Abstract
Internationalisation is a global phenomenon that came into existence with the trend of
globalisation which has enveloped the whole world. Nation states in all six continents have
turned to the internationalisation of higher education in a bid to be in line with the world trend,
thus opening doors for lecturers and students from all over the world into their higher education
institutions. This includes developing countries like South Africa (SA), and underdeveloped
countries such as Cameroon, of which this study is about. This qualitative study delves into
the biographical experiences of international students from Cameroon in their host country,
SA. The research seeks to understand the multifaceted challenges and opportunities that
shape the lives of these students as they navigate academic, social, and cultural spheres. The
international students from Cameroon have unique challenges which are often ignored when
they are simply clustered under the umbrella of “international students”. The fact that not all of
them have English as the Language of Teaching and Learning (LoTL) in their prior educational
experiences impacts their academic performances in the host country which has English as
the LoTL. When such details are overlooked and focus is only given to obvious challenges
such as funding, accommodation, xenophobia and visa issues, their academic outcomes are
compromised. Moreso, existing studies have mostly focused on the challenges /barriers
international students face, with little focus on the enablers for success. Additionally, many
investigations have focused on life in the postmigration phase with little or no consideration of
the pre-migration or the future progression phases of the international students’ academic
journeys. Thus, there is a lack of a holistic picture of their experiences which results in limited
understanding of their lived experiences; especially if stakeholders wish to efficiently intervene
to improve their academic outcomes. This study draws from an eclectic framework of ‘pushpull’,
social justice, and resilience theories, sequenced in a particular way which served as a
lens in understanding the three phases of the academic journeys experienced by international
students from Cameroon. Based on a qualitative narrative inquiry which espoused the
biographical narrative, ten international students from Cameroon at a chosen university in
Gauteng participated in this research. The narrative interviews started with unstructured
interview questions, and later moved to semi-structured questions during follow-up sessions.
Data was analysed using both the thematic analysis needed for the understanding of their
individual unique experiences; and thematic analysis which was used for comparative
purposes: to come up with similar or differences in themes/subthemes with the different
participants. Findings confirmed that the ten participants did not only face structural and
systemic challenges which resulted in financial hardships and complications with the
4 | P a g e
acquisition of visas, but they also exhibited internal challenges of dreams, fear, and resilience
which recurred throughout the three phases. Gunnestad’s (2006) three-phased theory of
resilience was also deployed consciously or unconsciously by the international students to
cope with the challenges they encountered. Most of them drew strength from significant
individuals in SA and back home who were family members, spouses, partners, friends, or
pastors. The contacts maintained with these significant individuals during the xenophobic
attacks, when they felt discriminated against or when they felt the ‘sting’ of racism, calmed
down the international students and gave them courage to ‘push’ to the point of accomplishing
the goals which brought them here.
The study proposed a model: exogenous (exterior) and endogenous (interior) dimensions:
an integrated model of the lived experiences of international students in higher education, as
a basis for developing strategies for reforming policy for international students in academia.
Secondly, this model may help universities and host nations gain a comprehensive
understanding of international students, to come up with useful and meaningful interventions.
Furthermore, this research contributes to the broader literature on international education,
shedding light on the specific experiences of students from Cameroon within the South African
context. The findings have implications for policy and practice, emphasising the need for
holistic support systems that address the diverse needs of international students. Additionally,
this study underscores the importance of fostering intercultural competencies within higher
education institutions to create inclusive and enriching environments for international students
from Cameroon and beyond.
Key words; Globalisation, Internationalisation, international student, eclectic framework,
academia, pre-migration, post- migration, and the future- progression.