FACULTY OF HEALTH AND OCCUPATIONAL STUDIES

Department of Social Work and Criminology

Coping strategies among international

students who transition to university in
Sweden
Experiences and perceptions of loneliness as an international student
in Sweden

Faith Charles faithcharles29@[Link]

Martin Wiberg martin.wiberg91@[Link]

2020

Student thesis, Level, 15 HE

Social Work
Bachelor of Science in Social Work - Specialization International Social Work
SAG803 - Thesis in Social Work

Supervisor: Patrik Arvidsson

Examiner: Tomas Boman
Acknowledgements
We would like to thank our participants who were so kind to allow us conduct
interviews with them as well as their valuable feedback. Additionally, we want to
thank our supervisor Patrik, for his consistent and clear support during this
research process. Lastly, we would like to give thanks to our respective families
and friends who have assisted us in this work and, to ourselves for motivating
one another during this research period.
Table of contents

1.0 Introduction .............................................................................. 6

1.1 Aim ......................................................................................................................... 8
1.2 Research Questions ................................................................................................ 8
2.0 Previous Research .................................................................... 8
2.1 Loneliness ............................................................................................................... 8
2.2 Social Loneliness and social network ..................................................................... 9
2.3 Cultural loneliness .................................................................................................. 9
2.4 Coping with loneliness through information and communication technology
(ICT) ........................................................................................................................... 10
3.0 Theory .................................................................................... 11
3.1 Strength Based Theory ......................................................................................... 11
3.2 Relevance of the theory for the study and social work practice ........................... 13
4.0 Methodology .......................................................................... 14
4.1 Methodological considerations ............................................................................. 14
4.2 Data Collection ..................................................................................................... 15
4.2.1 Preparations before the interview .................................................................. 16
4.2.2 Sample ........................................................................................................... 17
4.2.3 Description of participants............................................................................. 17
4.2.4 Interview Guide ............................................................................................. 17
4.2.5 The interviews ............................................................................................... 18
4.3 Data analysis ......................................................................................................... 18
4.3.1 Transcription process..................................................................................... 19
4.3.2 Generating codes ............................................................................................... 19
4.3.3 Generating themes ............................................................................................. 20
4.4 Credibility ............................................................................................................. 21
4.5 Reliability ............................................................................................................. 22
4.6. Validity ................................................................................................................ 22
4.7 Generalizability .................................................................................................... 23
4.8 Limitations ............................................................................................................ 23
4.9 Ethical considerations ........................................................................................... 23
Results and analysis ..................................................................... 25
5.1 Introduction to analysis ........................................................................................ 25
5.2 Themes ................................................................................................................. 25
5.3 Themes description ............................................................................................... 26
5.3.1 Theme 1: A new university and country ....................................................... 26
5.3.2 Theme 2: Social life....................................................................................... 27
5.3.3 Theme 3: Society and culture ........................................................................ 29
5.3.4 Theme 4: Self-agency .................................................................................... 31
5.3.5 Theme 5: Coping strategies: .......................................................................... 33
6.0 Discussion .............................................................................. 35
6.1 Methodological discussion ................................................................................... 35
6.2 Results discussion ................................................................................................. 36
6.3 Suggestions for further research. .......................................................................... 40
7.0 Conclusions ............................................................................ 40
8.0 References .............................................................................. 42
9.0 Appendices. ............................................................................ 44
9.1 Appendix I: Interview Guide ................................................................................ 44
9.2 Appendix II: Consent form ................................................................................... 45
Abstract
This study explores the coping strategies amongst international students who moved to
a medium sized city in Sweden to study. The aim is to explore how international
students cope with loneliness and their perceptions and experiences related to
loneliness. The method is qualitative and inductive, with deductive properties such as
the topics related to loneliness, coping, resources and technology. We conducted semi
structured interviews with six participants. The theory used is a strength-based
perspective focusing on the resources and coping of the participants. The results show
the participants express various accounts of experienced loneliness and coping
strategies. The themes found were a New university and country, Social life, Society
and culture, Self-agency, and Coping strategies. International students cope with
loneliness by talking to family and friends, often using ICT. Other sources of support
come from within the university environment. Most of the support utilized comes from
the students acting themselves.

Keywords and abbreviations used in the text:

Strengths based perspective, self-agency, coping strategies, international student
ICT – Information and Communications Technology
1.0 Introduction
Presently, the subject of loneliness among international student who has moved from their
country to Sweden for studies has some level of impact on their mental, physical, and
psychological wellbeing. Loneliness is a complex, and usually an experience of an unpleasant
emotional responses to lack social connections or companionship (Rokach & Brock, 1998).
According to Van et al., (2008. Pg. 1) “loneliness can be defined as a negatively perceived
feeling caused by the discrepancy between existing and desired relationships”. Loneliness
includes anxious feelings about lack of communication or connection with other beings both
in the present and late on in the future (Moustakas, 2016). However, loneliness can be felt
even when surrounded by other people and some of the causes of loneliness are, social,
emotion, mental and physical factors. Loneliness can also be described as social pain, a
psychological mechanism meant to allow a person in isolation and motivate them to seek
social connections (Moustakas, 2016 & Rokach & Brock, 1998).

Coping with loneliness can be challenging and accepting loneliness and embracing loneliness
is an important first step in learning how to cope with loneliness (Rokach & Brock, 1998).
One of the most important feelings an individual can have is connection, to connect to other
people through communication, through friendship, through love and through sharing. Often
people try to avoid being lonely because, the feeling of being lonely could be so bad and
painful. In addition, people can cope with loneliness by allowing themselves to feel that
energy that in the past they might have felt is loneliness and also, a certain amount of
freedom, freedom to think their own thought and freedom to feel their own feeling, freedom
to actually know themselves on a different level and they can always go back to connect to
with people (Rokach & Brock, 1998). Loneliness in Sweden is becoming a prevalent issue in
the country with the highest rate of single households in the world (Eurostat, n.d.). Youth are
more alone than ever (Sveriges Radio, 2020). So how does this affect international students
from around the world who move to Sweden for studies? The issue that we want to explore is
that of loneliness amongst international students in Sweden. How are they coping with
loneliness? Something that is quite common in Sweden ever (Sveriges Radio, 2020). How do
they see loneliness, what does it mean to them? And how are they using technology to cope
with their situation? This interest comes from our own background as students in an
international program and the relations we have made during our university studies.

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The idea for our study sprung from one of the researcher’s observation that loneliness was a
subject consistently being reported online. Personal experiences also play a role and the
shared stories of friends and their health and well-being. The topic of loneliness is discussed
in an online forum regarding coping with psychological ill-health and was found in previous
research (Cacioppo et al., 2014).

This led to the specific interest of how we use the internet technology to cope with loneliness.
As we live with technology daily in our lives and use smartphones and to an increasing extent
working through ICT devices. How is this affecting me and how am I using and abusing
technology, when is it beneficial and when is it not? Such questions were pondered and how
it could be part of a study on loneliness. The world is changing rapidly and students from
around the world are now living and studying in Sweden, an individualistic culture. How do
those international students perceive their situation, do they experience loneliness and how
are they able to manage loneliness with the help of information and communications
technology (ICT). These questions are parts that sparked this study and the finalized aim has
been changed, as well as the research questions during the development of the study.

However, international students living in a medium-sized town or relatively small city are
likely to experience loneliness, according to the anecdotes taken from interactions with plenty
of international students. Another difficulty is that has been a conversational topic is
socializing in Sweden, how to make friends and potentially feel included in the broader
society. To conclude this introduction, our experiences and interactions with, and as an
international student(s) have generated stories about loneliness. Alongside with online posts
on coping forums, this provided a foundation for interest in studying loneliness further in the
context of a Swedish medium sized university. If we can learn from their experiences, about
loneliness: that is valuable information for future international students, universities, and
Swedish citizens alike. How international students are coping with loneliness and other social
and emotional stressors, may yield valuable insights for social work. How students are using
ICT as a resource and relate it to coping strategies, could yield better understanding of how
we see, use and benefit from ICT in todays globalized world.

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1.1 Aim
The aim was to explore how international students cope with loneliness and their perceptions
and experiences related loneliness.

1.2 Research Questions

1) How is the experience of loneliness expressed by the participants?
2) Which main sources are expressed as related to the experience of loneliness?
3) How are students coping with loneliness, and how do they perceive their use of
information and communication technology in relation to this?

