Journal of College Student Research in Education 2014 Vol 1 1-18 … · 2014. 5. 28. · Journal of College Student in Education 2014 2014 Volume 1 ISSN: 2334-5578 2 Call for Manuscripts

Journal of College Student in Education 2014

2014 Volume 1 ISSN: 2334-5578 0

Spring

2014 Number 1

Journal of College

Student in Education ISSN: ISSN 2334-5578

http://casejournal.org/

2014 Journal of College Student In Education

1 2014 Volume 1 ISSN: 2334-5578

Editorial Team

Lead Editors

• DAMION R. CUMMINS, UNIVERSITY OF LOUISIANA AT MONROE • KIOH KIM, UNIVERSITY OF LOUISIANA AT MONROE

Developmental Editors/Reviewers

• ANNISE MABRY D E V R Y U N I V E R S I T Y I N D E C A T U R , G A

• BRYAN K. HICKMAN • DINESH PINISETTY, CALIFORNIA MARITIME ACADEMY, VALLEJO, CA • DR. WILLIAM L. QUISENBERRY WALDEN UNIVERSITY • GRISELLE SALGADO • GRISELLE SALGADO, UNIVERSITY OF PHOENIX • HOLLY SAWYER, COLUMBIA SOUTHERN UNIVERSITY • JANEÉ CLARESSA WEAVER-HARRIS, UNIVERSITY OF IOWA COLLEGE OF LAW • KIMBERLY L. SIMMONS, ST. LOUIS COLLEGE OF PHARMACY, MISSOURI • KIMBERLY HANDY • LIEM GAI SIN, MA CHUNG UNIVERSITY , MALANG- INDONESIA • MUNICH CABBLE-WARE ASHFORD UNIVERSITY • ROSE B. NAMARA THE HAGUE, THE NETHERLANDS • WILLIAM L. QUISENBERRY, MID-CONTINENT UNIVERSITY


2014 Volume 1 ISSN: 2334-5578 2

Call for Manuscripts

Journal of College Student in Education (ISSN 2334-5578) is a non-traditional academic publication that features articles, essays, book reviews, media commentaries, and student reflections written by college students and their mentors on a variety of educational topics. The aim of the journal is to provide publication opportunity to college students on the topics of their interests while pursuing their college education. Topics include:

• Current issues and debates in education/studies in education • Distance education and educational technology • Educational administration/higher education/educational leadership • Community college teaching and college administration • Critical education and philosophy of education • Public and private school education/K-12 issues and challenges • Global and international education • Educational research, research methods, and statistics

Please email your submission that includes the following elements:

• Include your name, affiliation, and contact information at the topic of submission • Type all information in Microsoft-Word document, doubled- space, 12 point, • Citations and references should follow APA 6th edition publication guidelines • Include table, figure or chart (if necessary within the text) • Book reviews and media reviews should not be longer than two pages, doubled-space • Articles/essays should not be more than 10 pages, doubled-space.

Features & Departments • Essays/Theoretical Articles/Literature Review • Research Articles • Book/Media Reviews • Invited Essays

Publication Frequency/Type • Fall Edition (November – December) • Spring Edition (May-June) • Summer Edition (August-September) • Publication Type: Electronic, non-traditional • Submission/Publication Fee: None

Email submissions to: [email protected]


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Table of Contents

1. Survival Tips for International Students: Recommendations from Professors and other International Students

Kin Cheung (George) Lee

2. Planning to Do Science Research as Part of Your Degree Program Requirements?

Alec Sithole Fidelis Manyanga Cyril F. Murewi

3. Application of Practice-to-Theory-to-Practice (PTP) Model into International Student Services: A Reflection from a Student Affairs Professional

Xi Yu

4. Perceived Career Success of International Students, Self-Initiated Expatriates in South Korea

Rahul Anand

5. Global Citizens: How our Vision of the World is outdated, and what we can do about It

Elena King

6. Capacity Building for School Improvement

Lamekia L. Hardman

7. Inbox

Jennifer Kimble

8. Freedom Writers Diaries Freedom Writers

Shada Tanksley


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Editorial We are excited to share with you the first volume of the Journal of College Student in Education. We have been fortunate to work together with highly-skilled lead and assistant editors, along with authors to launch this journal. Journal of College Student in Education is a non-traditional academic publication that features articles, essays, book reviews, media commentaries, and student reflections written by college students and their mentors on a variety of educational topics. Faculty and students are encouraged to submit their manuscripts (either written during their study or post-study research period) to publish in the forthcoming editions. The aim of the journal is to provide publication opportunities to college students on the topics of their interests while pursuing their college education. Topics include:

• Current issues and debates in education/studies in education • Distance education and educational technology • Educational administration/higher education/educational leadership • Community college teaching and college administration • Critical education and philosophy of education • Public and private school education/K-12 issues and challenges • Global and international education • Educational research, research methods, and statistics

This journal is an excellent venue for passionate students and their mentors to publish their work. We believe this journal will enhance college students’ experience professionally in research and publication.

As editors, we look forward to publishing articles that positively influence and increase all areas of education to produce current research outcomes. We would like to express special thanks to Dr. Kris Bista who has worked hard in creating this journal.

Lead Editors Damion R. Cummins, PhD, University of Louisiana at Monroe, USA

Kioh Kim, PhD, University of Louisiana at Monroe, USA


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SURVIVAL TIPS FOR INTERNATIONAL STUDENTS:

RECOMMENDATIONS FROM PROFESSORS AND OTHER

INTERNATIONAL STUDENTS

Kin Cheung (George) Lee,

University of the West

Abstract

Compared to domestic students, international students possibly encounter more specific

challenges, including language barriers, acculturative stress, separation from loved ones,

homesickness, and discrimination. However, current literature has limited recommendations for

international students to overcome their adversity. Summarizing clinical research and teaching

experiences, this article categorized recommendations into three groups: cultural adjustment,

language barriers, and developing social relationships. The aim of this article is to suggest

pragmatic ways to facilitate international students in their process of adjusting to a new

educational environment. Educators are also encouraged to provide these recommendations to

their students.

______________________________________________________________________ As a professor who teaches and mentors international students (ISs) and as a former international student myself, I understand ISs from multiple perspectives. Separation from loved ones, cultural clashes, discrimination, financial difficulties, homesickness, language barriers, legal status problems, and an unfamiliar educational system are formidable challenges. These challenges often trigger feelings of frustration, insecurity, confusion, and sadness. Researchers have addressed ISs’ struggles from a variety of perspectives, incorporating ideas of acculturative stress and discrimination (e.g., Ruble & Zhang, 2013; Wei, Tsai, Chao, Du, & Lin, 2012). However, comparatively few studies have provided pragmatic recommendations. Cultural Adjustment

Upon arrival to a new country most ISs go through an adjustment process that is usually referred to as culture shock (Zhang & Goodson, 2011). Being flooded with new tasks and roles in an unfamiliar culture and being far away from family and friends can induce feelings of insecurity, loneliness, and frustration. One suggestion for overcoming culture shock is to keep ties to one’s home culture by communicating with family and friends, watching movies, or finding familiar foods. The staff at the International Student Center also suggests that joining school clubs and building connections with fellow ISs can be helpful.

Research has consistently shown that ISs tend to underutilize campus psychological services despite the support it can offer in coping with cultural shock. ISs do not take advantage of these services due to lack of awareness of their own psychological well-being, language


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barriers, cultural stigma, fear of disclosing information to strangers, and poor knowledge of mental health problems and services (Ellis-Bosold, & Thornton-Orr, 2013; Tung, 2011). By ignoring the emotional difficulties associated with culture shock a rise in clinical mental health problems among ISs may occur. It is important for ISs to understand that despite the cultural stigma that may exist in their cultures, utilizing mental health services is common among Westerners. Additionally, professional psychological services have a very strong emphasis on protecting students’ mental health information. The fear of disclosing information to strangers can be eliminated by informing ISs that any information shared is privileged and confidential.

