International students often experience culture shock when studying abroad. Culture shock can cause distress as students adapt to a new culture and lose familiar social cues. Common challenges include feelings of isolation, stress, homesickness, and difficulty coping with academic demands and daily problems in an unfamiliar setting. However, diversity also provides benefits, as varied perspectives can improve problem-solving and prevent groupthink. Schools and communities can help international students integrate by promoting social support networks and cross-cultural understanding to overcome challenges and achieve academic success.
A keynote at the launch of
Cultural Journeys in Higher Education
Jan Bamford and Lucie Pollard
Published: Emerald 2019
Description:
The cultural diversity of university student populations can be seen to reflect the changing demographics of an increasingly international mobile workforce. The implications of the growing migrant population and differing communication patterns in the classroom is a highly under-researched area. Cultural Journeys in Higher Education provides a unique insight into the cultural experiences of university recounted through the students' narratives and voices.
This book explores the increasingly culturally diverse composition of the student body and its impact on student learning. The need to negotiate differing cultural scripts and adapting to the new cultural landscape when students arrive at university are just a few of the experiences addressed within this important text. Cultural Journeys in Higher Education navigates the issue of curriculum delivery through the eyes of those who receive the education and questions whether a new approach is needed to adapt to an increasingly culturally diverse student body.
The student experience is a central focus of this book, giving researchers, practitioners and leaders in education a unique perspective that will enable them to further understand the cultural framework that underpins Higher Education.
A keynote at the launch of
Cultural Journeys in Higher Education
Jan Bamford and Lucie Pollard
Published: Emerald 2019
Description:
The cultural diversity of university student populations can be seen to reflect the changing demographics of an increasingly international mobile workforce. The implications of the growing migrant population and differing communication patterns in the classroom is a highly under-researched area. Cultural Journeys in Higher Education provides a unique insight into the cultural experiences of university recounted through the students' narratives and voices.
This book explores the increasingly culturally diverse composition of the student body and its impact on student learning. The need to negotiate differing cultural scripts and adapting to the new cultural landscape when students arrive at university are just a few of the experiences addressed within this important text. Cultural Journeys in Higher Education navigates the issue of curriculum delivery through the eyes of those who receive the education and questions whether a new approach is needed to adapt to an increasingly culturally diverse student body.
The student experience is a central focus of this book, giving researchers, practitioners and leaders in education a unique perspective that will enable them to further understand the cultural framework that underpins Higher Education.
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Immediacy, Engagement, and Immersion: Critical Pedagogy and the Study Abroad ...CIEE
Intentional, critically informed pedagogies are a means of developing and shaping the kinds of transformative experiences students should have. While much of the work in the field of international education emphasizes formal assessments, we’ll focus on critical pedagogy and how to best shape experiences that promote experiential learning, immediacy, engagement, and immersion that is both self-reflexive and respectful. We’ll consider approaches and methodologies that can be used for specific study abroad programs and the ways in which an ethos of deeply intercultural and experiential learning can inform campus and curriculum internationalization efforts.
I made a slide about acculturation and language for my college presentation.
I try to speak much and show less in my presentation. so many things in this slide seems unexplained. if you want to to describe them, i can re upload it by making it more informative.
it is based in context of Nepal. how tourism effected Nepal in terms of culture and language. please give your feedback.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Immediacy, Engagement, and Immersion: Critical Pedagogy and the Study Abroad ...CIEE
Intentional, critically informed pedagogies are a means of developing and shaping the kinds of transformative experiences students should have. While much of the work in the field of international education emphasizes formal assessments, we’ll focus on critical pedagogy and how to best shape experiences that promote experiential learning, immediacy, engagement, and immersion that is both self-reflexive and respectful. We’ll consider approaches and methodologies that can be used for specific study abroad programs and the ways in which an ethos of deeply intercultural and experiential learning can inform campus and curriculum internationalization efforts.
I made a slide about acculturation and language for my college presentation.
I try to speak much and show less in my presentation. so many things in this slide seems unexplained. if you want to to describe them, i can re upload it by making it more informative.
it is based in context of Nepal. how tourism effected Nepal in terms of culture and language. please give your feedback.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
When the Fog Dissipates: A study on cross-cultural adjustment of internationa...Sejal Mehta
This paper presents the cross-cultural adjustment process for international students studying in the United States. A web-based survey was conducted at The Pennsylvania State University, the results were then discussed along with implications and recommendations to ease the tranistion. Adler's five-stage model of culture shock is also discussed.
