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Journal articles on the topic 'Overseas students'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Romm, Tsilia, Paul Patterson, and Constance Hill. "Overseas Students in Australia:." Journal of Marketing for Higher Education 5, no. 2 (July 6, 1994): 31–52. http://dx.doi.org/10.1300/j050v05n02_03.

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2

O'Malley, W. J. "Australia's overseas students policy." Asian Studies Association of Australia. Review 8, no. 3 (April 1985): 18–22. http://dx.doi.org/10.1080/03147538508712360.

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3

Pitoyo, Agus Joko, and Kirana Putri Prastika. "Indonesian Students Intellectual Internship Overseas." Populasi 27, no. 1 (September 15, 2019): 46. http://dx.doi.org/10.22146/jp.49601.

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Indonesia is classified as developing country which still have low level of national education. One of the way to improve the level of education happening in this era is by studying abroad. There are lot of universities in Indonesia that already establish cooperation with foreign universities. This cooperation helps Indonesia student get the accessibility to join study abroad program. This paper has two objectives. The first one is to know the development of studying abroad program conducted by Indonesian student spatially and temporarily. The second one is to know Indonesian student’s perspectives about study abroad program from their level of satisfaction. This paper uses primary and secondary data to analyze this issue. This primary data was taken from questionnaire through 14 respondents and the secondary data was taken from UNESCO statistical data and news. The results of the paper show that the spatial distribution of Indonesian student international mobility varies from Asian, European, Middle Eastern, and American countries. Indonesian student tends to visit development economy countries rather than developing economy countries. According to the data collected from 14 respondents, Japan is the most visited country and also shows that the temporal development of this international mobility is growing from 2013 to 2019. This positive development is reinforced by the high level of satisfaction according to 14 respondents. These respondents had joined 23 program and only two programs were not satisfactory for two respondents.

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4

Jeffels, Will. "Increasing numbers of overseas students." Veterinary Record 190, no. 11 (June 2022): 466. http://dx.doi.org/10.1002/vetr.1880.

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5

Lim, David. "Jackson and the Overseas Students." Australian Journal of Education 33, no. 1 (April 1989): 3–18. http://dx.doi.org/10.1177/000494418903300101.

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The underlying framework adopted by the Committee to Review the Australian Overseas Aid Program demands that Australian aid helps to promote the economic development of the recipient less developed countries. If it does not, then the humanitarian, political and economic arguments for giving aid lose much of their cogency. This approach is evident in the treatment of overseas students. The Report recommends a vastly expanded scholarship program because it recognises the central role played by education in economic development. It recommends a different geographical and academic composition for the scholarship scheme because it supports the developmental thrust of Australia's aid program. It recommends also the development of education as an export industry because it believes Australia is competitive in this lucrative trade. It sees no conflict in having Australian educational expertise being used for aid and trade purposes, and does not recommend that trade is more important than aid. It should thus be clear that the current government policy on overseas students is not based solely on the reports of either this Committee or the Committee of Review of Private Overseas Student Policy. It is a compromise between the two and, as with most compromises, suffers from a number of inconsistencies.

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Sebugwawo, S., G. H. Stewart, J. R. Catterall, M. Kirkup, and A. V. J. Butler. "Screening overseas students for tuberculosis." BMJ 310, no. 6991 (May 27, 1995): 1411–12. http://dx.doi.org/10.1136/bmj.310.6991.1411c.

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7

Northrup, R. S. "Preparing students for overseas electives." Academic Medicine 66, no. 2 (February 1991): 92. http://dx.doi.org/10.1097/00001888-199102000-00008.

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8

Havard-Williams, Peter. "Overseas Students as a Resource." Information Development 1, no. 2 (April 1985): 100–102. http://dx.doi.org/10.1177/026666698500100207.

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9

Harber, Clive. "Overseas Students and Democratic Learning." British Journal of In-Service Education 19, no. 2 (January 1993): 72–76. http://dx.doi.org/10.1080/0305763930190212.

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10

Yang, Shuang, Sheling Ye, and Haiyan Li. "Factor Analysis about Indonesian Students’ Motivations to Study in China Based on Push-Pull Theory." Wireless Communications and Mobile Computing 2021 (December 17, 2021): 1–9. http://dx.doi.org/10.1155/2021/2656116.

