Is integration a myth? When does integration happen?

The social integration of international students has become a focal issue for the universities and universities of applied sciences. As higher education becomes increasingly internationalized and as the work force specially in Europe is ageing and decreasing, the idea of having students for a number of years, offering good quality degree substance isn’t enough to get a satisfactory repay to the Finnish labour market.

Integration is key to both the academic success and personal well-being of international students. While the process is faced with many challenges, including cultural differences, language barriers, and varying levels of institutional support (Zhou et al., 2008; Sawir et al., 2012). The literature on the challenges is well documented and very well driven.

The focus of this paper is on how students view the integration process particularly during their physical presence in the educational institution pursuing their studies. The aim is to offer the administrative staff and teaching community at the university an effective list of questions and focal areas to help them facilitate integration as a part of their fundamental services and interactions with students.

Research Questions

This paper aims to address the following questions by bridging the needs of international students and the services offered at the university during the time frame of their studies, in which they need to fulfil their study obligations, reach a realistic level of professional and social integration and maintain a healthy level of well-being.

• When does integration among international students occur?
• How can universities better facilitate social integration for international students?
• How can educational institutions facilitate integration related activities into the core identity of the students?

Literature review

Social integration refers to the process by which individuals from different backgrounds and cultures are seamlessly incorporated into the fundamental structure of a new social environment (Ager & Strang, 2008). Early studies on integration emphasized the importance of cultural assimilation by creating a melting pot where all preferences are homogenies and don’t stimulate a threat or even more drastically a conflict. However, as the gap between cultures isn’t as simple and as sharp as it used to be, contemporary research and factual numbers suggest a more flexible understanding of the process, where integration involves both preserving one’s own cultural identity and the importance of engaging with the host culture (Berry, 1997; Ward et al., 2001).

More recent work by Le et al. (2016) expands this understanding by focusing on the vital role social networks can play in either progressing or hindering the process of integration. If the proximity of cultural differences in the social network is low which means associate mainly with one’s own or close culture can affect the process initially positively as it helps the newcomers ease their way into the new society. However, peer interactions only can easily marginalize and result in the hindering of the integration process.

The same research also shows that integration is accelerated when challenged by interacting with local community and build meaningful connections with local peers. Additionally, Kim (2012) found that learning the local language as the main force behind a successful integration process while the focus should be on building a well-rounded language proficiency which also include means of practicing the skill in familiar and challenging social and professional situations.

Integration of International Students

The integration of international students has received increased scholarly attention in recent years, especially as student mobility has grown and increased globally but also as the vision is now more focused on the retention of well-educated workforce (Gomes et al., 2015).

A key challenge is seeing process of social integration as a mission to be tackled by players outside of the educational institutions such as government, municipality and third sector initiatives. This results not only in the delay of the integration process as students focus more on their academical obligations but also results in social isolation that many international students experience, often evolving into high levels of homesickness, low levels of motivation and hence retention (Sawir et al., 2012).

This isolation can delay the process of integration, the feeling of belonging and professional development as students may find it difficult to engage with the host culture, build professional and personal relationships with the local community.

The role of academical institutions was highlighted in a study by Glass et al in 2014 where they researched how an inclusive campus environment can impact the level of integration international students reach by the time of graduation. One of the most critical factors in promoting a smooth and effective integration process is how seriously the university take integration into every step of the international students’ journey in the educational institution. Universities that provide during the student’s study time strong support networks, cultural guidance, and peer encounters tend to see higher rates of social integration among international students and retention among alumni.

Furthermore, Arkoudis et al. (2013) emphasized the importance of the context of the classroom in promoting inclusion, noting that students who are actively introduced to opportunities to participate in group work with culturally diverse discussions and group work are more likely to be motivated to experience social integration outside of the classroom.

The timing of social Integration

When does integration start and how? is a question addressed in several studies. For instance, Urban & Palmer, 2016 discussed how the level of social integration can vary significantly depending on several factors, including the host country’s cultural openness, the student’s home culture, and the presence of institutional support systems.

