Running Head: BUSINESS RESEARCH METHODOLOGIES

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BUSINESS RESEARCH METHODOLOGIES

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Table of Contents
Anticipated lifestyle before covid-19..............................................................................................2

References........................................................................................................................................4
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Anticipated lifestyle before covid-19

Almost two third of learners easily organized the accommodation prior to arriving in Canada,
Australia, and Japan. This was very easy to found the home by educational institutions, social
networks, and agent of real, estate. Only a third explained it was very easy to find the suitable
property. One in five felt that they had faced the discrimination when applying regarding rental
accommodation. Student enjoyed the living and studying. Income levels of students were mostly
modest and low with support of family as well as paid work (Cetinkaya-Yildiz, Cakir, and
Kondakci, 2011).

69% learners were responded that main resource of income were from allowance of family, 36%
explained the paid level of employment, 24% responded to level of savings, and 15% responded
to scholarship. These all findings present the significance of paid level employment regarding
housing security as well as wellbeing of the substantial portion of students. 77% of respondents
strongly agreed that they regularly enjoyed the good level of living and studying within the
nation. However, loneliness emerged as the main concern. Student felt lonely in Canada,
Australia, and Japan. This was very typical to make close friends.

Almost 30% of the students responded that they had faced the discrimination. Discrimination
experiences were common within the learners from region across Canada, and Australia (33-
37%), and Japan (31-33%). Students easily add the many different perspectives within the
classrooms as well as improve the level of mutual understanding and appreciate many
differences. Students constitute the relevant and significant resources of diversity on campuses of
college. These easily enrich the cultural diversity in campuses with home culture and ethnic
experiences. All support to develop the cultural sensitivities and capabilities in working with
individuals from different backgrounds at regular level (Liu-Farrer, 2011).

There were easily convenience elements as it enables the learners to attend the classes and
provide the flexibility to select the best mode of study as per the schedule of time. This overall
led to strengthen the connection and translate effective knowledge for student in Canada,
Australia, and Japan. All practices were focused to commoditize the platform of education with
good teaching and learning platform with few levels of differences across the necessary systems.
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Learning system with good level of was basically effective to teach and learn everything directly
within the smooth way (Smith, and Khawaja, 2011).

There were main focuses to boost the level of education with necessary technical skills and
emerge as the good level of opportunity. These were particularly linked to connectivity of
learners and educators physically with functional approaches. Consistent connections were very
easy to create for the learners and educators with support of physical appearance that overall lead
in continuity learning and expansion of necessary knowledge. All the approaches were many
focused to provide the quality education with good level of practices. This enable to seek the
learning within the class and gauge the progress of learners with chance to compare the progress
with other and identify the necessary effort need for keep the wards regularly engaged and
learning.
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References
Cetinkaya-Yildiz, E., Cakir, S.G. and Kondakci, Y., 2011. Psychological distress among
international students in Turkey. International Journal of Intercultural Relations, 35(5), pp.534-
539.

Liu-Farrer, G., 2011. Labor migration from China to Japan: International students,

transnational migrants (Vol. 77). Routledge.

Smith, R.A. and Khawaja, N.G., 2011. A review of the acculturation experiences of international
students. International Journal of intercultural relations, 35(6), pp.699-713.