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Based on the push-pull model, the study is aimed at testing 116 China (Jiangsu Province) overseas students’ travel motivations with the methods of factor analysis，ANOVA analysis, and independent t -test to explain internal and external factors, which influence overseas students’ travel decision, and further improve overseas students travel market. The results show that leisure and relaxation, togetherness and socialization, and knowledge and culture are top three push factors, while special festivals, historical sites, and financial budgets are top three pull factors. Among sociodemographic factors, gender differences, lengths of visit in China, and main income sources have significant differences in overseas students travel decisions. With “One belt, one road” initiative, travel industries should precisely understand overseas students traveling preferences, explore travelling market layout to balance economic benefits and cultural transmission, and develop overseas students’ traveling destination groups.

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11

Lawrence, Lorraine. "Overseas students sent home after training." Nursing Standard 10, no. 4 (October 18, 1995): 51. http://dx.doi.org/10.7748/ns.10.4.51.s58.

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12

Clarkson, Elizabeth M. R. "Teaching overseas students in Great Britain." International Social Work 33, no. 4 (October 1990): 353–64. http://dx.doi.org/10.1177/002087289003300407.

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13

Li, Rose Yanhong, and Mike Kaye. "Understanding Overseas Students’ Concerns and Problems." Journal of Higher Education Policy and Management 20, no. 1 (May 1998): 41–50. http://dx.doi.org/10.1080/1360080980200105.

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14

Oei, Tian P. S., and Farida Notowidjojo. "Depression and Loneliness in Overseas Students." International Journal of Social Psychiatry 36, no. 2 (June 1990): 121–30. http://dx.doi.org/10.1177/002076409003600205.

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15

Wilkinson, John W. "Marketing Australian universities to overseas students." Asia-Australia Marketing Journal 1, no. 1 (January 1993): 71–78. http://dx.doi.org/10.1016/s1320-1646(93)70293-2.

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16

Tan, Weihua, and Ken Simpson. "Overseas educational experience of Chinese students." Journal of Research in International Education 7, no. 1 (April 2008): 93–112. http://dx.doi.org/10.1177/1475240907086890.

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17

Fenwick, Keith. "Making the Most of Overseas Students." Higher Education Quarterly 41, no. 2 (March 1987): 126–37. http://dx.doi.org/10.1111/j.1468-2273.1987.tb01771.x.

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18

Le Ha, Phan. "Plagiarism and overseas students: stereotypes again?" ELT Journal 60, no. 1 (January 1, 2006): 76–78. http://dx.doi.org/10.1093/elt/cci085.

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19

Yang, Chieh Yun, Dengming Xie, and Jose Weng Chou Wong. "CHALLENGES AND BENEFITS OF EXPERIENTIAL LEARNING: THE CASE OF OVERSEAS EXCHANGE PROGRAMS." Advanced Education, no. 19 (December 29, 2021): 79–88. http://dx.doi.org/10.20535/2410-8286.239232.

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This article highlights an increasingly popular form of experiential learning, namely overseas exchange programs. Experiential learning is regarded as a valuable way to link up theoretical knowledge and practical skills in hospitality and tourism education. Although some studies have addressed the importance of experiential learning, the factors influencing students’ choice of overseas exchange programs, and the challenges and benefits of students’ experiential learning are still unclear, especially on the overseas exchange programs. The purpose of this study is to reveal the whole picture of overseas exchange programs by utilizing experiential learning cycle theory, and further understand students’ perception of overseas experiential learning. By employing quantitative and qualitative methods, including questionnaire survey and in-depth interviews with students who have participated in the overseas exchange programs and content analysis of program information, this study analyzes the differences of factors considered by males and females in choosing overseas exchange programs, and displays the four-stage learning process of experiential learning in overseas exchange programs and identifies two themes of challenges (living challenges and learning challenges) and five themes of benefits (cognitive development, behavioural change, multiple skill development, social bonding development, academic competitiveness & employability enhancement) for experiential learning for students majoring in Hospitality and Tourism. The study enriches our understandings of the experiential learning cycle theory and provides insights to educators in the design of future overseas exchange programs.