2.0 Previous Research

In this section we present material that have been used in researching the topic. We look into
previous research regarding loneliness, social loneliness, cultural loneliness, coping, use of
ICT and being an international student.

2.1 Loneliness
At some point in life, loneliness can be experienced by all human beings, and often it happens
under some factors such as prolonged absence from home or the death of love ones (Patron,
2014). Feelings of loneliness can also be felt like feelings of hunger, happiness, and sorrow,
although it can be managed but not completely avoided (Rokach & Brock, 1998). Much
research has shown the concept of loneliness among international students and its effects on
both physical and mental health (Vasileiou et al., 2019). Studies has explored the adjustment
journey experienced by international students of which the feeling of loneliness can be a
major part of it. However, the literature on loneliness is commonly on sociology and
psychology. Sociological studies often show that loneliness start from lack in social network
while, psychological research highlight personality as a predisposing cause (Patron, 2014).

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2.2 Social Loneliness and social network
Social loneliness is the absences of involving in social network activities with peer groups
who share common interest such as, Facebook, Twitter, Myspace and LinkedIn (Sawir et al.,
2008). Among other indications of social loneliness among international students is grouped
by sense of exclusion and boredom. More so, when international students are being
welcomed and included in a new society, it leads to positive emotions for example joy,
happiness, calm and commitment.

Whereas, being discriminated, rejected, or ignored usually leads to severely negative feelings
such as depression, anxiety and loneliness and the only solution to this is, integration into an
old or newly formed social network within international student’s environment (Sawir et al.,
2008). However, social networks give ground for social activities for international students
for instance, hanging out and parties.

2.3 Cultural loneliness

Cultural loneliness is one major aspect the affect international students when they move to
another state or country for study (Sawir et al., 2008). This type of loneliness is experienced
when international students suffer from the loss of a culture or background from their
country. This is a situation that does not seem to be accepted by the present society they are
living in and a lack of social support from local students which at some point, they turn to for
comfort or when they need (Patron, 2014). Furthermore, because of cultural clash it is
difficult for international student to form friendship with the local students during the period
of their studies (Sawir et al., 2008). When it comes to education, language barriers have a
negative impact on all areas of academic life for international students when they are unable
to understand lectures, they are been presented in languages they do not understand.
Attending class or taking part in school activities will become a big challenge for
international students and as time goes on, they will start experiencing academic stress,
homesickness, and loneliness (Patron, 2014).

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2.4 Coping with loneliness through information and communication technology
(ICT)

International students are at high risk of experiencing loneliness when they move from their
home country to study abroad. The use of technology is a means of coping strategy for
international student to maintain contact with social ties such as, family members and friends
(Rokach, 2001). As international student’s transit, they lose contacts with their social network
and the use of ICT as a means of coping with loneliness and to maintain social relationships
with their love ones in their home country and also, marking ICT may overcome loneliness
and barriers of social interaction by enabling easy, affordable communication and activities
of different forms. The use of ITC helps international students to improve their lifestyle and
behaviors, it also plays a significant role in dealing with loneliness (Rice, 2011). The reported
effect of ICT use among international student’s dimension of loneliness was consistent across
studies (Rokach, 2001). International students using ICT as a strategy to cope with loneliness
plays a significant role in overcoming loneliness for example, social contacts, social support,
social networks, and social connectedness (Rice, 2011).

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3.0 Theory
In this chapter we describe the theoretical framework used in this study. The strength-based
approach, which emphasizes the value of strengths within and around individuals,
recognizing resources and capacity for action. finding and creating solutions. It is part of the
solutions-based therapies group. After going through the theory, we present its relevance for
the study and social work. Strength based theory is mentioned as strength based practices and
approaches because of how it is written in the original texts we reference to.

3.1 Strength Based Theory

In order to explore loneliness and coping with loneliness among international student who
has moved from their country to Sweden for studies, the key concept or theoretical
perspective chosen was strength-based theory. This is argued to give a good understanding on
how social workers help individuals who experience loneliness and help show coping
strategies that are used in this study. Thus, strength-based approach has shown to be a
relevant theoretical framework to guide in the analytical aspect of the study. From the
problem-solving approaches such as strengths and solutions perspectives, one emphasizes the
assets and resources that exist within an individual and their environment as strengths.

They can be used as a trampoline for development and recognizing potential in individuals
and their environments, one can imagine it as throwing a skipping stone, and it is potential to
bounce on forward towards new possibilities (Payne, 2014). In this case the action of
throwing the skipping stone is the coping and use of resources, such as connecting with
family through ICT and the potential benefits of this. Constructivist and postmodernist
theories have influenced the process leading up to these approaches, which puts an additional
emphasis on the individuals narrative of their story, how they give voice to their life. In this
study this perspective will be used to identify coping strategies used for loneliness, resources,
and the use of technology as part of these. This is done to develop an understanding of the
participants coping strategy for loneliness, and potentially other stressors related to moving to
a new city (Payne, 2014).

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When applying strengths-based practice, social workers look at individuals as experts and
that their decision making is central (Rhee et al., 2001). In this practice, social workers
highlight what is strong rather than what is wrong in an individual. In relation to loneliness,
identifying resources within the individual, for instance: character, skills, likes and interests
has been found to be helpful in coping and building resilience. The environment and social
surrounding are an important positive factor in coping against loneliness (Rhee et al., 2001).
Furthermore, this theory emphasizes that the will, strength, and skill of an individual needs to
be recognized and emphasized when helping them cope with issues such as loneliness.
Pattoni (2012) states strengths-based practice is a collaborative process between the person
supported and the services or resources that support them. A strength-based perspective is a
simple word that has different meaning for different individuals but is an approach when
done properly, it unlocks many opportunities and it can be used in any intervention, setting,
group or with carers and professional staff (Rhee, Furlong, Turner & Harari, 2001).

Relating to strength-based approaches Pattoni (2012) describes that the primary focus is not
on problems, and people can recognize their inherent capacity and resources that are at their
disposal. Once the resources are recognized they can be applied as a countermeasure to
difficulties and different contexts. Strengths include social and family networks and other
resources available. Professionals work together with the individual to identify strengths
within the individual and the environment, exploring resources that may be useful and
improve their lives. For example, a library, schools, community center, friends, local council,
their skills or knowledge, neighbor, health clubs or a social group. Practitioners and
researchers can use narratives to elucidate individuals strengths.

Using a narrative approach to find and present stories of the resilience and strengths posed by
individuals in difficult times (Pattoni, 2012).

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3.2 Relevance of the theory for the study and social work practice

As stated earlier on, this theory strength-based approach gives a better understanding on how
social workers helps the individual to find resources that exist within the individual and their
surrounding as strength. This gives social workers a ground on which they can examine
problems or put into thought all the things that could have a negative impact on a person,
knowing or unknowingly to them. Strength-based theory provides a clearly understanding on
the cohesiveness of the various resources that are within the individuals environment and
social surrounding and how they are connected, to help the individual to cope with loneliness.
Furthermore, the theory also allows social workers to pinpoint what is strong rather than what
is wrong within an individual or situation and focus on the strengths and resources, building
resilience and coping strategies for dealing with loneliness.

Loneliness is a sensitive topic, and currently there is a lack of previous research that used
strength-based theories as their theoretical framework. The choice of this theory was made to
explore how our participants were able to cope with loneliness and how they perceive their
use of ICT in relation this. The theory helps us find positive resources within themselves,
their environment or culture from our data, and how it is utilized.

In this study the theory was used as the lens with which to look at the data through analysis.
This is argued to be an advantage for the study due to the emphasis on the solutions, and what
works regarding coping. This together with the lack of using this more practice-oriented
theory in research seems like an opportunity for us to add rather different part to the
collective knowledge. This choice is because of a notion to lessen the chances of repeating
previous research and not find anything new.

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4.0 Methodology
This section aims to explain the methodological consideration that have risen during the
study. Next, we present the method starting with the methodological considerations, followed
by the data collection, preparations before the interviews, sample, interview guide, the
interviews. The next part is the data analysis and transcription process, followed by
generating themes, ethical considerations, and limitations. Our choice of method can be
described as a process in which we were not sure at the beginning where we would end up.
We started by deciding on doing a qualitative study to investigate the experiences of
loneliness. Next, we discussed which type of qualitative study and decided on doing
interviews. This was argued based on our interest, the topic of loneliness, limited time, and
our previous experience with interviews. We also considered implementing empowerment
and participation approaches but felt we were getting in over our heads with those.

