Experiences of International Students at a Canadian University: Barriers and Supports

Autor/inn/en	Howe, Edward R.; Ramirez, Gloria; Walton, Patrick
Titel	Experiences of International Students at a Canadian University: Barriers and Supports
Quelle	In: Journal of Comparative and International Higher Education, 15 (2023) 2, S.115-133 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Foreign Countries; College Students; Foreign Students; Study Abroad; Student Experience; Affordances; Barriers; Racism; Equal Education; Student Diversity; Student Attitudes; Cultural Awareness; Student Needs; Interpersonal Relationship; Academic Support Services; Faculty Advisers; Language Usage; Student Adjustment; Costs; Student Employment; Skills; Canada; Asia; Middle East; Africa; Europe + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Studies abroad; Auslandsstudium; Studienerfahrung; Rassismus; Schülerverhalten; Cultural identity; Kulturelle Identität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sprachgebrauch; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Cost; Kosten; Studentenarbeit; Skill; Fertigkeit; Kanada; Asien; Vorderasien; Afrika; Europa
Abstract	Universities in Canada are increasingly attracting international students, but few studies have examined their academic and social experiences. This research identified the key supports and barriers for international students in order to make policy-relevant recommendations. This convergent mixed-methods study combined survey (n = 104) and interview (n = 14) data to investigate international student experiences through the lens of international students. Exploratory factor analyses revealed writing and mathematics skills and relationships with faculty and students as key factors for success. Frequency analyses revealed that racism was a persistent barrier. Assistance, access, diversity and equity issues were also raised. Open and axial coding of qualitative data corroborated these findings and revealed three dimensions of internationalization according to international students' perspectives: Exchange; Understanding, Sharing, and Support; and Transformation. Recommendations to universities included offering bursaries to international students from underrepresented regions, developing intercultural awareness of faculty, and providing program-specific student support centres with peer mentors. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01