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20

Sudarji, Shanty, and Fifi Juniarti. "PERBEDAAN GRIT PADA MAHASISWA PERANTAU DAN BUKAN PERANTAU DI UNIVERSITAS “X”." PSYCHE: Jurnal Psikologi 2, no. 1 (February 3, 2020): 1–10. http://dx.doi.org/10.36269/psyche.v2i1.176.

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Family support, especially parents, can help students adapt to their educational transition from high school to college or university. For overseas students, of course the limited presence of parents will be a challenge as well as a separate opportunity to develop themselves. In addition to supporting factors the encouragement of intrinsic motivation from students' personalities also determines in an effort to get good academic achievement. One of the personality traits that helps a person to be able to maintain his intrinsic motivation is Grit, one of the concepts put forward by Angela Lee Ducksworth. Grit has two aspects, namely perseverance of effort and consistency of interest. The research instrument for measuring Grit will use a measuring instrument developed by Angela Lee Duckworth (2009). Measuring instruments in the form of a self-report questionnaire, validity r = 0,300-0,654 and reliability r = 0,888. Respondents from this study were 344 university X students with respondents' ages varying from 17 to 24 years. The mean score of the Grit variable in the Overseas group of students was 37.05 while the mean score in the non-Overseas group of students was 35.17. Overseas student groups showed higher Grit scores than non-overseas student groups. Individuals who have higher grits will be more diligent and diligent, are not easily discouraged by setbacks or failures, are more focused on projects or goals, and are more likely to complete tasks. Keywords: grit, non-overseas students, overseas students

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21

Parada, Roxana, Reiko Ikeda, Takayuki Ando, Masako Hishida, Hiroshi Takeda, Dagnachew Aklog, Kurie Otachi, and Kumi Yasunobu. "Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs." Journal of Education and Learning 7, no. 5 (June 19, 2018): 62. http://dx.doi.org/10.5539/jel.v7n5p62.

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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.

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22

Lee, Jean Ling. "The Influence of Learning Styles to Learning Effect of Overseas Field Trip-the Case of Resort Management Course." International Journal for Innovation Education and Research 5, no. 5 (May 31, 2017): 121–27. http://dx.doi.org/10.31686/ijier.vol5.iss5.701.

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Overseas field trips offer students a unique educational opportunity to investigate and understand how global organizations set up and implement strategies in one of the most dynamic markets in the world. The students can engage in developing a critical understanding of how different contexts impact on business opportunities and leadership in practice. The purpose of this study is to the exam the influence of learning styles to learning effect of overseas field trip. In accordance with the visions and objectives of resort management course, the overseas field trip has taken place in Macau. The main objects of this research were college students from KNU University Taiwan; they have completed the two-day overseas field trip lessons in Macau. According to the students learning effect analysis, participant students have received the good learning effect in this overseas field trip. In addition, it is positive that the learning styles of individual students will influence their learning effect, especially in the aspects of Outside Environment Interaction and Knowledge Learning Growth.

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23

Zhang, Ming-ya, Guang Wang, Xin Cheng, and Xuesong Yang. "Investigating the medical study of overseas students at Jinan University Medical School." International Journal of Higher Education 6, no. 4 (August 21, 2017): 240. http://dx.doi.org/10.5430/ijhe.v6n4p240.

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A great number of overseas students have studied medicine at Jinan University Medical School over the past decade. Statistics from the past ten years show that these students’ test scores on diagnosis and medicine I & II are lower than those of their classmates from mainland China. To address the underlying causes of this phenomenon, we implemented a series of questionnaires for overseas and mainland Chinese medical students. The results indicate that there are no significant differences between overseas students and mainland Chinese students with regard to their attitude towards the study of medicine, their approval of the teaching and learning environments or their ability to improve their independent study capabilities at Jinan University Medical School; however, overseas students prefer to study at night and sleep later than their mainland Chinese classmates. One outstanding difference between these groups is that overseas students like to arrange their studies based on their interests, regardless of available time and subject contents, and this might lead them to perform poorly on examinations during their academic term at Jinan University Medical School. Overseas students might not have achieved scores as high as their Chinese classmates is that they do not completely focus on the content taught by teachers in class, which would later be assessed by exams at the end of each academic term. This observation is actually part of our medical educational concepts, especially in Chinese medical schools. Attention should be paid by both overseas students and medical schools to this discrepancy.

