Journal of International Students <p>The&nbsp;<em>Journal of International Students </em>(JIS) is a quarterly&nbsp;publication on international education. JIS&nbsp;is an academic, interdisciplinary, and <strong>peer-reviewed publication</strong> (Print ISSN 2162-3104&nbsp;&amp; Online ISSN 2166-3750).&nbsp; The journal publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide.</p> STAR SCHOLARS NETWORK en-US Journal of International Students 2162-3104 <p>All published articles are licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License</a>.</p> Intercultural Learning in Transnational Articulation Programs <p>Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students’ intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students’ experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants’ intercultural learning experiences were far more complex than the theoretical model of “stress-adaptation-development.” The students’ agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.</p> Kun Dai Jaime Garcia ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 362 383 10.32674/jis.v9i2.677 Space and Identity Construction <p>This article explores the significance of space in international student identity formation, focusing specifically on the experiences of female Singaporean undergraduate students in the UK. By examining three spatial scales (public, institutional, and room spaces), this article employs a mixed methods approach to investigate how identity is spatially situated and spatially performed. Findings indicate that public and institutional spaces shape students’ feelings of Otherness, racial hypervisibility, and individual invisibility. Students’ strategies for resisting negative identities also differ across these spaces. On the other hand, room spaces and their objects and layouts are agentically used by participants to perform their identities to others and themselves. Thus, this article highlights the importance of the spatial dimension in producing a nuanced understanding of international student identity formation.</p> Alysia Wee ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 384 411 10.32674/jis.v9i2.643 Geographies and Cultures of International Student Experiences in Higher Education <p class="text" align="left">Updated research is required on the geographies of the cultural issues that shape international students’ experiences. The growing number of students traveling to different countries implies a need to cater to cultures and values from different parts of the world. Apart from cultural and geographical aspects, there is scarce knowledge about similarities between students’ experiences abroad that takes into account their countries of origin (and, to some extent, their cultures) within those mobility flows. Using a probabilistic topic model on 59,662 international student reports from 167 countries on their mobility experiences, we examine links between the students’ experiences and their countries of origin. The results show that the geographical features of the reports are connected not only to cultural issues, but also to other factors that might affect their international experience.</p> Adriana Perez-Encinas Jesus Rodriguez-Pomeda ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 412 431 10.32674/jis.v9i2.271 Online Social Networking and Transnational-Competence Development Among International Students from Japan <p>Social media has become the window to the world near and far for international students. Apart from socializing and connecting with friends, what educational outcomes can be attributed to social networking sites (SNS)? &nbsp;This study examines the possibility that intercultural interactions on SNS can serve as a means of developing the transnational competence required for effective participation in an interconnected world.&nbsp; In this exploratory study, Japanese students studying in the United States participated in a mixed method study involving (1) a structured questionnaire about their perceived empowerment benefits of frequenting global SNS and (2) semi-structured interviews about the nature of these intercultural interactions on SNS.&nbsp; The implications of Facebook use for transnational-competence development are explored.</p> Phyllis Ngai ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 432 459 10.32674/jis.v9i2.607 Do We Belong? <p>International student enrollment in higher education has risen in the United States for the past several decades. Along with the increase within 4-year institutions, the number of international students at community colleges also continues to rise. Open Doors reports there were 91,648 total international students enrolled in community college for the 2014–2015 academic year. Since student retention is often reviewed as a measure of “the quality of educational experiences” (Lee, 2010, p. 68), these changing enrollment statistics raise questions about international students’ engagement and sense of belonging within U.S. community colleges. Guided by Deil-Amen’s (2011) construct of socio-academic integration moments and Strayhorn’s (2012) sense of belonging, and using the Community College Survey of Student Engagement dataset and structural equation modeling, this study found that socio-academic integration was instrumental for sense of belonging for international students while social integration is also, to a lesser extent, significant to sense of belonging.