The Academic Performance of International Students – Sample Paper

The Academic Performance of International Students

Introduction

            The current trend of students seeking education from foreign countries drew the discourse toward factors that influence their academic performance. International students are individuals residing temporarily in a foreign country to pursue education, and their culture is different from the mainstream culture. Because of the cultural differences, the students come with their social conduct, values, and norms. In the process of adjusting, international students facing problems that require academic administration to understand and find ways of supporting the students in their academic achievements. To understand this, the study evaluates different sources of literature to find out factors, which influence the performance of international students.

The research would be important for stakeholders and decision holders in the education field overseeing the significant contribution of international students to the economy, academics, and social diversity. Understanding the issues affecting international students would help them in developing the appropriate adjustment mechanisms to cope with the language and cultural differences. In addition to factors influencing performance, the examined literature reveals the importance of good relationships between students as a way of promoting diversity and academic achievement. Overall, the evaluation of the sources indicates the significance of promoting awareness in the culturally diverse environment. The research enables the support of international students in their learning programs, and makes them competitive in the global education market.

The topics covered in the research literature include factors in the teaching and education policies. They cover challenges and needs of international students, modes of adjustment, and their importance to the economy and education system, language challenges, factors affecting academic performance, and the comparison between international and domestic students in terms of performance. All the topics contribute significantly in understanding the needs of international students and in developing and implementing policies to support them.

In the article, JiaRen and Linda Serra Hagedorn discuss factors that influence the academic performance of international students. Ren and Hagedorn recognize that while there is significant number of international students in the United States, administrations are not yet addressing their needs completely. The authors argue that administrators and faculty members failed to understand international students. Consequently, the diverse nature of their needs remains unaddressed with the current programs in high learning institutions. They identified factors such as “English language proficiency, learning and study strategies, academic preparation and demographics” (Ren&Hagedorn, 2012). Furthermore, the factors varied for undergraduate, masters and doctoral students. The authors presented the diverse nature and needs of international student in a concise way. The major focus of policy and program development should be on the international students, their graduate study, and academic performance. The finding from the study makes significant improvement to their performance. The study may lead to policy, service, and program development to address the needs of the students and contribute to improved academic performance in the country.

The article by Maureen Snow Andrade focuses on the adjustment factors for international students due to their diverse backgrounds. In the article, Andrade argues that international students make significant contributions academically and economically. Their contributions mean that administrators and authorities should be aware of the adjustment issues necessary to support the students in their life in education institutions. As Andrade argues, this is possible through the development and implementation of support services. In the discussion, Andrade identified critical factors for adjustment and academic performance. The basic adjustment factors are cultural differences and language proficiency. Educational background, academic skills, and English proficiency are critical elements in their achievements. With the focus on adjustment, international students, higher education, and achievement, Andrade is presenting her argumentstounderlie the importance for decision holders to understand issues affecting international students because of the international impact on intercultural education. This contributes to development of effective support measures as a way of supporting international students.

The article by Mushtaq and Khan discusses about factors that are Affecting for the performance of international students. The authors argue about the factors through practical studies that examine the performance of college students. As highlighted in the article, the performance of college students in examinations is affected by a group of factors including the approach used for communication, family issues, proper guidance, and the learning facilities. Mushtaq and Khan collected data by using profiles of students from different backgrounds and colleges. The article makes significant contributions to enable administrators offer the appropriate facilities to enable students have better achievements in addition to improving the general environment in college. Apply good communication channels and improving English proficiency is a major factor in improving student performance. This is possible through arrangement of extra English classes for international students. Proper guidance from parents and teachers helps in understanding and exploiting the student competencies and abilities.

The article by Ya-HuiKuo discusses the challenges facing the international students because of language barriers. Kuo discusses the requirement for English proficiency required by colleges and universities before an admission for students. This is meant to facilitate learning in various programs. The objective of the study was to develop recommendations and ways forward to enable students have better academic achievements by addressing the language challenges. The objective is achievable by supporting international students in adapting, adjusting, and overcoming their language barriers. The study is critical and comprehensive in understanding that in spite of the scores in proficiency tests, students must be prepared to perform well in all areas of study. It highlights the gap in standardized language proficiency programs, which do not enhance fully the learning in colleges. It highlights the need for programs that prepare international students to participate and learn in the context of their course. It leads to exploration of the significance of learning in the home countries with instructions provided by American instructors to enhance the interaction and communication.

In the article Zhao, Kuh and Carini provide a comparison between American students and international students in terms of educational practices. The authors contend that administrators do not understand fully the experiences of international students although their importance in enhancing diversity in the institutions. They achieved this by examine the engagement levels for significant number of American and international students. Apparently, the level of engagement in academic practices is higher among international students. This often results in the desired outcomes provided the issues of language proficiency and cultural diversity are addressed. The levels of engagement in academics practices change progressively as students get into senior years in college. This implies that international students influence various aspects of academic performance in colleges, which underlies their significance. The significant influence means that colleges should do research, practice, and policy changes to accommodate the needs of international students.

