Global Flowers in the Lowlands | Exploring Acculturation Experiences of International Students in Dutch Higher Education
Adedapo Aladegbaiye is a PhD student in the department Communication Science. (Co)Promotors are prof.dr. M.D.T. de Jong and dr. A.D. Beldad from the faculty of Behavioural, Management and Social Sciences, University of Twente.
Amid increasing globalization, a record number of students now pursue education abroad to gain access to high-quality education and international experience. Moreover, the Netherlands has become a choice destination for international students, who must navigate and adapt to a new educational and societal environment. Acculturation—the process of change following sustained intercultural contact between different cultures—continues to be a key area of academic interest. However, acculturation is a complex, non-linear process, particularly across different academic levels—bachelor’s, master’s, and PhD—each of which presents distinct contexts and expectations. Despite growing institutional awareness, international students continue to face challenges such as limited contact with domestic peers, social isolation, homesickness, and difficulties navigating unfamiliar academic and social systems.
Against this backdrop, this dissertation investigates the diverse acculturation experiences of international students within Dutch higher education, as well as the roles of internal university stakeholders. It addresses three core objectives: (1) to explore how short-term orientations and long-term motivations shape acculturation among bachelor’s and master’s students; (2) to examine social inclusion and integration among PhD students; and (3) to assess the roles of internal stakeholders in the acculturation process. The research employed a mixed-methods design across five studies.
The first study explores the early orientations of new international bachelor’s and master’s students across four domains: living, academic work, friendships, and general interaction. The second study examines how their acculturation motivations evolve over time in the international learning environment. The third study investigates the antecedents of social integration among domestic, European, and non-European PhD students. The final study examines the roles of internal university stakeholders in shaping intercultural experiences for international students. Stakeholders include university leadership, service units, faculty members, sociocultural associations, domestic students, and international students themselves.
This dissertation advances both acculturation theory and stakeholder practice by recommending coordinated, inclusive policies and sustained intercultural initiatives that reflect the dynamic realities of international student life. It also provides insights into Dutch higher education and highlights the broader implications of the internationalization of higher education for both students and institutions in the Netherlands.