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24

Mitchell, Rose. "All students - home and overseas - are exploited." Nursing Standard 15, no. 42 (July 4, 2001): 30. http://dx.doi.org/10.7748/ns.15.42.30.s51.

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25

Gillett, Shirley, and Rachel Baskerville. "Factors Motivating International Students to Study Overseas." International Journal of Learner Diversity and Identities 19, no. 4 (2013): 81–99. http://dx.doi.org/10.18848/2327-0128/cgp/v19i04/48548.

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26

Dimmock, Clive, and Jason Ong Soon Leong. "Studying overseas: mainland Chinese students in Singapore." Compare: A Journal of Comparative and International Education 40, no. 1 (January 2010): 25–42. http://dx.doi.org/10.1080/03057920903155666.

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27

Wenz, Charles. "UK overseas students: Market forces shrink demand." Nature 316, no. 6031 (August 1985): 755. http://dx.doi.org/10.1038/316755b0.

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28

Kennedy, Kerry J. "Developing a Curriculum Guarantee for Overseas Students." Higher Education Research & Development 14, no. 1 (January 1995): 35–46. http://dx.doi.org/10.1080/0729436950140104.

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29

Mutiara, Beauty Cesya, Anwar Anwar, and Martaria Rizky Rinaldi. "Hubungan antara Perilaku Overprotective Orang Tua dengan Penyesuaian Diri pada Mahasiswa Rantau Tahun Pertama di Yogyakarta." Suksma: Jurnal Psikologi Universitas Sanata Dharma 2, no. 1 (March 30, 2022): 35–41. http://dx.doi.org/10.24071/suksma.v2i1.4500.

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This study aims to determine the relationship between overprotective parental behavior with adjustment in first-year overseas students in Yogyakarta. The hypothesis proposed is that there is a negative relationship between overprotective behavior of parents with adjustment to the first-year overseas students in Yogyakarta. The subjects in this study were 60 first-year overseas students in Yogyakarta . The data collection in this study used the overprotective behavior scale and the Adjustment scale. The data analysis technique used is the product moment correlation from Karl Person. Based on the results of data analysis obtained correlation coefficient r = - 0.226, (p 0.050), indicating there is a negative relationship to overprotective parental behavior with the adjustment of overseas students. The overprotective behavior variable contributed 5.1% to the low adjustment and the remaining 94.9% was influenced by other factors.

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30

Chen, Tiancheng, and Jing Chen. "Effects of Study-Abroad Experiences on Chinese Students ’ L2 Learning Activities and Study-Abroad Motivations." Chinese Journal of Applied Linguistics 44, no. 1 (March 1, 2021): 21–34. http://dx.doi.org/10.1515/cjal-2021-0002.

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Abstract This study explores how overseas exchange opportunities might influence Chinese students ’ engagement in L2 learning activities and how far such opportunities may satisfy their motivation to study abroad. The analysis of the data, collected and filtered from carefully designed questionnaires and interviews, showed that students ’ L2 learning activities and study-abroad motivations underwent changes after their overseas experiences. Regarding the former, the overseas environment was the cause of the change because it provided students with more chances to talk with native speakers and increased the frequency of their using L2 in their daily life. Regarding the latter, the decline of the students ’ major study-abroad motivations was partly because they tended to treat L2 learning as a tool for realizing other goals and partly because the students had got other important motivations. In view of these findings, suggestions were raised to help future students get better prepared for their overseas study or short-term exchange life.

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31

Gbadamosi, Ayantunji. "The anatomy of international students’ acculturation in UK universities." Industry and Higher Education 32, no. 2 (March 25, 2018): 129–38. http://dx.doi.org/10.1177/0950422218760335.

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The diversity of the student population in the United Kingdom’s higher education sector evokes a vision of the world as a global village. The effect of this diversity on the UK economy has been considerable. Nevertheless, the research attention given to how overseas students can become integrated into UK culture remains inadequate. This interpretive research study helps to fill that gap by exploring the acculturation of overseas students in the United Kingdom using a London-based university as the contextual platform. It discusses the challenges faced by overseas students, which include culture shock, discrimination and limited opportunities for interpersonal relationships, and looks at how these challenges might be addressed. The article suggests strategic directions for higher education institutions to create value for their target students in the highly competitive education sector.