Some college counseling centers have bilingual therapists who are competent to work

with diverse students. ISs are encouraged to utilize professional help on campus in order to receive assistance with their adjustment problems. ISs who are uncomfortable with individual therapy might consider joining counseling groups with other domestic or international students. Based on my clinical experience, most ISs who utilize counseling services find them helpful. Therefore, ISs can consider psychological services as a viable option when dealing with cultural shock.

Language Barriers

Many studies have consistently identified the language barrier—including writing, reading, listening, and oral skills—as one of the most critical factors affecting the academic performance of ISs (Ku, Lahman, Yeh, & Cheng, 2008). In particular, speaking English as a second language (ESL) in front of others can be anxiety provoking, and this fear can limit the ability of ISs to develop social relationships and participate in class discussions. Speaking and Listening

ESL international students tend to experience fear of speaking English because of their imperfect pronunciation and grammar (Brown, 2008). My experiences also suggest that some of them feel uncomfortable speaking English in front of their international counterparts, who are more likely than local students to tease or judge them. There are several things ISs can do to overcome their fear.

For new ISs with low English proficiency, it may be helpful to learn English by using mass media from local culture. Viewing television shows, movies, and online video sites may be helpful. At first, watching shows with English subtitles can facilitate students’ English acquisition with visual and auditory stimuli. At the same time, using subtitles in students’ native languages may hinder their ability to learn the English vocabulary. Therefore, students should view media with subtitles but once they are more confident in their listening comprehension they should turn off the subtitles and see how much they understand.


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ISs can try some psychological interventions to overcome their anxiety, such as deep-breathing exercises and mental rehearsal before expressing their ideas. Role reversal, such as visualizing a foreigner learning to speak their native language, can also help ISs. For example, in the case of a German student who is studying in China and learning to speak Chinese, a local Chinese student might be patient with the German student and appreciate his or her interest in the Chinese language. From my experiences, the same is true for local students that report an interest in communicating with international students.

Another way to reduce anxiety and increase confidence is to read self-affirmation

statements. Some statements can include, “My accent is just part of my style and it is fine,” “I have a right to say whatever I want,” and “I am a capable student and I know it.” Finally, although some people discriminate against individuals with imperfect English (Lee & Rice, 2007), it is important to remember that imperfect English should never be a source of shame as it takes.

Reading and Writing

Some ESL ISs have a difficult time reading. Difficulties with reading may occur for a variety of reasons including complex syntax, lack of familiarity with English vocabulary, or background knowledge of a subject. Some ISs find it helpful to look up the meanings of unfamiliar words in the dictionary and write them in a textbook in their native language. They may also explain concepts to themselves in their native language, or use studying strategies such as SQ3R (Survey, Question, Read, Recite, and Review). While these strategies can be effective, reading skills take time to build. It is common for ISs to go through a transition period of catching up with readings in the beginning. Most ISs have brilliant ideas and creativity, but may produce fractured language when trying to convey their ideas in writing. Besides learning vocabulary and grammar to improve their writing skills, ISs also need to understand rhetorical differences between their culture of origin and local culture. For example, paragraph, evidence to support claims, and a conclusion; can be as important as grammatical correctness. It is crucial for ISs to communicate with their instructors about expectations for their written work and to read sample papers if possible.

As a professor, I give students the option to turn in preliminary drafts of their papers one week before the deadline. I then give them comments to guide a revision of their paper. Students who choose to participate in this process tend to produce high quality final drafts. ISs can try to discuss a similar process with their instructors. In addition, ISs can also use the writing center services at their institution, or ask for help from other students who have strong writing skills.


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Developing Social Relationships

Another cultural adjustment involves social relationships. Many ISs hope to make friends with domestic students in order to learn better English and local culture. However, in addition to the differences in English proficiency, ISs from different cultures tend to have different expectations from local students’ concerning friendship, romantic relationships, personal space, and other social domains (Williams & Johnson, 2011). Therefore, friendships between international and domestic students are somewhat rare.

To understand differences in communication styles, ISs can observe domestic students’ conversations in different situations; learn what domestic students usually talk about, and try to relate themselves to relevant topics. As domestic students may not be familiar with the culture of ISs, ISs can try to be patient with others’ ignorance or stereotypes.

Some ISs who describe themselves as shy stated that they do not know how to find

opportunities to develop friendships with domestic students and others. Perhaps ISs can create opportunities to meet new friends by working part time jobs on campus; initiating conversations with classmates, roommates, neighbors, and staff; joining different interest or religious groups; participating in extracurricular activities including sports and music; or meeting students in dormitory lounges. Furthermore, making friends with domestic students who are interested in learning another language or culture can be beneficial. For example, domestic students taking a Chinese class may be interested in making friends with Chinese students in order to practice the Chinese language.

Another possible barrier described by ISs is lack of common topics to discuss with domestic students. Some experienced ISs have suggested that new ISs can relate to domestic students by discussing their major, courses, movies, TV shows, sports, religion, and even simple topics such as weather and food. In addition, using social network tools such as Facebook, Line, and Twitter can help ISs develop friendships. Some ISs have reported that they do not understand the differences in communication styles with local students, which discourages them from initiating conversations. From a sociological perspective, American culture is a low-context culture, which means it relies on explicit content of verbal messages to convey ideas. In contrast, many Asian cultures are high-context cultures that use nonverbal cues and contextual references to communicate. For example, expressions such as “How are you?” “What’s up?” and “How’s it going?” usually mean a simple “Hello” unlike gestures intended to elicit a prolonged conversation. A number of ISs have mentioned cultural misunderstandings and conflicts related to having romantic relationships with local students. For example, a Taiwanese international student thought that she was a Caucasian domestic student’s girlfriend because the two held hands and kissed; however the Caucasian student thought that they were just casually dating. To understand romantic relationships in the United States, ISs need to learn cultural differences


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related to dating. American culture differentiates between causal dating and committed relationships. Physical and sexual intimacy can occur in either relationship, and sexual activity usually does not imply a commitment. Many Asian cultures, including Chinese, Japanese, and Indian, tend to be more conservative with respect to dating and avoid physical intimacy before both parties are committed to a relationship. Therefore, when engaging in romantic relationships, ISs may need to learn about each other’s expectations by explicitly asking their partners.

Conclusion

The aim of this paper is to enrich the resources available to ISs and encourage educators and school officials to present these recommendations to ISs. Although ISs face many challenges in their studies, they have plenty of unique strengths such as their international perspective, independence, courage, and mastery of multiple languages. Many ISs are very hardworking and devoted to learning. The recommendations in this paper may reduce the barriers experienced by ISs in order to facilitate academic success.

References

Brown, L. (2008). Language and anxiety: An ethnographic study of international postgraduate

students. Evaluation and Research in Education, 21(2), 75–95. Ellis-Bosold, C., & Thornton-Orr, D. (2013). A needs assessment: A study of perceived need for

student health services by Chinese international students. College Student Journal, 47(1), 155–168.

