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Title Page

Contents

Ⅰ. Introduction 9

1. Rationale & Research Purpose 9

2. Research Questions 12

3. Definition of Major Concepts 12

Ⅱ. Literature Review 14

1. Cross-Cultural Adaptation 14

1.1. Definition & Concept 14

1.2. Prevalent Studies on Cross-Cultural Adaptation 15

1.3. Integrative Theory of Communication & Cross-Cultural Adaptation 19

2. Friendship Network 23

2.1. Definition & Concept 23

2.2. Types of Friendship Networks 25

2.3. Understanding int. students through their Friendship Network 27

3. Social Network Analysis 29

3.1. Overview 30

3.2. Ego-centric Network Analysis 33

4. The Role of Network Brokers 35

4.1. Definition & Concept 35

4.2. Meaning of Social Capital Theory in Network Brokerage 37

4.3. Theoretical Framework: Network Core/Periphery Structure 40

Ⅲ. Research Design 43

1. Research Site 43

1.1. Basic Information on K University 43

1.2. K University's Division of International Studies(DIS) 44

2. Research Method: Mixed Methods Sequential Explanatory Design 48

2.1. Quantitative Phase: Ego-centric Network Analysis 51

2.2. Qualitative Phase: In-Depth Interviews 58

3. Limitation of the Study 66

Ⅳ. Results 68

1. Descriptive Statistics 68

2. Characteristics of the Friendship Network of DIS students 70

2.1. Total Friendship Distribution: within vs. outside DIS 70

2.2. A divided student body: sticking to their own cliques 72

2.3. Role of Network Brokers in Friendship Network 80

3. Factors influencing the overall Friendship Network of DIS students 88

3.1. Individual & Group Level 88

3.2. Organizational Level 97

3.3. Environmental Level 100

Ⅴ. Conclusion & Recommendation 108

1. Summary 108

2. Conclusion 110

3. Recommendations 114

References 117

Appendix 135

Annex 1. Online Survey Instrument (English) 135

Annex 2. Interview Reflection Notes 146

Annex 3. Qualitative Analysis Worksheets 178

Abstract 203

List of Tables

Table 1. Typology of Network Types 27

Table 2. Total Distribution of Undergraduate Students at DIS 45

Table 3. Distribution of Nationality at DIS_International Students 46

Table 4. Survey Respondents by Grade 52

Table 5. Survey Respondents by Gender 52

Table 6. Survey Respondents by Language, Region & Nationality 53

Table 7. Contents of Friendship Network Online Survey 55

Table 8. List of Interview Participants 59

Table 9. Semi-structured Interview Questions for International Students 60

Table 10. Semi-structured Interview Questions for Korean Students 61

Table 11. M-GTA Worksheet Method (example) 65

Table 12. Descriptive Statistics on Survey Respondents (int. students) 69

Table 13. Descriptive Statistics on Survey Respondents (korean students) 70

Table 14. Total Friends within & outside of DIS_by Grade & Gender 72

Table 15. Composition of Friendship within DIS_by Grade & Gender 74

Table 16. Composition of Friendship outside of DIS_for Int. Students 79

List of Figures

Figure 1. Terms Associated with Cross-Cultural Adaptation 22

Figure 2. Visualizing an ego-net 34

Figure 3. The Small World of Organizations and Markets 39

Figure 4. Network Core/Periphery Structure 41

Figure 5. DIS Curriculum Structure 47

Figure 6. Research Design Model 49

Figure 7. Mixed Methods Concurrent Triangulation Strategy 50

Figure 8. Friendship Network Sociogram (example) 57

Figure 9. Essential Grounded Theory Methods 63

Figure 10-A. Friendship Network Sociogram (Korean vs. International) Fruchterman Reingold layout 76

Figure 10-B. Friendship Network Sociogram (Korean vs. International) Yifan Han layout 76

Figure 11. Network Broker(international student) within DIS 81

Figure 12. Network Broker(korean student) within DIS 86

초록보기

The purpose of this study was to investigate the overall friendship network of international students enrolled at K University's Division of International Studies(DIS), by identifying the characteristics of the overall friendship network and the factors that influenced it. To do so, the study utilized an egocentric network analysis in the quantitative phase to provide a visual representation of the overall friendship network, and it was then followed by in depth interviews in the qualitative phase in order to uncover the factors influencing the friendship network. By doing so, it aimed to reveal students who were situated in the periphery(outsiders) and core(insiders) of the overall friendship network. It also highlighted the role of network brokers who bridged the gap between the periphery and core, by connecting outsiders to insiders. Although it was known through prevalent literature that international students struggle to form friendships with host country students, this study provided a visual representation of the division between international and local students within a Korean university and provided in-depth analysis as to why such phenomena occurred. The main empirical findings from this study can be summarized as below:

The majority of international students were situated in the periphery(as outsiders), while most local(korean) students were situated in the core(as insiders). And whereas Korean DIS students had most of their friends within DIS, the opposite was true for international students - as they were forced to look for alternative avenues of friendships in other departments within K University, other universities across Korea or just general society as a whole. However, the visual sociogram also showed the presence of network brokers, or middlemen, who served as a bridge that connected 'outsiders' with the 'insiders' within DIS. These network brokers were fluent in at least 2 languages and were very active and extroverted in their overall personality, leading them to start new initiatives such as the dance club - which helped promote closer relations between korean and international students in DIS.

As to why such phenomena occurred within DIS at K University, qualitative analysis(via in-depth interviews) revealed numerous factors at individual, organizational and environmental levels. In terms of individual level, language was a natural, if not inevitable barrier. But more so was the presence of 'misconceptions' and 'misguided expectations' on each other. For example, Korean students assumed international students could not speak Korean fluently and were afraid to approach them first due to their own self-perceived lacking English skills, whereas many international students were passive when it came to interacting with Korean students in a foreign environment. They expected to be approached first, but soon found out that in the Korean context - they were the one who had to make the first move. Quite interesting to note was the misconceptions surrounding Korean students with abundant overseas experience - so called Gyopos. Despite being able to freely communicate with international students, many of them chose to distance themselves from international students and instead chose to 'fit in' with the local crowd so as to not be perceived as a 'Korean who's not really Korean'. In addition, there were also divisions between international students within DIS, based on culture and nationality.

Moreover at the organizational level, it was discovered that international students were not properly represented in the DIS student union in terms of membership, and thus they felt like their voices were not being heard. They also did not have any say in key decision-making roles. Furthermore, of the various academic and social clubs provided by DIS, international students were hardly accepted as members in all but one (e.g. Dance club), which so happened to be started by the network brokers. International students felt excluded from such clubs as most recruitment notices were either provided only in Korean, or with very shortened English versions.

Finally, at the environmental level, there was a lack of a sense of belongingness by international students, due to the aforementioned division and exclusion within DIS. International students did not feel part and parcel of DIS but felt like they were just there to take classes or fill certain quotas. Largely influencing this phenomenon was the sense of indifference from Korean students. Korean students did not feel the need to approach international students first nor befriend them, since they were already in their home country and surrounded by mostly korean students. The impact of covid19 also only further exacerbated such circumstances, as students were unable to meet in person as they did before, and extracurricular activities could not be carried out effectively - to the detriment of various initiatives that aimed to promote closer relationships between international and Korean students.

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