From International Schools in Asia to Anglophone World-Class Universities

Abstract

Today’s global knowledge economy has become complex, dynamic, and competitive. In this environment, the talented workforce is increasingly diverse, educated, and mobile. International talents tend to migrate to anglophone countries and contribute to technological innovation, scientific discoveries, and economic growth. The largest international student population in the top destination countries comes from Asia. At the same time, research has shown that Asian international students reported lower satisfaction and higher adjustment challenges due to linguistic and cultural barriers, negatively impacting their learning and living experiences. This dissertation aims to understand and explain the transnational transition process through a subset of the Asian international student population. Thirty-five current university student interviewees are purposefully selected. They are graduates of the “International Baccalaureate Diploma Programme,” a rigorous education pathway program popular in Asia for families to prepare their children for Western higher education. Asian International Baccalaureate (IB) alums, who received education in linguistically and culturally diverse settings, offered more nuanced and complex answers to what traditional literature has indicated about international student transitions and experiences. A Successful International University Transition Model is generated from the grounded theory analysis. This model illustrates the causal and intervening conditions that impact international transitions, with the central tasks of being a university student and becoming an adult. Further, the results are discussed with Bourdieu’s concepts of habitus/practice to explain the heterogeneity in the process amongst the diverse international student population. Lastly, recommendations to stakeholders suggest ways to support globally mobile young adults in their transition and development journey.