Page 48 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

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Chapter 2
satisfaction than his or her nationality. Further research is required to better understand what explains that remaining 86% of variation in student satisfaction.
Placed in the context of current research, students that are well- integrated academically and socially, regardless of from where they come, are more likely to have a positive experience (Astin, 1999; Tinto, 1975; Oberg, 1954). This emphasizes the role of a student’s context and personality traits in determining their experience. A 2016 study by Brouwer et al. indicated that two categories of social capital- peer capital (help seeking, collaboration, and fellow students’ support) and faculty capital (mentor support)- contribute positively to study success among first year students. Self-efficacy, in particular, has been shown to be a predictor of academic success and may be a student characteristic through which the effects of social capital are mediated, as students enter university with beliefs about their ability to succeed (Bandura, 1977).
This strengthens the case for universities to focus on enhancing students’ social capital through strategies such as small-group teaching, which in turn fosters interaction and academic success (Webb, 1982; Wilcox, Winn, & Fyvie-Gauld, 2005). Interventions such as working in groups or assigned pairs, and encouraging peer tutoring during class can enhance students’ social capital and academic integration (Baldwin, Bedell, & Johnson, 1997). Though benefits of collaborative and experiential learning have been documented (Clark, Baker, & Li, 2007; Skon, Johnson, & Johnson, 1981), universities must consider the cultural context of students. Results of this study and others suggest students from Confucian heritage countries may have less familiarity Western-style classroom environments (Phuong-Mai, Cees & Pilot, 2006). Therefore, universities should consider how to best support students to reap the benefits of curriculum and teaching strategies designed to foster integration.
Additionally, universities should pay attention to the social environments of their international students. Because integration