The benefits of overseas study for international postgraduate students in Malaysia

Singh, Jasvir Kaur Nachatar; Jack, Gavin

doi:10.1007/s10734-017-0159-4

Cited by 34 publications

(24 citation statements)

References 45 publications

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“…In practical terms, these findings have not only exposed serious academic and research problems, they also have implications for students' academic failure experiences. Singh and Jack (2018) reported that international postgraduate students seek international education to achieve academic success, build knowledge and skills, and contribute to their home country on return. However, if these benefits are abridged by research or academic issues, international student numbers may dwindle in Malaysia.…”

Section: Discussionmentioning

confidence: 99%

Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

Singh¹

2020

ije

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Malaysia aspires to become a regional and international hub of higher education through an international student mobility initiative. Existing scholarly work on international students is skewed towards understanding the general challenges faced by international students, but limited work has been conducted in exploring the impact of severe supervision challenges on international postgraduate students’ experiences in a Malaysian research university. Hence, this paper explores the evidence of academic failure experienced by international postgraduate students by drawing on semi-structured interviews with 33 international postgraduate students. Academic failure experiences were faced by international postgraduate students as a result of two major challenges: supervision issues, and faculty mismanagement. The experience of academic failure has impacted the students’ enthusiasm, motivation and inspiration in progressing in their research work and has also impacted them psychologically. The implications for developing significant and profound strategies to assist international postgraduate students in achieving positive educational outcomes are also discussed.

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Section: Discussionmentioning

confidence: 99%

Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

Singh¹

2020

ije

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“…This approach moved from the strategy of "taking in" and "going out" (Huang, 2003, p. 225) to "developing international collaborations with overseas institutions" (Mok, 2007, p. 445) and "mutual communication or exchange" models as well as cultivating joint-diploma collaborations with foreign universities (Huang, 2003, p. 225). Chinese universities have been vigorously embracing the opportunity presented by the dynamic developments of the global economy to better prepare Chinese students to meet the challenges and demand of the international marketplace Heck and Mu, 2016;Singh and Jack, 2018;Wang, 2014;Yang, 2014;Yuan, 2011).…”

Section: Higher Education Internationalization In Chinamentioning

confidence: 99%

Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China

Tang

Hite

et al. 2020

JIEB

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Purpose The purpose of this ontologically qualitative research study was to (a) explore student narratives regarding their educational experiences in at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences for use by program administrators. Design/methodology/approach Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory. Findings The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights. Originality/value The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements.

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“…Study abroad has seen rising popularity among universities over the past decade due to its ability to provide not only cultural and academic opportunities, but truly help prepare students for a globalized world (Dolby, 2004;Kishino & Takahashi, 2019). As study abroad becomes a more significant component of universities, students are able to develop their knowledge of the international, social, cultural, political, and economic issues, providing greater options for international mobility and employability, and contributing to students' home country (Singh & Jack, 2018). While, universities have enthusiastically promoted study abroad programs and engaged students in globalization of higher education to develop their cross-cultural competence (Gopal, 2011), there are still challenges and issues in study abroad programs.…”

Section: Introductionmentioning

confidence: 99%

Situated Learning – Foreign Sites as Learning Contexts

Chang

2021

JCIHE

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As part of the globalization effort, study abroad has been researched in the fields of education, business, language, etc. However, what is not well-discussed is how foreign sites in study abroad programs can function as learning contexts to promote in-depth learning in various subject areas, which was the purpose of this study. Twelve participants from one public research university involved in some study abroad programs were interviewed. Documents such as syllabi and travel plans relevant to participants’ trip were also collected. The data were analyzed inductively. The findings show that foreign sites serve as learning context to support students’ learning by (a) providing cues to understand new knowledge from different perspectives; (b) providing a context to understand the meaning behind words; (c) providing minute details tying facts towards abstract knowledge; and (d) creating a space for stimulating emotional attachments.

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The benefits of overseas study for international postgraduate students in Malaysia

Cited by 34 publications

References 45 publications

Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China

Situated Learning – Foreign Sites as Learning Contexts

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