International students struggle to adapt and perform in a foreign country. This study reveals some insights for educators and institutions that will help to reshape international students’ learning encounters, resulting in positive educational outcomes and well-being. The research involves emailing open-ended questionnaires to graduate students from Hong Kong studying at a small, private Canadian university. The questions investigate participants’ perspectives on the design and structure of courses, the navigation of cultural and pedagogical differences, the implications of these experiences on future development, and the profound impact of their educational journey on personal growth and self-discovery. By conducting a content analysis on the narrative text responses collected from participants, the findings shared the significance of cultural awareness, the advantages derived from active listening, and the influence wielded by the leadership styles of teachers and university staff on their academic journey. Participants shared that committed instructors can foster an engaging study environment, promoting academic advancement, personal introspection, and self-discovery. Recommendations for educators include the cultivation of active listening skills, the promotion of inclusive and diverse learning environments, the establishment of clear objectives and learning outcomes, and the nurturing of supportive instructor-student relationships. These measures encourage a positive and constructive learning environment, enriching the educational journey for all stakeholders. Further research may replicate this study in larger populations to see whether the findings apply to other international student demographics.
The post Servant Leadership Impact on Graduate Studies: Hong Kong Student Perspectives appeared first on JOISS Research.
]]>