4.1 Methodological considerations

Choice of methodology can be tricky (Patton, 2015) who cites (Cronback, 1982, p. 239) “an
exercise of the dramatic imagination”. The art of designing a study relates heavily on the
context, and for reasons outlined here we have chosen to draw upon different methods for the
analysis. This is deemed useful due to our inexperience with analytic methods, and it seems
reasonable to use more than one method as inspiration for our analysis.

From content analysis we take aspects such as: Defining constructs of interest, coding units
from sentences and paragraphs, then creating themes. This process is mostly part of analytical
induction, aiming at creating indigenous categories from the data (Jones & Cruz, 2004).
Analytical induction leads us to grounded theory, from which we also draw inspiration in the
sense of making connections between themes, data, theory and our aim and research question.
This can be called indexing, going back and forth between the data and the research
questions. Grounded theory poses the idea of creating a hypothesis through inductive
reasoning. This is one of our approaches to coding, creating themes and interpreting meaning
from our data (Jones & Cruz, 2004).

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This qualitative study using semi-structured interviews with participants from sample, the
sampling was done through convenience sample, with a touch of purposeful sampling due to
the requirements further elaborated on within this section. When conducting the interviews,
we believe that empathy, neutrality, and mindfulness (Patton, 2015) was applied. This
empathic approach aims to express a sense of openness to participants. We also value their
input and respect their opinions while being sensitive to the input they kindly shared with us.
Neutrality means we express ourselves in a non-judgmental way, ensuring participants we
will not judge any behavior, thoughts, or feelings as far as possible. Finally, these steps are
important to build rapport, which should increase the reliability in the data (Patton, 2015).
The next area we explore was that of participatory research, which is usually user-led and
oriented towards action and change. Participatory research is usually user-led and oriented
towards action and change (Smith, 2010).

Drawing inspiration from a participatory approach in our methodology gives us an idea of

how to try and utilize the knowledge and strengths of the participants in our study. This was
chosen as one of the methods due to the benefit of adapting the research process with the
input from participants. This is related to empowerment theories as well and acknowledges
the social work principle that the participant is the expert on their own situation and
themselves (Smith, 2011; Jones & Cruz, 2004). We follow this spirit of just representation
and try to clearly explain the way in which we interpret participant’s experiences and
perceptions.

The situations which are related to loneliness, or some similar socioemotional stressor such as
feeling alone or socially excluded. Previous research mentions common challenges for
international students, such as dealing with a new culture and educational structure, as well as
financial and language barrier (Trice, 2007). All four of which was found within our dataset,
the transcripts. Codes for this were described as Language Barrier, Work life, University and
New or Different and Culture.

4.2 Data Collection

In this section we describe the data collection process, starting with the preparations before
the interviews, followed by the sampling process. Next, we describe how we conducted the
interviews and our interview guide (Appendix I).

15
4.2.1 Preparations before the interview

In developing the semi-structured interviews and the interview guide we attempt to be guided
by empowerment and participation approach. This was done by asking participants for
feedback about which questions they think are important to consider, relating to being a new
student from another country. We answered any questions they might have about the research
and shared information regarding the topics studied. One guideline in our approach is the
Rogerian concept or person-centered approach from the humanist tradition. By putting the
person at the center, we softly probe into the depths of our participant's experience. The hope
was for participants to express their perceptions and experiences as openly as possible. In this
first contact we talked over the phone, informing participants about the study and its plan. We
discussed the ethical considerations, anonymity and confidentiality and asked for any type of
input or feedback they want to express to us prior to the interview. From this feedback we
further developed the interview guide and realized new aspects that may be relevant to
consider in the study. Such topics were the effect of changing the cultural environment,
family relations and transportation.

Emails was sent to counsellors and priests at one university for further feedback on interview
guide and providing for an extra dimension in the discussion. The email included questions
about feedback on what inquiries they may believe is of interest or importance for the study,
and especially with developing the interview guide.

We did not get a meeting to speak with the priest or counsellor prior to the beginning of the
interviews. However, we found another route for feedback, that we found through the IT
support at the university.

We were in contact with an international office at one of the universities and discussed
potential topics of interest for the study. This resulted in a short conversation that was mostly
regarding the aspects already considered, such as housing, culture, social life, work, studies,
and other challenges for students who move to a Sweden for their studies. This gave us some
additional insight to the topics that may occur in our interviews and to be prepared for those
to arise. We received valuable feedback from one participant prior to the interviews, who
made us realize in advance, that more dimensions associated with experiencing loneliness
would show up in the data. Interviews were made with six participants and transcribed. Post-
interview we have gotten feedback from one participant so far, on coping strategies such as
meditation and going to the forest.

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4.2.2 Sample

The sample consists of students who have moved to Sweden for their university studies. To
get participants in the study we discussed to put up posters in the University, as well as to use
the forums online. The format of the application would be to register interest over email or
phone. However due to the pandemic there are almost no students at the university facilities,
thus we found most participants from online platforms and through friends since 18th of
March 2020. This led us to another mixed approach, combining a convenience sample with a
purposeful sampling, with the aim for a diverse sample. We made a post on forums for
international students in a medium sized city, and received four responses in the first day, out
of which two participated in the final interview. After this we contacted some friends with
international background and asked if they could potentially participate.

4.2.3 Description of participants

Out of the sample of four, eventually became six, three were friends of the researchers, two
were active students and one participant had graduated and moved from the city. One
participant was from a central European country, one from the Mediterranean, one from Asia
and three from Africa. Three were female and three were men. We chose to finish doing
interviews at six, due to the limited time and that we were reaching a degree of saturation in
the data. This was later decided to not be the case for the third research question, and we did
two more interviews. Of the last two participants one was from the middle eastern region and
one from eastern Europe. In total we had two participants from Europe, three from Africa and
two from Asia.

4.2.4 Interview Guide

An emerging method was applied for the interviews. This method was chosen because it
allows for the interview guide to develop with time. This gave participants time to reflect on
the topic and partaking in the study. Experiences of the subject are explored, and topics
related to loneliness and the research hypotheses is reflected upon (Frankfort-Nachmias,
Nachmias, 2008). Following the research questions in their sequential order, we start with the
perceptions and experiences of loneliness from the student’s perspective. Next, we probe into
their coping strategies and center in on use of information and communication technologies.
Last, we wish for participants/students to elaborate on risks and benefits relating to the use of
ICT in relation to coping with loneliness. For the full interview guide view appendix I.

17
4.2.5 The interviews

Since data is subjective due to the nature of the human experience, it is difficult to assess
which way we will analyze the data at this point. We imagine we can be drawing up the
hypothesis for analysis in a sort of research journal (Patton, 2015; Cruz & Jones, 2012),
writing down thoughts and ideas relating to the study. This will also increase the reliability of
the study, method, and the clarity in which the data is represented, as well as the overall
study. This ideal was not lived up to completely, however data were collected but the
organization and journaling could have been more frequent and using analysis software could
have been a good idea (Jones & Cruz, 2004).

In the beginning our idea was to do all the interviews face to face. In the end due to the
pandemic and restrictions, we did three interviews face to face and three interviews via
Zoom. All interviews were recorded and transcribed. The interview started with greetings and
talking about how we feel today, in order to build rapport early on (Frankfort-Nachmias,
Nachmias, 2008). Next, we spoke about the transition, the moving process and the first weeks
of studies. Later, we probed into perceptions of loneliness, experiences with the education
system and the social life. We asked open-ended questions as far as we could, trying to avoid
any leading questions which we did not completely succeed with. We asked about coping
strategies and strengths and resources perceived by the participants. We did six interviews at
first and decided to make two more interviews trying to get more in-depth data regarding the
coping with ICT by asking additional follow up questions.

4.3 Data analysis

In this sub section we describe the steps taken in the analysis. For the analysis we have drawn
inspiration from grounded theory and content analysis (Jones & Cruz, 2012). We could not
find one single method that seemed to fit our analysis, perhaps due to our own limited
knowledge of this. We reasoned as that using different methods we could be free to analyze
the data without fear of failing one method or feeling locked into a rigid framework.

This should result in our increased knowledge as well as giving our own expression of how to
analyze interview transcripts.