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Wowor, Hana Aviela Fedria, and K. Y. S. Putri. "Komunikasi Interpersonal Keluarga sebagai Penunjang Kesehatan Mental Mahasiswa Rantau Asal Papua-Papua Barat." PERSPEKTIF 11, no. 1 (December 22, 2021): 205–13. http://dx.doi.org/10.31289/perspektif.v11i1.5488.

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In this study, the researcher aims to find out how interpersonal communication in the family can support a person's mental health, especially overseas students. This study uses a qualitative method with a phenomenological approach, which focuses on telling the phenomenon of the role of family communication on student mentality, which is experienced directly by overseas students from Papua-West Papua. The results of this study show that communication plays a very important role in supporting one's mental health, especially overseas students who now have to study in a pandemic situation. Communication that supports this in the form of open communication and willing to listen. During this pandemic, some students chose to return to their hometowns, but some had to stay overseas due to certain conditions. Each student told a different experience, but more or less had something in common, namely feeling pressured or stressed with lectures. Through communication, students tend to feel their burden is reduced. Parental responses also build enthusiasm in students and provide strength, which reduces stress and helps students' mental health. The willingness of parents to hear stories and give positive words turned out to give students a feeling of comfort and relief.

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33

Lu, Guo, Song Hu, Yichen Zhang, Jiao Chen, Yong Yuan, Xun Gong, and Yidan Zhang. "Analysis of Influencing Factors of Psychological Intervention on International Students in China after COVID-19: Hainan Province, China." American Journal of Health Behavior 46, no. 6 (December 30, 2022): 606–17. http://dx.doi.org/10.5993/ajhb.46.6.3.

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Objectives: In the post-covid-19 era, students face numerous mental health-related effects. Returning to Chinese institutions, international students in China experienced mental health issues (anxiety and stress). These overseas students' psychological issues are obstacles to their academic performance in China. Students' fear restructured their ability to think critically and execute effectively. Consequently, the framework of this study is intended to emphasize the beneficial effects of offline activities, physical activity, and classroom activities on reducing anxiety among international students in China. Methods: This study is predicated on survey data acquired using a five-point Likert scale. 317 responses were received from overseas students enrolled in Hainan universities. Results: The findings show that offline, physical, and classroom activities substantially impact the anxiety reduction of overseas students in China. The study's contribution to the literature is a fresh concept that previous research has not addressed. In addition, this research has significant theoretical and practical consequences for both knowledge and findings. Conclusion: The study has given a paradigm for relieving anxiety among overseas students in China by addressing a research gap. Meanwhile, this study's limitations provide a roadmap for researching further areas of literature in the future.

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34

Nabavi, Razieh Tadayon, and Mohammad Sadegh Bijandi. "An Investigation of Predictors of Life Satisfaction among Overseas Iranian Undergraduate Students." Educational Process: International Journal 7, no. 1 (January 15, 2018): 74–93. http://dx.doi.org/10.22521/edupij.2018.71.6.

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35

Xia, Zhongjun. "A Preliminary Study of Culture Shock and Adaptation Tactics for Overseas Chinese Students —from the Perspective of "American Dreams in China"." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 336. http://dx.doi.org/10.17507/tpls.1003.11.

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Culture shock is a common phenomenon in the life of studying abroad. Universally, due to cultural differences in living habits, thinking mode, language level and other fields, Overseas Chinese students may experience four stages of cultural shock, namely euphoria, frustration, adjustment and adaptation, and reverse cultural shock. Each stage will have an impact on their physical and mental health. Therefore, it is necessary for overseas students who want to go abroad to master some countermeasures to adapt to cultural shock, so as to help them spend their overseas study life more smoothly and experience the least negative impact of cultural shock. Based on the cultural shock phenomenon reflected in the film “American dreams in China”, this paper discusses the causes of cultural shock for Chinese overseas students and cultural adaptation tactics in intercultural communication.

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Ali, Ershad, Arunima Ghosh Peya, and Geetha Subramaniam. "Bangladesh Import Education from New Zealand: Opportunities & Challenges." Journal of Emerging Economies and Islamic Research 4, no. 3 (September 30, 2016): 27. http://dx.doi.org/10.24191/jeeir.v4i3.9094.

