International education management: Implications of relational perspectives and ethnographic insights to nurture international students’ academic experience

Research output: Contribution to journalArticlepeer-review



External departments

  • Ural Federal University


Original languageEnglish
Pages (from-to)206-223
JournalJournal for Multicultural Education
Issue number3
Publication statusPublished - 14 Aug 2017
Externally publishedYes
Publication type

Research output: Contribution to journalArticlepeer-review


International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students’ academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, in a way that the NESB international students expect and accept in a foreign country.

A literature review in relationship management and an ethnographic analysis based on observation and introspection methods was conducted.

Findings show that universities could assist the NESB international students by designing, delivering and monitoring innovative teaching and learning approaches and taking care of the associated academic and non-academic issues of the students, while leveraging the social, psychological and academic relational perspective(s).

Leveraging relational perspectives offers global implications. The implications of relational perspectives can be used from any setting. However, the relational appeal should be focused on the presented circumstances of a targeted setting only (e.g. the issues of a particular multicultural classroom).

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