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4.3.1 Transcription process

During the transcription process we divided the work between us equally. After the
transcriptions were done, we shared them with each other. Next, we start to highlight texts
into topics and codes, such as positive / negative experiences, coping strategies. Some codes
were almost pre-determined by the theoretical framework such as coping, resources, family,
and friends. We did not realize this until we had transcribed the data, thus we had no defined
codes before starting the coding process, which fit considering our inductive method. The
point when the analyzing begun was during the time of transcribing the interviews. The
analysis process can be said to have started already with the interviews as we listened to the
stories, perceptions, and experiences of the participants. However, no formal or conscious
analysis were performed at this stage. The data and transcripts generated from the interviews,
was shared between the researchers. At that time, we were starting to discuss reoccurring
stories and then potential codes begun to emerge through these discussions. We were going
back and forth between our codes, the transcripts, and our discussions interpreting the codes.
The finalized codes were: Experiences of loneliness, Situations associated loneliness. Coping
with loneliness. Coping with loneliness through use of ICT, New and different. From these
codes, we grouped them and tried to match it with other patterns that emerged such as:
language barrier, financial problems, transport, housing, work life, social life and educational
system. Codes came during the process of transcribing as we found recurring stories and
potential codes during this process, such as those mentioned above and Work-related issues.
Others that were reoccurring were difficulties with social life and making friends, as well as a
common issue of locating classes the first weeks of university.

4.3.2 Generating codes

The coding procedure can be described by reading the transcripts, looking for key words,
repeated situations, similarities in expressions and expression that seem significant or
noteworthy. Next, we discussed the different codes we came up with and connected them to
one another resulting in patterns that were evolved into themes. Some of the first codes early
on were about things such as weather, culture, educational system etc. which all came under
the label of new and different. The final codes became closely related to themes and to
explain all the steps of this process in more detail, more notes in the form of a journal would
have been useful.

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Code: Experiences of or perceptions on loneliness. This code was based on the observations
made by the researchers in relation to the first research question. The code can be described
as accounts of experienced loneliness or perceptions on loneliness in an interview setting.
This code is connected to research question 1 and 2.

Code: Coping with loneliness. This code came out of the different accounts related to coping
with loneliness, relating to the third research question. This code is connected to research
question 3.

Code: ICT Coping This code relates to the third research question and is based on accounts of
coping by using ICT. The scope of this theme is extended to include any communication
using ICT, such as calling family in another country via telecom or internet. This code came
from expressions of using ICT in ways which were interpreted as useful in managing the
experiences of loneliness. Related to research question 3.

Code: Situations and factors related to Loneliness. This code emerged when the researchers
discussed about accounts where the participants expressed that they felt lonely. This code
came out of grouping together various expressions of experiencing loneliness, such as where
and how it happened. Examples of this would be at parties, in the street, attempts at joining
organisations and others. Related to research question 2.

Code: New and Different (other). This code is about as the accounts of participants that relate
to experienced differences in Sweden and Swedish university. Inside this code is expressions
about the weather, the education system, norms in society and styles of communication.
Related to research question 1 and 2.

4.3.3 Generating themes

The creation of themes was based in the research questions. We looked at the data for
similarities, differences, and patterns. For the analysis we have drawn inspiration from
grounded theory and content analysis (Jones & Cruz, 2012). We could not find one single
method that seemed to fit our analysis, perhaps due to our own limited knowledge. We
reasoned that using different methods we could analyze the data without fear of failing one
method or feeling locked into a rigid framework.

20
Instead, we took ideas that seemed to fit our data from these methods. We looked at the steps
taken by the different methods and build our own understanding on how to implement the
analysis. This should result in our increased knowledge as well as giving our own expression
of how to analyze interview transcripts

The resulting steps of the analysis can be described as follows: Early reflections.
Transcription (reflections). Familiarization with data (interview transcripts). Early coding and
discussing what we found in the transcripts. Indexing, going back and forth between data,
research questions and the codes). Refining codes. Explore potential themes. Drawing
connections between the different codes and themes, connecting them with our research
questions. Next, we looked at the direct quotes in the data that can support our themes. Next
the themes were compared with previous research, looking at similarities and differences in
results. We got familiarized with the data through the transcriptions and highlighting
important aspects of their text and our interpretation of the underlying meaning.

Meanwhile we keep the original file, thus we can go back and see the full text without any
highlights or re-configurations. Additionally, we created new documents, containing specific
topics such as loneliness, coping with loneliness, ICT related coping, resources (access to or
experienced lack thereof). This made it easier to find relevant information during the
analysis. Other documents were focused on previous research and related quotations from our
study. Looking into the different documents with the quotations related to the topic, we found
that which codes re-occur and how we can put this into a wider context. For example, the
Swedish culture, social life and the weather or seasons were recurring codes early on in the
analysis when talking about loneliness.

4.4 Credibility

Cope (2014) states that, “Credibility refers to the truth of the data or the participant views and
the interpretation and representation of them by the researcher”. The credibility or
trustworthy of data sources depends on where it came from, who was it made for, and how it
was used, and it is seen as the most important part in establishing trustworthiness (Avis,
1995). However, credibility is improved by the researcher in order to describe his or her
experiences as a researcher and validating the study results with the participants.

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Credibility designates the level of trust that authors provide to a source, thus, the authors
clearly connect the research study’s findings with realty in order to prove the truth of the
research study’s findings (Grinnell & Unrau, 2005). In addition, the participants gave the
authors the chance to contact them again if there are any more questions or thoughts that may
come up during the period of transcribing, analyzing and the results. Getting back to the
participants if needs arise, provides the research a better credibility.

4.5 Reliability

Kvale and Brinkmann (2009) states that, “reliability refers to the consistency and the
trustworthiness of the study”. When researchers measure a theory that they assume to be
consistent over time, then the findings they get should also be consistent over time. For
instance, intelligence is normally thought to be consistent over time, an individual who is
highly intelligent presently will be highly intelligent in the future. In other word, any good
measure of intelligence should produce probably the exact result for this person in the future
as it is presently. According to Yin (2008), the purpose of reliability is to reduce the chances
of errors and biases in the study, thus, to improve the reliability of a study, documentation
was accurately done throughout the study. However, all information, documents and
procedures regarding to how the study was done has been clearly stated in the methodology
section. Furthermore, all the information in connection to the interviews and the participants
are properly documented and kept safe. In addition, this study is measured as reliable
because, the researcher’s ability to control thoughts during the interview and not direct the
participants in a particularly way but allow the participants to answer the questions based on
their personally thinking (Yin, 2008).

4.6. Validity

According to Kvale and Brinkmann (2009), validity is a combined evaluation judgment of the
amount to which empirical data and theoretical bases support the adequacy and correctness of
conclusion and action based on the results. Validity can be seen as an inductive summary of
both the existing data for and the potential values of test interpretation and use, thus, what is
to be validated is not the test but the conclusions derived from test results (Kvale and
Brinkmann,2009). Furthermore, Kvale and Brinkmann (2009) states that, validity is a way of
monitoring the quality of the research from the start to the end of the research. For example,
interviewing, transcribing, designing, analysing, validating, and reporting. In connection to
this, the interview questions were framed to connect the research questions for a better

22
understanding of the participants. According to Grinnell and Unrau, (2005) a research can be
said to be trustworthy when the results signify the genuine interpretations of the participants.
Attention was given during the process of transcribing of the data by selecting words that
describes the participant’s reflection and views. Both authors transcribed the interviews
equally and after on it was switched to have a proper look if no biases were useful at the
period of transcribing, however, this was done to avoid being biased by the authors own
thoughts.

4.7 Generalizability

According to Kvale and Brinkmann (2015), generalization is an act of thought that involves
picture inferences from a particular observation. The main purpose of the study is not to
generalize but rather to make available a contextualized understanding of some aspect of
human experience through a study. This study is based on a small group of six international
students who moved to a medium sized city in Sweden for their university studies and as
such, the findings cannot be generalized. Kvale and Brinkmann (2015) states that,
generalizability of qualitative research results is usually not as expected quality.

4.8 Limitations

One limitation is due to the sensitivity of the topic, that people may not be comfortable to
share details regarding loneliness and their experiences. The English language is not the first
language of all participants or researchers making expression perhaps not the clearest.
Transcriptions are made with clear details but there is always a risk of missing something,
especially since the recordings are purely audio and no video. The study is also limited by the
time at our disposal, as well as the theories chosen, limiting us to viewing our results in the
lens of strength-based perspectives.

