International Students’ Support systems in Adapting to the New Academic and Cultural Environment at the University of Ghana, Legon

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This study examines the adaptation experiences of international students at the University of Ghana, Legon, focusing on the support systems available to facilitate their academic and cultural integration. Using a qualitative research approach within the interpretive paradigm, the study employed phenomenological methods to explore the lived experiences of four international students from diverse backgrounds and one International Programs Officer (IPO). Data were collected through semi-structured in-depth interviews and analyzed thematically. Findings reveal that the University of Ghana provides various support systems, including orientation programs, immigration assistance, cultural exploration activities, language classes, and social integration opportunities. These initiatives play a crucial role in easing students’ transition, fostering a sense of belonging, and enhancing their academic focus. However, gaps remain in areas such as increased socialization opportunities and tailored support services to address individual adaptation needs. The study highlights the positive impact of support mechanisms in boosting students’ self-esteem, navigating cultural differences, and improving their overall university experience. Additionally, challenges such as missed opportunities for cultural engagement and bureaucratic hurdles in immigration processes were identified. The study highlights the need for continuous assessment and enhancement of support structures to better meet the evolving needs of international students. Recommendations include expanding social engagement initiatives, incorporating intercultural communication training for faculty and staff, and improving outreach to ensure all students are aware of available resources. Therefore, addressing these gaps, universities can foster a more inclusive environment that enhances the academic success and well-being of international students. Social science/Development studies Social science/Education Social science/Language and linguistics International students adaptation academic integration cultural adjustment support systems Figures Figure 1 Figure 2 1. Introduction to the Study With the increasing globalization of higher education, the movement of international students has become more widespread, with the University of Ghana, Legon, witnessing a significant rise in enrolment. However, the process of adjusting to a new academic and cultural context often presents challenges, which can affect academic performance, social integration, and overall well-being of international students (Owusu-Ansah, 2017). This study, therefore, aims to investigate the experiences and perceptions of international students at the University of Ghana, Legon, focusing on their adaptation to the unfamiliar academic and cultural environment. The study delved into existing literature, research questions, philosophical perspectives, research approaches, theoretical frameworks, methodology, findings and conclusion. The research question guiding this study is: What support systems are available to international students to assist them in adapting to the new academic and cultural environment at the University of Ghana, Legon? 2. Literature Review International students at the University of Ghana, Legon, encounter various challenges as they adapt to a new academic and cultural environment. Gyasi-Gyamerah ( 2017 ) examined the acculturative stress experienced by international students in Ghana, highlighting that financial concerns, abrupt academic schedule changes, and cultural differences contribute significantly to stress. The study also noted that university administrators and faculty often do not provide adequate support, and self-efficacy alone is insufficient to cope with acculturative stress (Gyamerah, 2017). Similarly, Gyamerah et al. ( 2024 ) found that international students often find life challenging and frustrating, regardless of their continent of origin, and that self-efficacy is insufficient in coping with acculturative stress (Gyamerah et al., 2024 ). Hammersley and Atkinson ( 2015 ) emphasize the importance of understanding the social context and cultural adaptation challenges in ethnographic research on international student experiences. Additionally, Heng (2019) explored the heterogeneity of international students' experiences, illustrating that cultural differences, social networks, and institutional support structures significantly impact adaptation processes. In response to these challenges, the University of Ghana has implemented several support systems. The International Programmes Office (IPO) offers a variety of services to international students and scholars, including assistance with applications, accommodation coordination, and cultural orientation. Additionally, the Academic Affairs Directorate provides academic support services through the Students Services and Records Unit, aiming to enhance the academic experience of all students (University of Ghana, 2020 ). However, despite these initiatives, gaps remain in effectively supporting international students. Gyasi-Gyamerah ( 2017 ) found that social support networks, such as friendships with local students, play a crucial role in reducing acculturative stress. However, the study also noted that university-provided support often falls short, suggesting the need for more tailored counseling services and proactive engagement from university staff. Hanson ( 2016 ) noted that international students employ various coping strategies, such as seeking social support and engaging in extracurricular activities, to manage the stress of adapting to a new environment. Jones et al. ( 2019 ) further emphasize that universities should adopt inclusive strategies to engage international students and reduce their social isolation. Jatoe ( 2018 ) highlighted the financial vulnerability of international students and the need for more robust financial management support systems at the university, suggesting that improving scholarship opportunities could alleviate this challenge. Furthermore, the University of Ghana's strategic plan emphasizes transformative student experiences and impactful research, indicating a commitment to enhancing support for international students. However, continuous assessment and improvement of these support systems are essential to address the evolving needs of international students effectively. Recommendations include offering specialized intercultural courses to enhance cultural awareness and literacy, providing training for university staff and faculty to better support international students, and organizing regular forums for students to share experiences and challenges. Kim ( 2020 ) suggests that integrating intercultural communication theories into the university curriculum can help foster a deeper understanding of cross-cultural adaptation. Iddrisu ( 2017 ) also emphasized that motivation and resilience are key factors that enable international students to successfully navigate the challenges of studying abroad. Israel ( 2015 ) highlights the importance of ethical considerations in the research process, ensuring that the voices of international students are represented and heard when examining support systems. 