Scholarly literature has informed different reasons for higher education student attrition. One major challenge most students face, especially doctoral students is the isolation that hinders them from integrating and becoming part of the learning society. Indeed, the current learning environment in higher education may be challenging to many, especially those without social-relational skills. Globalization and internationalization in higher education have made students and academics mobile. They learn and teach in a foreign environment (not necessarily in a foreign country, but in institutions with unfamiliar cultural structures and practices) with different cultural aspects to observe. Students without social relationship knowledge and skills may feel overwhelmed and should be guided to overcome the situation; otherwise, they may drop out of their studies.
Therefore, the author of this book, Elizabeth, emphasizes that mastering social-relational aspects of the contextual learning community can support students in interacting with their learning agencies and beyond. The author calls for students' understanding of five SILLY but essential social relational factors crucial in opening many doors regardless of the learning context. She emphasizes that students should comprehend contextual greeting style, smiling, and dress codes. Further, students are encouraged to observe, evaluate, and practice the contextual cultural norms correctly to attract good relationships. Moreover, students should consciously be aware of their possibilities and limitations in their involvement in parties and be diligent in establishing functional relationships that facilitate attaining their learning goals.
Elizabeth includes exciting narrative conversations with different people for the readers to learn, comprehend, and examine its application to their contextual learning environment. Indeed, supporting students to fight isolation which has been a major problem discouraging students from continuing their studies, is a significant task of this book. The author believes that students who learn and practice the social-relational contextual culture correctly succeed in persisting and graduating. Students, advisors, supervisors, and parents are the main supporters of students, and they may find the book interesting to raise discussion on the problem and ask students about their well-being. The social-cultural aspects discussed in this book may be the most ignored but are vital in any learning environment. Undoubtedly, the global society needs graduates in different areas, and that student attrition must be a sensitive issue that needs a solution. Indeed, students must be socially skilled, so they may cope with the multicultural higher education learning environment, and after graduation, they may work anywhere and collaborate with whoever. So, as a student, empower yourself by reading this book, and as an advisor, it is time to support yourself and others.
