Annotated Bibliography on Globalization of Higher Education

Priyal Morjaria
Bong, H. J., Bennett, R., & Beachemin, J. (2014). International students utilization of
counseling services. College Student Journal, 48(3), 347-354.
Very little research is available with regards to international students and mental health
programs. This study looks at international student utilization of on campus counseling services
at a certain Midwestern university over a span of five years. The authors rationalize that due to
acculturation issues international students face difficulty with loneliness, isolation,
homesickness, and irritability. A very small percentage of international students seek help. The
purpose of the study was to assess what percentage of international students used the counseling
center, what were the demographics of these students, did the students have a referral, what
concerns were these students plagued with and what percentage of international students returned
after their first visit. Students were asked to complete a standardized intake questionnaire.
Results indicated that approximately 834 international students utilized counseling services from
2005 to 2010. More than half of the students were female and the majority were Asian. Data
indicated that the primary concerns they had were relationship and anxiety related issues.
Howard, K. & Gulawani, M., (2014). Student perceptions of study tour learning: A case study.
Aweshkar, 18(2), 101-114.
This case study looks at Grant MacEvan Universitys short-term study abroad program to India
created specifically for business students. The authors list seven global learning outcomes
dealing with globalization in India, business strategies between Canada and India, the effects of
social and cultural factors in India, doing business in India, differences in Indian and Canadian
business practices, intercultural competency, and personal understanding of international
business. They hypothesized that the business students participating in this short-term study
abroad program will achieve the stated learning outcomes and they will have a change in attitude
and behavior. Upon their return 34 participants were surveyed from study tours in May 2010 and
May 2011. Even with such a small pool of participants the response rate was only 60-64%
between the two groups. Survey data indicated that responses ranged between 88.9% to a 100%
attainment of learning outcomes. Limitations to this survey include a very small sample size, the
survey only had yes or no choices, and there was a delay in administering the surveys.

Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent?
Journal of Studies in International Education, 10(3), 267-285. doi:
10.117/1028315306286930
The purpose of this study was to propose a definition for global competence and to have
a consensus on the defined term. The researchers use a Delhpi technique to create a definition for
the term global competence. 17 Participants were chosen for the Delphi technique. The
participants came from corporations, higher education, the United Nations and other
governmental agencies. Once a definition was determined, a survey was created to test the
definition. The survey was distributed to 133 participants from self-nominated universities. The
authors used a dual method to conduct this study by using both qualitative and quantitative
methods. Findings indicated that global competency goes beyond just knowledge, understanding
and acceptance. It also incorporated the idea of demonstrating the knowledge through interaction
and working outside of ones environment.
Luo, J., & Jameson-Drake, D. (2014). Predictors of study abroad intent, participation, and
college outcomes. Research in Higher Education, 1-28. doi: 10.1007/s11162-014-9338-7
The study examines students with and without a strong intent to study abroad,
characteristics of students that intend to study abroad and the outcome for students that end up
participating in study abroad programs. Data is compiled over a period of three cohorts. The
researchers hypothesize that a students intent to study abroad is effected a variety of pre-college
characteristics such as social, financial and cultural background as well their college experience.
The three cohorts selected were class of 2005, 2006 and 2007. A survey was administered to
freshman at college entry and another survey was administered to graduating seniors at college
exit. The sample population was purposefully selected. Researchers concluded that students that
intend to study abroad were more likely to actually study abroad and it had an overall positive
outcome
Rienties, B., Beausaert, B., Grohnent, T., Niemanstartverdriet, S. & Kommers, P. (2012).
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
This study aims to decipher whether there are any differences in social and academic
integration between international and domestic students. The study specifically aims see any
differences on academics based on GPA (grade point average). The researchers identified five
business schools in Netherlands that typically attract international students. A questionnaire was
distributed to 1, 887 undergraduate first year business students and 958 students completed the
questionnaire. The participating students were assessed over a period of a year and their GPA
was evaluated after a year. The data reported showed a positive connection between academic

