International Students in an Accounting Course at U.S. Colleges - Essay Example

Up d annotated bibliography Olga XXX XXXX The purpose of this paper is to append additional references to the existing annotated bibliography of the selected and approved dissertation thesis. The following addition to the existing annotated bibliography presents a list of key section headings for stratifying the references, such as related topics, research questions, and different methodologies. It provides descriptions and explanations of the researcher’s sources of information and includes all types of sources, e.g. articles, books, reports, studies, various electronic sources, etc. Researched data, including the additional bibliographic information, purpose of work, critique, and worth of the presented information, are provided in this work. Each source is catalogued in APA format by authors, year of publication, title of work, location, and publisher. The paper makes use of various sources like published research materials and Internet articles. Badur, G. (2003). International students perspectives on their cross-cultural adjustment to American higher education. J. C. P. G. Palmer. United States -- Illinois, Illinois State University. Illinois State University. This study examines the cross-cultural adjustment of international students from India, China, South Korea, and Japan in a Midwestern public university to identify factors that inhibit or assist in their academic, social, and cultural journeys as they participate in campus life. Graduate and undergraduate students were chosen from the targeted countries with a follow-up interview. The research was based on a host of socio-cultural and educational theories. The focus was mainly on their experience with using English, academic and social competence and approach to American culture. The findings suggest areas of improvement in service delivery to the students in terms of catering to their various academic and social needs. Chaparro, D. P. (2009). Are our efforts worthwhile? International students perceptions of a project-based program designed to internationalize higher education. D. D. Hendel. United States -- Minnesota, Educational Policy and Administration. Educational Policy and Administration. This qualitative research focuses on international students perspectives on a project-based program designed to internationalize higher education. It shows that the Culture Corps project had helped international students in getting acclimatized to the university setting academically, linguistically and culturally. The study explains the basis of the Culture Corp project, undertaken by the university, to learn about the perspectives of international students and internationalize their curriculum by bringing in variation to also cater to the needs of international students. The study shows that only 1% of the international students have been part of the project. It points out the need for further development of the project program to include a larger crowd and it also came up with further research implication, policy and practices. Chen, P.-H. (2003). Factors influencing academic success of Chinese international students in Los Angeles community colleges. M. Sundt. United States -- California, University of Southern California. University of Southern California. The study takes on the cultural and social capital theory to examine the factors influencing academic success of East Asian international students, especially Chinese students, who attended the Los Angeles Community College District (LACCD) Spring semester 2001. It probes into the factors affecting academic performance and socio-cultural interaction of the Chinese students and makes a comparative analysis of the Chinese and other foreign students. The results of the study indicate that the aspirations of obtaining a higher level academic degree and transfer to a four-year college or university are the best predictors of academic success for Chinese international students. They did not relate English language skill and socializing ability with academic performance. Farlik, T. E. (2006). Financial information systems skills for the contemporary accountant: Acomparative study of northwest Pennsylvania business firms needs. Robert Morris University). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304913250?accountid=28180 The research provides solid basis for accounting courses curriculum in the U.S. northeast region by specifically identifying accounting content knowledge and technical and professional skills needed in entry-level accountants, by members of the Manufacturers Association of Northwest Pennsylvania. The study confirms the findings of an earlier national study, and offers a new direction in terms of professional skills development based on current requirements. It is concluded that the differences in necessary financial information system skills for contemporary accountants occur mainly in terms of indicating certain industry preferences, and not necessarily as to an individual’s skills preference. Fitzgerald, V. F. (1998). The identification of problems in academic and social support systems by international students. C. S. Rzonca. United States -- Iowa, The University of Iowa. The University of Iowa. The purpose of this study was (1) to identify the demographic characteristics of the international students at Eastern Iowa Community College District (EICCD) in the spring 1995 term; (2) to use Person/Environment Interactionism, human-mental programming, and cognitive theory as the theoretical foundations for analyzing the students perceptions about academic and social support systems; and (3) to determine the extent of differences across specific subgroups. The findings of the analysis indicate requirement of English language support for academic performance, interaction with American students, assistance with their finances, need of health and placement services and the help of the foreign student advisor (FSA). It provides implication for further research in assessing English language support, role of FSA and cross-cultural training of college faculty. Healy, M. (2000, Mar 02). Princeton requires English for foreign grad students. USA TODAY, Pp.09.D-09D. Retrieved from http://search.proquest.com/docview/408801163?accountid=28180 This article is about a sensitive issue that created complaints regarding the fact that the administrators of Princeton University are making some foreign graduate students pass an English proficiency test. In the summer of 2000, these graduate students were set to pass the test to be course preceptors or lab instructors; if they fail, they had to take a year-long English proficiency class. All Native English speakers and foreign students who were undergraduates in the USA were exempt from this test. One of the reasons for conducting this test was to be assured that graduate students were understood while they lead the small group discussions or run laboratory classes. Hsu, C.-H. (2011). Factors influencing international students academic and sociocultural transition in an increasingly globalized society. W. L. Pierce. United States -- Mississippi, The University of Southern Mississippi. The University of Southern Mississippi. The study is a quantitative and qualitative analysis of international adult learners experiences of adaptation to American academic and social cultures and their experiences of cultural transition. Factors related to globalized influences were selected to examine their affect on the international students adaptation to learning and life in the American university. The International Student Transition Survey (ISTS) was used to gather data about international students social and academic transition to life in the U.S. The research outcome shows the significant influence of globalization on the students transition experiences in academic learning and sociocultural life. Jachowicz, P. L. (2007). Influences on career decisions of international students attending community colleges in the United States. Northern Illinois University). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304830729?accountid=28180 This qualitative study investigates influences on the career decisions of international students attending U.S. community colleges. Semi structured interviews were conducted on students from five different global regions. The research highlighted areas relating to family and culture, educational and work experiences, issues unique to international students and intrapersonal skills, that might influence career decisions. It was observed that career decisions were largely influenced by family as well as course selection, quality of instruction and extracurricular activities. As per conducted survey, all participants expressed a desire to stay in the United States, although not all of them had decided about their career goals during their first year of study at a community college. McLachlan, D. A., & Justice, J. (2009). A grounded theory of international student well-being. Journal of Theory Construction & Testing, 13(1), 27-27-32. Retrieved from http://search.proquest.com/docview/219188484?accountid=28180 The study investigates various challenges and common issues that many international students experience while studying far away from home. The study takes account of the foreign students who successfully assimilate in the hosting country culture, as well as those who get distraught by cultural differences, suffer social isolation, are affected by academic differences, and are troubled by English language proficiency. Utilizing grounded theory method, the final analyses disclose how international students endure the complex transition and grow through individual and professional changes of their surrounding environment, cultural and social differences, and academic upbringing. Ng, J. N. K. (2007). Test of English as a foreign language (TOEFL): Good indicator for student success at community colleges? Oregon State University). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304821394?accountid=28180 The study determines if TOEFL was a good gauge for students academic achievement at community colleges. After descriptive and correlation analyses were utilized for the variables, it was concluded that the TOEFL test is rather restricted in its goals and provided solutions, and cannot be a good indicator of foreign student academic achievements. The research implications point at more comprehensive research studies on international student performance based on other factors, such as specific requirements of the course study taken at college in correlation to TOEFL scores. Otoshi, J. and N. Heffernan (2011). "An Analysis of a Hypothesized Model of EFL Students Motivation Based Self-Determination Theory." Asian EFL Journal 13(3): 66-86. The research aims to determine the intrinsic motivation of two groups of students, one doing major in English and the other in business studies, on the basis of the Self-Determination Theory with autonomy, relatedness and competence as the determinants. The study revealed that the intrinsic motivation of the English majors was affected by relatedness as well as competence whereas the intrinsic motivation of the business majors was affected by only competence. The research outcome pointed out the importance of initiating proper English language training for EFL college students in areas of communication development and language skill. Pishghadam, R., M. Noghani, et al. (2011). "An Application of a Questionnaire of Social and Cultural Capital to English Language Learning." English Language Teaching 4(3): 151-157 The study focuses on the relationship between the social-cultural faculty of EFL students and their linguistic skill of foreign language. Bordieu’s sociology of education theories are used as the reference point in the research work. Research was done using the Social and Cultural Capital Questionnaire (SSCCQ) tool and data was analyzed through Multiple Linear Regression Analysis. It was found out that cultural competence could be best predicted by listening skills whereas students’ diploma GPA and literacy predict skill of speaking, writing, reading and the total GPA. Research implication harped at conducting English language teaching. Prinsloo, P., H. Müller, et al. (2010). "Raising Awareness of the Risk of Failure in First-year Accounting Students." Accounting Education 19(1/2): 203-218. The research study concerns the context of repeater students of first year in the accounting course at the University of South Africa (an ODL institution). It focuses on students being aware of their risk profile. A self-assessment questionnaire was sent to the repeater students as a mode of pilot study. The findings of the pilot study show a positive effect that the self-assessment strategy had on the students. It contributes in developing intervention services based and also adds to the reliability of such services. Ritchey, D. B. (2003). International graduate students coping with inadequate preparation in English. J. Travis. United States -- Texas, Texas A&M University - Commerce. Texas A&M University - Commerce This research project involved an investigation of the experiences of international graduate students in the School of Management at the University of Texas at Dallas. Survey data indicate that the most urgent problem faced by many international students is a lack of proficiency in English. Research investigations show the emergence of three recurring themes: confronting institutional expectations, fostering a sense of belonging, and responding to learning environments. It was concluded that the problems of achieving English proficiency was not always apparent and the sense of belonging was not easily managed. The participants displayed vast insight into the issues surrounding their abilities to meet institutional expectations, to achieve a sense of belonging, and to respond to different and often bewildering learning environments. Schwieger, F., E. Gros, et al. (2010). "Lessons From the Culturally Diverse Classroom: Intellectual Challenges and Opportunities of Teaching in the American University." College Teaching 58(4): 148-155 The study focuses on determining the intercultural relationship in a multicultural classroom setting and also probes into the nature of the role of the teacher and the students in the given context. The aim of the study is not only to raise interdisciplinary and multicultural issues but also to make both American and international readers think on the nature of transnational learning environment in the modern universities and also about the ever evolving aspect of teaching. It concludes that cultural diversity in the classroom should be the primary criterion of 21st century university education. Wagner, R. M., & Huang, J. C. (2011). Relative performance of English second language students in university accounting courses. American Journal of Business Education, 4(5), 31- 31-38. Retrieved from http://search.proquest.com/docview/868858529?accountid=28180 The longitudinal research study explores the comparative performances of Native English Speaking, or NES, students and English Second Language, ESL, students in accounting courses. It points out that the relative performance between both types of students depends on the particular course and the year they study. The research reveals that it is more likely that the ESL students have great potential to significantly surpass the NES students in accounting course study. It takes into account the difficulties that the ESL students experience with English and new learning and teaching styles, as well as lack necessary academic skills and the associated culture shock especially in the first year. However, the study records an interesting observation that the ESL students from their second year pick up their academic performance and at times outperform NES students. Read More