3. Methods and materials The study adopted the interpretive paradigm, emphasizing the understanding of participants' subjective experiences and perceptions in a new academic and cultural environment (Denzin & Lincoln, 2015 ). This qualitative approach is particularly useful for exploring complex social phenomena, such as international students' adaptation processes. Through in-depth exploration, the study sought to uncover insights about students' experiences and challenges at the University of Ghana, Legon, focusing on their adaptation to a new environment and the meanings they attach to their experiences. By focusing on participants' perspectives, the research aimed to gain deeper insights into the "how" and "why" of their adaptation, as described by interpretive scholars (Merriam & Tisdell, 2016). The research used phenomenology, a qualitative approach developed by Husserl, to understand the lived experiences of international students. This method provided a lens through which students’ perceptions of their adaptation to academic and cultural challenges could be explored (Creswell, 2014 ; Creswell, 2015 ). In total, the study focused on four international students from diverse continents, each with unique backgrounds, and one International Programs Officer (IPO) at the University of Ghana. The selection of participants aimed for diversity in terms of nationalities, length of stay, and academic experiences, ensuring a wide array of perspectives on the adaptation process. To collect data, the study employed semi-structured in-depth interviews, allowing participants to share their experiences in their own words. This method is ideal for capturing complex phenomena like cultural adaptation (Marshall, 1996 ). The interviews were recorded, transcribed, and analyzed using thematic analysis, which enabled the identification of patterns and themes related to the students' adaptation challenges, coping strategies, and institutional support (Braun & Clarke, 2013 ). The analysis focused on understanding the individual and collective experiences of the international students and the ways in which the university’s support systems facilitate or hinder their integration. Ethically, the study adhered to key principles, including informed consent, confidentiality, and voluntary participation. Participants were fully informed about the research's aims, risks, and benefits and were assured of their right to withdraw at any time without repercussions (Israel, 2015 ; Bryman, 2016 ). The study took necessary steps to protect participants' privacy by anonymizing their data and securely storing it (Vanclay et al., 2013 ; Creswell & Poth, 2018). The findings provide valuable insights into the diverse backgrounds and challenges of international students at the University of Ghana, highlighting the importance of institutional support in fostering a successful adaptation to both academic and cultural environments. 4. Findings Findings on the Support Systems for International Students at the University of Ghana The findings regarding the support systems provided to international students at the University of Ghana reveal the multifaceted nature of assistance offered to help them adapt to both academic and cultural environments. The findings regarding the support systems provided to international students at the University of Ghana in fostering a successful adaptation to both academic and cultural environments is summarized in Figure 1 below; i. Orientation Programs and Campus/Accra City Tours The orientation programs, which include campus and city tours, play a pivotal role in easing the transition for international students at the University of Ghana. These programs help students familiarize themselves with the university environment and the city, allowing them to navigate their new surroundings with greater ease. Scholars like Leask (2015) and Montgomery (2017) emphasize that such orientation programs are crucial in reducing the stress that comes with cultural adaptation, as they offer early exposure to key aspects of the new environment. Additionally, Zhang and Goodson (2020) highlight that city tours help students integrate into the larger society, enhancing their cultural awareness and sense of belonging. IPO staff narrated in support to the above: We offer an orientation program for them…we do campus tours for them to navigate the university campus. We also do an Accra City tour for them ; ( IDI_ IPO Staff_02.07.2024) ii. Immigration Support The IPO offers crucial support in processing visas, residence permits, and non-citizen identification cards for international students. This administrative assistance is in line with the findings of Bartram (2019), who underscores the importance of administrative support for international students in easing bureaucratic burdens and allowing them to focus more on their studies. Such services are indispensable, as they help reduce the anxieties associated with legal stay and residency in a foreign country; “We process visas and residence permits for international students and even their non-citizen cards ” ( IDI_ IPO Staff_02.07.2024) iii. Cultural Exploration and Social Opportunities International students at the University of Ghana are exposed to cultural events such as the aerobics culture gala, sports gala, and mentorship programs. This cultural immersion allows students to experience Ghanaian traditions and enhances their social interactions. Andrade (2016) and Ward et al. (2020) argue that cultural activities provide a platform for international students to engage with local communities, thus promoting cultural exchange and cross-cultural understanding. For instance, the trip to Kumasi, where students witnessed the Asante King and participated in a festival, as well as the visit to Elmina Castle, allowed for deeper engagement with Ghanaian history and culture: “We traveled to Kumasi, saw the Asante King, attended a festival... visited Elmina Castle ” ( IDI_ USA_02.07.2024) These experiences are similar to those described in Brewster and Demetry (2020), were cultural exposure through structured trips significantly enhanced students' global perspectives and intercultural competence iv. Provision of Language Classes The provision of language classes, specifically basic phrases in Twi, is another support mechanism employed by the university to help students acclimate to the local environment. Learning even basic phrases in the local language can significantly enhance international students’ ability to navigate daily interactions, as noted by Luo and Jamieson-Drake (2015). This is particularly relevant in Ghana, where local languages are widely used outside academic settings; “We organize some language classes for them to learn basic phrases in Twi, like ‘Akwaaba,’ meaning welcome.” ( IDI_ IPO Staff_02.07.2024) v. Socializing and Cultural Interaction While the support provided by the university is generally viewed as adequate by international students, there is a desire for more opportunities for socializing and interaction with both local and international peers. This aligns with findings by Heng (2019), who noted that while academic and logistical support is often strong, social support mechanisms may require further enhancement to foster deeper connections and friendships among international students and the local community. One Students’ statement that he would appreciate more opportunities for socializing reflects this gap in the support system, suggesting that the university could improve its efforts to facilitate social engagement beyond the organized cultural activities; I would love to see more opportunities to socialize with the other