Examining the satisfaction level of international students in the University of the Virgin Islands

Examining the satisfaction level of international students in the University of the Virgin Islands

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Examining the satisfaction level of international students in the University of the Virgin Islands

Problem Statement

Universities are marketing towards International students mainly to just matriculate while they pay more and receive less. Many of the challenges experienced by the international students are not addressed adequately, resulting in poor academic and social performance. One of the biggest challenges is the rate of adjustment, which can be made easier through more support from stakeholders.

Hypothesis

International students require more support to acquire academic excellence vs. residents.

Independent Variables

Student Support and Support Factors

Dependent Variables

Academic Performance, Self-concept based on academics, and Academic motivation

Introduction and Background

International students have been revealed to experience more challenges in the process of achieving higher education as compared to their resident peers, according to previous extensive research. There exist certain barriers to high quality education, which makes them less likely to succeed overall. Such problems exist in the form of social, cultural, linguistic, and financial challenges, among other issues. Developed countries in America and Europe offer some of the best quality education, and are therefore the top destinations for international students from other parts of the world. While the overall rate of international learning has reduced globally due to high competition, some researchers believe that challenges of international students learning in these new environments are chief contributors to this phenomenon. Another existing issue within the system of international learning is that the overall goals have not been tailored to meet the needs of the foreign student, but that of the learning institution.

The marketing learning programs to foreign students is aimed at incorporating a diverse curriculum, building the institutional image, and establishing a diverse set of learners therein. While educational diversity has proven significant for the modern world, issues of whether the learning curriculum is effective have been questioned. Research on student learning behaviors among international students has been aligned towards cultural differences or differences in modes of learning. In addition to this, institutions of higher learning have been keener on assimilating international students to western culture and learning styles, which affect their sense of identity and subsequently their overall levels of satisfaction. There is therefore a need to re evaluate the forms of support provided to students in order to enhance their learning experiences. Students from other countries are in need of more support to receive academic excellence as compared to their resident peers.

Literature Review

According to Wu et al (2015), the rate of international student enrollment in the United States has expanded considerably in the recent years. The authors posit that international students are however faced with challenges such as social isolation, adjustment to new cultural settings, and academic challenges. The research conducted revealed that communication was a major hindrance to advancement in academics. Challenges were experienced when communicating with professors, fellow students, staff, and other forms of group settings within the learning environment. This prevented them from interacting and exploring their full potential as part of the overall learning process.

The research was thus aimed at providing a deeper perspective of the ways in which international students have adjusted to new environments. This was geared towards providing stakeholders with a view of the way in which students face these challenges, thereby finding meaningful solutions to the same. the results revealed that students from other countries faced additional challenges such as psychological stress as a result of the cultural shock and need for adjustment. Behavioral patterns also revealed that it was more difficult for them to engage fully within a learning environment as a result of challenges outside of schools.

The communication problems experienced within one setting revealed that international students can be affected negatively with regards to their overall academic contribution. An example provided was that of a Korean student, who experienced challenges in class discussions. From her home country, it was considered rude to interrupt others when speaking within and outside class settings. However, in the new university, the student could not be able to contribute in class discussions because people did not raise hands or have a clear system of speaking. As such, it was difficult for the student to interrupt others in order to speak.

The report also revealed cultural and social barriers to education, which prevented international students from interacting with fellow students especially outside of a formal learning environment. Students felt that there existed limited opportunities to interact with others, which led to isolation and loneliness. Equally challenging was the task of making friends, who would typically serve as a form of social and psychological support for them. Differences in value systems and beliefs also played a huge role in affecting the overall psychology of international students. There was a need to assimilate to the new culture in order to fit in while at the same time a need to hold on to their respective values and cultural heritage to maintain a sense of identity.

The overall level of satisfaction in a learning environment will also be dependent on the way a student is viewed and treated by residents and other students. Wu et al (2015) maintained that students from other countries had different racial and ethnic backgrounds, which predisposed them to discrimination that manifested in many forms. According to the report, some of the international students reported that they overheard resident students talking negatively about them. In other instances, there was complete isolation, which meant that international students had to spend time with other nonresident students.

According to Al-Nabrawi et al (2015), there have been significant changes in the overall education system on a global scale. This means that the needs of students should be constantly augmented to cater to the changing learning environment. There is need for students to learn technical skills which allow them to utilize modern systems. In addition, there is a need to develop communication skills which are crucial in the day-to-day interactive processes. The impacts of skills learnt in the university are crucial to students, and allow them to develop mentally, socially, culturally, and psychologically to the changing needs. Al-Nabrawi et al (2015) maintained that training programs were crucial for students to develop a sense of confidence, self-assertiveness, responsibility, self-reliance, tolerance, and problem solving skills.

