Understanding multiple and multi-dimensional transitions of international higher education students: Setting the scene

Jindal-Snape, Divya and Rienties, Bart (2016). Understanding multiple and multi-dimensional transitions of international higher education students: Setting the scene. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge.

Abstract

Increasing numbers of students are travelling overseas to pursue higher education. The number has gone up from 0.8 million in 1975 to 4.3 million in 2011 (OECD, 2013). International students enrich the host country and university academically, culturally and economically. They enhance other students’ and staff’s experience by exposing them to diversity and multiculturalism (Burdett & Crossman, 2012; Peacock & Harrison, 2009; Rienties & Nolan, 2014; Zhou, Jindal-Snape, Topping, & Todman, 2008; Zhou, Todman, Topping, & Jindal-Snape, 2010). International students benefit themselves from studying abroad but can also face some issues as a result of their transition to a new country and educational system. There is a need to raise awareness amongst academics, researchers, professionals and policy makers of the positive effects of transitions to build upon them, and the negative effects to successfully resolve them.

This book brings together expertise from around the world and is a comprehensive resource for different aspects of transitions experienced by international students and ways of understanding them; theoretical underpinnings, research, systemic enablers and barriers, and interventions to enhance transition experience. This chapter sets the scene for this book and other chapters. We will explore the concept of transitions and briefly outline some of the theories that can help us understand the multiple and multi-dimensional transitions of international students in higher education. These will be set in the context of current research and policy, followed by an outline of each section and chapter, and how they link to the Affective-Behaviour-Cognitive (ABC) theoretical framework (Ward, 2001; Ward, Bochner, & Furnham, 2001; Zhou et al., 2008).

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