The book by Andrade and Evans discusses the little emphasis placed on international students by colleges, which impacts on their academic performance. The Authors argue for the increased awareness of international students’ needs for the mutual benefit. The authors give suggestions of creative and practical programs that administrators can implement to support the students. There are hands-on, practical and comprehensive strategies to address the issues affecting the students. The book is important in highlighting the interrelationship between personal, social, and academic issues. As the authors asserted, the academic success of international students flows from the confluence of a number of factors including learning strategies, classroom dynamics, and language proficiency. In addition to the practical guidelines provided, the book contributes positively in understanding the personal, social, and academic issues affecting international students. This provides frameworks for the provision meaningful support to enable students achieve their full potential. It would enable stakeholders in higher education develop means of identifying and managing coping issues at the earliest stage.

The book by Action discusses the information necessary for better academic achievement in a timely, comprehensive, and authoritative way. Action edited the book based on major issues affecting various groups of students including international students. Produced by individuals from different fields of expertise, the information provided is concise and effective in enhancing education and evaluation. On the area of international students, Action discussed the role of social, academic, and ethnic integration. The book is precise in addressing the assumption that international students are not sufficiently adjusted to pursue education in a foreign country. The book discussed students from different nationalities in Netherlands. It indicated the multifaceted nature of academic performance among students. Students with western backgrounds tend to perform better than students with non-western backgrounds.  This calls for the need to address stressful factors that contribute negatively to international students’ academic performance. This is a significant contribution to various quarters of higher education, as administrators have to implement measures to enhance equality and accessibility.

In the book, International students and American higher education by Kaur researched on encounters of international students of Asian Indian origin in their adjustment to higher education. In understanding, the process of adjustment to the system of education Kaur studied a number of factors. The factors included the actual problems experienced in learning the American way, the methods used by participants to overcome the challenges, as well as factors that enhance or hindered their academic performance. The study is clear and concise in presenting the opinions of the Indian students on mechanisms students can use to bolster academic performance. The study design and method of data collection was important in examining critical factors about the subject. The study provides a vital framework for understanding the needs of international students from other backgrounds. Identifying the similarities and differences in adjustment among students would help in implementing customized programs and policies to cater for the needs of all students. Furthermore, the study provides empirical information that is important in eliminating stereotypes and enhances performance.

In the book, Albrecht discussed the academic needs and challenges faced by Mexican students in the American colleges. The study identified a number of challenges as a result of information gathered from administrators, faculty members and international students. among the issues identified included the struggle to succeed, pressure to be models, dealing with uncertainty and system frustration, operating in a foreign land, limited opportunities, issues in utilizing institutional resources, and constant comparison with American students. The book is clear in addressing the need for access to information, legal services and designated personnel for international students. This highlights the apparent problem in colleges on lack of adequate attention directed to international students compared to their counterparts. Overall, the study is important and provides ways of serving international students better through changes in policies and programs. Of importance is the need for equality and specialized treatment to cater for the cultural and language needs of the students.

The book, Effective Programming for International Students Based on Their Perceived Social and Cultural Needs, by Mayumi Terano uses case studies to outline the needs and factors that impact on the academic performance of international students. This is through the conclusions that provide theoretical perspectives and their implications on the students. Of importance are college policies, services and programs, research methods, and the related literature. Through the study, professionals for student welfare find ways of increasing the cultural and social participation of international students in colleges and universities. This is in recognition of differences in self-perception and the actual performance of students in academics, which varies depending on the level of understanding. It results in a concerted effort among all stakeholders to prioritize the promotion of intercultural experiences and programs for all student populations. This makes significant contributions on the subject owing to the importance of international students in promoting the academic, economic, social, and cultural diversity.

 

 

 

 

 

References

Acton, Q. A. (2013). Issues in teaching and education policy, research, and special topics:             2013 Edition. Atlanta, Georgia: Scholarly Editions.

Albrecht, T. J. (2007). Challenges and service needs of undocumented Mexican undergraduate     students students’ voices and administrators’ perspectives. Austin, Tex.: University of             Texas.

Andrade, M. S. (2006). International students in English-speaking universities: Adjustment          Factors. Journal of Research in International Education, 5(2), 131-154.

Andrade, M. S., & Evans, N. W. (2009). International students: strengthening a critical resource. Lanham: Rowman& Littlefield Education.

Kaur, D. (2007). International students and American higher education a study of the academic   adjustment experiences of six Asian Indian international students at a research level II       University. Ann Arbor, Mich.: UMI Dissertation Publishing.

Kuo, Y. (2011). Language challenges faced by international graduate students in the United         States. Journal of International Students, 1(2), 38-41.

Mushtaq, I., & Khan, S. N. (2012). Factors affecting students’ academic performance.Global Journal of Management and Business Research, 12(9), 17-22.

Ren, J., &Hagedorn, L. S. (2012). International graduate students’ academic performance:            What are the influencing factors? Journal of International Students, 2(2), 135-141.

Terano, M. (2007). Effective programming for international students based on their perceived       social and cultural needs. Ann Arbor, Michigan: ProQuest.

Zhao, C., Kuh, G. D., &Carini, R. M. (2012). A comparison of international student and   American student engagement in effective educational practices.Journal of Pew Trusts,          12(1), 1-20.

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