Another aspect within the same frame is how well the educational institution employ the power dynamic into the favor of a smoother social integration by motivating students to consider integration as an important part of their journey in the host country. In other words, students listen to their teachers and if their teachers are convinced that social integration is an important part of the student’s journey then they are more likely to also look at it from a similar perspective (Bochner et al., 2010). Therefore, the fact that student’s major interactions are with classmates and teachers plays a big role in how they view the integration process.

Research on what is an individual, or self-identity is countless. Yet the definition of self-identity is formulated based on what makes a person at a certain point in time the same person at another point in time (Shoemaker 1984; Olson 1997; Markosian 2010 & Hochstetter 2017). Hence what makes the source of the individual identity as not original according to Rydlewska and Braid (2013) but rather a collection of references individuals base their sense of self-identification on, for instance in early childhood kids use their parents or guardians as a point of reference and in later stages society and the groups they choose to belong to.

This means that the definition of individual identity is a lifespan process of self-defining (ibid. 7). Which leads to the point that the timing of integration is crucial, and it is best used while students are formulating their identity as the new future professional rather than an extracurricular activity or even a process to be dealt with after graduation.

Methodology

This study uses a qualitative approach to explore the needs of international students during their studies can affect the integration experiences of international students in a variety of majors and study phases. Semi-structured interviews were conducted with n=19 international students from diverse cultural and professional backgrounds moreover they are also in different phases of their studies to gain a better understanding of the need range. The aim was to assess how can educational institutions help them integrate into the host community socially but also professionally.

The interview data was analyzed using thematic analysis to identify common themes and results were presented as a concept called the integration Mind Map consisted of questions addressed to the faculty and administrative staff to use as a guide to help them consider the integration of international students into their daily tasks and study program planning.

Findings

The experience of social integration varies from a student to the other. However, common themes were reported by the participants in this study.

On-going Experience of Integration

Many students reported that the process of integration is not a single event to be considered in a certain place such as outside of the university, or related to certain event as when they start learning the language or to a period of time as when they graduate, have time and start their professional life. But rather an ongoing experience, continuously evolving as they adapt to new environments. As one student explained:

I’ve experienced integration in the context of adapting to new environments or situations. Whether when I moved to a new city during my bachelor’s years, started a new job, or entered the social circle here at X university, there’s always a process of integrating myself into that new context.

This resonates with the previously mentioned findings of Le et al. (2016), who emphasize that integration is a gradual and dynamic process which can be influenced by both personal and external factors. While students must re-adapt each time they encounter a new environment, be it the new social circles or professional settings can reinforce the notion that integration is not achieved in a singular phase but unfolds continuously. Taken that into consideration, many changes can get overwhelming hence why students tend to seek simplicity, familiarity, and consistency which leads to the next theme.

Identifying with the Current Community

Several students mentioned that integration within their immediate, smaller community is often easier to achieve. This can also be more effective in familiar settings. Considering the classroom as a safe space to serve as an adequate starting point for broader social integration. For instance, one student shared:

I know integrating into my close community would be easier, and I know this might be only the first step to start building a social life—not only at the university but also beyond. Having this as a part of my daily student routine is necessary yet hard to achieve as I’m all the time at class.

This reflects the idea proposed by Berry (1997) that integration often begins within familiar or safe contexts regardless of the cultural differences. Establishing these smaller, more intimate encounters can act as a foundation for more extensive integration within the host community. As Kim (2012) suggested, meaningful connections within local groups can accelerate the broader integration process, especially when initial peer interactions provide a sense of belonging which is the ultimate factor in retention and long-term satisfaction.

Mindful Process vs. Seamless Daily Efforts

Another noteworthy theme was the ambiguity around how students should approach integration—whether it is a mindful process requiring deliberate effort and decision making or a seamless, ongoing daily activity. As one participant put it:

I know it is a collection of efforts and motivators, I just don’t know how and where to start. Do I decide everyday how to incorporate integration into my daily life or dedicate certain amount of time for it and really seek ways to better my presence into the society… I know I must deal with this as I’m planning to stay in Finland, how am I going to do it, isn’t a simple answer I guess.

