Globalization Of The World, Advancement Of Technology And Sharing Of Information

The minority students should have a higher tendency to experience stress than their counterparts. Researchers found that stressors are common in academic settings and are mostly associated with their language, nationality and cultural backgrounds. The historical alienation and length of residency have an impact on these groups (Rienties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012). Male and female students experience stress differently. They frequently vary in how they experience, perceive and handle stressful life events. The possible explanation for such difference

With an increase in student mobility around the world, there are many positive outcomes related to learning a different set of education from their home country and obtaining intercultural experiences with a global mindset. On the other hand, students may struggle with different challenges, which they may have unexpected to encounter.

International students experience various social, cultural, psychological and behavioral challenges throughout their tertiary study. Student sojourners primarily struggle with social integration and educational expectations, ‘resulting from the loss of well-known cultural signs and symbols, causing individuals to experience anxiety, frustration and helplessness’ (Oberg 1960). These symptoms are recognised collectively as results of ‘culture shock’.

In the last few years, studying abroad has become an increasingly popular choice for higher education among international students (Accessibility Navigation, 2014). An average of 10% of students in universities all across the UK are international students from countries all over the world. (Accessibility Navigation, 2014). Although the experience is different for each individual student, there are many common problems that international students face. Those problems include: culture shock to varying degrees coupled with emotional issues(Bailey, 2005), Language barriers along with other communication problems (Sherry et al, 2009), and academic problems due to a change in school curriculum (Ramachandran, 2011). This essay will expand on the

“The number of Americans studying abroad has tripled over the last 20 years, but, still, fewer than 10 percent of college students study overseas during undergraduate years”. (Kristof) The ideals America has set in response to a changing world has prompted fear in its citizens, who are now unwilling to chase their desire to explore a new land. While the rest of the world has shown an opposite reaction to a changing world as, “Three times as many foreigner’s study in America”. (Kristof) American citizens has become reluctant to chase the desire all humans have to experience something new and this is becoming a problem as “growing numbers of seniors will finance retirement by moving to cheaper countries like Mexico, Nicaragua, and Costa Rica”. (Kristof) Americans that fear traveling to another place to study instead choose to take a language class for four years in their educational institution. “It makes in since to study Spanish in college… it’s more effective to move to Bolivia, study or get a job and fall in love”. (Kristof) It has been proven time and time again that people can learn through a logos path of teaching such as those universities adopt, but if you can learn something through a pathos path of teaching such as moving to another country to study its culture; you will make a much stronger and lasting connections in the brain. “I have a one-question test than people who have lived abroad do better on than those who studied in a classroom… In a foreign language you’ve studied, how do you say doorknob”.

The United States leads the world in the number of international students who have chosen to study away from their home nation (Witherell & Clayton, 2014). However, other nations such as the United Kingdom and Australia are gaining on the United States and have higher retention rates (Burkholder & Holland, 2014). Moreover, these nations have clearly defined national policies to improve the recruitment and retention of international students, which the United States lacks (Andrade, 2006). International students provide an abundant source of benefits, which include financial stability, cultural awareness, and improved skills among domestic students (Luo & Jamieson-Drake, 2013; Owens, Srivastava, & Feerasta, 2011). However, adjusting

Education is a never-ending learning process that has always been a piece of our life. As education is a building block in our lives, we are eager to put profoundly into our education. Good education will lead us to the bright future. With the fast advancement of public opinion, we have entered an era of information explosion which the necessity of studying abroad has turned into a developing pattern among youth. Most of the students feel that studying abroad is better than studying in local universities. As the saying goes, “the grass always looks greener on the other side of fence.” In this way, I believe that considering abroad have extraordinary points of benefits.

Gender differences also influence a student’s perception and reaction to academic stressors (Misra et al., 2000). For example, female students more often report letting out their feelings, whereas men more often report controlling their emotions, accepting the problem, not thinking about the situation, and engaging in problem-solving efforts (Hyde & Plant, 1995; Milkie & Thoits, 1993). Coping styles to stressors also differ by gender. When compared at similar levels of stress, women exhibit stress more overtly than males (Hyde & Plant, 1995; Thomas & Williams, 1991). International students share some common characteristics regardless of their diverse cultural, social, religious, and political backgrounds. Most international students are in the United States temporarily to fulfill their educational objectives and succeed in academic pursuits (Yang & Clum, 1994). However, the majority of these students are deprived of their traditional sources of social support and familiar means of communication (Pederson, 1991). Many of these students experience stressful life changes and cultural adjustments (Leong & Mallinckrodt, 1992). For example, difficulties have been reported with English-language proficiency and with adjustments to the American culture that might contribute to academic stress. Furthermore, international students have difficulties adapting to a new educational

The case of Pakoro Toyin from Guinea reminds me of a similar research I did in my research 11 class project “The Mental Health Needs of Immigrants”. Pakoro Toyin case follows a unique pattern that often most migrants and college students experienced. While Pakoro can feel homesick from an entire continent, people can even feel homesick by moving just a street away which can apply to out of state students. According to Fisher j. founds that most university environments provide a student with opportunities for advancement, whiles many other needs are not necessarily met for example 47% of university residents reported financial problems ranging from feeling of poverty to concern about management of little resources; 45% of university residents

One of the common stressors to international students is the adjustment difficulty. Immersed in a different culture and a new environment, it is normal for international students to feel more stressful to adapt

“In 2006 to 2007, according to the data compiled by the Institute of International Education, 582,984 students from all over the world were enrolled in American colleges and universities in a wide range of fields” (Carter, Paragraph 2, 2008). The United States has the highest number of students who are coming to study abroad than any other countries. Each year, the number of international students coming to the United States to obtain degrees is increasing by thousands, and home countries of these students are primarily India, China and Korea, all located in the whole different continent. But what are the motives of students who are crossing the sea to study? Their goal of studying abroad is to experience diversity and to adapt attitudes

Students’ state of mental and emotional health will contribute to the way that stress manifests and presents itself, once he or she enters college. “The emerging categories related to sleep and health problems could be a manifestation of a general increasing level of stress and psychopathology” (Murphy and Archer 26). There are a great number of studies, both past and on going, of stress and college students which have mainly focused on academics, personal relationships, finance and family status. A more in depth look has revealed that students with emotional disorders or those of poor health are even more ill equipped to

Most international students experience cultural shock while studying abroad. Cultural shock can lead loneliness, anger, sadness, extreme homesickness, and lack of confidence, insomnia, depression and much more (theguardian.com). There are four stages to the cultural shock, first being a fascination period where the student is curious and impress with the new environment. The second stage is the frustration period where the student experience challenges such as

The world of today, goods and services are rarely produced and exported to a consumer from one location. Production involves a complex process where inputs and supporting activities are sourced globally for effective and efficient delivery, taking into consideration the cost of production and labor. These complex arrangements constitute what is known as global value chains (GVCs), and it describes the series of actions undertaken to deliver a product or service from an idea to start with into its final form as it cuts across geographic space and international boundaries.

Which collects the health statistics of students from universities all around the world every second year, reported that 40.2 percent of Santa Clara University students identified that stress affected their individual academic performance during the last 12 months of their studies (Temple,2011). Temple (2011) reported a survey conducted in 2004 that assessed the overall well-being of 47,202 undergraduates nationwide. The findings were that 32.4 percent of students recognized stress as the main obstacle to their academic performance. This was said to be above the common cold, depression, death of a relative, sexual assault and eating disorders. Stress is “once considered as the nation’s number one health epidemic; prolonged stress can lead to ulcers, heart disease, stroke, major depression and to a shorter life span” (Temple, 2011).