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International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community

Tran, Ly Thi and Pham, Lien 2016, International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community, Compare: a journal of comparative and international education, vol. 46, no. 4, pp. 560-581, doi: 10.1080/03057925.2015.1057479.

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Title International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community
Author(s) Tran, Ly Thi
Pham, Lien
Journal name Compare: a journal of comparative and international education
Volume number 46
Issue number 4
Start page 560
End page 581
Total pages 22
Publisher Taylor & Francis
Place of publication London, Eng
Publication date 2016
ISSN 0305-7925
1469-3623
Keyword(s) intercultural interaction
international education
international students
student engagement
student mobility
Summary International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning.
Language eng
DOI 10.1080/03057925.2015.1057479
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130213 Vocational Education and Training Curriculum and Pedagogy
130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 939902 Education and Training Theory and Methodology
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID DP0986590
Copyright notice ©2015, British Association for International and Comparative Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078885

Document type: Journal Article
Collection: School of Education
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