What are the effective ways to integrate international students into campus culture?

1. Literature Review

1.1. Introduction
The literature review section features an evaluation of the existing pool of literature about
effective ways of integrating international students into campus life. As such, the section will be
classified into two major parts. The initial part will review the current culture, perceptions, and
challenges affecting the integration process. The second part will explore both practical and
proposed ways that can help in the integration process. This literature review section plays an
important role in not only informing current knowledge but also helps in exploring potential
solutions to problems faced by international students.
1.2. Current culture, perceptions, drivers, and challenges of internationalization in
higher education
According to Rienties et al. (2011), an estimated 3 million international students are
projected to be pursuing higher education outside their home countries, especially in universities
in Western countries, such as the U.S., Canada, and so on. Despite this influx, studies have also
shown that most of these students are inadequately adjusted for campus life, as well as higher
education in general, in their host nations. These students are not properly armed and prepared
economically, socially, and mentally to succeed in these colleges – a factor that is negatively
impacting their academics.
In recent years, a broad pool of knowledge has also emerged to try to explain the current
culture, the reasons why, the challenges, and the overall acceptance of the concept of
internationalization of higher education, including the hurdles international students face in their
pursuit of knowledge in foreign countries. Studies have suggested that understanding these

INTEGRATION OF INTERNATIONAL STUDENTS 3
etiological factors and drivers, as well as the hurdles impeding the internationalization process, is
critical in the search for answers to improve the wellbeing and integration of foreign students to
international schools. According to Lumby & Foskett (2015), a reaction to the pressures of an
evolving world is the primary reason why international students are seeking educational
opportunities overseas. Broadly, these pressures reflect a response to post-colonial political
changes, to financial exigencies, to the globalization of markets, and a radical increase in
communication technologies. Lumby & Foskett (2015) further debate that the
internationalization concept (including education) might also be due to a reaction to the shifting
needs of external cultural contexts of society. For example, the perception of western education
as superior by developing countries is one of the driving forces pushing students from other
cultural backgrounds to seek higher educational opportunities in western cultures. This might
explain the influx of African and Asian students in U.S. universities, as well as colleges in other
developed countries. The word ‘world-class’ denotes an orientation to globalization that reflects
the cultural values of the Western counties.
Despite the increase in globalization of higher learning, perhaps because of the changing
societal perceptions and pressures from the evolving world, Lumby & Foskett (2015) further
argue that ‘culture’ poses the greatest barrier to the smooth integration of international students.
Cultural differences, especially in perceptions about higher education, pose a huge challenge to
the smooth integration of international students. One of the barriers is the ‘superiority and
inferiority’ stereotypes attached to certain cultures. This often creates ‘classes’ in higher learning
institutions, with those perceived as from ‘inferior’ (such as those from second world countries)
learning backgrounds treated unfairly. This often poses a huge problem in integrating these
students into the system.

INTEGRATION OF INTERNATIONAL STUDENTS 4
For Lilley, Barker, & Harris (2015), the push to educate ‘global students’ is motivated by
the desire to develop skills necessary for employment. For the three researchers, ‘a neoliberal
economic ideology’ explains why higher education is becoming critical for competency training
and professional growth. Based on this ideology, international education is an essential means
that countries (especially the less developed) can guarantee their future prosperity; by increasing
productivity and the skill-set of their workforce. However, Lilley, Barker, & Harris share the
sentiments raised by Lumby & Foskett that the current craze for educating international students
is powered by the globalization of markets, businesses, and the workforce. In a simple
interpretation, this statement might imply that because international companies are entering new
territories, it is possible that a majority are sending their employees (especially citizens of the
countries they expand to) to receive the best of education and training in international schools
abroad.
Even for developed countries like the U.S., which are still experiencing shifts in political,
security, and economic issues, Brutein (2007) argues that pursuing global education is necessary
to ensure that graduates gain international competence. Brutein argues that most Americans are
incompetent on global issues. He cites the 2002 National Geographic-Roper survey of
international knowledge in which Americans were ranked near the bottom; below 25 percent of
Americans could identify four nations that accept having nuclear weapons. In fact, a mere 3
percent of American students in college take part in educational training overseas every year.
One of the challenges the country is facing in internationalizing its educational programs is the
lack of support from the government. Additionally, experts in America have often stereotyped
foreign educational curricula and programs as inferior, discouraging American students from
pursuing them.

INTEGRATION OF INTERNATIONAL STUDENTS 5

Warner (2011) echoes Brutein’s statement that the problems facing the
internationalization of education in America are self-inflicted; the country is continuously
eliminating language requires, dropping enrollment, as well as closing entire departments.
Warner acknowledges that attitudes towards the study of foreign languages at higher learning
institutions in the country are being defined by an astounding contradiction, yet educators,
administrators, and other stakeholders continue to propagate the perception that higher learning
institutions must prepare graduates that can thrive in an intercultural and globalized environment.
Even though college representatives and government officials have insisted on the urgency with
which U.S. citizens must improve their proficiency in other languages, such as Spanish, German,
Chinese, and so on, retrogressions are still being experienced, such as a drop in enrolment in
these languages, closure of entire departments, and elimination of language requirements.
1.3. Ways of promoting international of higher education
Integrating students to international schools is without question a huge challenge because
of problems like perceptional differences of internationalization among cultures. According to
Lumby & Foskett (2015), the best way of achieving this is to consider a well-gelled model for
the globalization of higher learning to preserve distinctiveness while encouraging equality
among the cultures in the college’s long-term commercial interest without compromising societal
and individual benefits. However, achieving this requires universities to understand the
relationship between internationalization and culture. To do this, the two researchers suggest
‘adopting an ecological view: a heuristic lens’ to increase acceptance and integration of
international students to campus life. An ‘ecological’ lens offers a realistic way of understanding
the interaction between internationalization and culture and can offer insights into the general
viewpoint from which leaders involved in making decisions might understand and interpret the

