Conditions Fostering International Graduate Students' Happiness and Engagement during the COVID-19 Pandemic

Autor/in	Ankomah, William S.
Titel	Conditions Fostering International Graduate Students' Happiness and Engagement during the COVID-19 Pandemic
Quelle	In: World Journal of Education, 12 (2022) 1, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Foreign Countries; Masters Programs; Graduate Students; Psychological Patterns; Well Being; Student Attitudes; Paying for College; Social Support Groups; Family Role; Teacher Behavior; Employment Opportunities; Extracurricular Activities; COVID-19; Pandemics; School Personnel; Professionalism; Integrated Learning Systems; Educational Technology; Online Courses; Parent Financial Contribution; Canada + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Studienfinanzierung; Social support; Soziale Unterstützung; Teacher behaviour; Lehrerverhalten; Berufschance; Beschäftigungschance; Außerunterrichtliche Aktivität; Schulpersonal; Professionalität; Unterrichtsmedien; Online course; Online-Kurs; Kanada
Abstract	This paper focuses on eight conditions that kept international master's students (IMS) in a Southern Ontario university happy and engaged in their studies during the first and second waves of the COVID-19 pandemic. Using the first phase of the Appreciative Inquiry's (AI) 4-D cycle--i.e., discovery--this doctoral study conducted 14 individual interviews and three focus group discussions to identify conditions that made the IMS students happier and more engaged despite pandemic-related challenges. The study is crucial in advancing positive experiences of IMS because existing literature has focused primarily on their challenges and problems. The study's use of AI, a strength-based theoretical and methodological approach, suggests the need to highlight the quality experiences of this minoritized group. Data revealed specific factors that brought about happiness and boosted IMS engagement in their studies, namely: financial and emotional support from family; responsive instructors; employment opportunities during the pandemic; and learning and engaging in extracurricular activities with colleagues and friends. Other conditions also proved crucial to participants' happiness and engagement in their studies, including: professionalism of non-teaching staff; the institution's learning management system and supporting online platforms; virtual access to campus software and other learning resources; and reduced travel time. Study findings aim to inform international student policy and enrich the international student experience literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01