Ku, H., Lahman, M. E., Yeh, H., & Cheng, Y. (2008). Into the academy: Preparing and mentoring international doctoral students. Educational Technology Research and Development, 56, 365–377. doi:10.1007/ s11423-007-9083-0

Lee, J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53, 381–409. doi:10.1007/s10734-005-4508-3

Ruble, R. A., & Zhang, Y. (2013). Stereotypes of Chinese IS held by Americans. International Journal of Intercultural Relations, 37(2), 202–211. doi:10.1016/j.ijintrel.2012.12.004

Tung, W. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23, 383–385. doi:10.1177/1084822311405454

Wei, M., Tsai, P., Chao, R., Du, Y., & Lin, S. (2012). Advisory working alliance, perceived English proficiency, and acculturative stress. Journal of Counseling Psychology, 59, 437–448. doi:10.1037/a0028617

Williams, C. T., & Johnson, L. R. (2011). Why can’t we be friends? Multicultural attitudes and friendships with international students. International Journal of Intercultural Relations, 35(1), 41–48. doi:10.1016/j.ijintrel.2010.11.001

Zhang, J., & Goodson, P. (2011). Predictors of international students’ psychosocial adjustment to life in the United States: A systematic review. International Journal of Intercultural Relations, 35(2), 139–162. doi:10.1016/j.ijintrel.2010.11.011


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PLANNING TO DO SCIENCE RESEARCH AS PART OF YOUR

DEGREE PROGRAM REQUIREMENTS? POTENTIAL

ROADBLOCKS AND SOLUTIONS

Alec Sithole

Franklin College

Fidelis Manyanga

Chattanooga State Community College

Cyril F. Murewi

Midlands State University

Abstract

Most students have limited or no knowledge of what research is all about. This paper addresses

issues involved in doing a scientific research: the choice of tools and topic, constructing a

detailed research plan, literature review, selecting and meeting the prospective advisor(s),

working in the laboratory, writing and defending the research proposal. It also covers a broad

band of issues such as research ethics and other considerations to ensure progress and success.

While each research is unique and there is universally accepted set of rules in staring a

research, the suggested approach outlined in this paper, is a powerful resource for helping

students with critical steps to college when choosing a research trajectory/path. Specifically, this

paper covers (1) what scientific research is? (2) writing a research statement, (3) wring a

research proposal, and (4) structuring the research proposal to increase chances of success.

Keywords: Choosing Research Topic; Research Guidelines; Research Ethics; Undergraduate Research. _____________________________________________________________________________

Scientific research enhances higher-order cognitive skills, critical thinking, analytical competencies, and written communication skills (Schafersman, 1991; Wallmann & Hoover, 2012). Whilst most institutions and departments do not provide a complete set of guidelines for undertaking a scientific research, the burden, to students, of coming up with the best and acceptable research format is often underestimated or neglected. Often, most students struggle to make decisions on how to do research or present their work in an acceptable scientific format, style and form. To close these gaps, this paper is prepared to guide students as they consider doing research. Whilst each research is indeed unique, and that there is no universally accepted set of rules to do research, these guidelines are consistent with guidelines at most institutions worldwide.


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What is a Scientific Research?

Research is an investigation carried out to improve and advance knowledge, provide answers to questions, and advance innovations. The aim of educational research is to train students to develop and gain mastery of the concepts learned and their applications under the supervision of a faculty (advisor). This paper presents guidelines for college students who are considering doing research, which comes in three varieties: (a) undergraduate and professional schools (e.g. sciences, law, medicine, etc.), (b) master's degree programs, and (c) doctoral degree programs. Key elements of the process include: (1) understanding what research involves; (2) choosing and convincing a research advisor; (3) writing a motivation letter and pre-research proposal, (4) first few days/weeks in a new lab, (5) choosing equipment or resources; and (6) preparing the proposal defense.

Research Path Considerations

Choosing a research path that satisfies the student’s interest requires some careful thought. A research topic involves a student’s ideas, and or a faculty member (advisor) or a combination of the two. For faculty proposals, generally, each faculty may have a homepage with a specific theses related to funding. The other avenue is the student’s own research topic. In this case, the student needs to gather enough information on the intended research topic, and then identify a faculty with research interests related to the research idea. This can be done by reading faculty research papers as well their websites to gather information on the available equipment and directions of their research. If permissible, the student can request to physically observe faculty laboratories and talk to senior students about their research. Once, the students has gathered enough information and a shortlist of proposed topics, the next step is to arrange a meeting to discuss the topic with the prospective faculty who will have to approve the proposed research and supervise it.

Writing a Motivation Statement and Resume

The statement of motivation is an essay that summarizes the proposed ideas as well as providing more information about the student’s plans and preparation. In addition, the resume, which includes a list of courses completed, and any previous research experience is attached to the statement of purpose. That information will help the prospective advisor(s) to measure the level of preparedness of the student and make suggestions on classes that could help the student to gain the knowledge needed to do the research.

How to Approach the Prospective Advisor(s)

First, the student needs to have the statement of purpose and resume reviewed by the academic advisor, who will be a faculty appointed by the department to assist the student in making academic decisions. Once the academic advisor has given the “green light”, the student needs to


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contact the prospective research advisor(s). To avoid unnecessary “tug of war” between prospective advisors in different research groups, the student may contact one advisor at a time, beginning with the one on top of list. Sometimes the prospective advisor may turn down the request for a meeting for several reasons, which may include financial as well as other unknowns. Instead of being disappointed and losing hope, the student needs to approach the next advisor on the list.

Once an advisor has agreed to meet the student to discuss the statement of motivation, the student should prepare for the meeting, bringing the notebook with proposed research ideas. The first meeting is very crucial, it gives the student the opportunity to measure if there will be a smooth working relationship with that advisor. A decision can now be made to go forward or back to the drawing board. However, careful thinking may be needed to avoid starting the pilot research late. Working in the Laboratory

The first goal is to familiarize with what goes on in the laboratory: the culture, the students, laboratory equipment, etc. The next task is to gather more literature on the proposed topic before the pilot research begins. Details of all work that has been done can be found by reading the advisor’s publications to avoid re-inventing the wheel or repeating what other students have already done. Advisors look for innovation and new ways of solving problems. In most cases, they push the student to develop independent thinking skills by not providing immediate answers. If there are no other students in the group to consult, the student needs to review the literature as well as equipment manuals.

Once student has begun working on the preliminary research, regular meetings with the advisor ensure progress in the right direction. At every meeting, the student needs to have a lab notebook, and a meeting agenda. The minutes of the meetings help to keep a record of the important steps needed to complete the research. Any preliminary results need to be presented to the research advisor on a regular basis. This helps the advisor to identify potential problems early in the process. The student needs to stay motivated and always remember that research advisor is the one who provides the direction of the research, not colleagues or prospective employers. Based on research advisor’s assessment, the student, if masters or doctoral level, may be requested to compile an official research proposal (also called the prospectus). WRITING THE RESEARCH PROPOSAL

Before the student officially starts working on a research to fulfil a degree program requirement, a research proposal is usually submitted to the committee and department. This research proposal is a description of the plan for carrying out a scientific investigation. It provides the advisor and committee with information on the concepts, execution plan and clear requirements for the proposed research. Approval by the advisor and the committee implies that the proposed research


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is practical, sound, and can be completed within the stipulated time. The fundamental steps in writing the research proposal are discussed below. Getting started

The step is to look at research that others are doing or have done. This exposure comes from journal literature, attending seminars, among others. Other issues to consider are (Hays, 2006): (1) having inclusive judgment. Eliminating ideas too quickly does not promote critical reasoning; (2) writing down ideas. Ideas that are not archived tend to be in a continual state of change and do not support progress; (3) being influenced by other people’s expectations. There is a much better chance of selecting a good research if the idea without external influence; (4) assuming the research will solve all problems. With this idea in mind, there is a higher chance of having a good research project; (5) reviewing literature. The rationale behind the literature review is to get well-informed; and, (6) keeping relevant articles. Keeping material organized according to categories and sections is necessary for future references. Structuring the Research Proposal

While there is no definite format for a research proposal, the general structure contains the following sub-sections: (1) provisional title of the research; (2) introduction to the problem; (3) preliminary literature review; (4) materials and methods; (5) discussions; (6) references; and (7) timescales or research planning.

