent consultations among leaders, and more numerous instances of joint action in the international political and security domains. Observers and students of Southeast Asian politics may follow such events in the news media or in scholarly publications by other students.

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Yeh, Theresa Ling. "Issues of College Persistence between Asian and Asian Pacific American Students." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (May 2004): 81–96. http://dx.doi.org/10.2190/mg9g-76ur-7buk-5juw.

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Maffini, Cara S. "Campus safety experiences of Asian American and Asian international college students." Asian American Journal of Psychology 9, no. 2 (June 2018): 98–107. http://dx.doi.org/10.1037/aap0000087.

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McGee, Ebony. "“Black Genius, Asian Fail”: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students." AERA Open 4, no. 4 (October 2018): 233285841881665. http://dx.doi.org/10.1177/2332858418816658.

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Asians are typically situated at the top of the STEM educational and career hierarchy and enjoy a host of material benefits as a result. Thus, their STEM lives are often considered problem-free. This article describes the role of race-based stereotypes in shaping the experiences of high-achieving Black and Asian STEM college students. Their experiences exposed the insidious presence of anti-Black and pro-Asian sentiment, operationalized through the frameworks of stereotype threat and stereotype lift. Stereotype threat and stereotype lift situate the racialized experiences of Black and Asian students as opposites, thereby ignoring their shared marginalization and responses to being stereotyped. I argue that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs. I aim to demonstrate that Black and Asian college students are burdened with being stereotyped and judged unfairly, enduring sometimes debilitating consequences even while they are praised for fulfilling or defying stereotypes. Discussion includes coalition building among racial groups of color in STEM, serving in part to co-construct racialized psycho-social coping skills, and a strategy for more equitable material outcomes for Black STEMers.

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Gardner, Robert W. "Asian Immigration: The View from the United States." Asian and Pacific Migration Journal 1, no. 1 (March 1992): 64–99. http://dx.doi.org/10.1177/011719689200100104.

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Between the 1965 immigration law and 1990, Asian immigration to the United States increased tenfold to a quarter of a million annually. As sender of the most immigrants, Japan has yielded to the Philippines, South Korea, Vietnam, India, and China. From 1974–1989, over 900,000 Southeast Asian refugees entered the United States. Most Asians today are admitted in the family preference category. On average, the sex ratio is balanced, but over 55% of immigrants from South Korea, the Philippines, and Taiwan are female. Asians are occupationally diverse, with a greater number of professionals/executives (35%) than laborers (14%). Though relatively few in number, Asians concentrate geographically (notably in California) and exert growing political influence in those areas. Except for refugees, Asians are generally viewed as having a positive impact as students and workers. On the other hand, inas much as they contribute to ethnic diversity, they fan the current fears over threats to a common American cultural heritage. Anti-Asian hate crimes and interethnic violence have risen. Asian immigration is likely to continue to rise and show greater emphasis on employment preference categories.

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Dion, Kenneth L., and Karen K. Dion. "Gender and Ethnocultural Comparisons in Styles of Love." Psychology of Women Quarterly 17, no. 4 (December 1993): 463–73. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00656.x.

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Ethnocultural background and gender were investigated as correlates of love styles in an ethnically diverse sample of university students in Toronto. Women viewed love as more friendship oriented, more pragmatic, but less permissive than did men, findings consistent with previous research with American college students. Ethnocultural differences or Gender x Ethnocultural Background interactions were also found. In line with an expected contrast between Asian and Western cultural traditions regarding love, Chinese and other Asian respondents of both sexes were more friendship oriented in their love relationships than were respondents of Anglo-Celtic or European ethnocultural backgrounds. Expectations of greater gender role differentiation among Asians were partly supported by finding that women from Asian ethnocultural backgrounds other than Chinese were less likely to view “love as a game” than were either their female or male counterparts. Women from Asian ethnocultural backgrounds other than Chinese also expressed a more altruistic view of love than did Anglo-Celtic women.

