Challenges Faced by International Students

Increasingly over the past 50 years and especially in response to globalization and internationalization, post- secondary institutions are expanding to include more and more international students. Paige (1990) defined international students as individuals who temporarily reside in a country other than their country of citizenship, in order to participate in international educational exchange as students. The mobility of tertiary students has seen significant growth over the past decade. UNESCO in its 2009 Global Education Digest, estimates that the number of students enrolled in educational institutes outside of their country of origin in 2007 was over 2.8 million. This represents an increase of 4.6% on the previous year and growth of almost 53% since 1999. The main goal of international students is the attainment of higher education in a foreign country, which often provides a higher quality education compared to what can be obtained in their country of origin (Hayes & Lin, 1994; Marcketti, Mhango & Gregoire, 2006). Receiving one’s education in a different setting allows many international students to gain a deeper appreciation of the culture values and beliefs of their host countries and to serve as cultural ambassadors between their home and host countries. (Klomegah, 2006; Lee & Rice,2007; Marcketti et al, 2006).

Research suggested that the delivery of adequate support for international students in general may lead to improved student retention as well as increased recruitment (Ward, 2001). Additional evidence has shown that future recruitment of international students may be at risk for academic institutions that do not consider international students’ needs and provide sufficient help (Brown & Holloway, 2008; Ryan & Carroll, 2005). Thus, understanding the needs of international students, and assisting those students with their adjustment difficulties are on- going tasks for support services on campus. Even though institutions of higher education are likely to be aware of challenges faced by such international students and might have taken steps to address those issues, they may be overlooking important elements of these students’ experiences. Educational institutions may have a harder time providing international students with significant and helpful guidance to facilitate their adjustments to a new cultural environment.

Counselors and therapists trained in traditional settings are typically equipped with knowledge and therapeutic interventions that apply to the domestic population, and therefore may lack alternative worldviews and perspective that are required for being cross- culturally competent in terms of helping international students with their unique needs (Heppner, 2006). In the event that international students are not provided with adequate and effective assistance during their adjustment stage, they might be at a disadvantage of handling multiple stressors and may be prone to developing mental health problems, poor academic performance, and may even dropout.

Research suggest that the delivery of adequate support for international students in general may lead to improved student retention as well as increased recruitment (Ward, 2001). Additional evidence has shown that future recruitment of international students’ needs and provide sufficient help (Brown & Holloway, 2008; Carroll, 2005). Thus understanding the needs of international students and assisting those students with their adjustment difficulties are on- going tasks for support services on campus. Even though institutions of higher education are likely to be aware of challenges faced by such international students and might have taken steps to address those issues, they may be overlooking important elements of these students’ experiences.

Statement of the problem:
Internationally, the composition of student body on university campuses can be incredibly diverse. Economic growth during the past years has made Ghana, especially the University of Cape Coast a more attractive place for people to come and acquire knowledge. Though these students are largely admitted, they normally do not get the necessary support needed, in terms of accommodation, academic , language, cultural shock and other problems.

General objective:
The purpose of this research is to investigate the particular needs and barriers facing foreign students and identify ways in which these needs canbe addressed by putting in place the help and support necessary for them to achieve academic success.