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This research, based in South Korea, compares the experiences of international students from within and outside the Asian region and then examines Chinese international students’ perceptions of discrimination. Utilizing the concept of neo-nationalism, survey findings revealed that Asian students reported greater difficulties and unfair treatment compared with students coming from Europe, North America, and other regions. The interviews further revealed anti-Chinese sentiments resulting in verbal aggression, challenges securing housing, discriminatory employment practices, and more.

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Increased international student mobility worldwide necessitates studying its impact on students, particularly for domestic students who have been neglected in research but who are greater in number than mobile students. It is also important that higher education institutions facilitate domestic students' relationships with international students and promote their international education. Using mixed methods, this study examined the effect of institutional intervention to promote domestic students' interaction with international students and its impact on intercultural competence in Korean higher education. The results of a path analysis showed that campus programs involving Korean and international students had a positive and direct effect on Korean students' interaction with international students, and a positive and indirect effect on their intercultural competence. Interview findings also revealed that Korean students' interactions with international students enabled their meaningful intercultural experience and influenced their future educational and career decisions. Implications of this study for higher education internationalization efforts, the contact hypothesis, and the larger host society are discussed.

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In this study, we address the question of whether and how the internationalization of higher education, particularly its study abroad aspect, has contributed to the common good. Much of the past discussion on study abroad impact has been largely concentrated on outcomes at the personal level. Using qualitative data from the Study Abroad for Global Engagement project, this study analyzes how former study abroad participants contributed to the global common good at the levels of local, glocal, and global communities. The findings show that many chose to practice global engagement, such as civic engagement, philanthropic activities, social entrepreneurship, and voluntary simplicity, for the common good, as the result of study abroad. This article concludes with discussion of implications for research, theory, policy, and practice.