In the present time, universities aims to educate, recruit and graduate students for helping them to accomplish their professional goals and objectives. In order to get superior quality of educational facilities and guidance, many students have focused on taking admission on different prime international institutes across the globe (Wilkins, Balakrishnan and Huisman 2012). For that reason, the international students have no other options than to mix with the on-campus students of home country. On the other hand, universities also have taken added responsibilities to provide proper facilities and environment for both international and domestic students. For instance, universities have focused on internationalize the campus by facilitating out of class and in-class interactions among the students. It has allowed both international and on-campus students to exchange their learning and views for developing healthy educational environment. Few decades earlier, students from outside the country have faced many more challenges in dealing with the on-campus atmosphere (Glass 2012). It not only has affected the overall educational performance of the students but also has created different major unnecessary situations. Issues like bullying and humiliating was recorded on frequent basis. However, with time universities have initiated strong rules and regulations that have restricted such incidents largely. In this study, the focus will be provided on analyzing the present on-campus experience of the international students. It will try to highlight the kind of benefits or challenges international students are facing in dealing with home country on-campus students. The study will also try to highlight the factors that can create adverse impact on the overall on-campus experience of the international students.
Over the years, educational structure in all across the globe has changed significantly. In addition, continues growth in the per-capita income has provided more opportunities for the students to go to a different country for fulfilling their educational requirements. As a result, all the prime universities are currently having increasing number of international students every year (Rienties et al. 2012). Therefore, it has become critical for these universities to provide proper atmosphere and facilities to both domestic and international students. Many surveys have highlighted the fact that international students are actually able to cope up with the differences of culture, values and believe in an appropriate way. Moreover, increasing number of international students has helped to enhance the confidence level in a major way. Therefore, almost all the universities are getting more and more positive vibe from both international and domestic students regarding the overall atmosphere of the campus. Stull, many cases have been identified in recent times regarding different challenges that international students are facing. Therefore, the study will look to cover all areas to identify the exact experiences of the international students regarding on-campus atmosphere.
The research study will aim to evaluate the on-campus experience of the international students.
In order to accomplish the research aim, the study will focus on following objectives:
As per the article by Davis (2012) international students in campus internationalization may manifest itself via multiple co-curricular and curricular experiences. The overall impact of including international students depends on the extent to which both home country and host country students mixed with each other. Proper understanding between two groups is essential to avoid any types of challenges from developing strong healthy environment. As highlighted by Quaye and Harper (2014) students coming from different cultural and geographical background can actually bring new dimension to the way entire academic works are conducted. It allows both home country and host country students to learn different new things on regular basis. Moreover, it allows students to have first hand experiences of the people living in different parts of the world. With more and more inclusion of foreign students, universities have able to reduce the major issues like racism or physical harassment to the minority group in a major way. As illustrated by Killick (2012) students from all across the globe try to take admission on the prime institutes to have greater educational facilities and knowledge, which might not be available in their country to the satisfied level. Now, increasing rate of international students in almost all the prime universities has encouraged grouping with respect to nationality. Thus, it obviously affects the overall on-campus atmosphere of a university (Brown and Jones 2013). On the contrary, providing higher quality of atmosphere and facilities, universities can actually create a good image to induce more students from other countries to take admission.
It is essential for universities and students to identify the factor that can create problems or challenges in developing healthy campus within university. Wilkins et al. (2012) have highlighted the cultural differences as one of the prime factors that can create differences between the international students and domestic students. It has been assessed that cultural differences can create communication barriers that eventually reduces the bonding between international and domestic students (Roberts and Dunworth 2012). Moreover, racism is another global phenomenon that still plays vital role in different parts of the world. Many cases, racism issues have created unnecessary incidents like physical and mental torturing (Robertson 2013). On the other hand, equality in facilities between the domestic and international students is another critical aspect that can crate major impact on the overall on-campus environment. Otherwise, it creates dissatisfaction among the neglected group of students that eventually lead to different level of conflicts and issue. Differences in lifestyle and values are another critical aspect that can have major differences on overall on-campus environment (Wilkins and Huisman 2012). Majority of the international students take little time in order to adjust with the new environment and structure. Therefore, it often creates massive pressure or stress among the international students that eventually damages overall campus environment.