international students and local ones.” ( IDI_ USA_02.07.2024) vi. Adequacy of Support and Desire for More Interaction Although the support system is considered sufficient by many students, some expressed a need for further engagement opportunities. As Galloway and Jenkins (2016) found, while universities may offer adequate structural and academic support, the emotional and social needs of international students are often unmet. The desire for greater interaction is consistent with calls in the literature for universities to go beyond basic support and offer more integrative programs that foster a sense of community among international and local students; It’s good, but still, I need more information on cultural activities. I didn’t know about some events, but if I have time, I want to join them. ” ( IDI_ Japanes_02.07.2024) 4.2 Findings on Effects of International Programs Office (IPO) Support Systems on International Students' Experience The International Programs Office (IPO) at the University of Ghana plays a critical role in facilitating international students' adaptation to the local culture, academics, and social environment. Refer to in figure 2 below for summary of this study’s findings that underscore the impact of IPO support systems on various aspects of international students’ new academic and environment navigation, with both positive and negative outcomes identified. i. Opportunity to Integrate into the Community in Ghana: Cultural Exploration, Navigation, and Acculturation The opportunity to engage with the local culture and learn the Twi language reflects the positive influence of the IPO in helping international students integrate into the Ghanaian community; "I also started learning some local words in Twi. I know some words that can help me, like greetings and asking prices." ( IDI_ Ethiopian_02.07.2024) We offer language classes… ( IDI_ IPO Staff_02.07.2024) Therefore, facilitating acculturation, IPO programs enable students to develop a basic understanding of the local language, which aids them in daily activities such as greeting people and asking for prices. This aligns with the findings of Montgomery (2019), who noted that institutional support structures play a significant role in promoting cultural engagement and successful navigation of local contexts. Such opportunities are crucial for fostering cross-cultural competence and building stronger ties with the host community, as noted by Ward et al. (2020). ii. Ease of Social Interaction in Local Languages Being able to communicate in Twi, even at a basic level, has had a positive impact on international students’ ability to socialize and feel more comfortable in their environment: I also started socializing myself. I know some words that can help me like greetings and asking for prices in Twi ." ( IDI_ Ethiopian_02.07.2024) As the Ethiopian participant highlights, learning local words has facilitated interactions such as greetings and purchasing food, contributing to a smoother cultural adjustment. This echoes the work of Smith & Khawaja (2015), who found that linguistic adaptation is key to easing social integration for international students, reducing the sense of alienation and promoting positive interactions with the local population. iii. Self-Esteem and Personal Improvement/Growth Social interactions facilitated by IPO support help international students build their self-esteem and grow personally by overcoming social anxieties and initial misinterpretations of cultural differences. The Nigerian participant acknowledges the challenge of social anxiety but recognizes the importance of pushing themselves to connect with others. Similarly, A USA student experience of initially misinterpreting local students' friendliness as intrusive highlights her personal growth in understanding local norms and intentions. This resonates with Spencer-Oatey & Xiong (2020), who emphasize the role of social interactions in enhancing students' self-esteem and overall well-being through intercultural competence. Quotations to proof the above; "Socially, I've had to push myself to make friends. I still struggle with social anxiety, so sometimes asking questions in class or joining conversations may seem intimidating." ; ( IDI_ Nigeria_02.07.2024) "I understand that their asking for my room number, friendship, etc. was not with bad intentions. It was just because they are good people and wanted to know if I am safe where I am staying." ( IDI_ USA_02.07.2024) iv. Campus Navigation and Familiarization Navigating the physical space of a university campus can be overwhelming for international students, especially in unfamiliar environments. Students’ use of technology like Google Maps to navigate the campus exemplifies how IPO orientation programs, along with technology, support students in becoming familiar with their surroundings. This finding is consistent with the literature, where Wu & Hammond (2018) indicate that campus navigation support significantly reduces initial stress and improves students' confidence in handling their new environment. Refer to the quotations below; "I use Google Maps to find places. It helps me know where I am going and navigate the campus easily." ( IDI_ USA_02.07.2024 ) "I started learning how to get around on campus and familiarizing myself with the locations of classrooms, offices, and study areas." ( IDI_ Ethiopian_02.07.2024) v. Sense of Belonging / Positive Spirits and Curiosity The IPO's role in fostering a sense of belonging is evident through the students’ growing ability to manage cultural differences and build positive relationships with the local community. Rajvir's reflection on her ability to handle interactions after overcoming initial difficulties highlights a shift towards a more positive and curious mindset, recognizing the good intentions behind these interactions. Similarly, the Ethiopian participant’s focus on staying determined reflects the IPO's encouragement of a positive academic outlook. These findings align with research by Altbach & Knight (2019), who argue that international programs must emphasize the emotional and social well-being of students to ensure a sense of belonging in the host country; "Since I came here with an objective, that is completing my study successfully, I devised my own strategies: It is simply 'don't give up and stay focused.'" (Ethiopian participant) "Even though it was tiring, I think I can handle it now. I understand their intentions were not bad. They are just excited and curious to know me." ( IDI_ USA_02.07.2024) vi. Conducive Environment to Focus on Academics "Since I came here with an objective, that is completing my study successfully, I devised my own strategies: It is simply 'don't give up and stay focused. ” ( IDI_ USA_02.07.2024) From the above quotation, creating a conducive environment for academic focus is essential for international students, especially in the face of various distractions and cultural challenges. The Ethiopian participant’s commitment to staying focused on their academic goals reflects the positive influence of a supportive environment provided by the IPO. This is consistent with the findings of Zhang & Goodson (2015), who note that students who receive adequate support from institutional offices such as the IPO are more likely to maintain their academic focus and achieve their educational goals despite challenges. vii. Missing Out on Some Trips, Leading to Regrets While the IPO organizes trips and activities that encourage exploration and social interaction, some students