Page 119 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience
P. 119

widely used in India and is one of the languages of instruction in many secondary education institutions (Ghosh, 2014). Therefore, students from India may have an advantage over students from China or South Korea in academic integration.
Pedagogical differences between the home and host countries may also contribute to the differences in integration and satisfaction between nationalities found in this study. Moos’ framework for evaluating environments (1973) suggests that students’ understanding of the educational environment and classroom expectations influence the quality of their experiences (Schonrock-Adema et al., 2012). In particular, studies by Townsend & Poh (2008) and Liberman (1994) found that the international students in their samples had difficulty adapting to the Western style of teaching, which emphasizes interactivity and critical thinking. The Chinese and Korean education systems have been shaped by Confucian principles that are deeply infused into education, including pedagogical styles (Redfern, 2016). In contrast, the Indian education system was modeled after the British education system, which was established by colonial rule that lasted until 1947 (Ghosh, 2014). Given these findings, students from Indian education systems may find it easier to adjust academically than students from Korean or Chinese education systems because they are more familiar with the education systems of the UK, Australia, and the US.
Study 2: Factors Impacting International Student Satisfaction: The Case of the UK.
This study explored how aspects of the student experience, including university reputation, undergraduate enrolment, proportion of international students, and local population, as well as student gender and stage of study, predict the satisfaction of undergraduate international students. The study hypothesized a significant positive relationship between universities’ reputation and the satisfaction of their undergraduate international students. In contrast, the study predicted a significant negative relationship between undergraduate
6
Discussion and Conclusions
  117




























































































   117   118   119   120   121