International students confront numerous problems and obstacles when they arrive in a new country. While there is a wealth of scholarly literature accessible on foreign student experiences, problems, and participation, there is little study on international student leadership self-efficacy and development.
Leadership self-efficacy relates to an individual’s perception of their own ability in specific leadership tasks. Higher education institutions can help students develop leadership self-efficacy, although self-confidence is a psychological trait that is unlikely to modify. This gives them confidence and teaches them how to work towards their goals.
A series of semi-structured interviews allowed me to understand more about international students’ experiences with leadership self-efficacy and development. They cited a lack of support services, funding opportunities, job availability, and networking resources, which made it difficult for them to pursue leadership positions.
Language obstacles, academic challenges, social networking, loneliness, and financial strains were among the most significant challenges that these students experienced. Furthermore, as a result of these issues, students reported not socializing, being afraid to participate in class and on-campus activities, and avoiding co-curricular activities.
Only three of the ten students interviewed participated in extracurricular or co-curricular activities on campus and reported feeling more confident in their leadership abilities. They explained that it took several months to adjust to their new culture and institution.
However, after witnessing their contemporaries, the students began to participate in various campus events, establishing friends from both their home country and the domestic student population. They joined groups and clubs and took part in a variety of projects, including culture festivals, weekly meetings, language study programs, international buddy circles, and day trips.
The remaining seven participants did not participate in or engage in activities and/or events outside of their classes for a variety of reasons. The majority of them reported being unaware of co-curricular activities or social gatherings, and they did not feel comfortable meeting other students in a social setting due to language problems and poor confidence.
This group not only did not engage with people on campus outside of class, but they also had very little interaction during class. Two of the seven participants mentioned that they did not participate in student programming because they preferred to focus on their academic goals.
However, all seven participants did not believe they were capable of taking on leadership roles in their respective disciplines, owing to a lack of leadership qualities or a need for encouragement to feel confident in leading. Language barriers, a lack of mentors, limited tutoring and other support services, low self-esteem/confidence, and limited interaction with their discipline’s program coordinator and international department were major obstacles that kept these students from participating in social or extracurricular activities.
The kids who did not participate also voiced remorse, stating that while they excelled academically, they were missing out on opportunities to communicate, connect, mingle, and engage with others.
University campuses provide crucial chances for international students to mature and build leadership abilities, including learning experiences, extracurricular activities, and programming that supports different students.
Mentoring and peer contact are also important for self-efficacy leadership since mentees can gain knowledge and experience from their mentors. There is an increased demand for mentors who can help these students develop leadership self-efficacy through various extracurricular activities, as well as encourage and assist them in seeking support services when necessary.
Support services such as tutoring, counselling, mentoring, and advising are required to improve problem-solving, critical thinking, and communication skills, which promote not just academic learning and development but also leadership self-efficacy.
Participants believed their leadership abilities improved and their confidence increased as a result of their positive experiences and development through extracurricular activities, support services, and mentorship.
Despite the small sample size, the interviews I conducted highlighted the need of developing good student programming for international students. Leadership opportunities and programs aimed at encouraging international students to participate in campus life help them make connections and develop a sense of belonging. Participants who took part in on-campus events reported a stronger sense of belonging and a more positive attitude overall.
Initiatives to connect and integrate international students with local and domestic students can also help them form friendships. International students bring a variety of experiences and backgrounds, making them an excellent resource for promoting multicultural understanding.
Social-cultural events that promote intercultural understanding and friendship between domestic and international students will benefit the campus community as well. Friendships provide an outlet for overseas students to address their difficulties, promoting encouragement and coping with stress.
International students require assistance as soon as they come on campus, to help them communicate with their classmates, establish friends, participate in activities to develop interpersonal and leadership abilities, and raise their confidence in their leadership self-efficacy.