&nbsp;</p> Hugo A García Tiberio Garza Katie Yeaton-Hromada ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 460 487 10.32674/jis.v9i2.669 Acculturative Experiences Among Indonesian Graduate Students in Dutch Higher Education <p>The intent of this enquiry was to describe the results from research on the lived experiences of Indonesian international graduate students at two Dutch public research universities in the northern part of the Netherlands. The students came from diverse backgrounds and experiences in search of quality education for their future career development. The data collection was conducted from 24 Indonesian students on their experiences from their earliest term throughout their education in the Netherlands. Data were gathered through a demographic profile survey and audio recorded in exhaustive interviews. An analysis of the data revealed common issues—unanticipated educational stressors, unimagined social stressors, language issues, and loneliness/isolation. The participants also described potential strategies for coping with these stressors. The common themes symbolize everyday experiences that Indonesian master’s students faced throughout their acculturative process from the earliest term and over time. Implications, future research, and limitations are discussed.</p> Amirul Mukminin ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 488 510 10.32674/jis.v0i0.265 Cultural intelligence, Age and Prior Travel Experience as Predictors of Acculturative Stress and Depression among International Students Studying in China <p>Mental health problems commonly prevail among international students as a result of acculturative difficulties. In light of this, the studyattempted to determine the role of cultural intelligence, age and prior travel experience on acculturative stress and depression and also whether acculturative stress mediatedthe cultural intelligence-depression relationship. 506international university students studying in China completeda battery of tests assessing their cultural intelligence, acculturative stress and depression. Cultural intelligence showed significantly negativecorrelationswith both acculturative stress and depression. &nbsp;Students’ prior travel experiences and age also significantlycorrelated withboth acculturative stress and depression. Acculturative stress mediated the relationship between cultural intelligence and depression. Implication, limitations and future study directions were discussed as well.</p> Werede Tareke Gebregergis Fei Huang Jiangzhong Hong ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 511 534 10.32674/jis.v9i2.964 Global Citizenship Development <p class="AbstractText">The present study examined the development of global citizenship traits in undergraduate students at a liberal arts college in Southern California. Two hundred and sixty-eight students participated in a survey that measured their global citizenship traits. Using a cross-sectional correlational design, the study examined the experience and development of the students as they strive to become global citizens. The results indicated that students face challenges and a sense of discomfort during study abroad, but their global citizenship traits tend to improve after return. Additionally, the study explored students’ perceptions of the curriculum, co-curricular activities, and campus life characteristics. The quantitative analyses suggested that the college’s mandatory study abroad program offers students an opportunity to seek their global citizenship identities.</p> Hinako Kishino Tomoko Takahashi ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 535 559 10.32674/jis.v9i2.390 Challenges of International Students from Pre-Departure to Post-Study <p>Studying in overseas universities or colleges presents international students with exciting opportunities; however, with these opportunities come challenges that they need to overcome. The purpose of this review is to summarize the challenges of international students. Drawing on the existing literature since the year 2000, this article addresses several challenges confronting international students within some top sending countries and receiving countries. The challenges are categorized into pre-departure, post-departure, and post-study to create a model of the issues of international students. The findings revealed a plethora of challenges including some common ones such as obtaining accurate information, admission procedure, and preparing documents for VISA while preparing for study abroad. Similarly, international students have to deal with language, financial challenges, and cultural adjustment when they are in host countries. Uncertain future and paperwork are the major challenges after graduation.<em> <br></em></p> Jeevan Khanal Uttam Gaulee ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 560 581 10.32674/jis.v9i2.673 Chinese International Students’ Experiences in a Canadian University <p>The study employed ethnographic inquiry to present the lived experiences of Chinese international students while attending the University of Regina, Canada. The findings displayed the transformative experiences of this group, including language acquisition, academic and social challenges, and the strategies by which the cultural group attempted to overcome the challenges with gender comparison. The study highlighted specific challenges affecting Chinese female students as they labor to overcome sexism and patriarchy on two continents. Cultural stereotyping and negative labeling were also evaluated in detail. Arguably, the findings might potentially impact education/social policies and university protocols as impinging vulnerable groups. Recommendations were made to alleviating difficulties for the group in facilitating a more supportive learning process within the university environment.