prioritize their academic work, leading to missed opportunities for cultural experiences. The Ethiopian participant expresses regret over missing some trips but balances this with a recognition of the importance of academic success. This finding corresponds with the work of Montgomery (2019), who highlights the challenge international students face in balancing academic responsibilities with the desire to engage in cultural experiences. Missing out on such activities can lead to feelings of regret but also reinforce the prioritization of academic goals: "I missed out on some trips because I was too focused on studies. I regret not being able to join, but I also know that my academic success is important." ( IDI_ USA_02.07.2024) Declarations Recognition I would especially want to thank my PhD financiers, DAAD, for the INRI Scholarship, which is helping me to fulfil my professional ambitions at the University of Ghana's Institute of Statistical, Social, and Economic Research (ISSER). In addition, I am grateful to my Advanced Qualitative Research Methods lecturers, Dr. Dzifa Gertrude Torvikey and Dr. Kofi Takyi Asante for helping me understand and value qualitative research and hands on research skills, my Experiential Learning Supervisor- Dr. John Bosco Turyasingura, my Institute's (ISSER) professors and doctors, who are helping me achieve this funding goal; and, lastly, my study participants, who gave their time to participate in the in-depth interviews so that I could complete this project. God bless you abundantly. Author Contribution J.B.T. co-authored the manuscript and provided guidance on manuscript writing as the experiential learning component. I.M. designed the study, collected and analyzed the data, and wrote the main manuscript text. Acknowledgement I would like to express my sincere gratitude to the German Academic Exchange Service (DAAD) for the IN-COUNTRY/IN-REGION Scholarship, which has supported my PhD studies at the University of Ghana's Institute of Statistical, Social, and Economic Research (ISSER). I also appreciate the guidance and expertise of my Advanced Qualitative Research Methods lecturers, Dr. Dzifa Gertrude Torvikey and Dr. Kofi Takyi Asante. Special thanks to my Experiential Learning Supervisor, Dr. John Bosco Turyasingura, for providing valuable insights. I am grateful to my institute's professors and doctors for their support and encouragement. Lastly, I thank my study participants for their time and willingness to share their experiences. References Altbach PG, Knight J (2019) The internationalization of higher education: Motivations and realities. J Stud Int Educ 23(2):202–218 Andrade MS (2016) International students in higher education: A global perspective. 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J Coll Student Retent 17(1):65–78 Zhang J, Goodson P (2020) Cultural orientation programs and their impact on international students' adaptation in the USA. Int J Intercultural Relations 74:51–61 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6633916","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":454636958,"identity":"c6501d8f-9ff0-40b2-bd02-c6619c292252","order_by":0,"name":"Innocent Muhwezi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4klEQVRIiWNgGAWjYBACNjBiYODhhwsdYGBgJkqLZANMHSEtDFAtDAYHiNXCJ3bG7DFPRZ2M8fnzB5h5fjHI8d1IYH5dgM8K6RxzY54zbDxmN5IZmHn7GIwlbySwWc/Ar8VMOreNB6iFGailhyFxA1CLMQ9BLf8keIz7D4O11BOppcGAx4AB6DCeHwwJBkC/PMavJa1M+s+xBB6JG8kGB+c2SBjOPPOwjRmfFvnZydskZ9TU2fP3H3z44M0fG3m+48mHP+PTggIOMLZJACkISSz4AyaZP5CgZRSMglEwCoY/AAAhEEF5Qn707gAAAABJRU5ErkJggg==","orcid":"","institution":"ISSER-University of Ghana","correspondingAuthor":true,"prefix":"","firstName":"Innocent","middleName":"","lastName":"Muhwezi","suffix":""},{"id":454636959,"identity":"bf984e19-503e-406d-99a1-1ae3d69c3c4c","order_by":1,"name":"John Bosco Turyasingura","email":"","orcid":"","institution":"Kabale University","correspondingAuthor":false,"prefix":"","firstName":"John","middleName":"Bosco","lastName":"Turyasingura","suffix":""}],"badges":[],"createdAt":"2025-05-10 09:38:14","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6633916/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6633916/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":82593550,"identity":"798f0c62-713b-4e75-9433-ca78cfffea9d","added_by":"auto","created_at":"2025-05-13 08:24:05","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":355576,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eSummary of Findings on the Support Systems for International Students at the University of Ghana\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6633916/v1/b32ca27ca2126603acfa28c2.jpeg"},{"id":82593549,"identity":"6766a6f2-df68-46c3-98a5-96fe2fb15e47","added_by":"auto","created_at":"2025-05-13 08:24:05","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":469031,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFindings on Effects of International Programs Office (IPO) Support Systems on International Students\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6633916/v1/1713e96671e1479384cba0b0.jpeg"},{"id":86328348,"identity":"9aa0e8bc-938f-44c6-b27b-fb5eb2185123","added_by":"auto","created_at":"2025-07-09 11:25:45","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1616301,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6633916/v1/143618e3-d50e-49a5-a155-f5938cc873ba.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"International Students’ Support systems in Adapting to the New Academic and Cultural Environment at the University of Ghana, Legon","fulltext":[{"header":"1. Introduction to the Study","content":"\u003cp\u003eWith the increasing globalization of higher education, the movement of international students has become more widespread, with the University of Ghana, Legon, witnessing a significant rise in enrolment. However, the process of adjusting to a new academic and cultural context often presents challenges, which can affect academic performance, social integration, and overall well-being of international students (Owusu-Ansah, 2017). This study, therefore, aims to investigate the experiences and perceptions of international students at the University of Ghana, Legon, focusing on their adaptation to the unfamiliar academic and cultural environment. The study delved into existing literature, research questions, philosophical perspectives, research approaches, theoretical frameworks, methodology, findings and conclusion. The research question guiding this study is: What support systems are available to international students to assist them in adapting to the new academic and cultural environment at the University of Ghana, Legon?\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cp\u003eInternational students at the University of Ghana, Legon, encounter various challenges as they adapt to a new academic and cultural environment. Gyasi-Gyamerah (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) examined the acculturative stress experienced by international students in Ghana, highlighting that financial concerns, abrupt academic schedule changes, and cultural differences contribute significantly to stress. The study also noted that university administrators and faculty often do not provide adequate support, and self-efficacy alone is insufficient to cope with acculturative stress (Gyamerah, 2017). Similarly, Gyamerah et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) found that international students often find life challenging and frustrating, regardless of their continent of origin, and that self-efficacy is insufficient in coping with acculturative stress (Gyamerah et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Hammersley and Atkinson (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) emphasize the importance of understanding the social context and cultural adaptation challenges in ethnographic research on international student experiences. Additionally, Heng (2019) explored the heterogeneity of international students' experiences, illustrating that cultural differences, social networks, and institutional support structures significantly impact adaptation processes.