View in EDS

Beyond Orientation: Rethinking International Student Belonging in First-Year Experience Programs amid Globalizing Higher Education

Saved in:
Bibliographic Details
Title: Beyond Orientation: Rethinking International Student Belonging in First-Year Experience Programs amid Globalizing Higher Education
Language: English
Authors: Haishan Yang
Source: Higher Education Studies. 2025 15(4):34-44.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Students, First Year Seminars, Program Design, Sense of Belonging, Student Adjustment, Global Approach, Higher Education, College Freshmen
ISSN: 1925-4741
1925-475X
Abstract: As higher education institutions increasingly globalize, international student inclusion in First-Year Experience (FYE) programs remains fragmented and marginal. While many universities offer separate orientations or supplemental support, these efforts often reflect a deficit-based model that treats internationalization as an add-on rather than a systemic imperative. This paper explores the intersection of FYE program design and international student belonging, drawing on institutional best practices, literature on student transition and adaptation, and the concept of "Internationalization at Home." The paper outlines the historical evolution and core components of FYE in the U.S., then critiques its limitations when applied to international students. Seven strategic recommendations are proposed to reframe international FYE as an asset-based, culturally fluent, and institutionally embedded practice. These include proactive communication, integrated student affairs structures, inclusive curriculum and peer mentorship, culturally responsive development, and ongoing sustainable assessment. By moving beyond orientation and embracing intercultural belonging as a foundational design principle, institutions can better fulfill their internationalization missions and support the success of all students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484306
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1484306
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1484306
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Beyond Orientation: Rethinking International Student Belonging in First-Year Experience Programs amid Globalizing Higher Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Haishan+Yang%22">Haishan Yang</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Studies%22"><i>Higher Education Studies</i></searchLink>. 2025 15(4):34-44.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22First+Year+Seminars%22">First Year Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1925-4741<br />1925-475X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As higher education institutions increasingly globalize, international student inclusion in First-Year Experience (FYE) programs remains fragmented and marginal. While many universities offer separate orientations or supplemental support, these efforts often reflect a deficit-based model that treats internationalization as an add-on rather than a systemic imperative. This paper explores the intersection of FYE program design and international student belonging, drawing on institutional best practices, literature on student transition and adaptation, and the concept of "Internationalization at Home." The paper outlines the historical evolution and core components of FYE in the U.S., then critiques its limitations when applied to international students. Seven strategic recommendations are proposed to reframe international FYE as an asset-based, culturally fluent, and institutionally embedded practice. These include proactive communication, integrated student affairs structures, inclusive curriculum and peer mentorship, culturally responsive development, and ongoing sustainable assessment. By moving beyond orientation and embracing intercultural belonging as a foundational design principle, institutions can better fulfill their internationalization missions and support the success of all students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1484306
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484306
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 34
    Subjects:
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: Program Design
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Freshmen
        Type: general
    Titles:
      – TitleFull: Beyond Orientation: Rethinking International Student Belonging in First-Year Experience Programs amid Globalizing Higher Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Haishan Yang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1925-4741
            – Type: issn-electronic
              Value: 1925-475X
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Higher Education Studies
              Type: main
ResultId 1