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Bangladesh is an emerging economy and has been earning about 7% GDP growth during the last two decades. It has 150 universities which can accommodate 3 million students. Every year, about 5 million young students enter university level education. Therefore, about 2 million young people desire to move overseas for higher education. Existing literature focusses on the need for young generation to go overseas for higher education but the challenges as well as opportunities for studying overseas have not been addressed. This study aims to investigate the opportunities and challenges for Bangladeshi students in choosing New Zealand as a study destination.

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Sigalingging, Adelina Jesica Angel, and Nur Idaman. "Culture Shock In Intercultural Communication Between Foreign Students In Jakarta." IKRA-ITH HUMANIORA : Jurnal Sosial dan Humaniora 7, no. 2 (November 2, 2022): 68–78. http://dx.doi.org/10.37817/ikraith-humaniora.v7i2.2294.

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Cultural differences can lead to culture shock and anxiety among those who participatein intercultural communication. Migrant students are one illustration of students who havefaced culture shock since choosing to study in Jakarta. This study intends to describe theCulture Shock of Intercultural Communication among Overseas Students in Jakarta. Thepurpose of this study is to find out how the stages of culture shock and communication barriersexperienced by overseas students in Jakarta are in intercultural interactions.The theory applied in this study is the stages in culture shock, namely the honeymoonphase, the crisis phase, the adjustment phase, the bhicultural phase and Anxiety/UncertaintyManagement Theory (AUM). Anxiety/Uncertainty Management Theory (AUM) is a theory thatdiscusses a person's experience of anxiety and uncertainty that arises when dealing withstrangers or meeting people with different cultures from him in Jakarta.This study uses a qualitative approach with descriptive research type, the types of dataused are primary and secondary data, with data collection techniques using interviews,observation, and documentation. Data analysis techniques used are data reduction, datapresentation, conclusion drawing. The validity of the data used is source triangulation.The results of this study indicate that all informants who are overseas students inJakarta experience four stages in culture shock, namely the honeymoon phase, the crisis phase,the adjustment phase, the bicultural phase and anxiety/uncertainty management (AUM). Thesecond informant, Melan, does not experience anxiety at all, because Melan admits that shelikes to mingle with new people. The culture shock and anxiety experienced by overseasstudents in Jakarta did not really cause a sense of hopelessness. Various feelings of discomfortexperienced by overseas students in Jakarta will be eroded by itself with the passage of timewhich makes overseas students adapt to their environment. The obstacles in the interactionprocess of immigrant students come from within, habits, and language. For each individualwho will travel overseas, first seek information from reliable sources regarding the social andcultural situation in the area so as not to experience culture shock

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38

Chow, Susan Ka Yee, and Keith Hin Kee Fung. "Do student demographics and country location affect the international learning experience of nursing students?" Journal of Nursing Education and Practice 8, no. 11 (June 7, 2018): 16. http://dx.doi.org/10.5430/jnep.v8n11p16.

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Objective: Nursing students who participate in overseas placements are considered to have excellent opportunities to broaden their horizons and promote their personal and professional development. This study examines and compares nursing students’ learning outcomes from their international experience in various countries.Methods: This is a cross-sectional descriptive study. The study was conducted in a university that arranges overseas clinical placements for nursing students in pre-registration programmes. The participants were students in different years of study from a variety of nursing programmes. A questionnaire developed by the researchers, the International Education Survey was used to collect data.Results: One hundred and forty-five valid questionnaires were collected. The students spent their summer overseas placement in a variety of countries, including the United Kingdom, United States, Japan, and mainland China. On a macro level, students benefitted from the experiences. For international perspective, the students who visited Japan gave the highest rating of 5.30 (SD = 0.51), while the score for China was among the lowest at 5.02 (SD = 0.51). For personal development, the mean score was 4.58 (SD = 0.84) for students who visited China, while the highest mean score was 5.16 (SD = 0.54) for students who visited the US. For intellectual development, the lowest mean score was 4.45 (SD = 0.97) for students who visited China, while those who visited the US gave the highest rating of 5.14 (SD = 0.62). There was a significant difference in the scores for personal development between students who travelled to different countries, at p < .05. A chi-square test showed a significant association in international perspective between junior and senior students.Conclusions: Demographics and country location influenced the students’ overseas learning experience. Nurse educators are encouraged to use a reflective approach to help students to identity what they have gained from their placement, to maximize the value of their overseas experiences.