4.9 Ethical considerations

In this subsection we first go through the ethical considerations in literature and finish with
describing how we aimed at achieving ethical conduct. According to (Smith, 2010) the
protection of the privacy of research participants must be ensured by the researchers and, it is
important to protect participants during interviews and all through the period of the research.

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Furthermore, ethical consideration can be specified as one of the most essential aspects
during research and if, not properly handled, it can affect the value of the research including
the participants (Rubin & Babbie, 2011). The protection of right and interest of participants,
the researchers kept in mind the ethical guidelines that are discussed by Kvale and
Brinkmann (2009) such as informed consent confidentiality. We expressed to the participants
that we will ensure confidentiality, avoiding using personal information or sharing any data
with anybody outside the research couple. This is in accordance with the Swedish Research
Council (2017), regarding protection of privacy of participants. Before starting the interview,
the participants were informed by the researchers and understands the implications of
participation about the purpose of the study. The participants were fully informed that they
may considered and chose to withdraw from the interview at any point. We guarantee our
participants anonymity and avoid using any name in any communications outside of the
research team. If a name or any other detail of sensitive information is written down, that data
is only accessible to the researchers and will be discarded post submission, including the
transcripts.

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Results and analysis
The results will be presented by an introduction to the analysis, followed by a description of
the themes. Next, we present the contents within the themes and then presenting the findings.
5.1 Introduction to analysis
In the analysis we have tried to weave together the data and build understanding and
connecting the dots. This has been done mostly in an inductive fashion, looking for core
meanings and describing the themes found. In order to present this is the themes are
accompanied by quotations from the interviews and text explaining the reasoning behind the
themes and the quotes. Then the theme and quotes are connected to the theoretical framework
and previous research.
5.2 Themes
The results will be presented by an introduction to the analysis, followed by a description of
the five themes starting with the following table.

Table. This table is meant to describe the themes and patterns of the data, the recurring words and
stories that relates to the research questions.
Themes Description

Theme 1. A New university and

Any issue or code related to experience and perceptions of life at the university,
country
as well as outside the university environment. Such as studying alone, working
online or having difficulties navigating the university or education system. All
codes from previous Table 1 is related to this.

Theme 2. Social life All codes from Table 1 is related to this theme. Anything related to friends,
coping through social network. Experiences of social exclusion, rejection or
other difficulties related to the social sphere. How students seek out new
friendships with or without success.

Theme 3. Society, culture This category is diverse. Relating to coping it becomes clear family, friends and
contact with one’s origins is important for identity and sense of self. The
neighbourhood provided additional support for one participant with a child.
Issues were feeling ignored, excluded, or rejected by Swedish people, in the
streets, at parties and at university. This relates to the codes: Situations and
factors related to loneliness, and New and different.
Theme 4. Individuals action, This category is diverse. Relating to coping it becomes clear family, friends and
agency contact with one’s origins is important for identity and sense of self. The
neighbourhood provided additional support for one participant with a child.
Issues were feeling ignored, excluded, or rejected by Swedish people, in the
streets, at parties and at university. This relates to the codes: Situations and
factors related to loneliness, and New and different.

Theme 5. Coping strategies Coping strategies is the theme which relates to the actions taken by participants
to cope with loneliness. It can be seen as acts of love and belonging, as opposed
to acts based in fear and separation.

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5.3 Themes description

In this subsection we describe the themes simply and following this, a more detailed
description on each theme. In these descriptions there are quotations from the interviews
accompanied by analysis. The first theme is called A new university and country and it is
about the experiences of arriving and integrating at a new university, in here fits the codes
experiences of and perceptions on loneliness, and Situations and factors related to loneliness.
The second theme is Social life. The third theme surrounds the social sphere and is
represented by Society and culture. This theme includes the experiences of rejection from
groups or being ignored by Swedish people in the street. The fourth theme and our main
finding is self-agency. It overarches the other themes, and suits strength-based approaches
well by viewing the participant as the actor. Society and culture can also be said to overarch
other themes, but it would not serve the aim of the study to go to for that level of analysis.
And of course, one cannot separate the part from the whole nor the whole from its parts. The
last theme is named Coping Strategies, where the ability to act is displayed and

5.3.1 Theme 1: A new university and country

This theme is relating to experiences of the university and the classes. Codes inside this
theme is: Experience of or perceptions on loneliness, coping with loneliness, Situations and
factors related to loneliness and New and different. Inside this theme we find coping
strategies: seeking out help from university staff, as one participant expresses it:

“…she’s has been like the counsellor also, because she helps me with studies and we talk about other
things too and she give me a true sense about matters, you know. So, she’s been of a… she’s been very
helpful to me.” – Interviewee 6

This is related to previous research of Sawir et al. (2007) which they call strategies of seeking
help. This comes up again in the next quote regarding missing the first inauguration week,
thus missing out on social opportunities.

“It was not good for me att all. Like, first of all cuz’ the first time that I, I wasn’t in inspark (inauguration
week) and inspark is like a really good place to meet new people, I wasn’t for that so I came later. So
kind of everybody had somebody that they knew or whatever” -Interviewee 4

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The experience at a new university can be confusing, and in a new country and with little
preparation that is a challenge. Here one participant expresses this theme, through the codes
New and different and Coping with loneliness. To be able to recognize resources and to use
them in order to cope, can be found amongst the participants accounts. However, to get into
that collaborative process with the environment can prove difficult yet finding
countermeasures to loneliness is accounted for (Pattoni, 2012).

“… it was a new thing, so it was very complicated at first and the procedures are different from what I
knew from my home country so it was a little bit challenging, but with helps it was easy to cope with, with
help from friends and students from my country that were here already, it was easy to cope but it wouldn’t
have been easy actually without them” – Interviewee 2

Getting used to the new education system, this is expressed as working alone and working
online, few classmates, few lectures. As a contrast to many lectures, big classes, clear
instructions, and in-house exams and studies every day at the university’s facility. work being
performed online and alone. This is in line with previous research of Trice (2007) who talks
about adaptation to new circumstances, educational structure, academic challenges, and
language barrier. Four out of six participants expressed the education system in Sweden to be
quite different, three from African continent and one from Asia.

“It was a huge! Huge difference! The way the city is planned, the way it’s structured, the way people
talk, the way people relate, the way people behavior, you know is quite, so different. At first I was asking
myself if, I will be able to fit in into this system because is a different ball game” -Interviewee 1

“… because I knew I was coming to somewhere that was different, but I didn’t know how different we
were talking about. Because it is totally different, like everything is” -Interviewee 6

5.3.2 Theme 2: Social life

This theme is relating to the social life of participant’s and their level of acculturation can
impact his or her capacity or willingness to create social relationships with other international
and non-international students or with the Swedish people in their lives. Specifically, cultural
differences and language can negatively influence the development of their new social life or
relationship for the participants in various aspects.

“everybody is like, you know, Swedish. There is people around me but I cant communicate properly with
them. You know, like, they try to speak with you and I’m like I’m very sorry I don’t speak Swedish, and
that is the end of the conversation...” – Interviewee 6

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 “And also of course there is also a language barrier, of course people speak English, I have never come
across anyone being rude and not speaking English, that’s always there but then you don’t feel like being
a part of a group if you don’t speak the language” – Interviewee 3

“language barrier is a thing and just because a country or people think a country speaks really well
English doesn’t mean that they actually speak English with you.” – Interviewee 5

In these quotes we can see examples of difficulties faced when navigating the social sphere in
a new country. The experience of a language barrier is a repeated statement throughout the
interviews.

The following theme is also talking about cultural differences and can be related to the
second research question regarding sources of loneliness. It connects with the previous
research of Patron (2014), relating to how everyone faces loneliness at some point it time.
The social life was found to be a strength, finding support and resilience within the group of
international students. As one participant expresses it:

“I won’t say I was totally depressed or totally like felt isolated because of my fellow international students
that were already here. So, the little time we do hang out, it was really helpful for me..” -Interviewee 2

Other examples of a hindrance to being social and source of loneliness was stated as being
indoors, relating to the code New and different and the weather. It also connects with the
second research question regarding feeling lonely and stuck indoors.

“I think I ended up experiencing loneliness because I lack the outdoors activities, I was always indoor” -
Interviewee 2

Often using ICT to make calls to friends and being social in that sense was expressed,
sometimes it was experienced as enough and other times not. Some expressed regret in not
being more social in groups and how physical contacts stays longer and provides a more
lasting satisfaction. Previous research (Vasileiou et al., 2019) talks about loneliness and its
effects on mental and physical health for international students. As well the lack of a social
network can provide additional challenges to the situation of international students (Patron,
2014). This next quotation points to how one participant reflects on the social life as an
international student, a kind of recall of the experience. One can assume there is plenty of
room for improvement in the social life of international students in Sweden. Examples of this
being achieved is also described further on in the analysis in the theme of Coping strategies.