TEACHING NOTESELF-ASSESSMENT AND DIALOGUE AS TOOLSFOR APPR.docxssuserf9c51d
TEACHING NOTE
SELF-ASSESSMENT AND DIALOGUE AS TOOLS
FOR APPRECIATING DIVERSITY
Gwenelle S. O'Neai
West Chester University
As social work educators continue to examine methods and techrüques to pro-
vide meaningful knowledge about racism and discriminafion, the role of self-
assessment and dialogue should also be explored. This teaching note presents a
tool for students and educators to use in considering Uterature discriminafion
and increasing awareness of mulficultural resources. This tool and the related
acfivifies may be used for orientafion or modified and combined with the vari-
ety of mixed media used to engage students in acfive learning.
THE ROLE OF SOCIALIZATION in e s t a b l i s h i n g
mindsets or world views is an estabUshed per-
specfive among sociologists, social workers,
and other helping professionals. Educafional
socializafion has typicaUy favored middle-
class Euro Ainerican students and neglected
the importance of ethnic minority or working-
class student backgrounds (Stanton-Salazar,
1997). It seems relevant that engagement
around diversity content should begin with
the evaluafion of one's own socializafion or
connection to multicultural examples and
concepts. Services to individuals, famdies,
groups, organizafions, and communifies need
to come from an understanding of the
demeaning reaUfies and often unjust circum-
stances that many people have faced or are
facing. This teaching note presents the de-
scripfion of an exercise that has been used
over the past 10 years to orient students to
their verbal acknowledgement of the appreci-
afion of diversity and their actual parficipa-
tion in gaining understanding of the mulfiple
cultural backgrounds of people in our com-
munifies. Related acfivities are also described.
Diaiogue, Self-Assessment,
and the Learning Process
The human-behavior-in-the-social-environ-
ment course The Dialecfic of Oppression and
Liberafion examines the impact of oppression
and discriminafion on members of various
groups as weU as on Euro Americans within
the context of a diverse and stratified society.
Journal of Social Work Education, Vol. 48, Ne. 1 (Winter 2012).
32012, Ceuncll en Sedal Werk Edueatlen, Inc. All rights reserved. DOI: 10.5175/JSWE.2011.201000007 1 5 9
1 6 0 JOURNAL OF SOCIAL WORK EDUCATION
The course prepares students to engage in con-
versafions that examine tradifional behaviors
and atfitudes. Tradifional contexts, evolving
nofions, and dynamics are addressed in the
process of becoming a social worker prepared
to embrace mulfiple cultural groups. The
process involves self-assessment, exposure to
various perspecfives, and opportunifies to
reflect on and discuss these in an acfive leam-
ing environment.
Critically analyzing routinely accepted
paradigms helps students reevaluate power
structures (Darüel, 2008) and their personal
views of them. The dialectic includes ac-
knowledging and exploring survival and
defensive behaviors. The course incorporates
the history of oppre ...
