A dynamic analysis of social capital-building of international and UK students

International Students from Melbourne Describing Their Cross-Cultural Transitions Experiences: Culture Shock, Social Interaction, and Friendship Development

“…Social interaction and friendship development play a significant role in the adjustment process of international students and in supporting their wellbeing and how they feel content and confident. Findings from the study reinforce the importance of intercultural competence and friendship for international students with both co-nationals, host nationals and multinationals as important in bridging cultural modeling and dialogue (Gill, 2007) and in improving their social credentials (Rienties et al, 2015). While this study had some limitations with a small sample of participants in Melbourne only, the findings give voice to the participant's personal stories…”

“…An individual keen to adapt and acculturate in a new culture needs coping strategies and a more active than passive effort in acquiring new social skills. These theories provide a more comprehensive model of understanding cultural adaptation and acculturation of international students (Zhou et al, 2008) with more opportunities for personal growth, development and 'cultural learning' (Hwang et al, 2016;Kim, 2001;Ward et al, 2005) The process of adaptation and adjustment in a host country is challenging and social interaction and friendship, as discussed through other studies (e.g., Altback, 1991;Furnham & Alibhai, 1985;Rienties, Johan, & Jindal-Snape, 2015;Rienties & Nolan, 2014;Hendrickson, Rosen, & Aune, 2011;Hotta & Ting-Toomey, 2013), play a significant role in supporting international students through their cross-cultural transitions and adjustment process. While some research discusses other pertinent issues of international students' experiences in the Australian context (e.g., Dalglish & Chan, 2005;Kashima & Pillai, 2011;Tawagi & Mak, 2015;Yeoh, Le, & Doan, 2013), literature that focuses on culture shock, social interaction and friendship network of international students in Melbourne is lacking.…”

“…Social capital theory has been used by other studies to investigate how students develop and maintain social relations (Heath, Fuller, & Johnston, 2010;Lee, 2010). Social capital is linked to the value of resources in social network ties that gives better access to information to students in helping them to improve their social credentials (Rienties et al, 2015;Rienties, Tempelaar, Pinckaers, Giesbers, & Lichel, 2010).…”

“…Participants found that in some cases it was rather difficult to be part of closed social circles of either host nationals or co-nationals and this was not an encouragement towards intercultural friendship. Similarly, it is not unusual for international students to report having no host-national friends at all (Furnham & Alibhai, 1985;Bochner et al, 1985;Gareis, 2012 ;Ward & Masgoret, 2004) as host nationals have a well-established network of local friends ( Rienties et al, 2012;Rienties et al, 2015;Hendrickson et al, 2011). Some participants relate to similar challenges and difficulties in extending friendship with host nationals due to less mutual receptivity and their own personal choices not to do so.…”

Inequalities in students’ union leadership: the role of social networks

“…It may also be the case that some groups see greater benefit from remaining within their own friendship/social groups than interacting with a more diverse group of students. For example, in discussing the relative lack of social integration of Confucian Asian students, Rienties et al (2014) suggest that:…”