\u003c/p\u003e \u003cp\u003eIn response to these challenges, the University of Ghana has implemented several support systems. The International Programmes Office (IPO) offers a variety of services to international students and scholars, including assistance with applications, accommodation coordination, and cultural orientation. Additionally, the Academic Affairs Directorate provides academic support services through the Students Services and Records Unit, aiming to enhance the academic experience of all students (University of Ghana, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). However, despite these initiatives, gaps remain in effectively supporting international students. Gyasi-Gyamerah (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) found that social support networks, such as friendships with local students, play a crucial role in reducing acculturative stress. However, the study also noted that university-provided support often falls short, suggesting the need for more tailored counseling services and proactive engagement from university staff. Hanson (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) noted that international students employ various coping strategies, such as seeking social support and engaging in extracurricular activities, to manage the stress of adapting to a new environment. Jones et al. (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) further emphasize that universities should adopt inclusive strategies to engage international students and reduce their social isolation. Jatoe (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) highlighted the financial vulnerability of international students and the need for more robust financial management support systems at the university, suggesting that improving scholarship opportunities could alleviate this challenge.\u003c/p\u003e \u003cp\u003eFurthermore, the University of Ghana's strategic plan emphasizes transformative student experiences and impactful research, indicating a commitment to enhancing support for international students. However, continuous assessment and improvement of these support systems are essential to address the evolving needs of international students effectively. Recommendations include offering specialized intercultural courses to enhance cultural awareness and literacy, providing training for university staff and faculty to better support international students, and organizing regular forums for students to share experiences and challenges. Kim (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) suggests that integrating intercultural communication theories into the university curriculum can help foster a deeper understanding of cross-cultural adaptation. Iddrisu (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) also emphasized that motivation and resilience are key factors that enable international students to successfully navigate the challenges of studying abroad. Israel (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) highlights the importance of ethical considerations in the research process, ensuring that the voices of international students are represented and heard when examining support systems.\u003c/p\u003e"},{"header":"3. Methods and materials","content":"\u003cp\u003eThe study adopted the interpretive paradigm, emphasizing the understanding of participants' subjective experiences and perceptions in a new academic and cultural environment (Denzin \u0026amp; Lincoln, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This qualitative approach is particularly useful for exploring complex social phenomena, such as international students' adaptation processes. Through in-depth exploration, the study sought to uncover insights about students' experiences and challenges at the University of Ghana, Legon, focusing on their adaptation to a new environment and the meanings they attach to their experiences. By focusing on participants' perspectives, the research aimed to gain deeper insights into the \"how\" and \"why\" of their adaptation, as described by interpretive scholars (Merriam \u0026amp; Tisdell, 2016).\u003c/p\u003e \u003cp\u003eThe research used phenomenology, a qualitative approach developed by Husserl, to understand the lived experiences of international students. This method provided a lens through which students\u0026rsquo; perceptions of their adaptation to academic and cultural challenges could be explored (Creswell, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Creswell, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In total, the study focused on four international students from diverse continents, each with unique backgrounds, and one International Programs Officer (IPO) at the University of Ghana. The selection of participants aimed for diversity in terms of nationalities, length of stay, and academic experiences, ensuring a wide array of perspectives on the adaptation process.\u003c/p\u003e \u003cp\u003eTo collect data, the study employed semi-structured in-depth interviews, allowing participants to share their experiences in their own words. This method is ideal for capturing complex phenomena like cultural adaptation (Marshall, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1996\u003c/span\u003e). The interviews were recorded, transcribed, and analyzed using thematic analysis, which enabled the identification of patterns and themes related to the students' adaptation challenges, coping strategies, and institutional support (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). The analysis focused on understanding the individual and collective experiences of the international students and the ways in which the university\u0026rsquo;s support systems facilitate or hinder their integration.\u003c/p\u003e \u003cp\u003eEthically, the study adhered to key principles, including informed consent, confidentiality, and voluntary participation. Participants were fully informed about the research's aims, risks, and benefits and were assured of their right to withdraw at any time without repercussions (Israel, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Bryman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The study took necessary steps to protect participants' privacy by anonymizing their data and securely storing it (Vanclay et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Creswell \u0026amp; Poth, 2018). The findings provide valuable insights into the diverse backgrounds and challenges of international students at the University of Ghana, highlighting the importance of institutional support in fostering a successful adaptation to both academic and cultural environments.\u003c/p\u003e"},{"header":"4. Findings","content":"\u003ch2\u003eFindings on the Support Systems for International Students at the University of Ghana\u003c/h2\u003e\n\u003cp\u003eThe findings regarding the support systems provided to international students at the University of Ghana reveal the multifaceted nature of assistance offered to help them adapt to both academic and cultural environments.