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 “I think I regretted not having more of social gathering, having more of personal interaction with people,
instead of relying more on technology because when you have interaction with people, for me it lives longer
then when I have interaction on social media. Physical contact stays longer then when you have it on social
media.” -Interviewee 2

5.3.3 Theme 3: Society and culture

This theme is about society and culture, which mainly is drawing on the code New and
different, and Situations and factors related to loneliness. In here we find the challenges faced
by the participants regarding coping with loneliness.

“You know I didn’t think I got the guidance I needed, which is you know, honestly very hard to find... in Sweden
everybody is always busy, and everybody is doing something every time” – Interviewee 6

What is the perceptions on loneliness for our participants, and how did they experienced it
was elaborated on in most of the interviews (five out of six). Some speak of the feeling, some
of the circumstances, some about their interactions. These quotes fit well with the description
of loneliness being as a perceived deficiency in quality or quantity in social relationships,
such as lacking physical intimacy, resulting in social and/or emotional loneliness (Vasileiou
et al., 2019; Diehl et al., 2018; Clinton & Andersson, 1999).

“Feeling lonely is not something you can express, is like a pain in you that you can’t express. It’s a mental
torture, that you are just, is like you are just in your world, you are separated from your immediate
environment, is like your environment isn’t responding to need… you say hej! And the person pretends not
to hear, ohh is very challenging, is very is very depressing, so different thought begin to go through my
mind I said hi to this person and this person isn’t responding, we are all humans, we all have feelings you
know!” -Interviewee 1

“I don’t really have friends the people I interact with mostly are my course-mates, am back home, from
home to work, so it was really, really lonely nobody to talk to” -Interviewee 1

“There were days where I would eat all by myself… there is also a language barrier, of course people speak
English… but then you don’t feel like being a part of a group if you don’t speak the language” -
Interviewee 3

This quote also points to the main theme, individual actions and choices,
determination to make friends, here mentioned as big effort to get to know other
students. Adding three accounts relating to their first week at university.
“The first week in the university it like you in the jungle, you have no direction everything is just clumsy,
upside down you know, running from pillar to post asking questions asking for direction” -Interviewee 1

29
 “… it was a new thing, so it was very complicated at first and the procedures are different from what I
knew from my home country so it was a little bit challenging, but with helps it was easy to cope with, with
help from friends and students from my country that were here already, it was easy to cope but it wouldn’t
have been easy actually without them” -Interviewee 2

“The first week was so dis-organized because I was just trying to acclimatized into the University
environment, you don’t know from your left to your right, but we have helping hands in the University
because the people you come in contact with, the staffs are friendly, they are helpful they realize that oh
you are an international student you understand, they try to do their best to make sure you get what you
want.” -Interviewee 1

This theme suggests that the first week is important and that international students could
benefit, from having a better start, of their university studies in Sweden by participating in the
inauguration week.

The next theme mentioned is named Society and culture, another point of view would have
been to name it individualism, arguably a significant part of narratives in Sweden and in the
culture. Comparably the participants are form more collectivistic societies which influences
the degree of contrast experienced in the switch of cultures. The spectrum of collective and
individual focus, right and left, can easily be misinterpreted into a dualistic logic or black and
white thinking. It may be beneficial to see it as parts of the complexity and paradoxes in life,
and such experiences are understandably stressful at times. Examples of this are described as
situation in which participants experienced exclusion in some form, or generally having a
hard time to connect with nationals. One participant expressed the perception of loneliness as
a major problem for the society in which the participant was now living.

“I discovered loneliness is major problem here and it has affected lot of people mentally.” -Interviewee 1

“… sorry to say this, I think the Swedish are more like excluded, they like being exclusive to some extent” -
Interviewee 2

“… like when I was going out to the student parties because the culture in Sweden, people would not really
talk to you once they realize that you are not Swedish” -Interviewee 4

“I was getting a little closer to the Swedish culture and knowing more of Swedish people and I am generally
very social so that wasn’t difficult. I think Swedish people may be initially, they are always polite no doubt
about it, they have a little reservation initially, but when they trust you I think they are quite nice and
welcoming so I had a very good interaction with most of them” -Interviewee 3

30
Not to paint an all-gloomy picture here, but we believe it is important to give voice to the
accounts of our participants stories. The problem can be related to what Sawir et al., (2008) is
mentioning about inadequate support for immigrant students, which then is associated with
psychosocial issues. This can be said to have been avoided for Interviewee 6, from the
support from a faculty member, lecturer and with or without knowing, taking the role of a
counsellor for this participant. The resource here was the ability to ask for help (Self-agency),
and the positive response and actions from the teacher. From what we found in the literature
there were not mentions of lecturers or teachers as a primary support for the students.

5.3.4 Theme 4: Self-agency

This theme is our main finding. It can be described as choosing to activate our social sphere
and utilize strengths and supports, using ICT to call close ones, seeking help from the
university and classmates. This finding can be related to the strengths-based perspectives,
finding support, and seeing resources. The internal and external sources of strength and
resilience and actions based on these, that are expressed. Drawing from strength-based
perspectives, the individuals are the experts, and their decision making is central (Rhee et al.,
2001). Acting even if not motivated, led one participant to make friends and stay connected
rather than stagnating socially.

“… she seemed really nice. So, I found the courage, and I was like – hey what’s up, and then we started
becoming close, and then I met another” -Interviewee 4.

Without choosing to find an online coach/healer who also had an online group, one
participant would not have realized the value of the resource that a book-reading club online
could be, it can be related to Patton (2012) account on strength-based practices, that
recognizing support is possible even in challenging times. As well as doing group meditations
online, something unimaginable to the same participant just two years earlier. This relates to
the third research question about coping and use of ICT. The perception may be described as
surprised that company though ICT would be a source of support.

“One big thing that really helped me was, I got in touch with someone who was actually a life coach book
reading sessions every week” -Interviewee 3

“… you connect somebody on zoom and do meditation, I would have laughed at it I would have actually
felt how is that even possible, how can you connect like that on electronic media and how can you
actually feel.” -Interviewee 3

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 “And like I left home one of the reasons I left home, was that I wanted to learn how to deal with things
alone” -Interviewee 4

Few opportunities for social activities made it difficult to make friends. This can be related to
the Society and culture theme as well, how in Sweden a lot of responsibility is upon the
individual to find out on their own. In comparison to relying on the people around you to
communicate about events and activities that are relevant for being socially active. One
participant had issues finding a sports activity to participate in and did not find due to various
circumstances.

“Besides that I was quite early trying actually to get into some sports clubs, so I was calling eh.. different
sports teams.... Like tennis you don’t need a team but having a membership is really expensive. So as a
student it is not possible.” -Interviewee 5

“Physical contact stays longer, than when you have it on social media. I think that was what I regretted
not doing. It would have been helpful for me, maybe school party and other school activities or outdoors
activities.” -Interviewee 2

“.., I think a lot has been missing like, activities, somethings I would have love to do, like develop some
skill. I think is good to enjoy your youth, but I think some part of my youthful activities were missing. -
Interviewee 2

“You know I didn’t think I got the guidance I needed, which is you know, honestly very hard to find... in
Sweden everybody is always busy, and everybody is doing something every time” -Interviewee 6

Here we can see some expressions of lacking guidance in order to fulfil one’s potential.
People are either being busy, or activities are not easily available. The activities that are in
happening are often insufficient. There is a great room for improvement here. One can
assume that there are resources and strengths amongst each individual and their environment
when coming from a strength-based perspective. Solutions that have been stated before are to
connect with people from the university or connecting with friends and family. However, this
does not overcome issues of being included in the society at large or finding work, even if
advice may be found. Looking at international students as experts on their situation (Rhee et
al., 2001), universities may be advised to ask what do the new student need. What are they
missing or what would they want that would help them to thrive? Such an inquiry would
potentially yield relevant information that can improve the inclusion of international students
at universities and the host countries.

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5.3.5 Theme 5: Coping strategies

Coping strategies amongst the participants in the study varied to some degree. One clear
common ground can be found in their agency as individuals. Participants expressed how
using their social network, family, friends, their new situation, and environment, to manage
and for ways of coping with their loneliness. The word using, here could be exchanged for
living, communicating, and socializing for example.

