A total of six recent studies have been conducted on ISs in Thailand. From these studies, two investigated psychological and sociocultural adjustment of students (Zhiyuan et al., 2012; Rujipak and Limprasert, 2016); three focused on psychological adjustment (Vergara et al., 2010; Charoenrook and Euamornvanich, 2014; Lin and Kingminghae, 2014) and one focused on sociocultural adjustment (Rhein, 2016). Three of the studies were conducted with Chinese students (Zhiyuan et al., 2012; Charoenrook and Euamornvanich, 2014; Lin and
Kingminghae, 2014), two with ISs (Vergara et al., 2010; Rujipak and Limprasert, 2016) and one with Burmese students (Rhein, 2016).
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Authors Research titles Sample Research Design and
Data Collection Technique(s)
Domain (s) of Adaptation /Adjustment focused: Psychological/ Sociocultural/ Academic
1 Zhiyuan et al. (2012) A study of cross-cultural adaptation of Chinese students in Thailand: Case study Burapha University
Chinese students studying at Burapha university (N=257) quantitative: questionnaire survey; qualitative: interview and field observation
psychological and sociocultural adaptation
2 Vergara et al. (2010) Emotional intelligence, coping responses, and length of stay ad correlates of acculturative stress among ISs in Thailand ISs undertaking undergraduate level (N=216) quantitative: questionnaire survey
psychological: coping responses related length of stay
2 Charoenrook and Euamornvanich (2014)
Adjustment of Chinese Students in Dhonburi Rajabhat University
Chinese students (N=6); lecturers and university staff (N=6)
qualitative: in-depth interview, focus group, participant observation and document analysis
psychological adjustment
3 Lin and Kingminghae (2014)
Social support and loneliness of Chinese international students in Thailand
Chinese undergraduate students from 14 universities (N=607) quantitative: questionnaire survey psychological adjustment
4 Rujipak and Limprasert (2016)
ISs’ adjustment in Thailand ISs undertaking undergraduate and graduate studies (N=389)
quantitative: self- report questionnaire
psychological and sociocultural adjustment
5 Rhein (2016) Burmese sociocultural adjustment to Thai international programmes: an analysis of the impact of historical revisionism
Burmese ISs (N=15) qualitative: in-depth interview
sociocultural adjustment
Gaps in previous studies
According to the literature and previous studies related to the field of international students’ adaptation and adjustment, there are several gaps that this current study can fill.
First, a number of in-depth studies concerning ISs’ adjustment have been conducted mostly in western countries (Kim et al., 2001a; Andrade, 2006; Campbell and Li, 2008). The student participants in these studies were treated as a homogeneous grouping even though they hailed from different nationalities and as such they were from different cultural backgrounds.
Although the literature concerning Asian values and a homogeneous Confucian culture7 can provide a certain amount of contextualisation for studies, other essential aspects such as the characteristics of each nationality and differences in cultural and socio-economic backgrounds seemed to be overlooked. When the population is classified as one homogeneous group, “differences of cultural groups are missed” (Fritz et al., 2008, p. 251).
Second, relatively few studies have investigated ISs who were studying in a host country which was not too dissimilar to their own in terms of culture (McClure, 2007). Although the number of ISs who travel to study in their geographic home region has grown continuously (OECD, 2015), research conducted to investigate this phenomenon is relatively scant.
Third, most of the studies included both undergraduates and postgraduates who were studying in international programmes which used English as the medium of instruction.
Fourth, there is not any single study aimed primarily to investigate all three domains of ISs’ adaptation and adjustment (psychological, sociocultural and academic).
Fifth, studies on international students’ adjustment are mostly carried out in economically developed countries (Lin and Kingminghae, 2014). Scant research on international students’ adjustment have been conducted in developing countries, despite the fact that an increasing number of ISs are studying in developing countries (ibid.). When ISs enter Thai universities, they face various challenges. Yet no research conducted with ISs who are studying on programmes in which Thai is the medium of instruction have been found. Thus, the
challenges facing ISs in Thailand seem to be overlooked. Since Thailand is trying to enhance its standard of HE to welcome ISs, especially from neighbouring countries in the South East
7 In the past, Vietnam was dominated by China for a thousand years. Thus, Confucianism still retains a significant
Asia region, where the number of students’ enrolment has dramatically increased, this field of study should be explored as a way to improve the quality of education.
With these gaps in the literature on adjustment in mind, this study aims to garner insights into the “intra-Asian” dimension of adjustment, specifically to investigate the processes of VUs’ psychological, sociocultural and academic adjustment in Thailand. In light of the empirical studies and theoretical frameworks noted, this study aims to fill a number of gaps in the existing research.
To achieve this purpose, the study is conducted under the following research framework (see Figure 2.3.)
Methodology
This chapter presents the methodological procedures adopted in this study. The chapter is divided into ten sections, which will proceed as follows. First, the aims and research questions of the current study are presented (3.1). Second, the research paradigm that underpins this study is discussed in detail (3.2). Third, research design and research strategy are elaborated (3.3). Fourth, multiple methods research and the rationale in adopting it in this research are explained (3.4). Fifth, the descriptions on research context focusing on globalisation, internationalisation, and internationalising HE in Thailand are discussed (3.5). Sixth, this section is devoted to the research participants (3.6). In the next sections, the data tools are introduced (3.7), followed by the data collection procedures (3.8). Ninth, this section focuses on the data analysis (3.9). Tenth, this section is devoted to access and ethical considerations