Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

Glass, Chris R.

doi:10.1177/1028315311426783

Cited by 72 publications

(63 citation statements)

References 39 publications

(51 reference statements)

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“…So, bottom universities need some time to achieve those goals. Another weakness lack of internationalization, as the studies focused on the preferences of international students and faculties showed, is also related with qualified faculties (Eder, Smith & Pitts, 2010;Petruzzellis & Romanazzi, 2010), geographical location of university (Soo & Elliott, 2010;Bodycott, 2009), the city, job prospects for alumni (Hilden, 2011;Kamal Basha, Sweeney, & Soutar, 2016) and the number of facilities in campus (Jon, 2013;Glass, 2012;Yusoff, 2012). Meeting those criteria to be preferred by international students may seem very hard for bottom universities for now but in the future, it is not impossible to achieve those goals.…”

Section: Discussionmentioning

confidence: 99%

Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

Selvitopu

Kaya

2020

QRE

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As strengths and weaknesses are regarded as internal features of an organization, the present study focused on strengths and weaknesses of Turkish public universities by analyzing the SWOTs (Strengths, Weaknesses, Opportunities, Threats) of twenty higher education institutions. By applying qualitative content analytical tools, we tried to make some comparisons, twenty universities, ten ranked at the top and ten at the bottom of the URAP list, were chosen to analyze the strengths and weaknesses. Findings show that all universities top or bottom ones have internal strengths and weaknesses on their own. The strengths of universities differ according to their size, field of service, structure, history and geographical locations. Top universities which are in big size, have a deeply rooted history and situated in a better geographical location can enjoy the strengths as qualified faculty members, organizational culture, internationalization process, infrastructure and good alumni relations. On the other hand, bottom universities which have not got those advantages deal with other strengths such as young faculty members, organizational support and internal communication. As for the weaknesses, top universities need more budget and acceptable rate of faculty member and student. Bottom ones need more qualified faculty members, students and staff. As they are located in disadvantageous regions, they are in need of some promotions to attract faculties, staff, national and international students. In addition, they also should be aware of the contributions of good alumni relations. ResumenEl presente estudio se centró canalizar las fortalezas y debilidades de las universidades públicas turcas mediante el análisis de los DAFO (debilidades, amenazas, fortalezas, oportunidades) de veinte instituciones de educación superior. Al aplicar herramientas analíticas de contenido cualitativo, tratamos de hacer algunas comparaciones. Veinte universidades, diez clasificadas en la parte superior y diez en la parte inferior de la lista URAP, fueron elegidas para analizar las fortalezas y debilidades. Los resultados muestran que todas las universidades superiores o inferiores tienen sus propias fortalezas y debilidades internas. Las fortalezas de las universidades difieren según su tamaño, campo de servicio, estructura, historia y ubicaciones geográficas. Las mejores universidades disfrutan de las fortalezas como miembros calificados de la facultad, cultura organizacional, proceso de internacionalización, infraestructura y buenas relaciones con ex alumnos. Por otro lado, las universidades inferiores que no tienen esas ventajas se ocupan de otras fortalezas, como los jóvenes docentes, el apoyo organizacional y la comunicación interna. En cuanto a las debilidades, las mejores universidades necesitan más presupuesto y una tasa aceptable de profesores y estudiantes. Los de abajo necesitan miembros de la facultad, estudiantes y personal más cualificado. Como se encuentran en regiones desfavorecidas, necesitan algunas promociones para atraer a fac...

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Section: Discussionmentioning

confidence: 99%

Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

Selvitopu

Kaya

2020

QRE

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“…Numerous studies have been conducted to investigate the relationship between international student satisfaction and various factors that include campus climate (Glass, 2011), ability to gain proficiency in the English language (Fass-Holmes & Vaugh, 2014), and engagement with host nationals (Glass & Westmont, 2014). Studies also indicate the benefits of institutional support to international students.…”

Section: Recommendations For Practice: An Ecological Approachmentioning

confidence: 99%

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

Martinez

Colaner

2017

JSAA

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“…International students with cash to spend may bridge that financial gap (Joseph, 2012;WES Report, 2015). Glass (2012) suggests that international students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report greater levels of learning and development. However, that study focused on learning outcomes rather than motivation factors leading international students to study in the U.S.…”

Section: Review Of Literaturementioning

confidence: 99%

An Examination on the Chinese Students’ Rationales to Receive their Higher Education in the U.S.

Chao¹

2017

WJE

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This research attempts to explore the rationales why so many Chinese students choose to study abroad and why the United States is their preferred destination. This population is small, but a vital component of university life at many colleges and a much needed source of financial revenue. A total of 380 students completed a questionnaire yielding 138 usable responses. Specifically, the rationale behind Chinese students' rationales for attending colleges in the U.S is explored. The results indicate that Chinese students are seeking education with a worldview, and opt to break from the Chinese system of learning. Although choosing to study in the U.S. is an academic endeavor the rationales behind that choice is not solely for academics. A better understanding of the Chinese students' rationales can help academicians and university administrators to better target at this population and serve them better.

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Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

Cited by 72 publications

References 39 publications

Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

An Examination on the Chinese Students’ Rationales to Receive their Higher Education in the U.S.

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