One way that the participants expressed their coping is in their social life, the second
theme. Strengths and resources mentioned are the people around, in the program and
at the university in general, relating to the first theme. Other examples of coping
were exercise, self-agency, and the use of ICT. These quotes are related to the
coping strategies employed in participants social life.

“I was able to do creating good report with my course-mates, you know, people around my environment so
as to break away from loneliness and by so doing, you can easier get direction, as to where you can get help
as a foreign student.” -Interviewee 1

“I probably think a lot I think of my next step, what’s next to do, how do I do it, there are always
challenges in the way, and you’re always thinking how can I solve this problem, how can I make my life
better” -Interviewee 6

“I blow steam I go to the gym, maybe hanging out with a few friends just to get my mind off things. That
has been like, a way of me, letting go of stress and you know… processing my feelings also.” -Interviewee 6

“…feeling lonely is not something you can express. It’s a mental torture, that you are just, is like you are just in your
world, you are separated from your immediate environment, is like your environment isn’t responding to need” –
Interviewee 1
“…you say hej! And the person pretends not to hear, ohh is very challenging, is very is very depressing, so different
thought begin to go through my mind… we are all humans, we all have feelings you know!” -Interviewee 1

According to the study conducted by (Rice, 2011) showed that, the use of information and
communication technology has helped international students to lower level of loneliness and
social isolation and to keep social relationships. This is similar to what one of our participants
said during our interviews, that ICT assisted in staying in touch with family and friends
Whenever experiencing loneliness, the coping strategy was mostly to call the family.

“But to eradicate loneliness, what I do most times was to call my people back home, family members, they
were also calling me to check on me because they knew, obviously I will be lonely.” -Interviewee 1

33
Participants expressed their ways of coping and here we can see some expression of the
informal support students received from teachers and classmates. This is relevant because it
highlights how participants find informal ways of support in a highly structured organization
such as a university.

“And I mean she’s been like the counsellor also, because she helps me with studies and we talk about other
things too and she give me a true sense about matters, you know. So she’s been of a ... she’s been very
helpful to me.” -Interviewee 6

“I was able to do creating good report with my course-mates, you know, people around my environment so
as to break away from loneliness and by so doing, you can easier get direction, as to where you can get
help as a foreign student.“ -Interviewee 1

The main findings found was the individuals own actions as the largest influence on coping
with loneliness, named self-agency. Finding support from someone who can become a sort of
counsellor may point to individuals inherent capacity to recognize resources in themselves or
environment, in this case a lecturer who collaborated with the student (Pattoni, 2012). From
the theoretical point of view the lecturer is the source of support and resilience.

What is the perceptions on loneliness for our participants, and how did they experienced it
was elaborated in most of the interviews. Some speak of the feeling, some of the
circumstances, some about their interactions. Several quotes fit well with the description of
loneliness being as a perceived deficiency in quality or quantity in social relationships, such
as lacking physical intimacy, resulting in social and/or emotional loneliness (Vasileiou et al.,
2019; Diehl et al., 2018; Clinton & Andersson, 1999).

We believe it is important to give voice to the accounts of our participants stories in their
successes and struggles as students in the new country. One problem can be related to what
Sawir et al., (2008) is mentioning about inadequate support for immigrant students, which
then is associated with psychosocial issues. One participant found support from a faculty
member, a lecturer who took on a kind of counselling role for this participant. The resource
here was the ability to ask for help (Self-agency), and the positive response and actions from
the lecturer. From what we found in the literature there were not mentions of lecturers or
teachers as a primary support for the students. Support from the faculty member is easily seen
as a source of strength and a resource for resilience for one participant, relating to the
strength-based theory.

34
6.0 Discussion
In this section we discuss our results and compare our findings to previous research and
develop our take on the study as a whole. First, we introduce the methodological discussion
and after that the results discussion follows. Finally, there is a summary of the discussion and
recommendations for further research.

6.1 Methodological discussion

This has been a qualitative study with semi-structured interviews, done with an interview
guide. The sample was a convenience sample but performed with purpose for the context,
aim and research questions. We first were thinking to do with national students as well as
international but chose to change this. Doing a comparison study with national and
international students would interesting to see to what extent the experiences are the same
and in which accounts they differ, other than in the obvious areas such as language and
culture. The methods used were mixed, drawing on grounded theory and content analysis for
the analysis. The benefits from these methods were that it provided a good base to stand upon
when doing the analysis.

However, our limited insight into the specific details of each method have to some extent
limited the level of depth in our interpretation and results. Other methods that would have
been good to employ would have been action-oriented research or participatory research, in
the interpretive and critical-type of studies. This could generate additional insight into the
problems discussed, such as loneliness and the perceived lack of resources within the
universities. This could give a critical view on the way, unwittingly, the Swedish universities,
unions and sororities may be ignorant and discriminatory towards international students. For
examples looking into a Swedish speaking course for all internationals alongside with
Erasmus members, an English-speaking group for the inauguration week. An increased
awareness amongst the personnel at university could help with this. Action-oriented research,
aiming for creating change on behalf of the participants, would be potentially valuable and
working to empower international students in Sweden. Our take from this is that it is our
responsibility to try and share our findings with relevant parties within the university context
as well as the municipality.

35
When it comes to our questions about ICT and coping, we got diverse answers and to have a
test-run with these questions before the study with some friends and family would have been
a good idea. Both to explore various ways of answering and to reflect on how we can
approach the topic in a more appropriate way.

6.2 Results discussion

In relation to the first research question on how the experience of loneliness is expressed by
the participants, the finding shows that international students who moved to a medium sized
city and university in Sweden for studies, experience loneliness when they move to Sweden.
The biggest problem international student face is loneliness when they are being separated
from their family and social network into a new city. Sometimes, being lonely is a feeling
that cannot be expressed, it is a pain that cannot be explained. It is a mental torture, which
makes the individual to feel alone in their own world, its separates one from one’s immediate
environment and it feels like the environment is not responding to the individuals needs.

Moving to Sweden as an international student, makes the individual feel like they are not
existing, they do not have a sense of belonging, many students feel lost in a jungle, and
everything seems new to them from people, culture, language, university system to the
weather. However, this also confirmed what Patron (2014) highlighted, that loneliness can be
experienced by anyone, at some point in life. It can be assumed that there are circumstances
that can make international students to experience loneliness, for example, staying from a
way from close relations, the shift and new environment and different seasons and weather.

Regarding the second research question on coping with loneliness, and how do they perceive
their use of ICT, the finding shows that the strategies and means international students use in
coping with loneliness differs from individuals and cultures. For examples, strategies in
which international students works directly on themselves and manage loneliness and
strategies to create a new social relationship or the ability to engage in them when lonely. For
instance, attending church activities, being a member of student union, involving in different
sport activities, hanging out with friends and spending quality time with people from same
cultural groups. This is mentioned by five participants which also confirms what Rice (2011)
and Rokach (2001) that, international students who are lonely at some point of their lives
while studying in another abroad find a way of overcoming loneliness either personal or by
the help of others.

36
International students use ICT as a way of to overcome loneliness, the use of ICT help many
international students to keep in contact with their family and friends from their country of
birth. The use of ICT among international students help to deal with loneliness during the
winter when they do not feel like going out. They make use of their mobile phone to watch
football, study online, call family members, watch movies, read articles and upload
assignment. These were mentioned by four participant which also confirms the argument by
Rice (2011) and Rokach (2001) that, many international students use ICT to overcome
loneliness and barriers to social interaction which enable communication and other
engagements.

Regarding the theoretical aspect, the findings from the study highlight the importance of the
theory (strength-based perspective) how the individual make use of the potentials in them and
the resources within their environment which is a significant factor in overcoming loneliness.
Strength-based perspective examples how practitioners point out the strength of the
individual rather than what is not right with the individual in connection to them being lonely.
Finding resources that are available within the individuals environment is a way of building
resilience within the individual and coping with loneliness. Examples on this was utilizing the
university setting, classmates, seniors in the program and lecturers. Some participants
experience that they must solve loneliness themselves, through self-agency, rather than
coping with help of a university counsellor or priest or joining a sorority. One may interpret
this this as a lack of international students knowing of resources that exists within the
university. This suggest that when sharing information with international students,
universities can be clearer about the support and resources that exist. This is a kind of
paradox of collective and individual, internal and external. Making decisions to act in favor
of oneself is evidently beneficial, our internal strengths. To improve this ability, we need to
know of the opportunities we have, which often come from outside, the external environment
and the collective. This can be argued to be where social work comes in, to build bridges
between the mainstream collective and the minority individuals. Making sure that
international students can thrive in a university setting no matter where in the world.

