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A Phenomenological Study on the Transformative Learning Experiences of International Students in Adult Education Graduate Programs
Elizabeth A Roumell
Transformative Learning Experiences of International Graduate Students From Asian Countries
Alex Kumi-Yeboah
This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants reported having experienced transformative learning, while 17.7% reported no trans-formative experiences. Among participants who experienced transformative learning, 31.8% of the transformative experiences were associated with education only, 33.3% were by both education and noneducation, while 17.2% were noneducational. Ten participants were randomly selected to ensure representations across gender, age-group, and college for follow-up interviews. Majority of the participants experienced transformative learning as a result of both educational and noneducational activities. Major life changes such as student and faculty support, classroom discussions, new life experiences, and learning a new language emerged from the follow-up interviews.
Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States
2016 •
Yvonne Hunter-Johnson
Within recent years, there has been a trend of students (traditional and nontraditional) travelling abroad, more particularly to the United States, with the view of pursuing higher education at both the graduate and undergraduate level. Among the most popular influential factors to obtain higher education internationally are government and private scholarships, international exposure and experience, professional development, and a quality of education that could not have been obtained locally. Despite the accelerant that ignited the desire for travel, most students are not prepared for the vast social and cultural difference in the educational system. However international students are resilient, adapt and are successful and often result in them transforming as individuals. This qualitative study examined the effects of U.S. based education on Bahamian students, from the perspective of transformational learning theory. Emphasis was placed on the extent to which these students’ inter...
Improving the Experiences of International Students
Rahul Choudaha
The recent increased enrollment of undergraduate international students in the US has focused higher education administrators on retention efforts for this population. Why do international students leave US institutions of higher education before completing a degree, and what are some practices that would help them stay? These were the two questions that NAFSA: Association of International Educators explored through the study, " Bridging the Gap: Recruitment and Retention to Improve Student Experiences. " The research revealed a gap between institutional and student's perspectives regarding why they leave the institution of first enrollment, as well as what are considered the best practices to combat poor retention. The three main implications for campuses include understanding the diverse needs and expectations of international students, collaborating on internationalization efforts across the college or university, and investing in campus programs and services that improve student experiences. In the most recent years for which we have data, international undergraduate student enrollment in US higher education institutions increased by 39 percent, from 195,826 in 2008-09 to 271,943 in 2012-13 (Institute of International Education, 2013). However, with growth came unforeseen student integration issues, since many institutions were unprepared to meet the needs of these students. This has created a problem: Unsatisfactory experiences have led some students to leave or consider leaving their institutions before completing their programs. While this issue has been surfacing at many institutions, until now there has been limited evidence available on why these students leave and what institutions can do to support their success. What research exists on international student retention that can enlighten campuses attempting to retain these students? The exploration of this question resulted in a recent study by NAFSA: Association of International Educators regarding the causes of international students' departure from their institutions (see the full study at nafsa.org/retentionresearch). Here we describe some of the most important findings of that study and their implications.
Journal of International Students
Empowering International Students to Succeed
2021 •
Kerry D Hampton
International students report higher sociocultural and academic stress when settling into a new university compared with their local counterparts. Three disciplines in the health professions collaborated to create a transition program addressing international student health and well-being concerns. Commencing students and senior student mentors participated in a four-session program of activities to reflect on their current study/work practices, and learn self-management strategies. They developed plans for coping with cultural, language, academic and social barriers, and assisted in improving physical and mental health and well-being. Of the 26 participants who attended sessions, 15 participated in in-depth interviews to share their experiences of the program. ‘Facilitating adjustment’, ‘Establishing relationships’, ‘Gaining new skills and knowledge’, and ‘Transforming beliefs and behaviour’ were the four themes identified that captured and explicated the impact of the initiative. ...
UNDERSTANDING THE ADJUSTMENT NEEDS OF INTERNATIONAL GRADUATE STUDENTS AT SOUTHERN ILLINOIS UNIVERSITY CARBONDALE
Dr. Mehrete Girmay
Tenth Pan-Commonwealth Forum on Open Learning
The Transnational Student Learning Experience: Giving Voice to Internationalization Practices that Enhance Lifelong Learning and Transformation
2022 •
Chrysoula Lazou, Rebecca E Heiser, Agnieszka (Aga) Palalas, Anastasia Mavraki, Maria Psychogiou
Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find...
Nurse Educator
Transformative Learning Through Study Abroad in Low-Income Countries
2012 •
Cynthia Foronda
TESOL Journal
Fostering International Student Success in Higher Education Shawna Shapiro, Raichle Farrelly, and Zuzana Tomaš. Alexandria, VA: TESOL Press, 2014
2016 •
Shawna Shapiro
Teaching for Transformation: Structured Cross-Cultural Experience in Transnational Contexts
2009 •
David Hemphill
The purpose of the study was to explore transformational learning in the context of cross-cultural, transnational study. In particular, it explored the ways in which a short-term study abroad program facilitated transformational learning opportunities for its adult participants. Data were collected through narrative surveys, students’ research projects, and researchers’ field notes to investigate promising program components and strategies. Introduction As our world has become increasingly globalized, international education in the form of study abroad programs has become increasingly prevalent, and students in higher education are often motivated to participate in short-term or longer-term study abroad programs. In addition to providing learning opportunities in students’ respective subjects, such programs are also expected to challenge and expand students’ worldviews by allowing them to be fully immersed in substantive cross-cultural learning experiences. For the past two years, t...
