Educational Reciprocity and Adaptivity International Students and Stakeholders

Educational Reciprocity and Adaptability challenges the common belief that adapting to new educational settings is the responsibility of international students alone. The book argues that reciprocal responses are required by students and stakeholders alike for an efficient and equitable accommodation of international students in educational settings. Considering how international students negotiate academic challenges and social tensions, it presents both theoretical frameworks and practical tools to work around the tension regarding ethical academic practices. Crucially exploring these issues across a range of geographical and institutional contexts, and therefore offering critical insights into significant developments in international education across the world, the much-needed research in this edited collection explores: institutional educational policies regarding international students and stakeholders; institutional practices and how they are received; educational adaptability and responses from different stakeholders; the experiences of international students and institutions in negotiating academic and social tensions. This important contribution to research on the experiences of international students in different geographical and educational contexts is of great interest to academics, researchers and postgraduate students in the fields of international education, comparative education, sociology of education, youth studies, intercultural studies, migration studies and TESOL.

Introduction Chapter 1:Re-examining reciprocity in international education Part I: Institutional or broader educational policies and practices vis-à-vis international students and stakeholders Chapter 2: Japan’s ‘super global universities’ scheme: why does the number of ‘foreign’ students matter? Chapter 3: Adaptation for national competitive advantage: policy on international students in the UK Chapter 4: Understanding international students’ adaptation motivation and behaviours: transformative, strategic or conservative? Part II: The experiences of international students and institutions in negotiating academic and social tensions Chapter 5: Rethinking the value of international student mobility:a case study of the experience of Myanmar University students in Hong Kong Chapter 6: Navigating through the hostility: international students in Singapore Chapter 7: Rethinking the issue of rights for international students Chapter 8: Missing dialogue: intercultural experiences of Pakistani students in their first-year studies at a Chinese university Chapter 9: Sustaining benefits of higher education internationalisation through cross-cultural adaptation: insights from international students in Malaysia Chapter 10: Do academic and social experiences predict sense of belonging? Comparison among American and international undergraduate students Part III: Educational adaptability –instructional practices and international students Chapter 11: Stretching the global imaginaries of internationalisation: the critical role of intercultural language learning pedagogies Chapter 12: Reconsidering possibilities for integration of international students in tertiary education Chapter 13: An investigation into the knowledge, education and attitudes of male and female international students in Australia to the International English Language Testing System (IELTS) Chapter 14: "Is plagiarism a learned sin?" Textuality, meaning-making, and the rules of the academic game

Abe W. Ata currently holds an honorary position at Deakin University, Australia. He is an Adjunct Professor at Swinburne University, Australia. Ly Thi Tran is an Associate Professor at Deakin University, Australia, and an Australian Research Council Future Fellow. Indika Liyanage is an Associate Professor and Discipline Leader (TESOL/LOTE) at Deakin University, Australia. He is also an Honorary Professor at Sichuan Normal University, China, and Researcher at the Research Centre for Multi-culture, China.