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Halali, Ahlam Ali Salim, Lilliati Ismail, Arshad Abd Samad, Abu Bakar Razali, and Nooreen Noordin. "Understanding EFL International Students’ Academic Listening Strategies: A Literature Review." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 152–72. http://dx.doi.org/10.26803/ijlter.21.11.9.

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Academic listening and interaction in international educational settings are essential for academic success. International students’ language proficiency and prior practice in their home countries either facilitate or impede their academic success. Thus, internationalization has become a desirable trend among learners to further their studies in overseas institutions where English is the medium of instruction. Overseas education allows international students to gain new knowledge and improve their academic skills in various academic fields. However, a lack of English communicative competence and comprehension impedes learners’ academic and communicative success. As a result, international students look for strategies to help them overcome their academic comprehension challenges. This paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. Thus, this paper reviews related literature on academic listening strategies through the traditional literature review process. Therefore, this paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. The discussion of findings reveals that international students face challenges with understanding others in academic discourse. These challenges are due to their lack of prior English listening practice in their home countries. Thus, international students rely on strategies to overcome communication challenges and improve academic listening comprehension skills (i.e., memory, cognitive, and social strategies). The findings should encourage administrators of international institutions, researchers, and other stakeholders to revamp pre-sessional English language programs and conduct more research on international students’ language learning experiences to help them succeed in their overseas study programs.

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Lin, Yi-Hsuan, and Yu-Ching Tseng. "Learning English in Tourism and Hospitality Internships Overseas: Reflections from Six Taiwanese College Students." International Journal of English Linguistics 10, no. 5 (June 2, 2020): 1. http://dx.doi.org/10.5539/ijel.v10n5p1.

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The purpose of this study was to examine the overseas internship experiences and determine whether they helped to enhance the intended English learning outcomes for students who will be working in the service industry. Seventeen entries of reflective journals written by six students who interned overseas were analyzed. The participants reported their frustrations in language learning and described how these experiences could complement their overall career development in the future. The students identified a gap between everyday language needs in the industry and their language training received in Taiwan. The results indicated that the participants thought the English courses in Taiwan have disproportionately emphasized reading or writing skills, whereas speaking and listening were in high demand in the workplace, particularly given the difficulties occurring in cross-cultural communication. The analysis also indicated that the participants’ oversea working experiences positively affected their English learning motivation. These experiences also helped the participants notice differences in interactions with people from various linguistic backgrounds. English learning in Taiwan is traditionally embedded in English as a foreign language (EFL) classrooms that are reading/writing-centered and examination-oriented. The course content should be revised to improve students’ oral communication skills for the workplace.

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Waters, Johanna L. "In Pursuit of Scarcity: Transnational Students, ‘Employability’, and the MBA." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1865–83. http://dx.doi.org/10.1068/a40319.

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‘Credential inflation’ is perhaps one of the more contentious consequences of the recent expansion of higher education. Concerns over the effects of credential inflation have spawned a number of debates around concepts of ‘employability’ and postgraduate learning. In the contemporary knowledge-based economy, it is argued, the employability of young graduates is increasingly dependent upon their ability to maintain ‘positional advantage’ in a labour market characterised by ‘boundaryless careers’. I examine these debates in the context of East Asia. Here, young people's positional advantage is sought, firstly, through the acquisition of an international first degree, obtained at an overseas institution. However, with more and more middle-class students going abroad for their education before returning to seek work, the ‘overseas degree’ is also increasingly subject to devaluation through credential inflation. I highlight the significance of postgraduate education and particularly the Masters of Business Administration (MBA) for young, overseas-educated, graduates in Hong Kong. I argue that the MBA is now seen as a vital supplement to an overseas undergraduate education and as part of an extended temporal and spatial process of study, in the face of prevalent discourses of ‘employability’, individual responsibility, and the need for the continual upgrading of skills.