Such training programs would be used for international students in the form of orientation. International students are more likely to develop a sense of confidence and reliance in the event that their academic performance is good or begins to improve. A sense of confidence translates to positive school experiences and subsequently an increase in overall satisfaction levels. The authors therefore provide a recommendation of comprehensive training programs for students to suit their specific needs and challenges in the university life. This is an important factor to consider in regards to providing support for international students in the University of Virgin Islands. Through communication of specific challenges as experienced by new students, decision makers can be able to formulate effective frameworks and curriculums for students.

Smithen (2015) writes about the challenges experienced by students within the University of Virgin Islands, more so those who have to learn English as a second language.

One of the students interviewed stated that learning English takes a long time, and throughout that period, there is the need to adjust to other aspects of life, such as in the social, psychological, and cultural aspects. Communication is one of the biggest challenges, as she is unable to keep up with conversations. During classroom sessions, it becomes more difficult for the student to engage in meaningful conversation because students and professors speak too fast for her pace. Although she is able to understand concepts and ideas, it takes her more time to form grammatically correct sentences as a means of providing a response.

The author also identifies financial challenges as a chief source of worry for international students. Students who travel from other countries face more financial challenges than their resident peers. Some of the students note that they cannot qualify for available scholarships because of their lack of citizenship and other factors. In addition to this, it is more difficult for international students to become employed even for part time jobs in order to supplement their income. “International students are required to wait for one year before they can be hired on campus by the Placement Office. Not all divisions hire international students” (Smithen, 2015). Outside of the campuses, there exists even less options for them. Thus, campus students are not adequately supported financially by stakeholders, which lead to their overall reduced level of motivation to perform academically and socially.

Another source of frustration faced by international students in the adjustment period was that information concerning the school requirements and other information was not readily available to them. it was difficult for them to obtain information from the areas in which it was meant to be. They would go from one office to another, and even be redirected to places they had been. Thus, the main problem was that the offices which handled international affairs were not adequately organized, which affected them negatively.

Language barrier is the most frequently reported barrier to adjustment by international students (Tas, 2013). Students who are US citizens are subjected to academic and social challenges of everyday life. However, their international counterparts face even more strain because of a need to adjust to new environments and cultures. The author also notes that one area of adjustment often overlooked by researchers is the need to adjust to a new education system. This system will be determined by cultural and social values. The US education system may be characterized by a level of interaction, assignment writing, assessment structures, and other characteristics of learning which are different from that which the international student is used to.

In a new environment, the style of interaction with professors and peers will differ from that of the student’s home country (Mahfoodh, 2014). In addition, the overall attitudes and appearance from the perspective of others will change in a new setting. Therefore, an international student will face the challenge of redefining themselves and finding their place in the society. With lack of support, such individuals are likely to face self-identity problems, which may lead to low self-esteem issues.

Tas (2013) notes that one of the main shortcomings of US institutions of higher learning is the failure to cater to the needs of international students, many of which are non academic. “Satisfying both academic (educational) and basic non-academic (support services) needs

related to educational goals, living conditions, finances, social relations, and acculturation is

Essential for students enrolled in institutions of higher education” (Tas, 2013). Failure to meet these needs will translate to negative consequences in both the international students as well as the academic institutions themselves. One of the most likely problems to result from this is an overall negative image of the institution. Lack of consideration for foreign students is likely to lead to poor academic performance. This will reflect negatively in the school performance records both locally and internationally. Subsequently, less international students will be willing to enroll in such institutions.

One of the variables evaluated in the study was student attrition, which was believed to be directly related to other factors of education, such as academic performance and the level of interaction with the faculty. This applies heavily to international students, who need to know that the institution which enrolled them is dedicated to supporting and seeing them succeed in relevant areas of their lives. Student retention was also said to be directly related to a presence of racial and ethnic diversity within the institution (Nguyen, 2011). Dissatisfaction levels within the environments that students were in more pronounced by minority groups living in the United States as well as international students. This was because the environment did not promote a sense of belonging because of visible differences in students.