Provisional Title: Once the student has been identified an area of interest, a tentative title is proposed. This must be brief and descriptive yet conveying all the key words associated with the proposed research.

Introduction/Background: The section provides a general synopsis of the context of the research. The background generally includes the objective of the research, importance, key parameters of the research and hypothesis or theory, if any.

Preliminary Literature Review: This is a summary of relevant information to demonstrate knowledge of the debates and critical issues raised in relevant bodies of literature. It is important to demonstrate familiarity with major lines of arguments, ideas and findings of key researchers. References to key articles and texts should be presented to establish appreciation of their relevance.

Materials and Methods: This section explains the plan and tools to execute the research. It contains a description of the activities needed to complete the research, and should contain sufficient information to help the thesis committee members to evaluate the practicality, quality, and contribution of the research. Methods of data collection and analysis need to be clearly


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articulated. Special attention should be given to the feasibility of collecting the data by balancing the scope of the research proposal against the practical problems of data gathering.

Discussion: This is needed to explain the potential impact of the proposed research. It should connect the proposed work with what is known in literature, the merits of undertaking the research and its likely impact in the scientific world.

References: A short list of citations to key articles and texts included in the research, and should provide enough information to allow the committee to locate the source.

Timescale/research planning: There is no use in carrying out brilliant research if there is not enough time to complete it by the set deadline. A plan for completion will help to structure the targets in a timely manner. Any departure from the timelines requires the advisor’s approval. DEFENDING THE RESEARCH PROPOSAL

The research proposal or prospectus defense is an oral presentation for sharing ideas with others, and as such, it requires a mind-set that conforms to basic academic delivery principles. It is evaluated based on the ability of the student to display knowledge of the research questions and how the proposed research would address them. Knowing what to do or not to do

The aim is to make the presentation concise, interesting, informative, and professional. Although, visual aids should be used to help achieve these goals, spending enough time practicing the presentation, and keeping in mind the audience’s diversity in knowledge may be helpful in planning for the defense. On the other hand, it is sometimes helpful to understand that the research proposal could invite major revisions if questions are not well answered or if the committee feels that the student did not do enough work in preparing the research proposal. Concepts need to be presented clearly, highlighting important parts using appropriate subtitles that direct the readers to the answers of important questions. The oral presentation

Part of the challenge of the presentation is to convince the audience that the research is feasible, and can be executed within the required time limit. The presentation is generally expected to provide answers to the following questions: What is the research problem? Why is it important? What needs to be done? What resources or tools are needed? What resources are available or need to be purchased? How long would it take to complete the research? What are the expected outcomes? How can these outcomes be measured? During or after the presentation, the audience generally asks questions on clarification, content and relevance. Planning about likely questions


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prepares the student to get a deep understanding of the proposed research as well as convincing the committee community that the research worthwhile. CONCLUSION

The key considerations and expectations for conducting educational research training have been presented. This article should be an informational tool to support specific needs of students as they navigate research path at the institutions of higher learning. However, the approach may differ slightly from one institution to the other and from one continent to another.

REFERENCES

Hays K. G. 2006. Effective research presentations: A guide for graduate students. Oklahoma State University, USA. Retrieved from http://www.gradcollege.okstate.edu

Schafersman, S. D. (1991) An introduction to critical thinking. Retrieved from http://facultycenter.ischool.syr.edu/files/2012/02/Critical-Thinking.pdf.

Wallmann, H. W. & Hoover, D. L. (2012). Research and critical thinking: An important link for exercise science students transitioning to physical therapy. International Journal of Exercise Science, 5: 94-96.


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APPLICATION OF PRACTICE-TO-THEORY-TO-PRACTICE (PTP)

MODEL INTO INTERNATIONAL STUDENT SERVICES: A SELF-

REFLECTION FROM A STUDENT AFFAIRS PRACTITIONER

Xi Yu

University of Minnesota

Abstract

This paper presents an overview of the Practice-to-Theory-to-Practice (PTP) Model and

discusses its application in student affairs and services fields in post-secondary settings. It then

also applies this model to reflect practical experiences in international student services and

demonstrates how to utilize this model to make impact on the interactions among student affairs

practitioners and international students on campus.

________________________________________________________________ The Practice-to-Theory-to-Practice (PTP) Model (Knefelkamp, Golec, & Wells, 1985) displays 11 components that demonstrate the essential steps for practical interventions, which tie the identified issue to theories. It includes: (1) identify concerns that need to be addressed; (2) determine desired goals and outcomes; (3) investigate theories that may be helpful to understand the issue and achieve the desired goals; (4) analyze student characteristics from the perspective of the theories identified; (5) analyze characteristics of the context or environment related to the issue from the perspective of the theories identified; (6) identify potential sources of challenge and support, taking into account both student and environmental characteristics; (7) reexamine goals and outcomes in light of an analysis of theories; (8) design interventions using methods that will encourage achievement of goals; (9) implement the interventions; (10) evaluate the outcomes and effectiveness of the interventions; and (11) redesign the interventions if necessary (Knefelkamp et al., 1985). This model can also be used as a detailed methodology to help scholars and practitioners identify a problem or an issue. Scholars and practitioners then can link that issue to related theories, and explore the issue through research-based and theoretical evidence. Once that is complete scholars and practitioners can develop an intervention or a solution and then apply them in practices (Knefelkamp et al., 1985).

In light of student developmental theories and person-environment theories, Knefelkamp

(1981) demonstrated the importance and capacity for student affair practitioners to focus on and analyze student voice; accurately describe student’s general and specific characteristics in specific contexts that may consist of unique environments, roles, and expectations; analyze the specific challenges of students and support that they need; analyze the contexts where the students are located and their challenges and needs; design and develop the desired environment


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to fulfill student developmental needs; design and implement valuable programs, experience, workshops, and/or groups; and evaluate the effectiveness and redesign if needed. These tasks informed and thrived the development of the PTP model to be a useful tool for practitioners to use for their practices.

This model involves promoting critical thinking and advancing intellectual development

to higher levels for college students (Knefelkamp et al., 1985). Following the principles and components of this model, student affairs and academic affairs practitioners are able to gain an awareness of the importance to the role of peers, shift the roles of faculty as partners, and develop the responsibilities of learning for students themselves through the activities developed through this model (Engstrom, 1997). Stebleton (2011) also suggested utilizing this model to apply a theoretical human ecology framework by Bronfenbrenner (1979) to inform academic advising practice for immigrant students in an analysis of peer culture. Applying the ecology approach to serve immigrant students will assist educators with better using Bronfenbrenner’s theory for their relevant research and practice (Knefelkamp, 1984). By applying PTP to inform practice, it provided a comprehensive and systematic framework for understanding immigrants’ college experiences including the interactions among students and the campus environment, and the environmental factors that may influence the lives of immigrant students (Stebleton, 2011).

Application of PTP to International Student Services

As a practitioner of international student services, I have been conducting longitudinal projects of needs assessment, programming, and program evaluation for over two years. The projects are aimed at strategic planning and transforming international student services through needs assessment and program evaluations. The goal is to improve student engagement that may affect the campus as a whole. A longitudinal approach of research was used because there is a lack of systematic research targeting the increasing number of underrepresented international students in the U.S. Along with the international student’s study abroad journey, it would be interesting to see how their needs as well as anxieties may change over time; and how relevant services and programs may make a difference in their transition positively.

