The international mobility of students plays a crucial role in the ongoing process of the internationalisation of higher education, garnering growing attention and interest (Bista et al., 2018). This phenomenon exhibits a significant and widespread presence of international students across diverse countries (Organization for Economic Co-operation and Development [OECD], 2021). In 2019, the enrolment of international students in higher education institutions reached 6.1 million, reflecting an annual growth rate of 5.5% from 1998 to 2019 (OECD, 2021). The trends, however, were disrupted by the COVID-19 pandemic (Kanwar & Carr, 2020). Nevertheless, the reopening of borders has offered hope for a potential reversal in the pandemic-induced decline. New Zealand, for instance, experienced a 33% decline in international enrolments between 2019 and 2021. However, international student visa applications soared from 7,710 in October 2022 to 43,541 by July 2023 (Education New Zealand, 2022; 2023). This trend mirrors a global pattern, supported by a significant increase in international student numbers in OECD countries (OECD, 2023).

Research on the experiences of international students is crucial for informing policies and practices (Deuchar, 2022). Yet, a challenge lies in defining the term 'international student.’ This definitional challenge not only presents a semantic hurdle but also complicates the development of targeted strategies to address their diverse needs. The prevailing definition focuses on individuals pursuing education outside their home countries, often emphasizing the geographical dimension and using criteria such as visas or national affiliations (Bista et al., 2018). Despite seemingly clear criteria, the term's inherent ambiguity persists, and interpretations may vary based on the specific context in which it is used (OECD, 2021).

A common tendency is to view international students as a uniform group, hindering effective university responses (Lausch et al., 2017). Advocates for a nuanced viewpoint argue that this simplification overlooks the complexities of the international student experience (Heng, 2019). Additionally, while existing research has explored the experiences of international students, their own viewpoints and narratives have received limited attention (Koo & Mathies, 2022). Language and ethnicity are often used to generalize the identity of international students (Tavares, 2021). Broad categorizations may not fully grasp how some students shape identities in new socio-cultural settings and fail to capture how personal characteristics and experiences influence their perception of self (Tian & Lowe, 2009). Furthermore, the dominant deficit-oriented view of international students, focused on challenges and generalizations, neglects their individual identities (Tavares, 2021).

This paper reports findings from a qualitative study using phenomenology to explore the experiences of 12 international undergraduate students at a university in Aotearoa New Zealand, delving into their perspectives on being 'international.' While focused on a specific university, the insights gained have important implications for policymakers globally, nationally, and institutionally. They guide the development of more informed and tailored strategies to enhance the overall international student experience.

The findings challenge the conventional notion that the label international student should exclusively define individuals based on visa status and shared characteristics. Instead, they emphasize the nuanced complexity of international students' experiences, questioning the tendency to homogenize this diverse group. It not only identifies elements contributing to a collective group identity but also recognizes those shaping individual identities. In doing so, the study illuminates the rich diversity within the international student community in higher education, emphasizing the significance of individual experiences and unique perspectives in shaping their sense of self.

The study aimed to contribute to a comprehensive understanding of how international students perceive themselves. It is grounded in a relativist ontology, embracing the notion that truths are subjective, varying across individuals and their perceptions (Guba, 1990). This philosophical stance aligns seamlessly with a constructionist epistemology. Within this conceptual framework, the study adopted an interpretive theoretical perspective, asserting that meanings are central to shaping actions and that reality is multifaceted, accessed through diverse interpretations (Denzin & Lincoln, 2011). The methodological approach employed is interpretative phenomenology, involving both descriptive and interpretative phases. During the descriptive stage, preconceptions were set aside to identify recurring patterns, forming the basis for interpretative analysis that explored nuanced meanings in participants' experiences. Twelve international students were purposefully selected to participate in this study. The sample size was chosen with consideration for the qualitative nature of the research, which prioritized depth of insight over breadth. To ensure the trustworthiness of the study, Lincoln and Guba's (1985) criteria—credibility, transferability, dependability, and confirmability—were rigorously followed. In-depth semi-structured interviews, guided by a pre-defined question list, were conducted. This approach offers a balance between using a predefined set of questions and allowing flexibility to delve into participants' responses in depth (Ruslin et al., 2022). Each participant underwent two to four one-hour interviews until data saturation was achieved, and the recorded interviews were transcribed verbatim. The lead researcher established cultural sensitivity and rapport through initial meetings before interviews, fostering a comfortable environment for open sharing. To emphasize confidentiality, participants were encouraged to use pseudonyms, discouraging the disclosure of their involvement. The researcher sought feedback from critical peers and maintained a comprehensive research audit trail. These measures collectively demonstrated the study's commitment to methodological rigor and ethical considerations in exploring international students' perceptions and experiences. The research employed thematic analysis to systematically organize and extract insights from the collected data, starting with a thorough review of transcripts. Codes, initially developed manually and later refined using NVivo, facilitated the identification of patterns and recurring themes within the dataset. The analysis involved an iterative process, revisiting data and codes multiple times to refine emerging themes that connected empirical data to the overarching research question. Before the study began, ethical approval was obtained, and informed consent was secured from all participants.

The findings offer insightful glimpses into the intricate realm of identity among international students, as perceived by the students themselves. Participants identified themselves with a group characterized by its diverse composition, with their collective identity shaped by the shared experience of holding student visas. They recognised stereotypes used as defining principles for international students, intensifying feelings of 'othering' and an 'us versus them' mentality. Additionally, their awareness of challenges associated with their international student status further strengthened their collective identity. Nonetheless, this research challenged the homogenization of international students, highlighting their diverse identities beyond the simplistic label of 'international student'. It emphasized the multifaceted dimensions contributing to their individuality, uncovering a spectrum of social identities, including ethnicity, religion, gender, age, financial means, and civil status. The findings illuminated a nuanced reality where shared characteristics coexist with individual differences, portraying experiences abroad as 'the-same-and-different.' Through analysing the participants' narratives, the relevance of self-categorization theory and intersectionality became evident (Hutcheson, 2023; Levine & Reicher, 1996) The participants complex interplay of identities also aligned with narrower spheres defined by individual attributes and experiences. They encountered varying challenges, shaping their trajectories and identities. Additionally, cultural affinity mediated interactions with the dominant local population, impacting self-perception. While acceptance by locals could foster belonging and even lead to being embraced as locals, for others, these interactions can worsen feelings of alienation, reinforcing their outsider status. This multifaceted tapestry of identity was enriched by factors such as self-perceived university readiness, English proficiency, self-perceived intelligence, and motivation, each contributing to one's sense of self. Expectations varied depending on information access, and resilience levels differed in handling challenges. Participants also showcased diverse goals and priorities, influenced by personal and external factors in career choices. Their subjective judgments of personal success added complexity, reflecting unique values and aspirations.

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