</p> Lin Ge Douglas Brown Douglas Durst ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 582 612 10.32674/jis.v0i0.272 Life Adjustment of International Students in Eastern Taiwan <p>This study investigates international students' life adjustment in Eastern Taiwan by conducting a survey study. A total of 104 students were invited to complete the Life Adjustment Questionnaire (LAQ). Several predictors’ (gender, major differences, and study levels) were studied in this survey. The results revealed seven important points, including the validity and reliability of LAQ, the degree of adjustment, adjustment across gender, the correlations among dimensions of adjustment, adjustment across majors, adjustment across study levels, and the interaction among gender, major, and study level together concerning adjustment. The research gives some implications for further research and recommendations for universities related to international students.</p> Nadi Suprapto Orde Koria Saragih Muchamad Arif Al Ardha ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 613 634 10.32674/jis.v9i2.613 An Examination of Ethnic Identity, Self-Compassion, and Acculturative Stress in Asian International Students <p>There is a dearth of research examining psychosocial factors that contribute to Asian international students’ acculturative stress. This study examines: (a) whether ethnic identity associates with acculturative stress, (b) whether other-group orientation mediates the relation between ethnic identity and acculturative stress, and (c) whether self-compassion moderates the relation between ethnic identity and acculturative stress. Results indicated that a stronger ethnic identity was associated with heightened acculturative stress. Self-compassion was significantly negatively associated with acculturative stress. Asian international students who strongly affiliated with their own ethnic group reported an increased openness to other ethnic groups and, in turn, reported reduced acculturative stress. Additional studies should examine other mediators that may explain the positive correlation between ethnic identity and acculturative stress.</p> Lu Tian Shannon McClain Marisa M Moore Howard Lloyd ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 635 660 10.32674/jis.v9i2.617 Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading <p>This qualitative case study explored two Chinese international graduate students’ beliefs about their reading and reading processes.&nbsp; The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA).&nbsp; The researcher found that readers’ beliefs were not static and text difficulty influenced the students’ reading beliefs and strategy use.&nbsp;Through RMA, both students became aware of their respective reading processes and they both became more confident as readers.&nbsp; This study suggests that RMA is an effective tool for English-as-an-additional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills.</p> Yang Wang ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 661 681 10.32674/jis.v9i2.641 Seeking a Sense of Belonging <p class="Normal1">International students studying at higher education institutions in the United States experience challenges as they adjust to new environments. Social connectedness to American college students could mitigate such challenges and assist international students with social and cultural integration. This study, using qualitative data from interviews, examined international students’ experiences and their sense of belonging on an American college campus, including the factors that contribute to or deter from it.</p> Julia Rivas Monica Burke Katherine Hale ##submission.copyrightStatement## 2019-05-16 2019-05-16 9 2 682 704 10.32674/jis.v9i2.943 A European Perspective in Academic Mobility <p>ERASMUS is a mobility program that provides its participants with experiences in their fields of study and work by presenting them global trends. It promotes the academic, professional and individual development of the participants while contributing to the extension of the worldwide work market. This study aims to explore the impact of the Erasmus Program from the perspectives of Turkish students. Twelve Erasmus students in different fields of study at three universities in Ankara were interviewed. Findings were analyzed into the themes of individual, professional and academic development, future of careers and global work market development. It is concluded that Erasmus has an impact on not only individuals but also on the worldwide labor market with its enlarging scope and comprehensive strategies as well as its challenges by rapid developments in the demands and needs of the new era.</p> Fatma Mizikaci Zülal Ugur Arslan ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 705 726 10.32674/jis.v9i2.1138 Different Perspectives on Higher Education <p>After visiting four higher education institutions within Germany, reflections on the similarities and differences among the student services counterparts in Europe – both at institutional and federal levels are discussed. Studentenwerk serves as a voluntary association of Germany’s 58 student service organizations, known individually as Studentenwerke. This reflection explores the variety of student services offered in the United States and in Germany through these Studentewerke organizations.&nbsp; Additionally, reflection on the &nbsp;differences in the way higher education is viewed at a societal level is also explored.</p> Shannon Dean Amber Sevart ##submission.copyrightStatement## 2019-05-15 2019-05-15 9 2 727 731 10.32674/jis.v9i2.645