In order to deal with all the challenges and barriers, universities have to take different initiatives to ensure educational quality remains intact. As mentioned by Jon (2012) majority of the universities have already taken different initiatives to keep the on-campus environment at the desired level. Universities have developed different inter group activities for the students where they have to perform a particular task combined way. Therefore, it has opened the teamwork opportunities for the students, which is likely to break initial cold between two groups. Moreover, as the number of international students is increasing, universities will have to ensure proper bonding among each member (Roberts and Dunworth 2012). Universities are also likely to provide more opportunities for the international students to get accustomed with the new societies or communities. In addition, universities need to focus on providing all the course materials to both international and domestic at the same time for avoiding any type of confusion within the workplace. In addition, universities will also have to focus on collecting feedback from students regarding their problems and challenges within the campus (Glass and Westmont 2014). Continues feedback evaluation will allow universities to avoid any type of unnecessary incidents in an effective way. Hence, it would encourage students to maintain proper on-campus environment at all the time.
The above study has highlighted the number of international student is increasing every day. As a result, it has created new challenges for the universities in keeping the on-campus environment at the desired level. Now, not many studies have focused on assessing the impact of including international students on university campus. Moreover, many factors like culture, value and believes can create adverse impact on the overall quality of the campus. Therefore, the study will focus on conducting in-depth research about the topic. It will evaluate all the factors that can have impact on the perception of the international students. The study will focus on developing appropriate research methodology to capture relevant information about the on-campus experience among the international students.
In this study, research methodology is segregated into different parts to ensure all areas of the research topic are covered in an appropriate way. The in-depth discussion of the selected research methodology is as follows:
Research philosophy deals with overall perception of the topic, as it ensures source, nature and development of the knowledge. Selection of research philosophy ensures the direction of the data collection method. Positivism, realism and interpretivism are the available types of research philosophy that studies can choose to use for the successful completion of all the requirements (Snyder 2012). In order to evaluate the on-campus experience of the international student, the study will choose positivism research philosophy. It will allow the study to remain highly structured. Moreover, selection of positivism research philosophy ensures that the research methods does not divert from its prime goals and objectives. In addition, it will also help the study to evaluate all the quantifiable observations in a major way. On the contrary, the study will not select realism or interpretivism philosophy, as it will enhance the required time about the research topic.
Research approach focuses on the evaluating the way entire nature of the research topic will be covered. Deductive and inductive are the two types of available research approach that studies can use for accomplishing all the goals and objectives (Miller et al. 2012). For assessing the on-campus experience of the international student, the study will focus on deductive research approach. Selection of deductive research approach will allow the study to investigate all the research questions in an effective manner. It would also allow the research topic evaluate different previously developed models and theories in an in-depth manner. Now, inclusion of different perspectives and models is likely to enhance the overall quality of the research topic. On the contrary, the study will not use inductive approach, as it does not focus on inventing any new theories and models about the research topic.
Research design focuses on examining the entire area of the research topic in an effective manner. There are three types of research design including exploratory, explanatory and descriptive (Smith 2015). For assessing the on-campus experience of the international student, the study will use descriptive research design. The selection of descriptive research design will allow the study to explain different concepts and perceptions about the research topic in a major way. Moreover, selection of descriptive research design will allow the study to evaluate all the collected qualitative data about the research topic. It also allows the study to highlight the way perception changes from one person to another. It also will help the study to integrate the evaluated qualitative and quantitative data in a major way.
Data collection method reflects the way research study is looking to capture appropriate data about the research topic. Secondary and primary are the available types of data collection that studies use in order to fulfil all the aims and objectives (Flick 2015). For assessing on-campus student experience of international student, the study has focused on primary data collection. Here, the study will focus on both qualitative and quantitative data collection method for fulfilling all the requirements in an appropriate way. Two set of questionnaires will be developed by the study for evaluating the present on-campus experience of the international student. In quantitative questionnaire, the study will focus on including only closed-end questions. On the contrary, only open-end questions will be used for qualitative questionnaire. Online survey method will be used by the study for capturing quantitative data. On the other hand, the study will use face-to-face interview method for capturing qualitative data. The study will use stratified random sampling method for selecting appropriate respondents about the research topic. The study will select 80 respondents including both international and domestic students for the quantitative data collection purpose. In addition, the study will select 15 university authorities for capturing qualitative data. In qualitative data collection technique, the study will focus on evaluating the initiated strategies of the universities in order to maintain on-campus environment. The study will also focus on including different advance techniques for evaluating all the captured data in an effective way. The study will use statistical tools like mean, median and mode to evaluate the quantitative data. It will also use advance statistical tools like regression and ANOVA to enhance the quality of the research topic (Tong et al. 2012). On the other hand, the study will use observational analysis to evaluate all the captured qualitative data about the on-campus experience of the international student.