This reflects the research of Urban & Palmer (2016), which suggested that while some students view integration as an organic, eventual outcome of everyday interactions, others feel uncertain and overwhelmed by how to initiate the process. This uncertainty might also relate to the institutional role in promoting integration, as highlighted by Arkoudis et al. (2013), who argued that structured support and clear guidance can alleviate confusion, helping students navigate their social and professional environments more effectively. Yet, incorporating integration related events into the core identity of the students can help them elevate a fraction of the stress.

The Role of Resources: Time and Financial Constraints

Students frequently mentioned the need for resources—both time and money—in successfully integrating into their new environment. One respondent noted:

It takes time and maybe money.

While another aspect is related to the fact that some students actually work more than one job to maintain their basic needs and actually view integration as an extra activity that they don’t have time for at the moment as one student expressed:

I work as delivery guy and do some graphic designing gigs whenever I can. I wish these jobs help me interact more with the local community, but I genuinely don’t have time or energy now. I would rather focus on schoolwork.

These statements align with the findings of Sawir et al. (2012), who observed that limited resources, particularly financial constraints, can impede international students’ ability to engage in social activities and community-building efforts, which are crucial to the integration process. The necessity for support is vital here, as universities do offer integration promoting activities or access to social events. The fact that they activities are optional makes it hard for the students to prioritize them over the factors that impose barriers due to financial limitations.

Accommodating for certain personalities

Interestingly, some students expressed the feeling that integration might require more effort for those who are introverted or naturally socially reserved. As one interviewee humorously pointed out:

I wish there was an introvert option on the menu.

and another stated:

‘I can’t just show up to events and expect Finnish students to take me in, I find it extremely hard to exist in the same spaces without feeling like my presence is annoying them.’

This sentiment reveals a gap in most of the current institutional approaches, as traditional social integration activities often cater to extroverted personalities or those comfortable with large group interactions.

Bochner et al. (2010) emphasized that educators and administrators need to recognize different social needs and adjust the integration framework, accordingly, offering diverse opportunities for students to engage in ways that suit their personality and comfort levels. While this might sound as an understand well thought solution, it might propose a complicated process, hence why introducing integration related activities to the core identity and events of the student life can propose a seamless effortless stat to the integration process.

Context as an obstacle and a solution

The significance of “place and time” was highlighted by another participant, who remarked:

Place and time seem to be very important here… you can’t just meet people in random places and rarely network naturally. You need to join something, register for something and spend enough time to gain familiarity and trust then you might be able to build meaningful relations that might blossom into something fruitful personally of professionally.

This finding ties into Shoemaker’s (1984) theory of identity formation, which suggests that students’ perception of integration evolves depending on the specific context they are in—whether it’s within their academic institution or external social environments. Additionally, some students stressed the importance of meaningful relationships with individuals who could contribute to their professional growth:

It’s not only about making friends but also about meeting the right people who will help you become a better professional.

This reflects Rydlewska and Braid’s (2013) view of identity as a collection of external influences, where integration involves not only social belonging but also professional development. Universities can play a crucial role by facilitating these kinds of interactions. Providing the context can help in elevating one of the main barriers students are challenged in providing.

Learning styles: Actions and Reactions

Finally, some students expressed that they had not considered integration as an active process but rather something they assumed would happen naturally. One student explained:

I always thought I would eventually integrate on my own as I just want to be here, but I think it isn’t as simple as that because every decision I make seems to matter.

This illustrates the tension between passive and active integration, as explored by Glass et al. (2014). While some students hope for a seamless experience, the reality is that not all students are capable of continuous and consistent deliberate actions such as participating in social and professional events. Some students prefer to react to the surrounding environment and provided social contexts.

This also emphasizes the need for universities to accommodate to both learning styles. While students with enough knowledge to pursue activities that promote their integration, some students would only react to provided services. Notably both learning styles can exist in the same individual as a participant explained:

When schoolwork becomes overwhelming, I only do the bare minimum to survive tasks but when I have time to go to the guild’s events I do go. It would be cool to do some of the assignments as a part of these events then I’m winning …

Discussion

This study demonstrates that social integration for international students is a continuous, evolving process, rather than a one-time event. Participants highlighted the need to adapt to new environments throughout their academic journey, supporting the idea that integration unfolds gradually over time (Le et al., 2016). Universities must therefore offer sustained support, not just at key milestones but throughout students’ time at the institution.

