This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students' experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume. Hardcover | Paperback | eBook

In this book, we explore the socio-political environment that impacts international students’ employability and discuss student experiences of employability development during and after their studies. The book also aims to provide a holistic understanding of international student employability on a global scale, incorporating various higher education contexts, including the US, UK, Netherlands, Vietnam, and Japan.  Publisher : STAR Scholars, Baltimore, Maryland (US) | Published Date: July 2022 Order print copies  ($19.99)|  download e-book  (free) |  cite chapters |  

In this book, each author reflects on events since the conference that occurred during the writing of this book and shares their vision of what still needs to be addressed to advance issues of higher education leadership, training, student development, disability education, and relevant programming in countries around the world. Within these discussions are targeted discussions on how to address some of the critical issues of our time, including a focus on access, diversity, and inclusion as elements intended to frame a just and fair Humane World. The authors represent five countries: Australia, Kenya, Malaysia, Nepal, and the United States. Their voices represent issues important in both the Global North and the Global South and what in particular is needed to design essential policies and training required to achieve success.  Order digital/print copies  here.  by  Edward J. Valeau  (Editor),  Rosalind L. Raby  (Editor),  Uttam Gaulee  (Editor),  Stewart Sutin  (Preface)

Crossing Borders, Bridging Cultures: The Narratives of Global Scholars is a compelling and insightful collection of personal accounts from scholars worldwide. Through their experiences, the book provides a unique perspective on the challenges and triumphs of academic life in different cultures, highlighting the diversity and richness of the global academic community. From navigating language barriers and adapting to new environments to confronting cultural differences and promoting cross-cultural understanding, these stories are powerful messages of unity and cooperation in the face of adversity. You can order digital copies and hardcopies here Publisher ‏ : ‎ STAR Scholars (March 1, 2023) Editors : Uttam Gaulee, Krishna Bista, Bo Zhang, Birgit Schreiber

Curriculum Theory and Pedagogy for Student Mobility  – an edited collection of international research – seeks to examine how curriculum theory within different social, political, and cultural contexts can be actuated to advance equity and diversity, plus supportive and inclusive outcomes in international student education. A comprehensive volume, it contours a holistic interdisciplinary landscape of the field. The book draws upon both a broad range of curriculum-related theoretical frameworks and multiple perspectives to offer a diverse spectrum of examples about the many challenges and complexities involved in not only theorizing about, but doing the work of, educating international students in institutions of higher education. Additionally, the book provides a strong pedagogical framework for enhanced teaching practices, as well as new avenues for research in international student education. Drawing upon the expertise of contributors from varied backgrounds, identities, fields, and positionalities, the assembled chapters elucidate contemporary curriculum theory and its foundations and uses and analyzes its potential in international education. Equally, theoreticians and practitioners, both, offer valuable insights into conceptualizing, strategizing, and applying curriculum theory-driven research and proven practices for the advancement of the field of international student education. Order Hardcopies  ||  Download E-books

International Student Support and Engagement in Higher Education  examines innovative practices in campus, academic, and professional support services which serve the various and unique needs of international students seeking undergraduate and graduate degrees.  Divided into three sections pertaining to campus, academic, and professional support services, the authors present case studies and original research that examine strategies for how institutions of higher education can operate to promote international student success beyond the classroom. The international range of contributors showcase research from across Canada, China, Indonesia, Malaysia, Russia, Senegal, Thailand, and the United States. Foregrounding support services with innovative and successful methods for collaborating with one another, the book crucially addresses how the myriad support services available on campuses can work  together  to support international students and foster a sense of belonging and connection, rather than maintaining a focus on acculturation. It examines the origins of these partnerships, asking whether the services are designed to support the international student community specifically, or to serve the student population more generally. Identifying new emerging trends and with a view to establishing a broad and global context for best practices in international student support, this book will appeal to faculty, researchers, scholars, and scholar-practitioners with interests in higher education, student support services, and international and comparative education. Paperback | Hardback | eBook

This book examines the international student question by utilizing a holistic and multi-faceted approach to understanding not only the influence of socialization on the international student experience but also presents a historical background to international student contact; the influence of globalization and student mobility; U.S. international student enrollment trends; exploration of research on socialization; socialization theory/theoretical framework; an annotated bibliography of research on socialization/acculturation. This book contributes to the discourse on international student socialization. It is geared toward enriching international student socialization experiences and informing higher education policies and practices to serve better and service international students. Author Emmanuel E. Akanwa teaches Reading, English, and Language Arts at Frederick Douglass High School, Upper Marlboro, Maryland, U.S.A. Dr. Akanwa was formerly a fixed-term faculty at Central Michigan University and an adjunct professor of English at Mid-Michigan Community College.  Download ebook (complimentary) or order print copies on Amazon  and  Barnes & Noble  | Related  books here How to cite this book: Akanwa, E. E. (2024). International student socialization . Star Scholars Press. https://doi.org/10.32674/1kqb8x16

