ABSTRACT
In this chapter, we pull together the key points from all other chapters in this book and use them as a springboard to consider new insights into research, practice, and policy related to international students’ transitions. As mentioned inChapter 1, transition is an ongoing process that involves moving from one context and set of interpersonal relationships to another (Jindal-Snape, 2010). Transition is, in the main, a positive process. As indicated previously, for international students transition to a new programme, university, or country signals success in achieving their aspirations. To study at a selected university, with an expert of their choice, or in a coveted programme, and to receive scholarship for doing so is a marker of the academic esteem in which they are held. There are, of course, stressors related to these aspects, especially with pressure to perform well academically but, most important, having to do with their day-to-day adaptation within a new educational, cultural, and societal system.