As a main part of the research, I developed a needs assessment plan with a list of

concerns that were derived from extant literature and academic advisors’ recommendations. I surveyed among all new enrolled international students, and also conducted focus groups to elaborate the issues and concerns gained from the survey data. I followed up throughout the participants’ pre-arrival, arrival, welcome week, and first semester to know about their experiences and concerns. The findings have provided invaluable insights on how to improve services and collaborate with other units on campus. They have also helped me see how I might use the PTP Model in an analysis of relevant theories to guide my practices effectively. Out of the 10 PTP model components I will be particularly discussing the application of six of them to international student services. My reflections will include identifying the


2014 Volume 1 ISSN: 2334-5578 18

concerns; determining desired goals and outcomes; identifying potential sources of challenge and support, taking into account both student and environmental characteristics; designing the interventions using methods that will encourage achievement of goals; implementing the interventions; and redesigning the interventions if necessary.

As an international student services practitioner, I have been working very hard to expand and improve services for international students by take new data-driven intercultural initiatives. However, it is limited if the efforts come solely without support and collaborations from other units on campus. Therefore, the concern that needs to be addressed is how to develop effective international student services that engage the campus as a whole. The desired goals and outcomes are to satisfy international student needs, and connect to the larger campus to improve the awareness and commitments to cross-cultural engagement in multicultural teaching and learning environments. Taking into account the characteristics of both students and the environment, I have been working through needs assessments with international students to identify the potential sources of challenges and support that could be provided or facilitated; thus recognizing the factors that may produce a balance among the international students with the campus.

I have noticed that the main challenge in implementing better services is that there is a

lack of sufficient attention from faculty, staff, and domestic students on the values that international students can bring to the classroom, learning and teaching, and multicultural college climate. International students often feel isolated from the campus environment and social circles. I contend that as a part of international student services’ responsibilities and potential challenges, is not only to provide individual and customized services for international students, but also assisting them with breaking down walls in an effort to engage more with the campus.

Based on my experiences conducting longitudinal research, themes of international

student concerns and needs were identified. Utilizing the research-based findings, the intervention that I would like to implement is to develop online modules containing important information and necessary resources that international students can easily access and use, based on their own needs whatever transition stage they might be at. Students will be able to access modules anytime and set their own pace. The most important characteristic of the online modules is that the contents will be determined by feedback from multiple participants and sources including international students, staff members, faculty, and administrators from different colleges. The online modules will be pilot tested among a smaller number of international students to collect feedback to examine the effectiveness. Also, feedback will be collected from staff and faculty members as well.

Recommendation on Future Research and Practice on Using PTP Model One of the main challenges that I have encountered with my usage of PTP Model in my international student service practice, is that although it may be easier to link practice or real-life


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issues to related theories or informing research; it is challenging to complete the loop by applying theoretical research to practice; or implementing practical interventions grounded in research-based evidence. There is a gap between theory and practice, particularly after theories are developed by scholars, may not be accurately or effectively communicated to practitioners for usage in practice. Also, practitioners are implementing practices as daily operations, but may not necessarily know how to improve their practices based on theory and research. I argue that the reason for this challenge is that scholars and practitioners do not collaborate sufficiently. Another main challenge that would prevent practitioners from using the PTP Model is a lack of theory that will directly inform certain practices in postsecondary educational settings. Therefore, one of the future direction for research and practice for better using PTP Model is to overcome the research and practice gaps by translating theories and research in the “language” of practice to be ready for use for practitioners.

Another aspect of recommendation that can be provided particularly for using PTP Model

in international student services is the essential collaboration and communications between scholars and practitioners. On one hand, I have noticed that international students who are studying in the US are an underrepresented population on campus in postsecondary settings, thus not attracting sufficient attention from scholars or student affairs practitioners. Furthermore there is a lack of research on international students in the US regarding their enrollment and engagement practices. Collaboration among researchers and practitioners particularly for this topic is insufficient. For example, there is relatively more research on domestic students’ study abroad experiences in other countries, but the issue of international students in the US is relatively neglected as a significant resource to multiculturalize the campus. There is a call for attention and collaboration from both scholars and practitioners to share practical experience and conduct research focusing on this topic. Conclusions The PTP Model is a powerful and useful tool for improving student affairs practice in postsecondary educational setting. Taking international student services as an example addressed in this paper, usage of PTP Model have helped design and develop programs that benefits international students, and helped international student services practitioners use relevant theories to take initiatives. However, we could also see the areas that need further research and call for essential collaborations among multiple sources and various engaged participants to achieve the desired goals and outcomes. Specifically for the addressed concern of international student services in a multicultural educational environment, commitments and efforts are significantly needed to use this PTP Model to ground in theories and inform effective practices.

References


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Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Engstrom, C. M. (1997). Integrating information technology into student affairs graduate program. New Directions for Student Services, 78, 59-69.

Knefelkamp, L. L. (1981). A developmental perspective on the student voice. New Directions for Student Services, 1981(16), 99-106.

Knefelkamp, L. L. (1984). A workbook for the practice to theory to practice model. Unpublished manuscript. University of Maryland, College Park.

Knefelkamp, L. L., Golec, R. R., & Wells, E. A. (1985). The practice-to-theory-to-practice model. Unpublished manuscript, University of Maryland, College Park.

Stebleton, M. (2011). Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal, 31(1), 42-54.


21 2014 Volume 1 ISSN: 2334-5578

PERCEIVED CAREER SUCCESS OF

INTERNATIONAL STUDENTS, SELF-INITIATED EXPATRIATES

IN SOUTH KOREA

Rahul Anand

Abstract

The study looked at perceived career success and the hurdles being faced by international

students, self initiated expatriates(SIEs) in Korea. Through interviews and open ended

questionnaire the study found that 22 international students and 11 SIEs perceive career growth

and competence in their field as primary indicators of career success. Majority of the

respondents expressed language skills and long working hours along with cultural differences as

the three biggest hurdles in adjustment to Korean corporate and social life.

Keywords : Career Success, Perceived Career Success, International Students, South Korea, SIEs, Adjustment. _____________________________________________________________________________

The nature of career success has been paid very little attention by researchers. Individuals’ perception of success has had even less (Arthur & Rousseau, 2005;Gattiker & Larwood, 1988). Contemporary careers have been described as ‘boundary less’, in the sense that they are increasingly embedded in a more dynamic and boundary spanning knowledge economy, often involving ‘opportunities that go beyond any single employer’ (DeFillippi & Arthur, 1996). Along with globalisation and fast paced dynamic aspect of contemporary careers, there is a trend towards international mobility among workers who are seeking opportunities to cross geographical, national and cultural boundaries (Tung,2008). The present research is about perceived career succes of international students and self-initiated expatriates in Korea.

Literature Review

Self Initiated Expatriates

The concept of SIE (self-Initiated expatriate) stemmed from (InkSon, Arthur, Pringle, & Barry, 1997) exposition on the differences between corporate executives sent on an overseas assignment and young New Zealanders who have independently chosen to leave the country temporarily. (Doherty, Richardson, & Thorn, 2013; Suutari,Vesa, & Brewster, 2000) developed the concept further comparing SFE (self initiated foreign work expatriates) with organization assigned expatriates. The reasons behind self-initated expatriation are often related to financial, personal,family, search for adventure and career development (Carr, Inkson, & Thorn, 2005; Inkson & Myers, 2003). Extant research on SIE has looked at their career strategies (Al Ariss & Syed, 2011), career behaviours (Agullo & Egawa, 2009); reasons to expatriate/repatriate (Thorn,


2014 Volume 1 ISSN: 2334-5578 22

2009;Tharenou & Caufield, 2010); demographic profiles (Selmer & Lauring, 2011a;Selmer & Lauring, 2011b). International Students

International students, defined in Korea as students having D-2 visa (for a regular bachelors, masters or Ph.D.) or D-4 visa (for studying Korean at a university) are most likely to become Self Initiaited expatriates. Heslin (2003) asked part time MBA students to evaluate their career success at this point in time. Using festinger’s social comparison theory the study found that majority of the participants use the other-referent criteria, such as satisfaction with their income relative to their peers as a measure of career success. Cocchiara, Kwesiga, Bell, & Baruch (2010) through their study found out that female business graduates reported higher job satisfaction than their male counterparts.