\u003c/p\u003e\n\u003cp\u003eThe findings regarding the support systems provided to international students at the University of Ghana in fostering a successful adaptation to both academic and cultural environments is summarized in Figure 1 below;\u003c/p\u003e\n\u003ch3 id=\"_Toc175912106\"\u003ei.\u0026nbsp; \u0026nbsp;\u0026nbsp;Orientation Programs and Campus/Accra City Tours\u003c/h3\u003e\n\u003cp\u003eThe orientation programs, which include campus and city tours, play a pivotal role in easing the transition for international students at the University of Ghana. These programs help students familiarize themselves with the university environment and the city, allowing them to navigate their new surroundings with greater ease. Scholars like Leask (2015) and Montgomery (2017) emphasize that such orientation programs are crucial in reducing the stress that comes with cultural adaptation, as they offer early exposure to key aspects of the new environment. Additionally, Zhang and Goodson (2020) highlight that city tours help students integrate into the larger society, enhancing their cultural awareness and sense of belonging. IPO staff narrated in support to the above:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWe offer an orientation program for them\u0026hellip;we do campus tours for them to navigate the university campus. We also do an Accra City tour for them\u003c/em\u003e\u003cem\u003e; (\u003c/em\u003e\u003cem\u003eIDI_ IPO Staff_02.07.2024)\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912107\"\u003eii.\u0026nbsp; \u0026nbsp;Immigration Support\u003c/h3\u003e\n\u003cp\u003eThe IPO offers crucial support in processing visas, residence permits, and non-citizen identification cards for international students. This administrative assistance is in line with the findings of Bartram (2019), who underscores the importance of administrative support for international students in easing bureaucratic burdens and allowing them to focus more on their studies. Such services are indispensable, as they help reduce the anxieties associated with legal stay and residency in a foreign country;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;We process visas and residence permits for international students and even their non-citizen cards\u003c/em\u003e\u003cem\u003e\u0026rdquo; (\u003c/em\u003e\u003cem\u003eIDI_ IPO Staff_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912108\"\u003eiii.\u0026nbsp;\u0026nbsp;Cultural Exploration and Social Opportunities\u003c/h3\u003e\n\u003cp\u003eInternational students at the University of Ghana are exposed to cultural events such as the aerobics culture gala, sports gala, and mentorship programs. This cultural immersion allows students to experience Ghanaian traditions and enhances their social interactions. Andrade (2016) and Ward et al. (2020) argue that cultural activities provide a platform for international students to engage with local communities, thus promoting cultural exchange and cross-cultural understanding.\u003c/p\u003e\n\u003cp\u003eFor instance, the trip to Kumasi, where students witnessed the Asante King and participated in a festival, as well as the visit to Elmina Castle, allowed for deeper engagement with Ghanaian history and culture:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;We traveled to Kumasi, saw the Asante King, attended a festival... visited Elmina Castle\u003c/em\u003e\u003cem\u003e\u0026rdquo; (\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese experiences are similar to those described in Brewster and Demetry (2020), were cultural exposure through structured trips significantly enhanced students\u0026apos; global perspectives and intercultural competence\u003c/p\u003e\n\u003ch3 id=\"_Toc175912109\"\u003e\u003cem\u003eiv.\u0026nbsp;\u0026nbsp;\u003c/em\u003eProvision of\u0026nbsp;Language Classes\u003c/h3\u003e\n\u003cp\u003eThe provision of language classes, specifically basic phrases in Twi, is another support mechanism employed by the university to help students acclimate to the local environment. Learning even basic phrases in the local language can significantly enhance international students\u0026rsquo; ability to navigate daily interactions, as noted by Luo and Jamieson-Drake (2015). This is particularly relevant in Ghana, where local languages are widely used outside academic settings;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;We organize some language classes for them to learn basic phrases in Twi, like \u0026lsquo;Akwaaba,\u0026rsquo; meaning welcome.\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ IPO Staff_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912110\"\u003ev.\u0026nbsp; \u0026nbsp;Socializing and Cultural Interaction\u003c/h3\u003e\n\u003cp\u003eWhile the support provided by the university is generally viewed as adequate by international students, there is a desire for more opportunities for socializing and interaction with both local and international peers. This aligns with findings by Heng (2019), who noted that while academic and logistical support is often strong, social support mechanisms may require further enhancement to foster deeper connections and friendships among international students and the local community.\u003c/p\u003e\n\u003cp\u003eOne Students\u0026rsquo; statement that he would appreciate more opportunities for socializing reflects this gap in the support system, suggesting that the university could improve its efforts to facilitate social engagement beyond the organized cultural activities;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eI would love to see more opportunities to socialize with the other international students and local ones.\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912111\"\u003evi.\u0026nbsp;\u0026nbsp;Adequacy of Support and Desire for More Interaction\u003c/h3\u003e\n\u003cp\u003eAlthough the support system is considered sufficient by many students, some expressed a need for further engagement opportunities. As Galloway and Jenkins (2016) found, while universities may offer adequate structural and academic support, the emotional and social needs of international students are often unmet. The desire for greater interaction is consistent with calls in the literature for universities to go beyond basic support and offer more integrative programs that foster a sense of community among international and local students;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eIt\u0026rsquo;s good, but still, I need more information on cultural activities. I didn\u0026rsquo;t know about some events, but if I have time, I want to join them.\u003c/em\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ Japanes_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch2 id=\"_Toc175912118\"\u003e4.2 \u0026nbsp;Findings on\u0026nbsp;Effects of International Programs Office (IPO) Support Systems on International Students\u0026apos; Experience\u003c/h2\u003e\n\u003cp\u003eThe International Programs Office (IPO) at the University of Ghana plays a critical role in facilitating international students\u0026apos; adaptation to the local culture, academics, and social environment. Refer to in figure 2 below for summary of this study\u0026rsquo;s findings that underscore the impact of IPO support systems on various aspects of international students\u0026rsquo; new academic and environment navigation, with both positive and negative outcomes identified.