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ERIC Number: EJ1165531
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2053-535X
International Education Management: Implications of Relational Perspectives and Ethnographic Insights to Nurture International Students' Academic Experience
Shams, S. M. Riad
Journal for Multicultural Education, v11 n3 p206-223 2017
Purpose: International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students' academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, in a way that the NESB international students expect and accept in a foreign country. Design/methodology/approach: A literature review in relationship management and an ethnographic analysis based on observation and introspection methods was conducted. Findings: Findings show that universities could assist the NESB international students by designing, delivering and monitoring innovative teaching and learning approaches and taking care of the associated academic and non-academic issues of the students, while leveraging the social, psychological and academic relational perspective(s). Originality/value: Leveraging relational perspectives offers global implications. The implications of relational perspectives can be used from any setting. However, the relational appeal should be focused on the presented circumstances of a targeted setting only (e.g. the issues of a particular multicultural classroom).
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A