The Objective and Subjective Careers

According to Seibert and Kraimer(2001), career success may be defined as the accomplishment of desirable work-related outcomes at any point. Other related research suggests that career success is defined as the accumulated positive work and psychological outcomes resulting from one’s work experiences. Researchers often determine career success in one of two ways. The first includes variables that measure objective or extrinsic career success (Gutteridge, 1973). These include indicators of career success that can be seen and therefore evaluated objectively by others, such as salary attainment and the number of promotions in one’s career (Judge,Cable,Boudreau, & Bretz., 1995). The second way that career success is operationalized is by variables that measure subjective or intrinsic career success (Judge et al., 1995). Such variables capture individuals’ subjective judgments about their career attainments, such as job and career satisfaction (Burke,2001;Judge,Higgins, Thoresen, & Barrick,1999;Abele, & Spurk, 2009).

According to Ziknic, Bonache, & Cerdin (2010), the objective career is mainly shaped by the social status and structure, in addition achievements in this career type are evaluated by historical development in “class structure, social backgrounds and educational qualifications” (p. 668-669). On the other hand Subjective career could be driven by personal, individual objectives that could be seen as how personal satisfaction could be aligned with job position and career development. Objective career success

Objective career success may be defined as an external perspective that delineates more or less tangible indicators of an individual‘s career situation. These involve occupation, family, mobility, task attributes, income and job level. Salary level and promotion serve as dependent measures of objective career success (Ng, Eby, Sorensen, & Feldman, 2005). Perceived Career Success


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Subjective career success may be defined as the individual’s internal apprehension and evaluation of his or her career, across any dimensions that are important to that individual (Van Maanen, 1977). Subjective career success may not be solely predicted by tangible indicators of career success such as salary or promotions. Rather than seeing themselves as successful some individuals may rely more on how satisfied they are in their job (Judge et al., 1995) or might feel some kind of discrimination leading to lower levels of job satisfaction (Greenhaus, Parasuraman, & Wormley, 1990)

The subjective careers of people in similar social and employment circumstances may

overlap but it would be a mistake to assume all members in a particular social category would share the same subjective career orientations (Bailyn, 1989).

Driver (1980) adopts a pluralistic approach incorporating four concepts . These are (1)

the linear career concept (marked by hierarchical progession through positions with greater authority and responsibility); (2) the expert career (a lifelong commitment to a specific field or occupation with progress marked by increasing expertise and competence); (3) the spiral career (marked by periodic moves between fields,often with a seven to ten year time frame allowing time for substantial competence to be developed); (4) the transitory career (movement every three to five years to a very different field or job). Schein (1978) identified five forms of career anchor: managerial competence, autonomy, security, technical/functional competence and entrepreneurial creativity.

Delong (1982) further developed the idea and proposed that the term career anchor be

replaced by career orientation. Career Orientation is defined as the capacity to select aspects of an occupation for investment according to one’s motivation, interests and capabilities. Derr (1986) expands Delong (1982)‘s career orientation to career success orientation. He states that this refers to the way people define their success at work and that individual perceptions of career success reflect individual values, attitudes and motivation with respect to both work and life in a broader sense.

Derr (1986) developed five dimensions to describe the range of career success

orientations that he found among populations of US navy employees, MBA students and multinational executives. The dimensions are

1) Getting Ahead: Traditional career advancedment by visible metrics like status, salary, responsibility.

2) Getting Free: Primarily concerning individuals who pursue personal freedom and autonomy .

3) Getting Secure: Includes persons who value stability, security and predictability at work . They seek long term employability and are committed to employers.

4) Getting High: Individuals who pursue technical or functional skill development dominate this form.


2014 Volume 1 ISSN: 2334-5578 24

5) Getting Balanced: This group sees balance between personal and work life as most important.

Baruch (2004) also categorises contemporary measures of career success into five similar core types. The first type has focus on the development of competencies; the second on achievement through lateral rather than upward movement; the third via security gained by enhancing employability; the fourth with a target of autonomy and entrepreneurship; and the final type aimed at quality of life and work-life balance.

Kim(2005) makes a commendable effort to consolidate the different interpretations and labels applied to career success, namely, career anchors (Schein, 1978), career orientations (Delong, 1982), career success orientations (Derr, 1986) and measures of career success (Baruch, 2004). Even the terms and criteria used are different, (Kim, 2005) argues that five types of career orientation maybe be determined and are common to most of the above.

Source: Kim (2005, p 50)

Table 1 Comparison of theories of Career Orientation Type Description of Schein’s (1987) Delong’s (1983) Driver’s (1980) Derr’s (1986) Baruch’s (2004) Common Characteristics Career Orientation Career Orientation Career Success Orientation Career Success Orientation Career Success 1 -Advancing up the Organizational -General management -Managerial -Linear - Getting Ahead -Self-development Hierarchy Competence competence/identity Competencies -Increased responsibility, authority -High status, prestige, income 2 - Recognized expert in one area -Technical /functional competence -Spiral -Getting high -Lateral transitions, spiral -Continued growth and experience or pure challenge movements 3 -Stability, predictability, security -Security /Stability -Security -Steady-State -Getting Secure -Employability -Long term commitment, loyalty 4 -Maintenance of freedom, avoidance -Autonomy/Independence -Autonomy, creativity -Transitory -Getting free -Self –management, Of restrictions or entrepreneurial activity entrepreneurship -Creation of own service product -A variety of different experiences 5 -A balanced life -Lifestyle -Getting Balance -Quality of life, work-family - Respect for personal, family life balance -Flexible time and job sharing Other -Dedication to a cause -Service/dedication to -Service Types -High status, prestige,income a cause


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Gardiner (2006) used this model to look at the perception of youth towards career success in New Zealand. Ziknic et al., (2010) looked at perceived career success of qualified immigrants (QI) in Canada and they came up with a typology of three qualified immigrants’ career orientations based on their sense of adaptation and satisfaction with their transition dependent on the ability to deal with the boundaries they encountered. The career orientations are 1) Embracing, 2) Adaptive and 3) Resisting

For Embracing oriented qualified immigrants (QIs), their boundary crossing experiences

were propelled by their motivation to succeed and take advantage of opportunities. These individuals were proactive and self-directed and in many ways exemplified the protean career attitudes as described by (Briscoe & Hall, 2006).

The Adaptive, qualified immigrants were focused on coping with the objective barriers they encountered. They were navigating and managing their new careers, searching for ways to adapt to the new labor requirements (Zikic & Klehe, 2006).

Resistance oriented immigrants emphasized objective career boundaries which they

considered impossible to overcome. Despite having crossed many physical boundaries in transition to their new country, resisting QIs were unable to exercise psychological mobility (Sullivan & Baruch, 2009).

The study explores the relationship of career success with SIEs and students, to those working in Korean corporate world leading to the question.

Research Question 1 : How do the International Students, SIEs perceive Career Success

in Korea. What is their career orientation?

