Page 143 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

Hechanova-Alampay, R., Beehr, T. A., Christiansen, N. D., & Van Horn, R. K. (2002). Adjustment and Strain among Domestic and International Student Sojourners: A Longitudinal Study. School Psychology International, 23(4), 458–474.
Heffernan, T., Morrison, M., Basu, P., & Sweeney, A. (2010). Cultural Differences, Learning Styles and Transnational Education. Journal of Higher Education Policy and Management, 32(1), 27– 39.
Hilger, L., & Downing, C. (2021). The surprising leaders of international student mobility. EAIE blog. Retrieved from https://www.eaie.org/blog/surprising-leaders-student-mobility. html
Higher Education Policy Institute (HEPI) and Higher Education Academy (HEA) (2014). The HEPI-HEA Student Academic Experience Survey 2014. York and Oxford: Higher Education Academy and Higher Education Policy Institute. Retrieved from: https://www.hepi.ac.uk/ wp-content/uploads/2017/06/2017-Student-Academic-
Higher Education Policy Institute (HEPI). (2015). What do home students think of studying with international students? London, UK. Retrieved from https://www.hepi.ac.uk/2015/06/25/ home-students-think-studying-international-students/.
Higher Education Statistics Agency (HESA). (2019). HE student enrolments by HE provider 2014/15 to 2017/18. https://www.hesa.ac.uk/data-and-analysis/students/table-1 [dataset].
Higher Education Statistics Agency (HESA). (2019). University League Tables 2017. Retrieved from https://www.thecompleteuniversityguide.co.uk/league-tables/ rankings?o=Student-Staff+Ratio&y=2017. [dataset].
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. in EDUCAUSE Review, March 27, 2020. Accessed at: https://er.educause.edu/articles/2020/3/the-difference-between- emergency-remote-teaching-and-online-learning
Hodson, P. and Thomas, H. (2001). Higher Education as an International Commodity: Ensuring Quality in Partnerships. Assessment and Evaluation in Higher Education, 26(2), 101– 112.
Hofstede, G. (1984). Culture’s consequences: International differences in work- related values (Vol. 5). Sage. Retrieved from https://books.google.com/ books?hl=en&lr=&id=Cayp_Um4O9gC&oi=fnd&pg=PA13&ots=V4DAHDVQKb&sig=TTer_ phUWacpxSFT0SYiAHpGCUY#v=onepage&q&f=false
Hofstede, G. (1991). Cultures and organizations. London: McGraw-Hill.
Hofstede, G. (1980). Culture’s Consequences: International Differences in Work-Related
Values. Sage, Beverly Hills, CA.
Hofstede, G; Hofstede, G.J.; Minkov, M. “Cultures and Organizations, Software of the Mind”,
Third Revised Edition, McGraw-Hill 2010, ISBN 0-07-166418-1.
Hou, A. Y. C., Hill, C., Chen, K. H. J., & Tsai, S. (2018). A comparative study of international branch campuses in Malaysia, Singapore, China, and South Korea: Regulation, governance, and quality assurance. Asia Pacific Education Review, 19(4), 543-555. https://doi.org/10.1007/ s12564-018-9550-9
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
Human Rights Watch. (May 2020). Covid-19 Fueling Anti-Asian Racism and Xenophobia Worldwide. Retrieved from https://www.hrw.org/news/2020/05/12/covid-19-fueling- anti-asian-racism-and-xenophobia-worldwide
Humfrey, C. (2009) Transnational Education and the Student Experience: a PMI Student Experience Project Report. London: UK Council for International Student Affairs.
Hurley, P. (2020). Coronavirus and international students. Mitchell Institute, Victoria University. Retrieved from https://www.vu.edu.au/sites/default/files/international-student-update- 2020-mitchell-institute.pdf.
Husbands, C., & Day, N. (March 2020). Eight interventions for mitigating the impact of Covid-19 on higher education. HEPI (blog). Retrieved from https://www.hepi.ac.uk/2020/03/30/ eight-interventions-against-covid-19-for-the-higher-education-sector/
R
References
141