Sometimes we take the obvious for granted, and fail to appreciate the potential value in things that seem ordinary and commonplace. For example, it may seem obvious that UNYP students are “international students” at an international institution. But what does it mean to be an international student, and how can appreciating this fact provide students with significant benefits?
International students are defined as individuals who move from their original country to another with the intent of studying there. International students make a significant contribution to the economies of many countries such as the U.S., U.K., and Australia (the top three destinations for internationally-mobile students) and are regarded as an important part of their education markets and national exports (Business, Innovation & Skills, 2013; Group of Eight, 2014). Unfortunately, many educational institutions and policy makers come to see international students primarily through this economic lens as potential cash cows, rather than as highly motivated learners who have made considerable efforts and taken significant risks to advance their learning and invest in their futures.
Often, colleges regard international-mobile students as short-term visitors. They label them “International Students” and in doing so, come to see them as different from other students. They recognize that these students will need assistance in adjusting, but feel that they are unlikely – perhaps even unwilling – to be fully integrated into the domestic student population. Many colleges treat their international students as strangers, sojourners, and as inherently different. In these situations, it is understandable that international students often feel isolated, alienated, and disconnected. Indeed, looking at the narratives of international students, Lillyman and Bennett (2014) observe that “much of the current literature relating to international students at university level tends to highlight their experiences from a deficit perspective and in some cases even problematizes the experience for the student and university” (p. 63).
But do you see your experiences as an international student from a deficit perspective, or find your experiences problematic?
I doubt it. Based on working with many hundreds of students at UNYP over the past fifteen years, I would imagine that your international student experience is exciting and positive. But why is your experience at UNYP more positive than the experiences of most international students on other campuses and in other countries, and how can you make your experience even more valuable?
As a student at UNYP and ESC, you are a very special and very fortunate kind of international student. You are not classified, constrained, or understood to be “inherently different”. You are recognized as a student who is globally-minded and internationally-mobile, because you have decided to be one.
So how can you take full advantage of being a truly international student in a bona fide international college?
There are challenges and difficulties associated with being an international student, but there are also many valuable opportunities. The first step is to recognize that you really are an international student on an authentically international campus, even if you were born and bred in Prague. The second step is to maximize the opportunities provided by studying on an international campus. The third step is to enjoy the experience, benefit from it, and goes on to fulfill your dreams – after all, international students are perhaps best described as individuals who are actively committed to pursuing their dreams, wherever those dreams may take them.
References and Resources
Business, Innovation & Skills. (2013). International education: Global growth and prosperity. Reference BIS/13/1081. London, UK: Author. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/340600/bis-13-1081-international-education-global-growth-andprosperity-revised.pdf
Festing, M. (2012). Strategic human resource management in Germany: Evidence of convergence to the U.S. model, the European model, or a distinctive national model? The Academy of Management Perspectives, 26(2), 37-54.
Harzing, A-W., & Pudelko, M. (2013). A comprehensive review and comparison of Anglophone, Asian, Continental European and Nordic MNCs. Journal of World Business, 48(1), 87-97.
Group of Eight. (2014). Policy note: International students in higher education and their role in the Australian economy. Turner, Australia: Author. Retrieved from https://go8.edu.au/sites/default/files/docs/publications/international_students_in_higher_education_and_their_role_in_the_australian_economy.pdf
Liang, X., Marler, J. H., & Cui, Z. (2012). Strategic human resource management in China: East meets west? The Academy of Management Perspectives, 26(2), 55-70.
Lillyman, S., & Bennett, C. (2014). Providing a positive learning experience for international students studying at UK universities: A literature review. Journal of Research in International Education, 13(1), 63-75.
Mellors-Bourne, R., Jones, E., & Woodfield, S. (2015). Transnational education and employability development. York, UK: The Higher Education Academy. Available from https://www.heacademy.ac.uk/system/files/tne-and_employability_development.pdf
Neeley, T. (2012). Global business speaks English: Why you need a language strategy now. Harvard Business Review, 90(5), 116-124. Retrieved from https://hbr.org/2012/05/global-business-speaks-english
O’Mahony, J. (2014). Enhancing student learning and teacher development in transnational education. York, UK: The Higher Education Academy. Available from: https://www.heacademy.ac.uk/enhancingstudent-learning-and-teacher-development-transnational-education
Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. GlobalPAD Core Concepts. Available at http://go.warwick.ac.uk/globalpadintercultural
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