Adjustment in the Host Country

There is a vast body of literature regarding cross cultural adjustment of expatriates (Bhaskar-Shrinivas, Harrison, Shaffer, & Luk, 2005;Takeuchi, 2010). Black & Stephens, (1989) have identified three distinct facets of cross-cultural adjustment : general adjustment,interaction adjustment and work adjustment. General adjustment involves the manner in which expatriates cope with living in a foreign country. Interaction adjustment adresses expatriates’ efforts to establish relationships with locals. Work adjustment involves the way expatriates’ fit into the workplace . The validity of these three facets has been previously confirmed and commonly employed by subsequent expatriate adjustment studies.

Peltokorpi & Froese(2009) ,showed that SIEs tend to be better adjusted to general aspects of their host country and interactions with the host-country nationals than Organizational Expatriates (OEs). Froese & Peltokorpi(2011) found that SIEs show lower job satisfaction than OEs.

This study tends to explore the antecedents of interaction, and work adjustment factors of international students, SIEs which leads to the research question.


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Research Question 2 : What are the hurdles International Students, SIEs face while adjusting in

Korea ?

Methods

This study can be classified as an exploratory study based on qualitative methods. The choice of qualitative methods was made as a result of general lack of knowledge regarding the motivations and adjustment of International students, SIEs in Korea. In the absence of such knowledge, quantitative methods, such as questionnaire surveys, are rather difficult to apply Yin(1994). The context: globalisation of Korean workplace, education

Korea, a rapidly growing economic giant is transforming from low cost strategy to high quality. The inward FDI by foreigners in Korea in 2009 alone is 2,249 million USD and outward FDI by Korean MNCs is 23,025 million USD. In contrast to economic growth, the private sector unionization in Korea has drastically been falling and union density has gone below 10 percent as per the ministry of Labour (2011).

Korea’s economic development, prosperity and dynamic consumer market offers great opportunities for expatriates. According to National Tax service, the number of foreigners who own and operate their own business in Korea has been increasing every year, totalling 18,681 as of 2008. Compared to the 7,006 foreigners who owned business in Korea in 2004, the number has more than doubled (Cho, 2011).

According to (Dumont & Lemaitre,2013), around 44 percent of the expatriates in Korea

have tertiary education or higher. Korea is placed 4th in OECD (after US, Japan, Australia) as the nation having the most highly qualified expatriates . In 2011, around 89, 537 international students were enrolled in higher educational institutes in Korea (International Students, 2011)

Sample

We interviewed 33 foreign nationals in Korea compromising of Students from graduate courses (masters and PhD.) along with SIE (Self-Initiated Expatriates) working in different professions ranging from language Instructor, Professor, employees in Korean Multinational firms. The interviewees were identified through snow ball sampling. Semi-structured interview guidelines were followed. Digital audio interviews were taken along with exchange of emails for further explanation on the topics

The first set of questions explored their motivation to come to Korea and their definition of

career success. Following that, the participants were asked if they can achieve career success in Korea and what were the hurdles they face (or will face) while working in Korea. Towards the


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end, interview explored the cross cultural adjustment of the participants; primarily interaction adjustment and work adjustment (Black J. , 1988).

All questions were intentionally left open-ended to allow participants to describe their experience of moving and perception of career success in their own words.Follow up questions were asked wherever warranted. Example of Interview questions are included in Appendix 1. All interviews were conducted in english, and no communication issues occurred, despite the diverse nationalities of the participants as most of the students and SIE generally use English in their work or college environment, daily conversations.

The overall sample consisted of 64% males. The particiants came from 18 nationalities :

with the largest group from India (5) second from Bangladesh (4) , followed by US (3) and Vietnam (3), and then Germany (2) , China (2) and France (2). 42 percent of the participants were between 20-25 years of age and 58 percent were between 26-40 years of age. A more detailed demograhpic break down of the participants is provided in Appendix II. Analysis

The recorded interviews were transcribed and carefully analyzed via an iterative process of analysis and review, the data was structured into patterns, themes and then quantified for the frequency of occurrence. The data specific to the career question was analyzed using content analysis Weber(1985). Kim’s (2005) classification of categories was used as a basis for perceived success orientation categorisation. For the question whether they can achieve, career success in Korea or not, the typology used by (Ziknic et al.,2010) was utilized. As for adjustment, content analysis was done and keywords were taken out of the interview data to analyse the characteristics and theme of adjustment.

Findings

Perceived Career Success

The respondents have been classified using the (Kim, 2005) model. 1) Type 1

Respondents who belong to this category talked about career growth, advancing in their jobs, increase in authority , high status and income.

For instance, Rolina[1] , an ambitious student, believes success for her is becoming the CEO of a company :

“It (Career Success) is becoming the CEO of the firm (Rolina, Romanian)” A German student summed it up in his words: “Success is to become a top manager and get the highest position possible in your

industry. Remuneration has to be very good. But, more importantly is the fact that your

reputation will increase the higher your position is”.(Rony,Germany)


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A Self Initiated Expatriate from Thailand working at a top Korean Multinational, said : “I can get the right job and develop a career path in that job. Maybe I can reach the top

management position in a company “(Seni,Thailand)

“Career progression”, as succinctly put by an Indian respondent is the guiding theme of this type.

2) Type 2 Respondents in this category look for a challenging job, where they could learn and grow. The Type 2 respondents also wanted to become an expert in their own field.

As, Shmitri, a Russian respondent said “Successful career means to me to be involved in big international projects and those

projects should be related to Russia, so that I should be able to give my experience so that the

project will develop “(Shmitri,Russian)

Kramin, a French researcher said : “In my case it(Career Success) would be to get a permanent position in a university or

research institute.”(Kramin,French)

Shing, an MBA student who is about to start working in a Korean Multinational said : “Career success might mean that I can get certain value added or growth along with every new

step in my career life. “(Shing, Chinese)

An India respondent who worked as a clinical researcher back in India and is now enrolled in an MBA program in Korea said : “Reaching my goal and be one of the experts in my field and of course monetary

success.”(Rohini,India)

The respondents in this category wanted to continue to excel in their field, or be a part of challenging projects.

3) Type 3 Respondents in this type, look for stability, predictability and security in their jobs. Their definition of career success for them is being secure and long term commitment towards a particular profession/job. None of the interviewed subjects fit into this category. No one looked for stability as a sign of career success.

4) Type 4 Respondents in this category look for freedom/autonomy in their jobs/professions. They want to make their own products, services and have diverse experience.

A German student in a business school in Korea said :


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“Career Success to me is having a fast learning curve and ultimately having my own team to work on something interesting”.(Jonas ,Germany)

Another respondent gave a typical reply that exemplifies the boundary less, protean career that Self-Initiated Expats pursue. He said “It(Career Success) means being able to do what I like, staying open to opportunities, moving

when and where I like”.(Jim,American)

The respondent is working as a writer and photographer in Korea.

Another respondent that fits into this category, an MBA student from Senegal said “Career Success mean enjoy what you do, you know, when u work have to enjoy what

you do then you are not productive if u don’t like what you are doing there’s no

point”.(Adul,Senegalese)

An MBA student from Vietnam , who has lived and studied in Korea for almost 6 years ,

said : “For me successful career is about you finding a job that fits your personality. Enjoy

your work everyday, its not like every day you have to fight with yourself to wake up and get to

work. The place should motivate you to go to work and financially it should be enough to support

your family your children’s future education so I think these are the two most important factors

deciding a successful career”.(Sheena,Vietnamese)

So, these are the kind of people who a job that gives them freedom and motivation.

