How international students build a positive relationship with a hosting country: Examination of strategic public, message and channel of national public relations

Kang, Doo Syen

doi:10.1016/j.ijintrel.2014.08.006

Cited by 6 publications

(3 citation statements)

References 73 publications

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“…Local students’ attitudes toward and acceptance of the international students’ cultures may create a great part of the international students’ experiences and would significantly influence their adaptation, identity change, and ultimate success (Gu, Schweisfurth, & Day, 2010; Kang, 2014). Internationally, mobile students’ choice of a host country depends not only on the quality of the host country’s education but also on social factors, that is, their experiences with local students and instructors (Brunton & Jeffrey, 2014; Mazzarol & Soutar, 2002).…”

Section: Review Of Literaturementioning

confidence: 99%

English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

Kim

Choi

Tatar

2017

Journal of Studies in International Education

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This case study examined the reactions of local students to the diversity in student population. Specifically, it investigated how the local students’ intercultural sensitivity to the international students is interrelated with their perception of the English-medium instruction (EMI) policy. The quantitative and qualitative analyses of the questionnaire responses of 213 college students and the subsequent interviews with 15 students revealed a lack of intercultural sensitivity which was correlated with their perception of EMI. The findings indicated that the local students’ different perceptions of the policy interplayed, directly and indirectly, with their sensitivity to the cultures of international students. The implications of these findings are discussed in terms of cultivating intercultural sensitivity in an English as a lingua franca context.

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Section: Review Of Literaturementioning

confidence: 99%

English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

Kim

Choi

Tatar

2017

Journal of Studies in International Education

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“…Various studies have discovered the benefits of social identification, where an individual student feels comfortable with their peers. Social identification typically has a positive influence on both academic performance and student satisfaction (Kang, 2014;Kim et al, 2010;Myers et al, 2016;Wilkins et al, 2016). Individuals who experience difficulties in making compatible friends are less likely to be satisfied with their university experience and more likely to dropout (Wilcox et al, 2005).…”

Section: Hypotheses Development and Conceptual Modelmentioning

confidence: 99%

“…Several researchers have found that satisfaction may influence an individual's supportive intentions, such as advising and interviewing potential students in global locations; making donations as an alumnus/alumna; participating in institution events, e.g. volunteering as a guide on open days; engaging in positive word of mouth, both among acquaintances and online; or simply wearing clothing bearing the university name (Kang, 2014;Sung and Yang, 2009;Wilkins et al, 2018). In research that involved 2,763 students, Stephenson and Yerger (2015) found that satisfaction with student affairs and satisfaction with campus resources are both related to the individual's promotional behaviors.…”

Section: Hypotheses Development and Conceptual Modelmentioning

confidence: 99%

Student retention in higher education: the influences of organizational identification and institution reputation on student satisfaction and behaviors

Hassani

Wilkins

2022

IJEM

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PurposeUniversities worldwide struggle to retain students, so it is important to identify the factors that may improve retention levels. The research investigates key factors that have an impact upon student satisfaction and students' staying and supportive intentions. Of particular interest is the extent to which organizational identification and institution reputation influence student satisfaction and behaviors.Design/methodology/approachA conceptual model was developed and tested using covariance-based structural equation modeling. The data were obtained from a survey of 419 first year full-time undergraduate students in the United Arab Emirates.FindingsPerceived quality of teaching, organizational identification and institution reputation were found to be significant predictors of student satisfaction in our model, with student satisfaction having both direct and mediating influences on students' staying and supportive intentions.Practical implicationsThe findings suggest that universities should undertake activities that strengthen student-university identification and institution reputation, as these may strongly influence students' attitudes and behaviors. The paper discusses strategies that institutions may implement to develop and maintain organizational identification among students.Originality/valueThe research highlights that although perceived quality of teaching has an influence on student satisfaction, the influences of organizational identification and institution reputation are stronger.

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Pilgrimage: What drives pilgrim experiential supportive intentions?

Chang

2019

Journal of Hospitality and Tourism Management

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How international students build a positive relationship with a hosting country: Examination of strategic public, message and channel of national public relations

Cited by 6 publications

References 73 publications

English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

Student retention in higher education: the influences of organizational identification and institution reputation on student satisfaction and behaviors

Pilgrimage: What drives pilgrim experiential supportive intentions?

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