International Students Negotiating Higher Education

In the current economic climate, more than ever, international students provide an important income to universities. They represent much-needed funds for many institutions, but they also come with their own diverse variety of characteristics and requirements. This insightful book offers a critical stance on contemporary views of international students and challenges the way those involved address the important issues at hand. To do this, the authors focus specifically on giving voice to the student experience. In particular, the authors show how international student experience can be a ready asset from which to glean valuable information, particularly in relation to teaching and learning, academic support and the formal and informal curriculum. In this way, the issues affecting international students can be seen as part of the larger set of difficulties that face all students at university today. Integrating contributions from a academics and student voices from a range of backgrounds issues raised include: Academic Writing for International Students The Internationalisation of the Curriculum Identities: The use of stereotypes and auto-stereotypes International Students’ Perceptions of Tutors, and The system in reverse, English speaking learners as 'international students'. This book will be of interest to education management and administrators, higher education professionals, especially those working or training to teach large numbers of international students, to which it offers a unique opportunity to understand better the students’ point-of-view. Because of this the book will likely appeal to academics in all English speaking countries that recruit significant numbers of international students, as well as the growing number of European universities which teach in English and those in the Indian sub-continent that send large numbers of international students to the UK, Australia, New Zealand and the US.

Cross-cultural experiences in university settings have a significant impact on students’ lives by enriching the learning process and promoting cultural awareness and tolerance. While studying abroad offers students unique learning opportunities, educators must be able to effectively address the specific social and academic needs of multicultural learners. Exploring the Social and Academic Experiences of International Students in Higher Education Institutions is a pivotal reference source for the latest research on the issues surrounding study abroad students in culturally diverse educational environments. Featuring various perspectives from a global context on ensuring the educational, structural, and social needs of international students are met, this book is ideally designed for university faculty, researchers, graduate students, policy makers, and academicians working with transnational students.

The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.

The process of negotiation, standing as it does between war and peace in many parts of the globe, has never been a more vital process to understand than in today's rapidly changing international system. Students of negotiation must first understand key IR concepts as they try to incorporate the dynamics of the many anomalous actors that regularly interact with conventional state agents in the diplomatic arena. This hands-on text provides an essential introduction to this high-stakes realm, exploring the impact of complex multilateralism on traditional negotiation concepts such as bargaining, issue salience, and strategic choice. Using an easy-to-understand board game analogy as a framework for studying negotiation episodes, the authors include a rich array of real-world cases and examples—now updated with the results of the Paris climate change agreement—to illustrate key themes, including the intensity of crisis situations for negotiators, the role of culture in communication, and the impact of domestic-level politics on international negotiations. Providing tools for analyzing why negotiations succeed or fail, this innovative text also presents effective exercises and learning approaches that enable students to understand the complexities of negotiation by engaging in the diplomatic process themselves.

Educational Reciprocity and Adaptability challenges the common belief that adapting to new educational settings is the responsibility of international students alone. The book argues that reciprocal responses are required by students and stakeholders alike for an efficient and equitable accommodation of international students in educational settings. Considering how international students negotiate academic challenges and social tensions, it presents both theoretical frameworks and practical tools to work around the tension regarding ethical academic practices. Crucially exploring these issues across a range of geographical and institutional contexts, and therefore offering critical insights into significant developments in international education across the world, the much-needed research in this edited collection explores: institutional educational policies regarding international students and stakeholders; institutional practices and how they are received; educational adaptability and responses from different stakeholders; the experiences of international students and institutions in negotiating academic and social tensions. This important contribution to research on the experiences of international students in different geographical and educational contexts is of great interest to academics, researchers and postgraduate students in the fields of international education, comparative education, sociology of education, youth studies, intercultural studies, migration studies and TESOL.

This book explores the integral role that student affairs professionals play in the success of international students at higher education institutions in the US. International student support has often been thought of as the principal responsibility of international student services offices, but research suggests that international student engagement in the broader university community, and support for them by all student affairs and services offices on campus, is closely tied to persistence and retention. The authors explore a student development theory-based approach to supporting the experience and success of international students from all facets of student affairs and services. The book explores practical and strategic implications of a more integrative approach to international student support both inside and outside of the classroom, while also utilizing a critical lens in applying models that were originally built for predominantly white institutions and US citizens.

International students are often taken for granted in higher education institutions in the United States. Many college and university administrators are unaware of the initiatives of other nations to attract international students and of the need to support these students. Higher education journals have not focused much attention on international students. International Students: Strengthening a Critical Resource argues that U.S. institutions of higher education must increase their awareness of international student issues. Andrade reviews related research and highlights creative solutions and programming for the successful support of international students. The book provides practical, hands-on, broadly applicable solutions to addressing international student issues. Additionally, it serves as a practical guide for identifying and adopting best practices for serving international students.

Due to the increasing number of international students coming to the United States to seek higher education, there is growing division in understanding the language barrier between international students' primary language and the English language. International students have experienced frustration in effectively socializing and communicating with native English speakers. Based on the cultural identity differences that international students carry, it is difficult for students to acquire a new language skill while thinking differently from native English speakers. To better understand native speakers, including the communities, the peers and the teachers in colleges and universities, international students should fully adapt themselves into the English language environment. To be effective, I have made the case for international students to modify their own cultural identities to accept American cultural perspectives. With this modification of their cultural identity, they can effectively negotiate language barriers in which one would typically face within the English language learning environment. My workshop presents the benefits and requirements needed to break the language barrier, the modification of primary cultural identity and approach to the efficient English language acquisition skills required for international students to interact with native speakers while seeking higher education.

Academic writing is a key practice in higher education and central to international students’ academic success in the country of education. International Student Adaptation to Academic Writing in Higher Education addresses the prominent forms of adaptation emerging from international students’ journey to mediate between disciplinary practices, cultural norms and personal desires in meaning making. It introduces new concepts that present different patterns of international student adaptation including surface adaptation, committed adaptation, reverse adaptation and hybrid adaptation. Drawing on these concepts of adaptation, this book provides readers with new and deeper insights into the complex nature of international students’ adjustment to host institutions. It works through many unresolved issues related to cross-border students’ intellectual, cultural, linguistic and personal negotiations. This book presents a trans-disciplinary framework for conceptualising international students’ and lecturers’ practices within the institutional structure. This framework has been developed by drawing on a modified version of Lillis’ heuristic of talk around text and positioning theory. The framework enables an exploration of not only the reasons underpinning international students’ specific ways of meaning making, but also their potential choices in constructing knowledge. A distinctive contribution of the book is the development of a dialogical pedagogic model for mutual adaptation between international students and academics rather than the onus being on exclusive adaptation from the students. Existing research on international education indicates the significance of reciprocal adaptation between international students and academics. Yet very little has been done to conceptualise what mutual adaptation means and what is involved in this process. The dialogical model introduced in this book offers concrete steps towards developing reciprocal adaptation of international students and academics within the overarching institutional realities of the university. It can be used as a tool to enhance the education of international students in this increasingly internationalised environment. This book is a significant contribution to the field of international education. It takes a critical stance on contemporary views of globally mobile students. The insights into international students’ voices, hidden intentions and their potential choices in meaning making presented in this book will attract dialogues about the critical issues related to inclusive practices, internationalised curriculum and institutional responses to the diverse needs of international students.