Process of Learning in Global Perspective.docxSobiaAlvi
Content List
Global Perspective in Education
1. Global-perspective
2. Historical Context
3. Preparing for a Globalized World
4. A global perspective in education facilitates this by:
Addressing Global Challenges
1. Understanding Climate Change
2. Tackling Health Pandemics
3. Promoting Universal Human Rights
4. Broadening Horizons and Enriching Learning
5. Building Empathy and Social Skills
6. A Caveat: Avoiding Surface-level Globalization
7. Why is Global Learning Important?
Global Education
1. What is Global Education?
Process of Learning
Process of Learning in Global Perspective
Cultural Awareness and Sensitivity
Global Curriculum Integration
Technology Integration
Language Learning
Global Competencies
International Collaboration
Inclusive Education
Environmental and Global Issues
Experiential Learning
Lifelong Learning
Global Citizenship Education
Cultural Diversity and Sensitivity
Cross-Cultural Communication
Global Curriculum Development
Access to Education
Technology and Digital Learning
International Collaboration and Exchange
Global Citizenship Education
Multilingual Education
Environmental and Sustainability Education
Life Skills and Employability
Summary
Conclusion
Steps of Learning in Global Perspective
Cultural Awareness
Global Curriculum Design
Language Acquisition
Technology Integration
International Collaboration
Inclusive Education
Environmental and Global Issues Integration
Experiential Learning Opportunities
Global Citizenship Education
Multilateral Language Development
Lifelong Learning Culture
Cross-Cultural Competence
Global Perspectives in Assessment
Ethical Considerations
Conclusion
References
1. https://www.eurokidsindia.com/blog/the-importance-of-global-perspective-in-education.php#:~:text=A%20global%20perspective%20in%20education%20facilitates%20this%20by%3A,collaboration%20across%20borders%20is%20routine.
2. https://cambridge-community.org.uk/guide-to/cambridge-primary/cambridge-global-perspectives/#:~:text=Cambridge%20Primary%20Global%20Perspectives%20allows,beginning%20of%20their%20formal%20education.
3. https://globalaffairs.ucdavis.edu/ge4a/global-learning-outcomes
4. https://tgcphilmoshoyannis.weebly.com/what-is-global-education.html
5. https://www.linkedin.com/pulse/ed-argot-why-global-perspective-matters-rabia-babar-khan
This presentation on Inclusion & Inclusive Practice was delivered in January 2023 to PGCE students. The session was interactive and allowed students to ask questions about working in a PRU/AP setting as well as providing a theoretical underpinning to their inclusive practices.
Global Education is a Two-Way Street NAFSA 2016Sandra Crenshaw
NAFSA Research Symposium. Conversations concerning study abroad students and international students have been isolated in study abroad offices. Presentation suggests points of contact between to student groups to advance the experience for both, and to discover what administrators might learn from one group to help guide the other.
International Students and the Multicultural Environment .docxnormanibarber20063
International Students and the Multicultural Environment
The quest for quality education by International students in the United States has always presented untold challenges to these students as they try to fit into American culture and education systems. In the last few decades, the U.S. has witnessed an ever growing number of foreign students in most of their local educational institutions. The economic growth and reforms in various countries has enabled the mass immigration of international students into America in search of better education prospects in order to boost their chances of economic prosperity. Moreover, the improvement in diplomatic relationships among many countries has also had a positive impact in the quest for many students from affluent families, and lucky ones who are able to secure scholarships to studying in some of the American’s best learning institutions (Larmerfeb, 23). Therefore, this paper will discuss the prospects of international education to a multicultural learner.
A Multicultural-learner may be described as a student who embraces any form of education system or teaching approach that incorporates the values, beliefs, histories and perspectives of other learners from different cultural backgrounds. Such learners are cognizant that international learning institutions are multicultural in nature. Multicultural learning environments also pose major challenges to students, especially for those who are facing such situations for the first time in their lifetime (Andrade, 139).
Multicultural environments are very instrumental in fostering effective and efficient learning environments for learners from all walks of life. For instance, a multicultural learning environment can be helpful to learners trying to develop a positive self-image on oneself and one’s cultural background. Multicultural learners are presented with equitable learning opportunity regardless of their backgrounds. It also allows the learners to develop multiple perspectives and ways of thinking. More importantly, multicultural learning environments also provides ways of fighting baseless stereotypes and prejudicial behaviors. Last but not least, the multicultural learners have the opportunity to critique in regards to their social justice practices (Andrade, 141).
As, an international student pursuing education in foreign land, my core values include embracing diversity, hard work, altruism, and reliability as well as friendship. These core values are helpful in shaping the way I think, feel, and behave day-in and day-out especially in my multicultural environments here at UCSC. In order to succeed in achieving learning goals and objectives in multicultural learning environments, I believe that my personal core values are the most valuable yardsticks (Andrade, 137).
