International Student Experience and Engagement

This essay discusses the problem faced by international students in foreign universities, the reasons behind it, and the solutions to improve their social experience. The essay is based on the views of international students studying in Australia, the United States, and Britain. The research suggests that social interaction with local students leads to happier and healthier individuals. The essay also highlights the importance of involving international students in university-based social programs and creating ways to foster interaction between local and international students.

Running head: INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
Name of the student:
Name of the university:
Author note:

1INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
Based on the views of International students studying in Australia, the United States and
Britain, as metioned in the article ‘Why international students need to make Aussie friends’ by
Catherine Gomes a report presents that the satisfaction level of the students is influenced by the
happiness associated with their social life (Gomes 2018). This essay is based on this debate that a
lack of social interaction with local classmates impacts adversely on the wellbeing and learning
outcome. The essay will discuss the problem faced by the international students followed by the
reasons. The solution to the problem and the ways it can minimise will also be addressed in the
essay.
According to research, it is found that the level of satisfaction among the students
studying abroad varies where some are satisfied, and some are dissatisfied (Woodall, Hiller and
Resnick 2014). Although the disgruntled students have agreed that they would not recommend
the institution to other international students, the industry is sure that it would not be impactful.
However, the question that is important to consider is the reasons for the dissatisfaction of the
international students.
The situation of the unsatisfied students was understood when the research conducted on
the well-being of the students. The research suggests that social interaction with local students
leads to happier and healthier individuals. The social life of the students is the critical factor that
provides the satisfaction to the international students (Zelenski and Nisbet 2014). The experience
of the international students are varied and changes person to person. The students feeling
unhappy in the foreign institutions or having miserable experiences in the overseas institution
have accepted that they would not recommend the university in their native land. Although the
education industry will not get affected, it is essential to understand the reasons for the
unpleasant experience of the international students.

2INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
According to Yan and Berliner (2013), international students are mainly faced with
culture shock, students who have integrated with local students experience less culture shock
than the one who has less or no local friends. The feeling of homesick, culture shock, adjustment
issues are relatively less when individuals get involved with local students. According to the
research, there are very few Asian students who have Australian friends, and therefore it is only
during the lecture time and tutorials. As stated by Lefdahl-Davis and Perrone-McGovern (2015),
international students find the Australians not interested in talking with international students. It
is challenging to identify Asian-Australian mixing together and difficult for the international
students were to feel home. Despite the fact that Australians are ethnically diverse the
international students find the Australian as white/Caucasian. Even though the international
students wanted to befriend Australian at some point, they blame themselves for lacking English
skills and common interest that act as hindrance in the interaction. Therefore, the students need
to work to develop social communication between themselves.
The international students contribute to a great extent in the nation’s economy. Therefore,
the country does not want to lose this industry. Also, along with the economic reasons the
international students provide various social benefits such as the opportunity of meeting and
mixing with other different culture, nationalities and ethnicities. Therefore, it is essential to
improve the social experience of the students travelling overseas for better studies (Sawir 2013).
To improve the social experience of the international students the country needs to start
thinking of ways to involve the international students that would make them feel socially
inclusive (King and Raghuram 2013). The university-based social programs have the potential to
play a vital role. Despite the fact that international and local students cannot be forced into
becoming a friend, it can bring the two kinds together specifically during the orientation week.

3INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
Universities have extraordinarily planned programs in the orientation, however, these programs
occur before the students get the time to socialise with each other. Better ways of fostering
interaction between local and international students need to be created by the universities. One
method of doing an inclusive program actively involves the various cultures present in the state
and acknowledge them. It is assumed that local students would be a better choice as they can
make the international students familiar with the culture and local areas. Considering the
satisfaction level of the international students, universities need to make sure that the
international students are integrated into the foreign environment. In order to protect the billion-
dollar industry that operates on the international student’s education, the industry needs to ensure
that the overseas students are content, happy, and feel a sense of satisfaction in the foreign land.
As discussed above it is seen that students face hard time to overcome the culture shock.
Therefore, the process needs more in-depth research to find out the specific areas that make the
international students socially inclusive (Lillyman and Bennett 2014). Also, the dissatisfaction of
international student depends on the local students as well. Since the international students have
blamed their language skills as the obstacle in the interaction, there should be more initiative
from the local student’s end. The local students need to cooperate as well to make the
international students feel homely in the foreign country. It is required to make the local
population understand the value of international student, it is challenging since there is culture
gap. Also, it is one of the most significant limitations of the solution.
There is a sense of dissatisfaction among international students. When the problem was
taken into research, it is found that the dissatisfaction has a connection with their social life.
Similar to the discussion above, the social life plays the big role in making the experience of
studying in overseas universities pleasant. The universities, therefore, need to take immediate

4INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
actions and create more ways to involve the international students into programs mixing with the
local students. The solutions suggested above such as university’s involvement and local
student’s initiative and awareness are helpful in eliminating the issue. Following the suggestion
can bring in positive environment for the international students, the involvement will also help
them in recovering from the homesick feeling. In the end it is the socially inclusive feeling that
can bring the change in the experience of the international students.

5INTERNATIONAL STUDENT EXPERIENCE AND ENGAGEMENT
References:
Gomes, C. 2018. Why international students need to make Aussie friends. [online] The
Conversation. Available at: https://theconversation.com/why-international-students-need-to-
make-aussie-friends-30820 [Accessed 22 Oct. 2018].
King, R. and Raghuram, P., 2013. International student migration: Mapping the field and new
research agendas. Population, Space and Place, 19(2), pp.127-137.
Lefdahl-Davis, E.M. and Perrone-McGovern, K.M., 2015. The cultural adjustment of Saudi
women international students: A qualitative examination. Journal of Cross-Cultural
Psychology, 46(3), pp.406-434.
Lillyman, S. and Bennett, C., 2014. Providing a positive learning experience for international
students studying at UK universities: A literature review. Journal of Research in International
Education, 13(1), pp.63-75.
Sawir, E., 2013. Internationalisation of higher education curriculum: the contribution of
international students. Globalisation, Societies and Education, 11(3), pp.359-378.
Woodall, T., Hiller, A. and Resnick, S., 2014. Making sense of higher education: Students as
consumers and the value of the university experience. Studies in Higher Education, 39(1), pp.48-
67.
Yan, K. and Berliner, D.C., 2013. Chinese international students' personal and sociocultural
stressors in the United States. Journal of college student development, 54(1), pp.62-84.
Zelenski, J.M. and Nisbet, E.K., 2014. Happiness and feeling connected: The distinct role of
nature relatedness. Environment and behavior, 46(1), pp.3-23.

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