\u003c/p\u003e\n\u003ch3 id=\"_Toc175912119\"\u003ei.\u0026nbsp; \u0026nbsp;\u0026nbsp;Opportunity to Integrate into the Community in Ghana: Cultural Exploration, Navigation, and Acculturation\u0026nbsp;\u003c/h3\u003e\n\u003cp\u003eThe opportunity to engage with the local culture and learn the Twi language reflects the positive influence of the IPO in helping international students integrate into the Ghanaian community;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I also started learning some local words in Twi. I know some words that can help me, like greetings and asking prices.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ Ethiopian_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWe offer language classes\u0026hellip; (\u003c/em\u003e\u003cem\u003eIDI_ IPO Staff_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTherefore, facilitating acculturation, IPO programs enable students to develop a basic understanding of the local language, which aids them in daily activities such as greeting people and asking for prices. This aligns with the findings of Montgomery (2019), who noted that institutional support structures play a significant role in promoting cultural engagement and successful navigation of local contexts. Such opportunities are crucial for fostering cross-cultural competence and building stronger ties with the host community, as noted by Ward et al. (2020).\u003c/p\u003e\n\u003ch3 id=\"_Toc175912120\"\u003eii.\u0026nbsp; \u0026nbsp;Ease of Social Interaction in Local Languages\u0026nbsp;\u003c/h3\u003e\n\u003cp\u003eBeing able to communicate in Twi, even at a basic level, has had a positive impact on international students\u0026rsquo; ability to socialize and feel more comfortable in their environment:\u0026nbsp;\u003cem\u003eI also started socializing myself. I know some words that can help me like greetings and asking for prices\u003c/em\u003e\u003cem\u003e\u0026nbsp;in Twi\u003c/em\u003e\u003cem\u003e.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ Ethiopian_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;As the Ethiopian participant highlights, learning local words has facilitated interactions such as greetings and purchasing food, contributing to a smoother cultural adjustment. This echoes the work of Smith \u0026amp; Khawaja (2015), who found that linguistic adaptation is key to easing social integration for international students, reducing the sense of alienation and promoting positive interactions with the local population.\u003c/p\u003e\n\u003ch3 id=\"_Toc175912121\"\u003eiii.\u0026nbsp;\u0026nbsp;Self-Esteem and Personal Improvement/Growth\u003c/h3\u003e\n\u003cp\u003eSocial interactions facilitated by IPO support help international students build their self-esteem and grow personally by overcoming social anxieties and initial misinterpretations of cultural differences. The Nigerian participant acknowledges the challenge of social anxiety but recognizes the importance of pushing themselves to connect with others. Similarly, A USA student experience of initially misinterpreting local students\u0026apos; friendliness as intrusive highlights her personal growth in understanding local norms and intentions. This resonates with Spencer-Oatey \u0026amp; Xiong (2020), who emphasize the role of social interactions in enhancing students\u0026apos; self-esteem and overall well-being through intercultural competence. Quotations to proof the above;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Socially, I\u0026apos;ve had to push myself to make friends. I still struggle with social anxiety, so sometimes asking questions in class or joining conversations may seem intimidating.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;; (\u003c/em\u003e\u003cem\u003eIDI_ Nigeria_02.07.2024)\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I understand that their asking for my room number, friendship, etc. was not with bad intentions. It was just because they are good people and wanted to know if I am safe where I am staying.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912122\"\u003e\u003cem\u003eiv.\u0026nbsp;\u0026nbsp;\u003c/em\u003eCampus Navigation and Familiarization\u003c/h3\u003e\n\u003cp\u003eNavigating the physical space of a university campus can be overwhelming for international students, especially in unfamiliar environments. Students\u0026rsquo; use of technology like Google Maps to navigate the campus exemplifies how IPO orientation programs, along with technology, support students in becoming familiar with their surroundings. This finding is consistent with the literature, where Wu \u0026amp; Hammond (2018) indicate that campus navigation support significantly reduces initial stress and improves students\u0026apos; confidence in handling their new environment. Refer to the quotations below;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I use Google Maps to find places. It helps me know where I am going and navigate the campus easily.\u0026quot;\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024\u003c/em\u003e)\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I started learning how to get around on campus and familiarizing myself with the locations of classrooms, offices, and study areas.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ Ethiopian_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912123\"\u003ev.\u0026nbsp; \u0026nbsp;Sense of Belonging / Positive Spirits and Curiosity\u003c/h3\u003e\n\u003cp\u003eThe IPO\u0026apos;s role in fostering a sense of belonging is evident through the students\u0026rsquo; growing ability to manage cultural differences and build positive relationships with the local community. Rajvir\u0026apos;s reflection on her ability to handle interactions after overcoming initial difficulties highlights a shift towards a more positive and curious mindset, recognizing the good intentions behind these interactions. Similarly, the Ethiopian participant\u0026rsquo;s focus on staying determined reflects the IPO\u0026apos;s encouragement of a positive academic outlook. These findings align with research by Altbach \u0026amp; Knight (2019), who argue that international programs must emphasize the emotional and social well-being of students to ensure a sense of belonging in the host country; \u0026quot;Since I came here with an objective, that is completing my study successfully, I devised my own strategies: It is simply \u0026apos;don\u0026apos;t give up and stay focused.\u0026apos;\u0026quot; (Ethiopian participant) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Even though it was tiring, I think I can handle it now. I understand their intentions were not bad. They are just excited and curious to know me.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003ch3 id=\"_Toc175912124\"\u003evi.\u0026nbsp;\u0026nbsp;Conducive Environment to Focus on Academics\u003c/h3\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;\u0026quot;Since I came here with an objective, that is completing my study successfully, I devised my own strategies: It is simply \u0026apos;don\u0026apos;t give up and stay focused.\u003c/em\u003e\u003cem\u003e\u0026rdquo; (\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFrom the above quotation, creating a conducive environment for academic focus is essential for international students, especially in the face of various distractions and cultural challenges. The Ethiopian participant\u0026rsquo;s commitment to staying focused on their academic goals reflects the positive influence of a supportive environment provided by the IPO. This is consistent with the findings of Zhang \u0026amp; Goodson (2015), who note that students who receive adequate support from institutional offices such as the IPO are more likely to maintain their academic focus and achieve their educational goals despite challenges.