integration and academic performance. The researchers also concluded that western international
students scored better on academic integration than Dutch and non-western students.
Rienties, B. & Nolan, E. (2013). Understanding friendship and learning networks of international
and host students using longitudinal social network analysis. International Journal of
Intercultural Relations, 41, 164-180.
The purpose of this study was to see if social and learning networks of host and
international students differed and if they integrated over a period of time. The authors had 8
hypothesis that dealt with the initial social networks created by host and international students,
characteristics of these networks and integration of these social and learning networks among
both graduate and undergraduate students. A longitudinal study was conducted on 485
international students and 107 host students. The nationalities of the participating students were
clustered according to 9 cultural dimensions created by GLOBE study. A pre-post test design
was used multiple times across a span of a few years. Modules were also created where students
were randomly selected by teachers and others were students were allowed to self-select. Chisquare analysis and ANOVAS were conducted to see the difference between respondents and
non-respondents. Concluding data indicated that international and host students did not become
more integrated however mixed group activities did promote integration temporarily.
Williams, T.R. (2005). Exploring the impact of study abroad on students intercultural
communication skills: Adaptability and sensitivity. Journal of Studies in International
Education, 9(4), 356-371. doi: 10.1177/1028315305277681
The purpose of this study was to assess whether study abroad students show a greater
likelihood towards intercultural communication skills in comparison to students that stay on
campus. Factors such as gender, age, academic level, religion, hometown, foreign language
experience and other cultural experiences were also taken into consideration as possible
predictors. A pre-test, post-test design was used to collect data. The group that stayed on campus
was the control group. Both groups were given the same survey. The study abroad group
consisted of 44 students studying abroad in fall of 2002 at Texas Christian University. The
control group consisted of 48 students studying on campus from the same school. 52 students
were used for final data analysis based on if they completed the post-test or not. Results
indicated that initially both groups had a similar range of intercultural experiences but at the end
of the semester the study abroad group showed an increase in intercultural communication skills.
Salisbury, M. H., Umbach, P. D., Paulsen, M. B., & Pascarella, E. T. (2009). Going global:
Understanding the choice process of the intent to study abroad. Research in Higher
Education, 50, 119-143. doi: 10.1007/s11162-008-9111X

The purpose of this study is to assess what factors influence a students decision to study
abroad and the education outcomes that occur as a result of these experiences. This is a
longitudinal study of 4, 501 students at 19 four year and two year institutions. The authors
hypothesize that a students likelihood to study abroad stems from their socioeconomic status
and social and cultural capital. The authors selected 19 institutions out of the 60 that wanted to
participate and the study focused more on liberal arts education. Logic regression analysis with
the intent to study abroad was considered the dependent variable. Student choice construct and
integrated model of student choice were used to define independent variables such as
demographics and academic aptitude. Statistical analysis was used to indicate the mean, standard
deviation and range for each of the variables. Results indicate that socioeconomic status is one of
the strongest predictors with regards to the intent to study abroad.
Sherry, M., Thomas, P., & Chui, W. H. (2010). International students: A vulnerable student
Population. Higher Education, 60, 33-46. doi: 10.1007/s10734-009-9284-2
This study intends to examine and understand the experiences that international students
have, at The University of Toledo, to better understand the challenges they face and what can be
done to improve their overall experience. An online survey as distributed to over 1,100
international students and 121 students responded. Qualitative research methods were used
gather and analyze data. The survey included both open ended and close ended questions. Study
findings indicated that language barriers, new cultural norms, financial issues and lack of support
networks were some of the challenges that international students faced. Students indicated a
desire for the university to include creative ways to assist them with language barriers. For this
specific group of students cultural norms was not a significant issue. More than half of the
students indicated financial difficulty. Participating students also suggested ways that the
university could improve their experience.
Varela, O. E., & Gatlin-Watts, R. (2014). The development of the global manager: An empirical
study on the role of academic international sojourns. Academy of Management Learning
and Education, 13(2), 187-207.
Initially the study creates a cultural intelligence model that takes into consideration
metacognitive, motivational, cognitive and behavioral dimensions. The authors hypothesize that
international experiences and multicultural exposures will help develop the four dimensions. The
sample size for this study included 123 undergraduate business majors that participated in US
Department of Education funded exchange program between 2010 and 2011. A pre-test, post-test
design was used to collect data. All 123 students were invited to complete a survey via email.
Analysis was conducted on 84 participants. The survey included a 7 point Likert scale to assess
how competent participants felt on each of the four dimensions. A comparison of pretest, posttest
mean scores provided data that each of the four dimensions improved after the international
experience.