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Positive Experiences, Dreams, and Expectations of International Master’s Students at a Southern Ontario University: An Appreciative Inquiry
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Abstract:
This study used appreciative inquiry (AI) as a methodological and theoretical framework and positive psychology theory to investigate international master’s students’ positive experiences, dreams, and expectations in their programs and institution to inform policies, programs, and practices. Although the literature describes international students’ mixed experiences in Canada, including developing critical thinking skills, making friends with other nationals, culture shock, and financial challenges, previous studies seldom focus on life-affirming conditions that enrich and improve such students’ schooling experiences. The first three stages of AI’s 4-D cycle—discovery, dream, and design—informed the study’s data collection methods (14 semi-structured individual interviews and three focus group discussions) to generate strength-based data for analysis, resulting in five key themes: (a) personal well-being and sense of belonging, (b) instructors’ pedagogical practices, (c) financial constraints and employment opportunities, (d) career development, and (e) policies. Based on its findings, the study makes six recommendations to inform international graduate student policy and practice: (a) allow international master’s students to study with their domestic counterparts, (b) increase international student diversity, (c) regularize socializing events for students and community members, (d) bridge the gap between theory and practice (hands-on experience), (e) work with all stakeholders to make international master’s students’ tuition fees more affordable, and (f) create on- and off-campus employment opportunities. Participants’ first-person accounts emphasize the need to include student voices in their own education and also shift the conversation from a deficit lens to a more positive discourse to balance the narratives around international students’ experiences.
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Keyword:
Appreciative inquiry; International master's students; Positive; Student experience; Student voice
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URL: http://hdl.handle.net/10464/15744
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A Scoping Review of Teaching Practices for Linguistically Diverse Students in Ontario
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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Lessons From Two Experimental Studies of Multiple Measures Assessment
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Still I Aspire: Graduate Degree Aspirations for Community College Transfer Students of Color
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Against 'failing francophony', a reflection on francophonies ; Contre la « francophonie défaillante », penser les francophonies
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In: Apprentissages et politiques éducatives. Quelles interdisciplinarités, méthodologies et perspectives internationales ? ; https://hal-univ-tours.archives-ouvertes.fr/hal-03618378 ; M. Gadille. Apprentissages et politiques éducatives. Quelles interdisciplinarités, méthodologies et perspectives internationales ?, Sciendo, In press, Apprentissages et politiques éducatives. Quelles interdisciplinarités, méthodologies et perspectives internationales ? (2022)
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Peer Interactions in Academic Contexts for Adolescents with Disabilities ...
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: University of Virginia, 2022
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In: University Studies Faculty Publications and Presentations (2022)
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In: Northwest Journal of Teacher Education (2022)
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The Disparate Impacts of Boko Haram Insurgency and Banditry on Teaching of English in Northern Nigeria ...
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University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ...
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