There are numerous reasons as to why most students may want to study in American. Studying abroad in an American university will allow for inval.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Delivering Micro-Credentials in Technical and Vocational Education and Training
Challenges of Studying and Living Abroad: Culture Shock
1. 0
Challenges Faced By International Students: Culture Shock
Challenges Faced By International Students: Culture Shock
Babajide Alao
July 25, 2014
2. 1
Challenges Faced By International Students: Culture Shock
Table of Contents
Introduction 2
Culture Shock – The Trauma 2
Culture Shock – The Effect 4
Possible Solution to Culture Shock 5
Conclusions 6
References 7
3. 2
Challenges Faced By International Students: Culture Shock
Introduction
Learning is an on-going process, that is, it is never ending. There arise a need for knowledge
of diverse culture and differences in beliefs for humans to co-exist in this global economic
village. Humans have migrated from society to society and sojourn to learn from and impact
one another’s rich cultural heritage. Hence, the evolution of students studying and living
abroad. Nevertheless, it is vital to spot out challenges of humans’ slow adaptation to change
and exposure to culture shock. It is needful for the learning institution and the host community
to be aware of these challenges and incorporate structures to help international students
integrate properly into the society as this also promotes a good public image for the institution
and the community.
The purpose of this report is to identify the challenges faced by international students living
and studying abroad and to proffer possible solutions to such challenges.
The report has three sections: Culture Shock – The Trauma, Culture Exposure – The Effect
and Possible Solutions to Culture Shock.
This report has information collected from Journal of Higher Education Policy &
Management, International Studies Perspectives, Social Psychiatry & Psychiatric Epidemiology,
and Higher Education Quarterly.
Culture Shock – The Trauma
According to Raymond Cohen, “as long as one lives within the confines of a single culture it is
difficult to achieve cross-cultural awareness”…“cross-cultural awareness is a state of mind in
4. 3
Challenges Faced By International Students: Culture Shock
which one is alert to alternity, the existence of others possessing different and equally valid
world views and way of life” (2001, pp. 151-160). Achieving cross-cultural awareness would
involve living within other culture and then realizing how one’s own culture and others’
differences become suddenly obvious. Fortuijn supported this premise with the saying,
“Internationalism is an experience for students and staff but it creates language and cultural
problems that must be solved if they are to gain the benefit of diversity” (as cited in Higher
Education Quarterly, 2012, p. 25). Many international students who have migrated into Canada
get exposed to the nostalgia of a first-hand experience with the Canadian culture with the
expectations to integrate successfully into the society, and to match the similarities between
their goal perceptions and the actual reality of an intending expectation of culture shock.
Furthermore, the term culture shock was first used by Oberg; he described culture shock as
“the distress experienced by some expatriate Americans who migrate abroad” (as cited in
Pantelidou & Craig, 2006). According to Taft, “the concept of culture shock was idealized as
comprising six distinct aspects, including the strain of adapting to the new culture, a sense of
loss, confusion in role expectations and self-identity, a feeling of being rejected by members of
the new culture, and anxiety and feelings of impotence due to not being able to cope with the
new environment” (as cited in Pantelidou & Craig, 2006). However, the effect of culture shock
negates some avenues of international students’ expectations in a diverse Canadian society.
Shaikh Babar and Deschamps Jean-Pierre report that “foreign students live in a much more
difficult situation and face the dilemma of adapting into a new culture, new language, and
financial difficulties” (2006, pp. 43-51). More so, psychological challenges like isolation, fatigue,
5. 4
Challenges Faced By International Students: Culture Shock
stress, depression, and difficulties in coping with day-to-day problems are frequent notions
associated with international students (Shaikh & Deschamps, 2006, pp. 43-51).
Transition process resulting from international students migrating from varying climates can
be very demanding. However, there are many other challenges faced by international students
in their academic sojourn.
Culture Shock – The Effect
The need to migrate from one environment to another is an old nature of mankind.
According to Ryan and Twibell, “migration has been identified as a stressful process, which can
pose a risk to the psychological and physical health of migrants” (as cited in Pantelidou & Craig,
2006). Therefore, international students suffer a varying degree of health challenges as a result
of differences in time zone, lack of social support, currency conflict, excessive academic
workload, and absence of familiar foods (Pantelidou & Craig, 2006). Initially, an international
student experience a great deal of excitement sojourning in a new environment and then gets
alarmed by the reality of the inevitable; which is change. Berry, Hamburg and Adams concluded
that, “the move to a new environment is cited as one of the most traumatic events in a
person’s life as in most sojourners some degree of culture shock is inevitable” (as cited in
Brown and Holloway, 2008, pp. 33-49). Furthermore, Hall and Oberg defined culture shock “as
anxiety that results from losing the familiar signs and symbols of social intercourse, and their
substitution by other cues that are strange” (as cited in Brown and Holloway, 2008, pp. 33-49).