5) Type 5 The interviewees that were categorized in this section emphasized on work, life balance. One of the respondents, and American Korean student said : “Success not only pertains to salary, but also being able to maintain a good balance

between work and time. Essentially I would not like to be overworked so I have time to raise a

good family. I would ideally like to work at a multinational firm and in the future request a

transfer to the US.”(Hwang,American)

The respondent has work experience in US and is currently a student at a business school in Korea.

An Indonesian student summed it up by saying:

“(Career Success is ) Having balance between private and work life.”(Nisha,

Indonesian)

Merha, a female SIE from Bangladesh working in Sales, Marketing position at a Korean firm after completing her MBA from a Korean University. Her thoughts on Career Success :


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“For me, the proper balance among good working environment, salary and

accommodation give me the feeling of a successful career. Rather than joining in a big

company having a high salary”.(Merha,Bangladesh)

Table 2 : Career Success Orientation of Respondents Success Orientation

Full Sample

Full Sample (%)

Male

Younger Grp(16-25 )

Older grp (26-40) Female

Type1 Advancement 10 30.303 7 3 7 3 Type2 Competence 11 33.33 9 6 5 2 Type 3 Security Type 4 Autonomy 7 21.2121 3 3 4 4 Type 5 Balance 5 15.1515 2 2 3 3 Total 33 100 21 14 19 12

As we can see from the results, the respondents defined Career success in 4 categories. Type 2 competence was the winner with 33.3 percent opting for this description of their career success. These are people who see career success as developing a high level of technical/managerial competence and continued growth and experience. This type was also most favoured by males (43 percent) and the younger demographic group (43 percent). Type 1-Advancement was the second most preferred option with 30.3 percent of the sample population opting for it. Type 4-autonomy, which represents entrepreneurial creativity, was the most preferred option by females (33.3 percent).

Perceived Career Success in Korea

In response to the question “Whether they can achieve career success in Korea ?” 42.4 percent of the respondents said ‘Maybe’ followed by Yes (36.36 percent) and then No (21.21 percent). These respondents are grouped in the typology mentioned by (Ziknic et al.,2010). The study found similarity with their findings as the respondents who said ‘Yes’ were engaging , highly motivated to succeed like Shmitri, student from Russia who replied with a resounding Yes and when asked the reason why : “ Because, based on my experience I will be able to go to Russia and find a good job or maybe

work in the same company but in the Russian branch and I will be able to achieve new heights”


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Subjects who said ‘Maybe’ were showing adaptive characteristics like learning the language, culture but were apprehensive about growth opportunities and wished to improve their language skills like Merha who said “Probably it would be easier if I could speak Korean more fluently” Whereas those who said ‘No’ were resisting the change, and were not able to cross the psychological and cultural barriers. Joseph, a Caucasian European , SIE (Self Initiated Expatriate) who finished his masters from a Korean University said : “No, at least not in a big corporation. Promotion in Korea is largely dependent on the age, number of years worked for a company, and the system is very rigid.”

Similar sentiments were echoed by respondents who respondent with a No to this question. Adjustment in Korea

As (Stone, 1986) explained through his research, expatriate selection is considerably more difficult than domestic. Companies at times overlook the understanding of culture and language skills during international personnel selection. Yet, research shows that adapting to host country culture is most crucial for a successful expatriate assignment. In terms of interaction adjustment, 51.5 percent of the respondents complained about language and communication issues. Language, according to them was the most prominent hurdle in their career success. The respondents had different levels of Korean language proficiency with some being able to understand a little bit, to others having native level fluency. Language clearly has a major impact on their perceived career success and work adjustment as two of the respondents who were Topik (Test of Proficiency in Korean) level-5 Korean (near Native) said they had no problems working in Korea. The second major issue which was raised by 30.3 percent of the respondents is long working hours. This has a huge effect on work adjustment, as one respondent puts it in a lighter perspective: “Overtime. Back where I am from, the USA, we try to maintain our human rights

”(Hwang,American)

Some respondents said “working hard like slave”, one respondent said “Overworking culture”. Caucasian European respondent, Joseph said : “Korean work style is about being there for many hours, not about getting the work done. I can’t

work like that; it’s against my dignity and my common sense” (Joseph, Caucasian European).

The third major issue raised by 30.3 percent of the respondents was cultural differences, traditional/hierarchical culture. One of the respondent, an SIE working in a top Korean MNC said , “Us v/s Them Mentality,HR's rigidity and traditional top down decision making approach”.

(Ivan,Russian)

Another Self Initiated Expatriate from Thailand who did her masters from a Korean University, in her response to hurdles working in Korea said :


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“Culture is different and also communication. Here is very collective and hierarchical. Actually,

sometimes I’m frustrated that I cannot make my own decision alone.”(Seni,Thai)

Discussion

The study explored career success orientation of international students and SIEs in South Korea. The research proves that majority of the self-initiated expatriates look for managerial and technical competence in terms of career success. A striking finding of the study is that the traditional notion of ‘Stability ’ and long term commitment is nonexistent in international students and Self Initiated Expatriates. They are looking for growth opportunities instead of commitment which is one of the reasons why they chose to leave their home country.

Among the factors of adjustment, language skills proved most problematic for a respondent which is similar to the results found by (Froese, 2011). In terms of work adjustment, long working hours and cultural differences were the two most prominent problems.

Adjustment Factors (+ve)

Figure 2.

One of the main contributions of this study is the linkages between expatriate perceived career success and expatriate adjustment training. The research identifies three perceived career success factors related to work , interaction and general adjustment. As (Wang & Tran, 2012) found out language training plays a central role in interaction adjustment. Similarly, corporate culture training and cultural awareness will assist in work and general adjustment respectively. Further studies are suggested to test this model in East Asian countries and may also consider the interaction with other subjective career factors as given by (Ng et al.,2005). Conclusion

The findings of this study provide the basis for several practical recommendations for local organizations that hire expatriates, as well as for aspiring international students. The following recommendations may facilitate cross cultural adjustment.

Language Skills

Corporate (work) Culture

Cultural Differences

Perceived Career Success


33 2014 Volume 1 ISSN: 2334-5578

First, as the study clearly showed the expartiates are looking for growth and competence instead of job security and stability. Motivated expatriates will do well in opportunities where they can work hard and excel , they care more about progression and growth than job security. So, companies should provide contracts which are performance based . Secondly,international students should be strongly encouraged to learn the local language. Research has showed strong linkages between language skills and careers success orientation .Because Korean universities, organizations cannot expect expatriates to become fluent in korean, they should provide some supplemental (language) assistance outside of work, e.g. opening bank accounts, and making phone contracts in oder to reduce expatriates’ dissatisfaction in terms of adjustment(Froese F. J., 2011).

The principal objective of the study was to explore perceived career orientations of international students and Self initiated expatriates. The findings are based on interviews with 33 expatriates including both international students and SIEs in South Korea. The limitations of the study should, however, be acknowledged. Although the sample design of this study ameliorates the nationality bias and work(job) related bias , the findings of this study might still be biased to some degree by the specific Korean context in which it was conducted. The study evaluated the responses of only 33 individuals; in future studies it may prove useful to increase the number of respondents and conduct large scale surveys to corroborate the findings of this study.

Globalisation and international mobility have clearly increased opportunities for students

to study and work abroad. According to (Jonknen,T., Brewster, C., & Suutari, V.,2008) impetus to work abroad for expats comes distinctly from the individual. They are likely to be unaccompanied and have fewer dependents, greater freedom and exposure to international experience (Vance, 2005). Many self-initiated individuals were educated to a postgraduate or equivalent level as found out by (Suutari and Brewster,2000).

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Journal of College Student Research in Education 2014 Vol 1 1-18 … · 2014. 5. 28. · Journal of College Student in Education 2014 2014 Volume 1 ISSN: 2334-5578 2 Call for Manuscripts