37
The process of analyzing the data, codes and themes is interesting because of the dynamic
interpretation of the interconnectedness of various aspects of the human condition. When
deciding which quote that goes into which theme and realizing it would fit more than one.
And that it is also part of many codes, and to stay straight and avoiding repeating the same
statements in this process was quite difficult with many doubts on how to present the results
in a decent way.

Furthermore, according to Pattoni (2012) the strength comprises of family and social network
and other resources that are obtainable within the individuals surrounding. For instance, using
ICT to keep in contact with family members through phone calls or online chats and finding
new friends. With all these provisions available, professionals can help the individual to
detect strength within themselves and exploring resources within their environment, which in
return can help the individual to improve on their lives and overcome loneliness. We find
support in informal ways and through our interactions with the environment, providing an
important aspect of coping, adapting, and using individual skills and the opportunities of the
social environment. Combing individual and collective resources seems to be a useful
perspective when studying coping with loneliness in a new country.

The results show that international student’s primary mode of coping is based on their own
decision making. Such as breaking out of loneliness and making sure to stay connected with
family and being busy with studies and work. Other examples were to create contact with
classmates, ask for help from lecturers, finding a fellowship in a church or making effort into
new friendships and being social. The preconceived idea that humans use the internet to cope
when dealing with loneliness, has some substance in our study. Comparing with previous
research many of the themes were repeated and some potentially new or at least not well
described phenomena was found. Our theme of self-agency is found in Sawir et al. (2007).
Coping in social life is associated with Patron (2014) who mention turning to fellow students
for support which runs throughout or analysis to be seen inside the quotations and the theme
Social life. Sawir et al. (2007) talks about help seeking, which can be connected to the themes
three and four, Social life and Self-agency. Another interpretation of the result could be that
students suffer from racism or other forms of discrimination, and that this is a major cause of
loneliness. Looking into this could be done by applying critical race theory to the study. This
is an interpretation that is based on previous research, where the authors talk about the
experience of loneliness in association to cultural background (Patron (2014), Sawir et al.
(2007), Rokach, (2001)).

38
Other theories could also be useful to interpret the results since strength-based theory focuses
mainly on the strengths and our questions regarding loneliness provided plenty of replies and
contexts which could be more thoroughly scrutinized by critical theories. Interpreting the
results from the strength-based perspective provides that strengths were found in self-agency,
asking for help, creating support, and finding ways of coping, were all parts of internal
resources that the participants themselves act upon. This line of reasoning fits with the
previous research of Rhee et al., (2001) that speaks of utilizing support from the social
surroundings.

Coping strategies were varied, from visiting forest and meditation to calling home, joining a
online book-reading club, reading tarot card, calling another friend in similar position in
another country who could clearly relate to the participants situation. There are structured
ways of organising academic support, which also do exist within the university. There might
be a suggestion in our findings to investigate the marginal use of support services at
universities by international students. Such as the counsellor, librarian, and priest, to promote
their services towards international students.

This could be done during the inauguration week and in other formal and informal
introductions to the university. Other ways to communicate the support resources that exists
could be in the invitation letters to international students, as well as a kind of poster with
most information so that any student can quickly grasp what kind of structures that are in
place at the university. This could improve utilization of services, communication, and the
overall organisation of students by students in the university setting.

39
6.3 Suggestions for further research.
Looking at what we found, we can imagine that additional research into how we cope with
loneliness through contact with family and friends via ICT and trying to estimate to what
extent this provides enough of a social network. For most of our participants they saw it as a
great resource but not enough to satisfy the social needs as previous research has stated.
Another interesting angle would be to look how international students use supportive
structures within different universities, to what extent they talk to librarians, counsellors,
priests, sororities and participate in sports. It would be interesting to make quantitative study
looking at which coping strategies are used to which extent by international students,
comparing with those born in Sweden. We suggest looking into the effects of the
inauguration week for international students in other cities and countries. And lastly for this
discussion, we like to mention that most of the actions taken by individuals are based on
humanity at scale, our larger belonging and community. Looking at the resources and
strengths that exists in our social sphere and how we use this, what tools and strategies we
use and who is doing what with what outcomes.

7.0 Conclusions
The aim of the study was to explore how international students cope with loneliness and their
perceptions and experiences related to loneliness.

We investigate this through a qualitative method with semi-structure interview that were
conducted to collect data for the analysis in the study. From the data collected from the
participants we found that loneliness among international students is a common and stressing
issue they experience when they move to Sweden for study. There were plenty of ways of
coping found in the study, mainly in the agency of the individuals and their ability of using
the resources and strengths at their disposal. Social networks, family and friends, classmates
and church groups and online groups are examples of support in times of loneliness. Students
do use ICT to communicate and alleviate feelings of loneliness. We all have these needs and
or ability to support one another on various levels are important. This study points to the
simple statement that we are all one and the same as well as unique individuals, a paradox.

40
According to the previous research, not everyone that are lonely has the same experience of
loneliness. Furthermore, the perception of loneliness and how individuals cope with it, differs
among persons and within different cultural groups. In this study this was found as well and
that indicates that similarities in the previous research is grounded.

In addition, international students crossing national borders for studies, left behind their
social network, family, and citizenship rights in their country of birth. When international
students move to Sweden for study, they suddenly find themselves feeling lonely because
they miss their family members, social network, and friends, and often time it takes time for
them to integrate into the society and get the proper support they need. International students
experience loneliness and difficulties becoming included within the social sphere when
moving to Sweden for university studies. Being able to build a bridge into a social network
can prove valuable for anybody in a new setting, especially if one has changed continent for
studies. Building bridges and creating foundations upon which they may stand, we can all
play a part.

41
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9.0 Appendices.
Consent form and Interview guide.

9.1 Appendix I: Consent form

We are students from the University of Gävle, the research we wish to conduct is for our
Bachelor Thesis in International Social Work. The aim is to explore how international
students cope with loneliness and their perceptions and experiences related loneliness.
International students are known to experience loneliness at some point of their lives during
the period of the study aboard. It is the interest of the researchers to study what is loneliness
and how do international students perceive their use of ICT in relation to loneliness.
However, this research has interest in some of the resources provided to the international
students during the time of their study in Sweden. Upon completion of the study, we
undertake to provide the Department of Education (University of Gävle) with a bound copy
of the research report which will be published in DIVA. If you require any further
information, please do not hesitate to contact us by email: Faith Charles
Faithcharles29@[Link] Martin Wiberg martin.wiberg91@[Link]

Thank you for your time and consideration in this study.

Partaking in this study

1. Participant is considered and freely given decision about whether or not to participate
in the interview.
2. Privacy and anonymity of participant as well as the location will not be disclosed during
this research.
3. In order not to misplaced any important data, the researchers will like to record the
interview with the consent of the participant

Participant Researchers

Signature ………………. Signature……………….. Signature ……………..

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Place & date……………… Place & date ……………..

9.2 Appendix II: Interview Guide

General question

1. How are you feeling today?

2. When did you move to Sweden?
3. Is there anything you think that we should know before we continue?

Main questions

1. When you moved from home, tell us about what that was like?
2. When you came to the new city, what was your thoughts or feelings?
3. What was the first week of university like? Was it as you expected?
4. What do you do in you free time
5. Can you describe at some point what you did when you feel lonely?
6. What is loneliness for you, how do you notice it?
7. Why do you think that you become lonely?
8. Was that something that you expected?
9. How did you feel when you were lonely?
10. What did you do in that situation?
11. How did you cope with your relationships with family and friends?
12. How did you cope during the winters?
13. In which ways were you using technology to help you in this time (winter)
14. Anything you regret you did do or regret something you did not do?
15. In which situation did you feel included? Something that helped you cope
16. How did you end up experiencing loneliness?
17. How would you act differently today, when you have the experience?
18. Did you feel that you needed help dealing with your loneliness?
19. Was there anything that you felt was missing from your life?
20. What kind of support do you wish were in place?

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21. How would that support look, from who? Family, friends, school, counsellor, church,
priest?
22. Did you know of any place of support? At the university (counsellor/priest?)

46