Therefore, amongst these number of issues affecting the successful academic aspiration of an
6. 5
Challenges Faced By International Students: Culture Shock
international students studying an living in Canada, culture shock seem to be a major concern,
opening possible avenues for physiological and psychological distress.
Possible Solutions to Culture Shock
Despite the many challenges encountered by international students studying and living in
Canada, there are many remedies to salvage the situation and help international students
achieve a balanced academic and social excellence in a diverse culture. The article, “Effects of
Cultural Diversity on In-Class Communication and Student Project Team Dynamics: Creating
Synergy in the Diverse Classroom,” express means by which culture shock can be well managed
and how to assist international students cope with the challenges of integrating into the
society. First, the wealth of knowledge brought together by international students provide a
huge pool of initiatives and ideologies of different perceptions to addressing and solving
important issues. Second, according to Janis, “diverse groups are less likely to fall into the
‘group-think’ trap” (as cited in Taras & Rowney, 2007, p. 75). Bringing students from across
different culture together in a team project does not simultaneously evolve into a progressive
performance. Furthermore, Davison supported this premise stating, “Although this initial cross-
cultural training may require some time, it will yield great performance improvement” (as cited
in Taras & Rowney, 2007, p. 76). Taras and Rowney concluded stating that, “skewed
representation should be avoided when assigning students into their project. This will minimize
the negative effects of inequalities” (2007, p. 76). Local students and tutors should always
consider giving international students the opportunity to voice their opinion, thereby proving
there is equality.
7. 6
Challenges Faced By International Students: Culture Shock
Promoting social support and social integration initiatives through implementing a variety of
activities on-campus and off-campus to improve on social interaction of international students
and the local community at Lambton College and Canada generally. Sporting, social,
community, communication, work –related and welfare activities are necessary indicators to
ensure a tenable healthy social integration for international students to overcome culture
shock (Taras & Rowney, 2007, p. 75).
Conclusion and Recommendation
Living and studying abroad is not as exciting as it is being propagated especially on issues of
culture shock, loss of social support and currency conflicts. Hence, it is important for higher
institutions and local community who are accommodating international students to understand
the challenges international students experience in order to assist them in successfully
achieving a collective synergy and mutual symbiotic relationship. “After all, international
relations is above all about the interaction between communities possessing separate identities
and autonomous wills“(Cohen, 2001, pp. 151-160).
Enabling international students integrate richly into the Canadian society would open
diverse of opportunities of a first-hand experience of a different culture and also open avenues
of international students bringing helpful perceptions and insights to solving social and
economic issues.
8. 7
Challenges Faced By International Students: Culture Shock
References
Shaikh, B., & Deschamps, J-P. (2006) Life in a university residence: Issues, concerns and
responses. Education for Health: Change in Learning & Practice, 19(1), 43-51. Retrieved
from http://web.a.ebscohost.com
Brown, L., & Holloway, I. (2008). The initial stage of the international sojourn: Excitement or
culture shock? British Journal of Guidance and Counselling. 36(1), 33-49. Retrieved from
http://web.b.ebscohost.com
Cohen, R. (2001). Pedagogy in international studies: Living and teaching across culture.
International Studies Perspectives, 2(2), 151-160. Retrieved from
http://web.b.ebscohost.com
Pantelidou, S & Craig, T. K. J. (2006). Culture shock and social support: A survey in Greek
migrant students. Social Psychiatry & Psychiatric Epidemiology, 41, 777-781. Retrieved
from http://web.a.ebscohost.com
Philip, K., & Yvonne, M. (2012). Culture shock and higher education performance: Implications
for teaching. Higher Education Quarterly, 66(1), 25. Retrieved from
http://web.a.ebscohost.com
Taras, V., & Rowney, J. (2007). Effects of cultural diversity on in-class communication and
student project team dynamics: Creating synergy in the diverse classroom. International
Studies in Educational Administration (Commonwealth Council for Educational
9. 8
Challenges Faced By International Students: Culture Shock
Administration & Management (CCEAM)), 35(2), 76. Retrieved from
http://web.b.ebscohost.com