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Eaton, Martin J., and Myron H. Dembo. "Differences in the motivational beliefs of Asian American and non-Asian students." Journal of Educational Psychology 89, no. 3 (1997): 433–40. http://dx.doi.org/10.1037/0022-0663.89.3.433.

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Tsai-Chae, Amy H., and Donna K. Nagata. "Asian values and perceptions of intergenerational family conflict among Asian American students." Cultural Diversity and Ethnic Minority Psychology 14, no. 3 (2008): 205–14. http://dx.doi.org/10.1037/1099-9809.14.3.205.

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Whang, Patricia A., and Gregory R. Hancock. "Motivation and Mathematics Achievement: Comparisons between Asian-American and Non-Asian Students." Contemporary Educational Psychology 19, no. 3 (July 1994): 302–22. http://dx.doi.org/10.1006/ceps.1994.1023.

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Gong, Xiaopeng, Gregory Marchant, and Yinsheng Cheng. "Family factors and immigrant students’ academic achievement." Asian Education and Development Studies 4, no. 4 (October 5, 2015): 448–59. http://dx.doi.org/10.1108/aeds-01-2015-0002.

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Purpose – The purpose of the paper is to examine the relationship between family-related factors and academic performance for Asian and Hispanic immigrant students. Design/methodology/approach – The study used data drawn from the Children of Immigrants Longitudinal Study. Data were collected from second-generation immigrant students in forms of surveys. A total of 10th to 12th grade Asian (n=3,022) and Hispanic immigrant students (n=1,664) reported their family income, father’s and mother’ education, parents’ education aspiration for them, their own education aspiration, English proficiency, family cohesion, and parent-child conflict. Their school performance indicated by grade point average demonstrated in school records was also collected. Data were analyzed with analysis of variance and regression techniques. Findings – Family income and parent-child conflict were identified as predictors of immigrant students’ grade point average. When regression analyses were conducted separately for Asian and Hispanic students, different patterns emerged. Family income and parent-child conflict predicted Hispanic immigrant students’ academic performance whereas parent education aspiration and family income predicted Asian immigrant students’ academic performance. Originality/value – The current study was among the first to examine how family emotional factors related to Asian and Hispanic immigrant students’ academic performance. The findings demonstrated some interesting patterns in terms of how different family-related factors contributed to the two immigrant student groups. It added to the existing literature about what distinguished Asian and Hispanic immigrant students’ academic achievement.

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Kommers, Suzan, and Duy Pham. "How Tinto’s Theory Differs for Asian and Non-Asian International Students: A Quantitative Study." Journal of International Students 6, no. 4 (October 1, 2016): 999–1014. http://dx.doi.org/10.32674/jis.v6i4.331.

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Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about how to support student degree completion.

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Kim, Eunha, and Ingrid Hogge. "Microaggressions against Asian international students in therapy." Professional Psychology: Research and Practice 52, no. 3 (June 2021): 279–89. http://dx.doi.org/10.1037/pro0000383.

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Gao, Jing. "Asian American Students’ Perceptions of Social Studies." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 76. http://dx.doi.org/10.18251/ijme.v22i3.2515.

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This qualitative study explores Asian American high school students’ perceptions of social studies. The study finds that students affirm the value and significance of learning social studies. Their different interpretations of social studies further reveal that their social studies learning experiences have been influenced by their teachers’ beliefs and practices on social studies curriculum and instruction, and the interplay with students’ complex and multi-faceted identities. The findings of this study suggest a comprehensive and diversified curriculum and culturally relevant teaching in social studies.

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IYENGAR, KALPANA M. "Cultural Literacy in Asian Indian American Students." Dev Sanskriti Interdisciplinary International Journal 6 (July 31, 2015): 01–09. http://dx.doi.org/10.36018/dsiij.v6i0.60.

