Institutional Satisfaction and Recommendation: What Really Matters to International Students?

Ammigan, Ravichandran

doi:10.32674/jis.v9i1.260

Cited by 44 publications

(49 citation statements)

References 19 publications

(18 reference statements)

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“…The internationalization of higher education also yields appreciable economic benefits for host institutions, and this in turn can support research and increase resources and staffing (Horta 2009). A less tangible but no less valuable benefit is the positive interaction and cultural exchange that typically occurs between international students and domestic students (Ammigan 2019). A deeper understanding of different cultures can facilitate cooperation, tolerance and international peace (Gebregergis et al 2019;Sam 2001;Taušová et al 2019).…”

Section: Internationalization Of Higher Education In Chinamentioning

confidence: 99%

Factors Influencing Life Satisfaction of International Students in Mainland China

Jiang

Yuen

Horta

2020

Int J Adv Counselling

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China is advancing in its bid to internationalize higher education, but little is known to date about the life satisfaction of overseas students in that country. Life satisfaction can be understood as the extent to which individuals' experiences in a host country help them achieve their personal goals and satisfy their expectations regarding acculturation. This paper examines past research, especially international literature, to provide an overview of factors that may influence the life satisfaction of international students in countries other than their own, and looks particularly at those matters that may also affect overseas students in China. Comparisons are made between variables identified in general and those in Asia, and specifically China. The findings have implications for policy-makers and university practitioners seeking to improve educational quality and counseling support services for international students.

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Section: Internationalization Of Higher Education In Chinamentioning

confidence: 99%

Factors Influencing Life Satisfaction of International Students in Mainland China

Jiang

Yuen

Horta

2020

Int J Adv Counselling

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“…Considering first the class, perhaps unsurprisingly, the quality of teaching and teaching materials is reported to be a key factor in satisfaction (Ammigan, 2019;Bianchi, 2013;Grebennikov & Skaines, 2007), as is academic performance (Bianchi, 2013;Ward & Masgoret, 2004). Dissatisfaction may arise particularly from the struggles that some international students experience in adapting to local classroombased social conventions and pedagogical styles (e.g., M. Li, 2016;Sato & Hodge, 2015).…”

Section: Studies Of International Student Satisfactionmentioning

confidence: 99%

“…Also important is the interaction between domestic and international students, both inside and outside of the class. Students report valuing inclusiveness practices and friendship building (Ammigan, 2019;Beloucif, Mehafdi, & Komey, 2018;Zhang & Brunton, 2007).…”

Section: Studies Of International Student Satisfactionmentioning

confidence: 99%

“…The category of tangibles may be especially important, including features such as the quality of buildings, library services, and technology (e.g. Arambewela & Hall, 2006;Ammigan, 2019;Beloucif, Mehafdi, & Komey, 2018). Indeed, Arambewela and Hall's (2006) comparative study of Thai, Indonesian, Chinese, and Indian students found tangibles to be the most important influence on institutional satisfaction overall.…”

Section: Studies Of International Student Satisfactionmentioning

confidence: 99%

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Satisfiers and Dissatisfiers for International Vocational Education Students

Ryan

Rabbidge

Wang

et al. 2019

jis

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While the satisfaction of international students is frequently surveyed, much of this research is based on a very limited range of closed-item data collection methods, producing findings that partially reflect the researchers’ assumptions in designing the survey items. Recognizing the potential value in using methods that are more open-ended and qualitative analyses, the present study employed narrative frames and follow-up interviews to explore the satisfiers and dissatisfiers for international vocational education students at one institution in New Zealand. Reporting on perceptions of the class, institution, and community, the findings identify the participants’ top-of-mind (dis)satisfiers and complement the existing literature by identifying seldom-reported themes. Discussion of issues in analyzing narrative frames is also provided.

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“…The students' maladaptive coping strategies were related to avoidance coping and emotion suppression. Support services, which are based on or off campus, are important to international students' experiences (Ammigan, 2019). However, many factors contribute to students' underutilisation of support services for psychological issues.…”

Section: Students' Strategies In Dealing With Challenges and Help-seementioning

confidence: 99%

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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Institutional Satisfaction and Recommendation: What Really Matters to International Students?

Cited by 44 publications

References 19 publications

Factors Influencing Life Satisfaction of International Students in Mainland China

Factors Influencing Life Satisfaction of International Students in Mainland China

Satisfiers and Dissatisfiers for International Vocational Education Students

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

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