Mackey and Gass (2015) have highlighted the significance of maintaining ethics for accomplishing all the requirements of the research study. For that reason, the study will also focus on maintaining all the ethical guidelines in order to fulfil all the research aim and objectives. Firstly, the study will focus on maintaining the guidelines of data protection act. Here, the study will ensure that the collected data will not be used in any external purposes apart from the research topic. Secondly, the study will try to remain unbiased at the time of collecting data from the respondents. Otherwise, it can actually damage overall image of the research topic in a major way. Thirdly, the study will focus on imposing any type of pressure on the respondents to give their opinion about the present on-campus facilities (Roberts 2013). Fourthly, the study will avoid any type of originality issue for enhancing the overall quality of the research topic. Thus, the study will ensure that the researcher has collected all the data used in the research.
Conclusion:
The above analysis has highlighted the significance of maintaining proper on-campus environment. It allows students from all across the globe to mix with university culture in a easy way. Therefore, it does not create any adverse impact on the overall educational performance level of the students. Universities have already initiated different strategies and policies to keep the environment at the desired level. Now, the selected analysis method is expected to highlight all the necessary areas that universities will have to cover for providing better facilities for the domestic and international students. The study is also expected to cover all the areas associated with the research topic. Therefore, it will highlight the prime factors that can contribute majorly to the overall on-campus environment of the universities. Moreover, the study is also likely to provide appropriate recommendations for avoiding any campus related issues in future as well.
References:
Brown, L. and Jones, I., 2013. Encounters with racism and the international student experience. Studies in Higher Education, 38(7), pp.1004-1019.
Davis, J., 2012. The first generation student experience: Implications for campus practice, and strategies for improving persistence and success. Stylus Publishing, LLC..
Flick, U., 2015. Introducing research methodology: A beginner’s guide to doing a research project. Sage.
Glass, C.R. and Westmont, C.M., 2014. Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International Journal of Intercultural Relations, 38, pp.106-119.
Glass, C.R., 2012. Educational experiences associated with international students’ learning, development, and positive perceptions of campus climate. Journal of Studies in International Education, 16(3), pp.228-251.
Jon, J.E., 2012. Power dynamics with international students: From the perspective of domestic students in Korean higher education. Higher Education, 64(4), pp.441-454.
Killick, D., 2012. Seeing-ourselves-in-the-world: Developing global citizenship through international mobility and campus community. Journal of Studies in International Education, 16(4), pp.372-389.
Mackey, A. and Gass, S.M., 2015. Second language research: Methodology and design. Routledge.
Miller, T., Birch, M., Mauthner, M. and Jessop, J. eds., 2012. Ethics in qualitative research. Sage.
Quaye, S.J. and Harper, S.R. eds., 2014. Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S. and Kommers, P., 2012. Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher education, 63(6), pp.685-700.
Roberts, P. and Dunworth, K., 2012. Staff and student perceptions of support services for international students in higher education: A case study. Journal of Higher Education Policy and Management, 34(5), pp.517-528.
Roberts, T., 2013. Understanding the research methodology of interpretative phenomenological analysis. British Journal of Midwifery, 21(3).
Robertson, S., 2013. Campus, City, Networks and Nation: Student?Migrant Activism as Socio?spatial Experience in Melbourne, Australia. International Journal of Urban and Regional Research, 37(3), pp.972-988.
Smith, J.A. ed., 2015. Qualitative psychology: A practical guide to research methods. Sage.
Snyder, C., 2012. A case study of a case study: Analysis of a robust qualitative research methodology. The Qualitative Report, 17(13), p.1.
Tong, A., Flemming, K., McInnes, E., Oliver, S. and Craig, J., 2012. Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC medical research methodology, 12(1), p.181.
Wilkins, S. and Huisman, J., 2012. The international branch campus as transnational strategy in higher education. Higher Education, 64(5), pp.627-645.
Wilkins, S., Balakrishnan, M.S. and Huisman, J., 2012. Student choice in higher education: Motivations for choosing to study at an international branch campus. Journal of Studies in International Education, 16(5), pp.413-433.
Wilkins, S., Stephens Balakrishnan, M. and Huisman, J., 2012. Student satisfaction and student perceptions of quality at international branch campuses in the United Arab Emirates. Journal of Higher Education Policy and Management, 34(5), pp.543-556.
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