In the article, the author proposes that both multicultural and international themes should be incorporated into institutions of higher learning to provide a more comprehensive framework for international students. These themes should be able to reflect racial, ethnic, linguistic, and cultural aspects to achieve a higher level of understanding. Institutions should be able to regard diversity as a chief component of the American culture, which is both unique and beneficial in terms of social and technological advancements. As such, students should be able to adjust in an environment that provides them with adequate support.

Another aspect of support is through the provision of counseling services for foreign students. It is important that such individuals be informed of the support in terms of not only social and cultural but also psychological assistance available to them (Liamputtong, 2011). Extensive studies reveal that the availability of counseling services for new international students has a direct and positive impact on their overall level of satisfaction and academic motivation. Aside from psychological counseling, students are in need of further social guidance concerning their new environments. Institutions can be able to offer this through support groups, seminars, and workshops which seek to disseminate information on a larger scale.

Thus, counselors demonstrate a high level of cultural competence in the process of communicating and assisting international students with their challenges. Of importance would be to go the extra mile to learn foreign languages as a means of accommodating students who have challenges in speaking English (Liamputtong, 2011). Counselors should be able to handle a diverse set of issues ranging from culture shock, homesickness, anxiety, isolation, social anxiety, family problems, and high expectations, among several others. Counselors should also be able to provide follow up services to evaluate the overall progress of a student.

The overall learning environment is one of the most significant and important areas of cultural change within the learning institutions. In many Eastern and African countries, faculty members are often regarded as superiors whose instructions must be followed in order to excel academically and even other non-academic areas (Gebhard & Jerry G, 2010). However, students in America are often encouraged to regard the faculty as partners in a collaborative learning environment. This provides students with an opportunity to engage on a deeper and professional level with them for further understanding. As such, students who have not grasped academic concepts during class sessions can be able to seek help from professors outside of it (Liang, 2015). International students often face the challenge of not being able to approach and communicate their challenges to the faculty, which lessens their chances of solving issues.

Some of the solutions available to students to navigate issues of adjustment include making friends of the same cultural and ethnic background, assimilating to American culture as quickly as possible, and brave through the social anxiety as well as financial difficulty until a time which it becomes easier for them (Terrazas-Carrillo et al, 2014). However, institutions of higher learning can be able to provide much more support for these groups in order to enhance their quality of life and academic performance. Institutions of higher learning can provide financial support through bursaries and scholarships meant specifically for international students. In addition to this, students should be provided with more opportunities to find jobs both within and outside of the schools. It is important for faculties to meet students halfway through employing a higher proportion of multilingual professors and staff members. This will be geared towards reducing linguistic barriers. Professors teaching in institutions of higher learning should be trained to accommodate several types of students and their challenges in learning. This will promote equity in education, where specific issues such as language barriers and cultural differences are addressed in a formal learning environment.

Conclusion

An extensive array of research has shown that international students have been revealed to experience more challenges in the process of achieving higher education as compared to US students. Certain barriers to high quality education exist, and make them less likely to succeed both academically and in other aspects of their lives. Developed countries in America and Europe offer some of the best quality education, and are therefore the top destinations for international students from other parts of the world. While the overall rate of international learning has reduced globally due to high competition, some researchers believe that challenges of international students learning in these new environments are chief contributors. Learning institutions have been geared towards meeting financial goals without consideration of the students they enroll from other countries. As such, a higher level of financial, social, cultural, and psychological support is needed to improve academic motivation and performance for them.
References

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Gebhard, Jerry G. (2010). Asian international students’ cultural adaptation at US universities: Challenges, behaviors and strategies. English Language Teaching, 22(2), 21-53. http://dx.doi.org/10.17936/pkelt.2010.22.2.002

Liamputtong, P. (2011). International students in Australia: their challenges and implications for university counseling services. International Journal of Students’ Research, 1(1), 8-11. http://dx.doi.org/10.5549/ijsr.1.1.8-11

Liang, X. (2015). Challenges and Opportunities for International Students in Graduate Education. International Journal Of Adult Vocational Education And Technology, 6(4), 30-39. http://dx.doi.org/10.4018/ijavet.2015100104

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Smithen, C. (2015). Change isn’t easy: International student challenges at the University of Virgin Islands. UVI VOICE. Accessed 17 October 2016 from https://uvivoice.net/2015/05/02/challenges-some-international-students-face-at-uvi/

Tas, M. (2013). International Students: Challenges of Adjustment to University Life in the U.S. International Journal Of Education, 5(3), 1. http://dx.doi.org/10.5296/ije.v5i3.3481

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