Multi-dimensional Transitions of International Students to Higher Education

Jindal‐Snape, Divya; Rienties, Bart

doi:10.4324/9781315680200

Cited by 40 publications

(26 citation statements)

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“…Medical training steers students through pre‐clinical training, to clinical training, to being a newly practising doctor, to specialty training and ultimately to a consultant or specialist. This continuum is punctuated with prolonged, dynamic transition periods as a newcomer adjusts to a new environment . Changing from primarily being in a ‘pre‐clinical’ classroom environment to mainly being in a ‘clinical’ patient‐focused environment is the first of many transition periods that medical trainees will encounter once they have begun medical training and are on a trajectory to being a doctor.…”

Section: Introductionmentioning

confidence: 99%

“…This continuum is punctuated with prolonged, dynamic transition periods as a newcomer adjusts to a new environment. [1][2][3][4] Changing from primarily being in a 'pre-clinical' classroom environment to mainly being in a 'clinical' patient-focused environment is the first of many transition periods that medical trainees will encounter once they have begun medical training and are on a trajectory to being a doctor. This scoping review will focus on medical students transitioning from pre-clinical to clinical training.…”

Section: Introductionmentioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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Context The transition to clinical training within medical school is often seen as a struggle and students remain in distress despite numerous efforts to minimise threats. Efforts to change this may be misdirected if they are based on narrow conceptualisations of transitions. The authors conducted a scoping review to explore existing conceptual perspectives regarding the transition within medical school from pre‐clinical training to clinical training to suggest a research agenda and practical implications. Methods Between October 2017 and February 2018 the authors searched PubMed, MEDLINE , ERIC , PsycINFO, Web of Science and CINAHL for English language literature with no date limits and retrieved 1582 articles; 46 were included in this review. Two reviewers independently screened articles and extracted data. Data were then charted, analysed and discussed with the research team. Results The transition to clinical training was often described negatively as ‘difficult’, ‘a problem’ and ‘a struggle’. Our analysis found that researchers in medical education conducted studies on the transition to clinical training from three conceptual perspectives: educational; social, and developmental. Most research approached the transition to clinical training as a problem to be addressed from an educational perspective through transition to clerkship courses and curriculum innovations. Some research was conducted from a social perspective, focusing on building relationships. Regarding development, authors found a few articles highlighting opportunities for personal and professional development by nurturing transferrable learning strategies and reflection. Conclusions This review provides an empirical base on which future research can be built to better understand and support medical students’ ability to navigate change. Finding new perspectives to approach the transition to clinical training could allow researchers to look beyond preparing students for struggles.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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“…Broadly similar issues have been raised regularly for almost 20 years [12]. It appears that students' concerns focus upon: Earlier work corresponds to more recent summaries, for example by Jindal-Snape and Rienties [24], who identified a range of stresses such as academic, sociocultural and practical/lifestyle. Students' expectations in these areas apparently contribute to these stresses.…”

Section: Issues With Transition To Higher Educationmentioning

confidence: 77%

An international investigation into student concerns regarding transition into higher education computing

Zarb

Alshaigy

Bouvier

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

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The experience of transitioning into and starting higher education is very much an individual one, with some applicants viewing the prospect of higher education as an unknown entity. For those who are first in their family or community to consider higher education, it can seem to be an "alien environment". This is just one of the issues that lead to applicants experiencing levels of concern when considering a transition into higher education. This international working group aims to answer the following research question: "What are the concerns that computing students have with regards to their transition into higher education?" A survey was administered and the results evaluated. CCS CONCEPTS • Applied computing → Education; • Social and professional topics → CS1;

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“…Drawing on a mixed-method study with students from 28 nationalities, Rienties and colleagues (2015) develop a useful 'characteristics list of bridge builders' that teachers and students can adopt to enhance group dynamics and optimise cross-cultural networks and interactions for both international and local students. In their latest edited collection, Jindal-Snape and Rienties (2016) further argue for the development of a dynamic strategy called 'Social Network approach' of affective, behavioural and cognitive development to enhance the experiences for local and international students.…”

Section: International Students and Responsibilitymentioning

confidence: 98%

‘Responsibility in mobility’: international students and social responsibility

Trần

2016

Globalisation, Societies and Education

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Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of crossborder mobility has shaped and re-shaped international students' responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students' responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semistructured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship. ARTICLE HISTORY

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Multi-dimensional Transitions of International Students to Higher Education

Cited by 40 publications

References 0 publications

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

An international investigation into student concerns regarding transition into higher education computing

‘Responsibility in mobility’: international students and social responsibility

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