International students’ silent struggles in higher education spaces: towards an inclusive support framework for international students

Abstract

The enrolment of international students continues to intellectually, culturally, and educationally enrich universities across the globe. In South Africa, international students bring vast and valuable experiences, perspectives, and skills to the host institutions. Research shows that besides the above contribution that international students make within the higher institutions of learning in South Africa, they also make significant economic contributions to the host institutions and country through enrolment. But beyond institutionalised practices of support and inclusivity, international students endure invisible academic and social issues that are not spoken about and discussed widely. Although South Africa is one of the African countries with a high number of international students enrolled within the institutions of higher learning, in certain institutions, such students are alienated based on their being considered an ‘outsider.’ This conceptual paper draws its literature from chapter one of the PhD work-in-progress and therefore, examines the tacit challenges that international students face when undergoing independent academic and social support frameworks in university in higher education institutions. The primary aim of this paper is to stimulate scholarly dialogue on best practices and strategic approaches for enhancing the well-being and academic success of international students. Grounded in a review of existing literature, this paper contends that despite the presence of institutional policies and student support initiatives, international students continue to face significant challenges in their academic journeys. These include language barriers, experiences of xenophobia and discrimination, and the complexities of immigration laws and regulations. Furthermore, the paper contributes to the broader discourse on equitable access to higher education through the development of student-centred, culturally responsive, and inclusive support systems. In conclusion, the paper proposes an inclusive support framework for international students, structured around six key components: foundational principles, structural elements, interconnected support networks, academic and career integration, outreach and information delivery, and policy and institutional commitment.

Keywords: {'name': 'International students, student support, silent struggles, higher education spaces, inclusive support framework.'}

Authors & affiliations

Takalani Yolanda Tshililo
University of Venda

Fhatuwani Ravhuhali
University of Venda

Rendani Tshifhumulo
University of Venda

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1108/HESWBL-06-2019-0075

DOI: 10.1080/18146627.2011.603230

Astin, A. W. (1999). Student involvement: A developmental theory for higher education.

DOI: 10.20853/32-3-2581

De Wit, H. (2002). Internationalisation of higher education in the United States of America and Europe: A historical comparative and conceptual analysis. Greenwood Press.

DOI: 10.20853/29-4-506

Dzensi, D. Y., & Monnapula-Mapesela, M. (2012). The nature of international students’ adjustment problems in a South African university: Implications for international students and student administrators. Journal for New Generation Sciences, 10(3), 28–49.

Hénard, F., Diamond, L., & Roseveare, D. (2012). Approaches to internationalisation and their implications for strategic management and institutional practice. IMHE Institutional Management in Higher Education, 11(12), 2013.

DOI: 10.20853/35-4-4065

DOI: 10.1177/1028315307303534

DOI: 10.1080/014365900750012007

DOI: 10.1007/978-1-4020-4012-2_11

DOI: 10.32674/jis.v4i1.494

DOI: 10.1177/0117196817706034

DOI: 10.32674/jis.v9i1.275

DOI: 10.1057/hep.2009.11

Mda, T. V. (2010). Home away from home? African international students in South African universities. Human Sciences Research Council, South Africa.

DOI: 10.1186/s40878-021-00243-3

Ngema, N. D. (2021). Transitioning from homelands to South Africa: Coping mechanisms employed by international students at institutions of higher learning (Doctoral dissertation, University of KwaZulu-Natal, Howard College).

DOI: 10.32674/jcihe.v12iSpring.1400

Pithouse-Morgan, K., Pillay, D., Chikoko, V., Rajpal, R., Morojele, P., Naicker, I., & Ramkelawan, R. (2012). The air is hostile: Learning from an African international postgraduate student’s stories of fear and isolation within a South African university campus. Alternation, 19(2), 73–93.

DOI: 10.1080/10220460802217926

Ratshilaya, A. J. (2017). Exploring the social and academic experiences of international students in South African universities (University of Pretoria, South Africa).

Schmelkes, S. (2023). Epistemic justice and the knowledge commons for lifelong and lifewide learning. Epistemic justice and the knowledge commons for lifelong and lifewide.

DOI: 10.3102/00346543045001089

UNESCO Institute of Statistics. (2019). Global flow of tertiary-level students. Retrieved from http://uis.unesco.org/en/uis-student-flow

DOI: 10.32674/jis.v8i2.139