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Addison, Wendy, and Fiona Cownie. "Overseas Law Students: Language Support and Responsible Recruitment." Journal of Law and Society 19, no. 4 (1992): 467. http://dx.doi.org/10.2307/1410065.

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Zhu, Lei, and Peter Reeves. "Chinese students’ decisions to undertake postgraduate study overseas." International Journal of Educational Management 33, no. 5 (July 8, 2019): 999–1011. http://dx.doi.org/10.1108/ijem-11-2017-0339.

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PurposeThe purpose of this paper is to surface themes which may influence Chinese students’ decision making in relation to postgraduate study in international universities.Design/methodology/approachThe study utilises a semi-structured qualitative interview methodology (n=15).FindingsThe main findings are discussed according to the following themes: financial and time costs; employment prospects; postgraduate education as a cultural adventure; linguistics; visa issues; admissions; climate; influence of referents; and academic image and reputation.Research limitations/implicationsThe sample size is small, yet affords greater depth of data and discussion.Practical implicationsThe research offers practitioners in universities who are managing postgraduate recruitment of Chinese students, some greater understanding of the reasons behind prospective Chinese postgraduate students’ choice; from which they can evaluate the effectiveness of their institutions’ recruitment strategies.Originality/valueExtant research has tended to report reasons why Chinese students study overseas, whereas this study offers deeper insight and exploration of the reasoning of Chinese international students in the postgraduate context. The research is of value given the importance of postgraduate Chinese students to international university recruitment.

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Cavanagh, Tony, and Bernadette Cavanagh. "Library services for external postgraduate and overseas students." Distance Education 15, no. 1 (January 1994): 112–27. http://dx.doi.org/10.1080/0158791940150108.

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Ernofalina, Ernofalina. "Culture Shocks Experienced by Indonesian Students Studying Overseas." International Journal of Educational Best Practices 1, no. 2 (October 28, 2017): 87. http://dx.doi.org/10.31258/ijebp.v1n2.p87-105.

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This qualitative study is aimed at investigating culture shocks experienced by Indonesian students studying overseas in both academic and non-academic settings. It is intended to answer three research questions: 1) What stages of culture shocks did they experience?; 2) How did culture shocks affect their life?; 3) How did they solve the problems of culture shocks? Data were collected by distributing a questionnaire to 40 respondents and conducting an in-depth interview with selected respondents. Data were analyzed by categorizing information, sorting out similar information, and interpreting information. The data were validated by triangulation, member checks, and as clear description as possible. The findings showed that the students experienced culture shock in varying levels; initial euphoria, irritation, gradual adjustment, acceptance and integration. The study revealed that language was the most problematic aspect experienced by the students. Culture shocks affected students’ life in both academic and non-academic settings. Lack of confidence in class participation was the effect of culture shocks experienced by most of the students because of the language problem. To survive in host country, students solved the problems through various activities, such as by interacting with Indonesian people staying in host country, communicating with family and friends, consulting lecturers, academic advisor and counselor, tolerating with cultural differences, understanding host culture as well as introducing Indonesian culture, having positive attitude towards culture shocks, writing journals, and keeping physically and mentally healthy.

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Layard, R., and E. Petoussis. "Overseas students' fees and the demand for education." Applied Economics 17, no. 5 (October 1985): 805–16. http://dx.doi.org/10.1080/00036848500000037.

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Gaw, Kevin F. "Reverse culture shock in students returning from overseas." International Journal of Intercultural Relations 24, no. 1 (January 2000): 83–104. http://dx.doi.org/10.1016/s0147-1767(99)00024-3.

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Tayal, Upasana. "Overseas students to get free UK health care." BMJ 327, Suppl S3 (September 1, 2003): 0309312b. http://dx.doi.org/10.1136/sbmj.0309312b.

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Insel, Lawrence G., and Rhoda Radow. "Nova High School Students Discover Their Heritage Overseas." NASSP Bulletin 70, no. 493 (November 1986): 102–3. http://dx.doi.org/10.1177/019263658607049327.

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Parent, James, and Charles Craft. "An Overseas Experience: Preparing Administrators to Prepare Students." NASSP Bulletin 74, no. 522 (January 1990): 95–96. http://dx.doi.org/10.1177/019263659007452221.

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