A key finding is that smaller, familiar communities, like classrooms, provide an essential starting point for broader integration. This reflects Berry’s (1997) work on integration within safe contexts. By fostering inclusive environments in academic settings, universities can encourage initial social connections that expand into the larger community (Arkoudis et al., 2013)

Students expressed mixed views on how to approach integration: some saw it as a deliberate effort, while others expected it to happen naturally. This uncertainty highlights the need for universities to provide clear, structured guidance to ease students into the integration process (Urban & Palmer, 2016). Integrating social opportunities into academic programs could reduce the burden on students managing limited time and financial resources, as noted by Sawir et al. (2012).

Additionally, personality differences play a role in how students experience integration. Introverted students may find traditional social activities challenging, which calls for universities to offer diverse engagement opportunities that suit different social comfort levels (Bochner et al., 2010).

Overall, the context in which integration happens—both in terms of structured environments and available resources—is crucial. By recognizing these factors, universities can better support international students in navigating the complex, ongoing process of social integration.

Are you viewing things through the lens of integration?

According to Astin’s (2010) theory of student engagement, the level of student motivation and involvement largely depends on how well administrators and faculty recognize the influence that institutional policies and practices have on students. Every aspect of university operations—from class scheduling to academic regulations and extracurricular activities—can affect how students choose to dedicate their time and energy to academics, professional growth, and social engagement. Nonacademic decisions, such as campus infrastructure, housing rules, recreational resources, and financial aid, also play a major role in shaping student engagement.

Students who interact more frequently with faculty tend to express higher satisfaction in areas such as friendships, course options, intellectual environment, and overall university administration. Facilitating more student-faculty interactions could therefore significantly enhance student development across multiple dimensions including integration and its many forms.

Questions to consider in order to influence the level of international student’s integration (Integration Mind Map):

• On Going process: Where am I/ my role in the integration process.
• Identifying with the Current Community: How can I foster the introduction of international students into the ‘’outside community.’’
• Mindful process and daily seamless efforts: How can I integrate integration-related activities into the core identity events of students? (i.e., studies, assignments, facilities, interactions …etc.)
• Recourses: Do I have knowledge of the students challenges and motivators and how they affect their level of integration into the current society/working life.
• Requires extra efforts: How can I make integration the result rather than the goal (focusing on my own actions and decisions)
• Context: How can I create a context where students can meet, interact and collaborate with Finnish students/society/surroundings without them worrying about providing the setting.
• Starting Points: How can I provide some scenarios to help students start their integration process (subtle motivators)
• Actions vs Reactions: How can I cater to both learning ‘’integration’’ styles (students need to put in the work either way)

Conclusion

The question of whether integration is a myth or a reality hinge on how we define and approach the process. As this paper demonstrates, integration is not a one-time event, but rather a continuous and evolving experience that varies from student to student. It occurs gradually, shaped by a combination of institutional support, personal effort, and social interactions. While some students expect integration to happen naturally, others find themselves overwhelmed by the need to actively seek out opportunities. Educational institutions, therefore, play a critical role in facilitating this process by creating inclusive environments, offering diverse engagement opportunities, and integrating social aspects into academic life.

According to Astin’s (2010) theory of student engagement, the level of student motivation and involvement largely depends on how well administrators and faculty recognize the influence that institutional policies and practices have on students. Every aspect of university operations—from class scheduling to academic regulations and extracurricular activities—can affect how students choose to dedicate their time and energy to academics, professional growth, and social engagement. Nonacademic decisions, such as campus infrastructure, housing rules, recreational resources, and financial aid, also play a major role in shaping student engagement.

Students who interact more frequently with faculty tend to express higher satisfaction in areas such as friendships, course options, intellectual environment, and overall university administration. Facilitating more student-faculty interactions could therefore significantly enhance student development across multiple dimensions.

Ultimately, integration happens when universities commit to viewing it as an ongoing journey rather than an isolated goal. By offering sustained support, fostering meaningful connections, and acknowledging the varied challenges international students face, institutions can create an environment where integration is seamlessly woven into the student experience. In this sense, integration is not a myth and doesn’t happen but rather an ongoing happening process that requires mindful and intentional efforts from both students and universities.

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