Based on their personal experiences spanning various facets of the international student life cycle in the U.S., the authors of the book “ Navigating the ‘American Dream’ ” recognized the pressing need for a resource that goes beyond and above, offering comprehensive information, resources, and practical tips. Unlike existing publications, this book is a trailblazer, covering the entire spectrum of international students’ educational journey in the U.S., providing essential insights, resources, and strategies to address students’ diverse needs. Authors Bo Zhang University of Hartford, USA Emmah Muema University of Nebraska-Lincoln, USA Shenhaye Ferguson University of Denver, USA Rachel Kamnkhwani University of Denver, USA Luke Parker University of Kansas, USA Candice Peters Appalachian State University, USA Order digital copies | Kindle eBook | Print Copies

This book is a testimony of Spelman College’s commitment to global citizenship, documenting cross-cultural and international experiences and reflections of domestic students who studied abroad, international students’ experiences, Alumnae who studied abroad or have lived abroad and faculty and staff who have lived abroad or led students abroad. This book distinctively reveals life stories of global engagements that no one else could tell but the contributors who bring life experiences through their international visits. Through a well-curated and engaging collection of narrative stories, this book captures the richness that comes from crossing boundaries, understanding cultural differences, and embracing the knowledge that comes from encounters with disparate perspectives. Editors ‘Dimeji R. Togunde, Ph.D. Vice Provost for Global Education & Professor of International Studies, Spelman College, Atlanta, Georgia, USA Krishna Bista, Ed.D. Professor of Higher Education, Morgan State University, Maryland, USA Print  and  digital  copies are available. 

This book provides an essential forum—giving primary voice to a group not often heard—for international students to share their unique experiences, trials, triumphs, and paths of acculturation in US higher education. In their own words and experiences, they detail how their world touches our American campus communities and academic settings. Filled with pathos, their narratives are steeped in angst and triumph, disappointment and humor, and loss and eventual victory. Selected international student narratives for this book bring a non-western perspective that allows for anyone involved in US higher education to gain increased insights into how we serve our students.  This work contains 28 narratives written by international students and scholars from around the world.  This book is a unique resource for faculty, students, and administrators interested in learning more about the lived experiences of international students and scholars. EDITORS Krishna Bista,  EdD, is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University School of Education and Urban Studies, Maryland. https://orcid.org/0000-0001-7893-8275 Gregory F. Malveaux,  PhD, is a Professor in the Department of English and Literature and is the College-wide Coordinator of Study Abroad and International Education at Montgomery College, Maryland. https://orcid.org/0000-0002-2456-6581 Hardcopies available

Leaders Who Inspire: Stories of Foreign-Born University Presidents  is a captivating book that introduces young readers to the remarkable stories of foreign-born college and university presidents. Through engaging narratives, readers will discover the inspiring journeys of leaders like Shirley M. Tilghman, Ángel Cabrera, A. Gabriel Esteban, and Renu Khator, who have made a significant impact on education in the United States.The book highlights the importance of diversity and inclusivity in educational institutions, showing how these leaders have transformed their campuses into welcoming spaces for students from all backgrounds. Readers will learn about the challenges these leaders faced, their unwavering determination, and their passion for empowering students to succeed. Leaders Who Inspire  celebrates the power of education and the strength that comes from embracing diversity. It encourages readers to believe in themselves, pursue their dreams, and make a positive impact in their own lives and communities. Order hardcopies here  

This book presents students’ reflections on their intercultural student experiences, and utilizing the UNESCO Story Circle methodology, illustrates how such reflection can aid the development of intercultural competence (IC). The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation, stereotypes, cultural difference, and communities of support, the text demonstrates application of the UNESCO Story Circle approach in developing IC. Further, vignettes are analyzed and guiding questions are offered to structure readers’ reflection and discussion to facilitate further honing of intercultural competencies. The volume promotes IC amongst individual educators, trainers, international students, and community members and provides guidance in addressing international students’ wellbeing more broadly. This text will benefit scholars, academics, and students in the fields of higher education, multicultural education, and intercultural communication. Those involved with international and comparative education as well as student affair practice and higher education administration will also benefit from this volume. Paperback | Harback | eBook

Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange. Featuring evidence-based accounts of students’ experiences and exploring opportunities for study abroad in school and university contexts,  Inequalities in Study Abroad and Student Mobility  analyses how pedagogy and student support services can be designed to accommodate linguistic, cultural, ethnic, and socio-economic differences. Chapters foreground issues of access and opportunity and offer unique insights to inform institutional policy in developing more effective, inclusive, and equitable ways to internationalize exchange and study abroad programs and initiatives for all. This timely volume will benefit researchers, academics, and postgraduate students in the fields of international and comparative education, as well as educators and school leaders working within secondary and higher education settings concerned with multicultural education. Paperback | Hardback | eBook

This book strives to provide valuable insights on international students’ mental well-being based on research, promising practices, and practitioners’ experiences. The book is geared toward practitioners, faculty, counselors, and others working with international students at higher education institutions in the United States. In this book, we specifically focus on how various intersecting dimensions of international students’ identities shape their mental well-being and the support or resources they may need. By doing so, we hope to provide a more complex and nuanced picture of international students’ mental well-being to guide practice and inspire future research. Print  and  digital editions  are available