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Problems that the international students are faced with

INTRODUCTION

International students in any given nation are faced with a wide range of challenges that range from financial, cultural, social and also political. Many studies have been conducted todetermine the specific challenges that these students are faced with, most of them highlighting the collective challenges. From the perspective of business finance, there is minimal attempt to highlight the challenges that the international students are faced with in their quest to establish them as professionals with international standards that can be employed and appreciated anywhere in the world. Like any other professionals, business finance experts are critical to the challenges that the international students are faced with, regarding communication, and social discrimination. To come up with a general view of how these professionals perceive and in turn portray these problems, a number of literature materials developed by business finance professionals will be reviewed, followed by an overall observation of how the issue is presented, and how these professionals would want to see the problem resolved.

LIST OF VOCABULARY

International students, business finance Profession, student satisfaction, social-educational experience, social networks,

DEFINITIONS

Cultural adjustment; The process by which individuals change and adapt to the environment they are unfamiliar with and live comfortably.

Acculturation; The process of psychological, cultural and social change that results when two culturesblend.

Student retention and persistence; This refers to students returning to their colleges for the second and subsequent years of education until completion.

SUMARY OF THE SOURCES

Bordia, Bordia, &Restubog, (2015) embark on highlighting the needs and experiences of international students in the western business schools that the authors state have yet to reflect a conviction to address these needs. The authors employ the psychological contract theory that is commonly used in understanding the employer-employee relationship to deduct the international student versus the business school relationship in the western nations. The authors state that failing to meet the expectations of these students, most of which are developed through the promises made by these schools’ management prior to admission contributes to a performance problem among them. Same way, fulfilling these obligations is associated with an improved performance among the international students.

This article is essential to promoting improvements in how business finance schools or faculties are managed by the administrations. The article aims at helping both the business schools and the business students to realize a satisfactory experience by ensuring that these students’ performance is retained at high levels. With the use of psychological contract framework, the authors are able to deliver the mutual obligation that both international students and their preferred institutions have to each other, and this helps to alleviate any chances of misunderstanding by either party.

The second article by Rabla(2017) investigates the factors that enhance the persistence of the Arab countries’ international students in the US post-secondary school institutions. Rabla observes that despite the high level of academic engagement that these institutions are offering the international students, lack of social engagement is detrimental to the academic outcomes registered among them.Rabla highlights a similar issue presented by Bordia et al (2015) indicating that meeting the international students’ expectations increases the likelihood of having a positive experience with regard to their academic performance, and also social engagements. The lack of social engagements is presented as one of the primary problems that impede not only the academic outcomes registered by students from Arab countries, but also their likelihood of completing their degrees.

This article isapplicable in the business finance field as it highlights one of the approaches that the education stakeholders can increase academic outcomes of students, and thus their likelihood of landing lucrative careers locally or abroad. It is a fact that international students would take longer to adapt the college life compared to their American counterparts. Therefore, there is need for special measures to be adopted to ensure that the social engagement offered to these studentsmeasures up to the academic engagement, since both are equally important.

Another study that closely looks into the problems that the international students are faced with in the USA seeks to find out the impact of race, language, and gender on the overall satisfaction of this population. Zhou, Ji, and Darnell Colefound that both international and American students had equal levels of interactions with faculty members. Also, it was found that both sets of students had both positive and negative cross-racial social interactions with each other, but international student negative interactions were more frequent compared to their counterparts. Asalso indicated in the two articles by Rabla and Bordia et al., Zhou etal. state thatthe negative cross-racial interactions lead to a decrease in the overall satisfaction among the international students.

The article highlights the significance of racism among the international students in the USA. This makes a major socioculturalsetback in the business finance field as the affected students look forward to realizing their academic and career goals. The importance of this article to the field is through presenting the kind of interactions that both American and international students have and how this interactions impact on their academic outcomes. Therefore, with this information, alternative approaches to address racism and discrimination an be developed to help promote cohesion and in the process enhance academic outcomes for both sets of students.

Heng Tang focuses on the Chinese international students in the USA. The author givesthe issue of problems faced by international students a different approach by presenting their preferences through interviews with a small sample. According to Heng (838) the Chinese students major demand is to be approached with initiative by both their professors and host peers, and also these parties to be cognizant with their backgrounds. Heng (835) observes that the Chinese international students in the US institutions record heightened anxiety compared to their counterparts, and mainly as a result of unfamiliar teaching approaches employed. The faculty members on the other hand have not embarked on learning the source of the problem, and instead, most have resorted to stereotyping Chinese students.

The author delivers the problems that the Chinese students are faced with in a unique way by allowing them to point out their specific demands. This makes the article important in the field of business finance as it can be employed to develop curriculum in a way that the psychological needs of these students are sufficed. Moreover, it encourages both host peers and faculty members to understand the problem and thus make it easier to promote the welfare of the international students taking the discipline.

Gómez et al. present the problems that the international students in the US higher education institutions are faced with from a social perspective. The authors state that the issues that these students arefaced with are multidimensional, with isolation and frustrations making the major issues. The authors point out that language is central to the welfare of the international students as it aids socialization and acculturation. In addition to socialization and acculturation, the studyreviews the interaction that these facets have with leisure for the international students, and how they influence social networking.

This article makes another significant source of information that can help improve the experience of the international students in the USA. Like any other discipline, the business finance field requires social networking among both the professionals and also the students to develop an atmosphere in which the younger generation can be mentored. Therefore, with this article, the authors contribute to this cause and enable the international students to exploit the social connections to this effect.

CONCLUSION

This article presented in this paper highlight the expert opinion about the problems that the international students are faced with, mainly resulting from social elements like language and discrimination. These articles are all important in developing programs that can help the international students toswiftly adapt in their new environment and thus record better academic and healthy social relationships. Bordia et al. (2015) suggest that the institutions that offer international students with business courses need to understand what expectations or perceptions these students have with regard to the institution’s obligations. This makes a central element to creating a conducive learning and growing environment in which both American and international students can realize their full potential.

Work Cited

Abu Rabia, H., &Karkouti, I. M. (2017). A Qualitative Investigation of the Factors Affecting Arab International Students’ Persistence in the United States. College Student Journal, (3), 347. Retrieved from http://165.193.178.96/

Bordia, Sarbari, et al. “Promises from Afar: A Model of International Student Psychological Contract in Business Education.” Studies in Higher Education, vol. 40, no. 2, Mar. 2015, pp. 212–232. EBSCOhost, doi:10.1080/03075079.2013.823935.

Gómez, Edwin, et al. “International Student Adjustment to College: Social Networks, Acculturation, and Leisure.” Journal of Park & Recreation Administration, vol. 32, no. 1, Spring 2014, pp. 7–25. EBSCOhost, 165.193.178.96

Heng, Tang T. “Voices of Chinese International Students in USA Colleges: ‘I Want to Tell Them That … .’” Studies in Higher Education, vol. 42, no. 5, May 2017, pp. 833–850. EBSCOhost, doi:10.1080/03075079.2017.1293873.

Zhou, Ji, and Darnell Cole. “Comparing International and American Students: Involvement in College Life and Overall Satisfaction.” Higher Education, no. 5, 2017, p. 655. EBSCOhost, doi:10.1007/s10734-016-9982-2.