INTEGRATION OF INTERNATIONAL STUDENTS 6

impacts of cultural change. Another viewpoint the two researchers suggest can help to
understand the concept of internationalization is ‘homogenization.’ According to the two, the
most appropriate way of creating a homogenous perception of internationalization is to conceive
the diverse cultures as a flow of effective and cognitive practices across the globe.
Brutein (2007), on the other hand, shares a different opinion about the proper way of
encouraging internationalization of higher education. Taking the example of the American
educational system that has traditionally discouraged its students from pursuing learning
opportunities abroad, Brutein encourages local universities to create more international
programs, whether diplomas or degrees. A good example is the University of Pittsburgh that has
since the early 2000s engaged in the endeavors to globalize its campuses. The famous Research
Abroad Program – a shared initiative between the University of Pittsburgh and the University
Center for International Studies – is an example of programs that gives students the chance to
contribute to an international body of knowledge. Faculty members and students are usually
encouraged to work as a team to contribute to scholarly research on international topics. The
second strategy the University of Pittsburg is using to globalize their research and teaching is by
forming global partnerships with other international universities across the world. The Global
Academic Partnership initiative seeks to boost interdisciplinary research among the different
schools at Pittsburg, as well as build strong collaborations with colleges overseas.
For Warner (2011), however, to improve the internationalization of education in a
country, there is a need for the government and universities to be proactive in initiating programs
that encourage learning of foreign languages. In a 2011 research titled “Rethinking the Role of
Language Study in Internationalizing Higher Education,” Warner discourages the government
and universities from engaging in retrogressive activities that dampen the efforts to learn foreign

INTEGRATION OF INTERNATIONAL STUDENTS 7
languages. Universities need to eliminate language requirements, discourage closing of
departments that teach foreign languages, and increase enrollment in these languages.
Furthermore, Warner (2011) argues that policy changes, such as the “Study Abroad” legislation
passed by the Senate in 2006, can encourage Americans to pursue educational opportunities
overseas. The author adds that stakeholders need to review other problems that impact the ability
of Americans to adequately acquire foreign language skills while in foreign countries, such as
the short duration of their courses and stays, as well as a preference for Anglophone coursework
and locales.
In addition, studies have also shown that social adjustment and academic integration
should be fostered to help the international student adapt to university life in their host countries.
To compare the academic performance of local and foreign students, Rienties et al. (2011) used a
cross-institutional survey comprising of 958 students from various business schools in the
Netherlands. The test also measured the levels of academic integration of the participants using
the Student’s Adaptation to College Questionnaire (SACQ), while social integration was measure
using an adjusted questionnaire. The outcome of this study revealed that the relationship between
academic integration and performance of foreign students is indirect and multi-faceted. Learners
from Western cultures scored high in social and academic integration and performed better than
students with non-western ethnic backgrounds. The researchers found no significant difference in
performance. Social adjustment, on the other, was inversely related to performance.
Finally, universities can improve the integration and, subsequently, the academic
achievement of foreign students by providing a level playing ground to all students. Several
studies have revealed that discrimination can negatively impact the social integration and
performance of international students. For example, in a qualitative study by Lee (2007)

INTEGRATION OF INTERNATIONAL STUDENTS 8
involving 24 international students across 15 countries, the participants revealed experiencing
inhospitality confrontations, cultural intolerance, and unfairness. The researcher recommends
that universities introduction of measures, as well as the building of a culture, that is inclusive,
fair, and appreciates the contribution of international students to their host countries. Citing the
example of the U.S., Lee (2007) argues that foreign students not only bring cultural diversity but
also contribute significantly to the economic growth of the economy.

INTEGRATION OF INTERNATIONAL STUDENTS 9
References

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in North America. Journal of Studies in International Education, 11(3-4), 382-391.
doi:10.1177/1028315307303918
Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of
discrimination. Higher Education, 53(3), 381-409. doi:10.1007/s10734-005-4508-3
Lilley, K., Barker, M., & Harris, N. (2015). Educating global citizens: A good ‘idea’ or an
organizational practice? Higher Education Research & Development, 34(5), 957-971.
doi: 10.1080/07294360.2015.1011089
Lumby, J., &Foskett, N. (2015). Internationalization and Culture in Higher Education.
EducationalManagement Administration & Leadership, 44(1), 95-111.
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Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., &Kommers, P. (2011).
Understanding academic performance of international students: The role of ethnicity,
academic, and social integration. Higher Education, 63(6), 685-700. doi:10.1007/s10734-
011-9468-1
Warner, C. (2011). Rethinking the role of language study in internationalizing higher education.
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