\u003c/p\u003e\n\u003ch3 id=\"_Toc175912125\"\u003evii.\u0026nbsp;Missing Out on Some Trips, Leading to Regrets\u003c/h3\u003e\n\u003cp\u003eWhile the IPO organizes trips and activities that encourage exploration and social interaction, some students prioritize their academic work, leading to missed opportunities for cultural experiences. The Ethiopian participant expresses regret over missing some trips but balances this with a recognition of the importance of academic success. This finding corresponds with the work of Montgomery (2019), who highlights the challenge international students face in balancing academic responsibilities with the desire to engage in cultural experiences. Missing out on such activities can lead to feelings of regret but also reinforce the prioritization of academic goals:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I missed out on some trips because I was too focused on studies. I regret not being able to join, but I also know that my academic success is important.\u0026quot;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(\u003c/em\u003e\u003cem\u003eIDI_ USA_02.07.2024)\u003c/em\u003e\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eRecognition\u003c/h2\u003e \u003cp\u003eI would especially want to thank my PhD financiers, DAAD, for the INRI Scholarship, which is helping me to fulfil my professional ambitions at the University of Ghana's Institute of Statistical, Social, and Economic Research (ISSER). In addition, I am grateful to my Advanced Qualitative Research Methods lecturers, Dr. Dzifa Gertrude Torvikey and Dr. Kofi Takyi Asante for helping me understand and value qualitative research and hands on research skills, my Experiential Learning Supervisor- Dr. John Bosco Turyasingura, my Institute's (ISSER) professors and doctors, who are helping me achieve this funding goal; and, lastly, my study participants, who gave their time to participate in the in-depth interviews so that I could complete this project. God bless you abundantly.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eJ.B.T. co-authored the manuscript and provided guidance on manuscript writing as the experiential learning component. I.M. designed the study, collected and analyzed the data, and wrote the main manuscript text.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eI would like to express my sincere gratitude to the German Academic Exchange Service (DAAD) for the IN-COUNTRY/IN-REGION Scholarship, which has supported my PhD studies at the University of Ghana's Institute of Statistical, Social, and Economic Research (ISSER). I also appreciate the guidance and expertise of my Advanced Qualitative Research Methods lecturers, Dr. Dzifa Gertrude Torvikey and Dr. Kofi Takyi Asante. Special thanks to my Experiential Learning Supervisor, Dr. John Bosco Turyasingura, for providing valuable insights. I am grateful to my institute's professors and doctors for their support and encouragement. Lastly, I thank my study participants for their time and willingness to share their experiences.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAltbach PG, Knight J (2019) The internationalization of higher education: Motivations and realities. J Stud Int Educ 23(2):202\u0026ndash;218\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAndrade MS (2016) International students in higher education: A global perspective. J Int Students 6(4):861\u0026ndash;878\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBartram B (2019) International student experiences in the UK: The role of administrative support services. J Int Comp Educ 8(1):21\u0026ndash;37\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBraun V, Clarke V (2013) Successful qualitative research: A practical guide for beginners. 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Int J Intercultural Relations 74:51\u0026ndash;61\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"International students, adaptation, academic integration, cultural adjustment, support systems","lastPublishedDoi":"10.21203/rs.3.rs-6633916/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6633916/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eWith the increasing globalization of higher education, international student mobility has become more prevalent, posing both opportunities and challenges for students and host institutions. This study examines the adaptation experiences of international students at the University of Ghana, Legon, focusing on the support systems available to facilitate their academic and cultural integration. Using a qualitative research approach within the interpretive paradigm, the study employed phenomenological methods to explore the lived experiences of four international students from diverse backgrounds and one International Programs Officer (IPO). Data were collected through semi-structured in-depth interviews and analyzed thematically. Findings reveal that the University of Ghana provides various support systems, including orientation programs, immigration assistance, cultural exploration activities, language classes, and social integration opportunities. These initiatives play a crucial role in easing students\u0026rsquo; transition, fostering a sense of belonging, and enhancing their academic focus. However, gaps remain in areas such as increased socialization opportunities and tailored support services to address individual adaptation needs. The study highlights the positive impact of support mechanisms in boosting students\u0026rsquo; self-esteem, navigating cultural differences, and improving their overall university experience. Additionally, challenges such as missed opportunities for cultural engagement and bureaucratic hurdles in immigration processes were identified. The study highlights the need for continuous assessment and enhancement of support structures to better meet the evolving needs of international students. Recommendations include expanding social engagement initiatives, incorporating intercultural communication training for faculty and staff, and improving outreach to ensure all students are aware of available resources. Therefore, addressing these gaps, universities can foster a more inclusive environment that enhances the academic success and well-being of international students.\u003c/p\u003e","manuscriptTitle":"International Students’ Support systems in Adapting to the New Academic and Cultural Environment at the University of Ghana, Legon","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-13 08:23:46","doi":"10.21203/rs.3.rs-6633916/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5176d55a-9cd2-4d38-8660-6c70371d40e9","owner":[],"postedDate":"May 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":48341610,"name":"Social science/Development studies"},{"id":48341611,"name":"Social science/Education"},{"id":48341612,"name":"Social science/Language and linguistics"}],"tags":[],"updatedAt":"2025-07-09T11:24:33+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-13 08:23:46","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6633916","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6633916","identity":"rs-6633916","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}