Academic and Social Integration of Master Students: A Cross-Institutional Comparison between Dutch and International Students

Autor/inn/en	Rienties, Bart; Luchoomun, Dharma; Tempelaar, Dirk
Titel	Academic and Social Integration of Master Students: A Cross-Institutional Comparison between Dutch and International Students
Quelle	In: Innovations in Education and Teaching International, 51 (2014) 2, S.130-141 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.771973
Schlagwörter	Longitudinal Studies; Foreign Countries; Social Integration; Foreign Students; Scores; Academic Achievement; Cultural Differences; Questionnaires; Graduate Students; Masters Programs; Asians; Confucianism; Regression (Statistics); Predictor Variables; Learning Strategies; Research Methodology; Student Attitudes; Student Adjustment; English (Second Language); Second Language Learning; Difficulty Level; Change; Netherlands; United Kingdom; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Soziale Integration; Schulleistung; Kultureller Unterschied; Fragebogen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Asian; Asiat; Asiatin; Asiaten; Asiate; Konfuzianismus; Regression; Regressionsanalyse; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Research method; Forschungsmethode; Schülerverhalten; Adjustment; Schüler; Schülerin; Adaptation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schwierigkeitsgrad; Wandel; Niederlande; Großbritannien
Abstract	In Europe there is a growing concern among educators and policy makers that students are not well-prepared to start a Master programme. This study draws on longitudinal research conducted at four universities in the Netherlands and a follow-up exploratory purposively chosen from one of the study sites. In Study 1, differences in academic performance between 146 Dutch and 215 international students were identified by focussing on their levels of academic and social integration. Afterwards, students from 53 countries were clustered into ten geographical clusters using Hofstede culture difference scores. In Study 2, a questionnaire about perceived transitional barriers was completed by 159 Master students at one of the four institutes. The results of Study 1 indicate that academic and social integration scores of Western European and domestic students were comparable. Eastern European, non-European and in particular Southern Asian and Confucian Asian Master students had significantly lower academic and social integration scores. Follow-up regressions showed that academic adjustment is the main predictor of study- performance, irrespective of cultural differences. Study 2 indicates that half of the Master students experienced a substantial change in their learning strategies, language and research methods. We encourage UK higher educational institutes to conduct more research on whether the specific needs of international Master students are sufficiently supported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10