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The cultivation of ‘cultural literacy’ in students from multicultural backgrounds may occur outside schooling practices in the US due to curricular framing and a lack of interest in integrating cultural education at schools. ‘Cultural literacy’ warrants student participation and requires a conducive learning environment where multiethnic students can seek inspiration through exploration. The San Antonio Writing Project organizes literacy project called the Kahani Project, and it fosters creativeness and facilitates authentic expression of cultural funds of knowledge of Indian American students. Performing arts including dance and music engage Indian students and enable them to learn about their culture, heritage, and religion. The Kahani Project is culturally contextualized writing activity, where Asian Indian American students write about their generational practices that may not addressed in schools in the US. This qualitative study explores two narratives written for the Kahani Project. The study utilized Leiblich et al., holistic content analysis to arrive at themes, categories, and meta categories. The findings revealed Indian students’ willingness to preserve their culture through writing about Indian dance and music. The second inference of this study was that Indian students’ heritage is neglected and excluded in US curriculum.

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Wong, Y. Joel, Kenneth T. Wang, and Cara S. Maffini. "Asian International Students’ Mental Health-Related Outcomes." Counseling Psychologist 42, no. 2 (April 11, 2013): 278–305. http://dx.doi.org/10.1177/0011000013482592.

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Hussain, S. F., I. Moid, and J. A. Khan. "Attitudes of Asian medical students towards smoking." Thorax 50, no. 9 (September 1, 1995): 996–97. http://dx.doi.org/10.1136/thx.50.9.996.

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Park, Clara C. "Learning Style Preferences of Southeast Asian Students." Urban Education 35, no. 3 (September 2000): 245–68. http://dx.doi.org/10.1177/0042085900353002.

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Weiss, Meredith L., and Michele Ford. "Temporary Transnationals: Southeast Asian Students in Australia." Journal of Contemporary Asia 41, no. 2 (May 2011): 229–48. http://dx.doi.org/10.1080/00472336.2011.553042.

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Wang, Ying, Michael A. Martin, and Sarah H. Martin. "Understanding Asian Graduate Students' English Literacy Problems." College Teaching 50, no. 3 (August 2002): 97–101. http://dx.doi.org/10.1080/87567550209595885.

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Yuriko, Sato. "Asian students’ brain circulation and Japanese companies." Asian Education and Development Studies 9, no. 1 (October 8, 2019): 105–16. http://dx.doi.org/10.1108/aeds-02-2019-0044.

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Purpose The purpose of this paper is to explore the relationship between the brain circulation of Asian graduates of Japanese universities and Japanese companies by picking up China, Thailand, Indonesia and Vietnam, which are among the top countries which send students to Japan and host Japan-affiliated companies. Design/methodology/approach Questionnaire responses of Japanese university graduates from four countries are compared, especially between those who work for Japanese companies in Japan and in their countries of origin (COO), coupled with existent data analysis, interviews of these graduates and human resources (HR) managers/executives of Japanese companies. Findings A mobility of Japanese university graduates from Japan to their COO has been promoted by an increase in Japan-affiliated companies in their COO, which tend to offer better working environment than Japanese companies in Japan. Practical implications Japanese companies need to provide better working conditions to able local staff in overseas subsidiaries in order to recruit and retain the returned graduates of Japanese universities and to realize mutually beneficial brain circulation. Originality/value The role and constraints of study destination companies in relation with international students’ brain circulation were explored based on empirical study.

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Normile, D. "Japanese Universities Become Magnets for Asian Students." Science 262, no. 5132 (October 15, 1993): 351. http://dx.doi.org/10.1126/science.262.5132.351.

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Dillner, L. "Manchester tackles failure rate of Asian students." BMJ 310, no. 6974 (January 28, 1995): 209. http://dx.doi.org/10.1136/bmj.310.6974.209.

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Popadiuk, Natalee E. "Unaccompanied Asian Secondary Students Studying in Canada." International Journal for the Advancement of Counselling 31, no. 4 (September 17, 2009): 229–43. http://dx.doi.org/10.1007/s10447-009-9080-6.

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Ashy, L., A. R. Shows, J. Chen, and C. S. Ruiz. "Dietary Acculturation of Asian Indian International Students." Journal of the Academy of Nutrition and Dietetics 115, no. 9 (September 2015): A75. http://dx.doi.org/10.1016/j.jand.2015.06.267.

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Journal articles on the topic 'Asian students'

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