Shifting Research with International Students Away from Documenting Experiences Toward Transforming Practices

Abstract

This article critically reflects on research with international students in higher education and its preoccupation with documenting “experiences.” A substantial knowledge base already exists regarding broad and undefined student “experiences,” often resulting in repetitive findings. A move toward evaluating and evidencing structural practices, rather than individual experiences, is suggested as a possible remedy, urging scholars to (re)consider how our work can contribute toward deconstructing and addressing known challenges rather than continuing to document them.