Welcome to the new Schulich Peer-Reviewed Publication Database!
The database is currently in beta-testing and will be updated with more features as time goes on. In the meantime, stakeholders are free to explore our faculty’s numerous works. The left-hand panel affords the ability to search by the following:
- Faculty Member’s Name;
- Area of Expertise;
- Whether the Publication is Open-Access (free for public download);
- Journal Name; and
- Date Range.
At present, the database covers publications from 2012 to 2020, but will extend further back in the future. In addition to listing publications, the database includes two types of impact metrics: Altmetrics and Plum. The database will be updated annually with most recent publications from our faculty.
If you have any questions or input, please don’t hesitate to get in touch.
Chavoshi, S., Dentakos, S., Wintre, M.G. and Wright, L. (2017). "Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions: A Mixed-Methods Approach", Journal of Emerging Adulthood, 5(1), 27-41.
AbstractThe present study uses a two-phase mixed-methods design to explore the role of motivation to acculturate within the international student experience. Hierarchical regression analyses were conducted to test acculturation motivation (AM) as a predictor of international student adjustment and permanent residency intentions, over and above age, gender, academic year, and English competence. Greater motivation to acculturate was indeed a significant predictor of international student adjustment and increased intentions of pursuing permanent host country residency. To better understand how international students’ experiences relate to levels of AM, qualitative analyses were employed. International students with low levels of AM were more likely to express negative feelings about cross-cultural adjustment, university perception, and peer relationships, compared to students with high levels of AM. Despite such differences, academic and developmental struggles as well as academic successes were similarly voiced across both comparison groups.
Chavoshi, S., Kandasamy, A.R., Wintre, M.G. and Wright, L. (2015). "Are International Undergraduate Students Emerging Adults? Motivations for Studying Abroad", Journal of Emerging Adulthood, 3(4), 255-264.
AbstractThis qualitative study investigated the decision-making processes underlying international students’ motivation to study abroad and whether they were related to features of Arnett’s definition of emerging adulthood. A total of 64 international undergraduate students (21 men and 43 women) from 26 countries and in different years of study were interviewed while attending a large, ethnically diverse Canadian university. Using thematic analyses, eight underlying themes of motivations were identified, namely, new experiences, education, improved future career and immigration prospects, qualities of the host country, qualities of the institution, financial reasons, location, and friends and relatives in the host country. Many motivational factors to study abroad highlighted and expanded upon characteristics of Arnett’s theory of emerging adulthood, whereas others were unique to international students. Practical implications include providing universities with information that developmentally situates international students, enhancing universities’ ability to assist students to attain their goals for studying abroad.
Bamber, M. (2014). "What Motivates Chinese Women to Study in the UK and How Do They Perceive Their Experience", Higher Education, 68(1), 47-68.