International Students

Academic difficulties encountered by East Asian international university students in New Zealand

by Gavin Brown

This paper derived from Boram Lee's master's thesis supervised by Sue Farruggia and Gavin Brown.
this is the author pre-publication version.
recommended citation:
Lee, B., Farruggia, S. P., & Brown, G. T. L. (2012, accepted). Academic difficulties encountered by East Asian international university students in New Zealand. Higher Education Research & Development.

The study focused on learning difficulties experienced by East Asian International (EAI) students. Participants were... more The study focused on learning difficulties experienced by East Asian International (EAI) students. Participants were 117 EAI students undertaking tertiary study at a major university; all were surveyed and 21 students were interviewed. The findings suggest that language limitations, academic content and learning styles were associated with difficulties in their learning. Difficulties with academic content appeared to act as the major barrier to their
academic performance rather than English language. This is contrary to earlier findings where Asian students often experience difficulties in tasks that are particularly related to language proficiency. The study also contradicted the popular belief that Asian students are only surface learners.

Studying a bit different than at a home university

by Piotr Kowzan

Authors: Piotr Kowzan, Aleksandra Kurowska, Magdalena Prusinowska, Małgorzata Zielińska (2009)
Published in a book: Learning in academia: socio-cultural and political perspectives. ed. by M. Cackowska. Wydawnictwo Uniwersytetu Gdańskiego. pp. 163-175

The aim of this article is to present different sources of learning while studying abroad. All the four authors of... more The aim of this article is to present different sources of learning while studying abroad. All the four authors of this text have at least twice taken the opportunity to study in a different
country, not only being exchange students at foreign universities (in Linköping and Bremen), but also enrolling to Folk High Schools or doing an internship abroad. We have
also met other international students and used the opportunity to inquire about their experiences. We will attempt here to create a mulitidimensional picture of the international students’ course of learning, showing both the most easily noticeable sources of learning as well as the more subtle ones.

Understanding Seychelles Students Social, Academic and Cultural Experiences during Transition to University

by sophia harryba

International Journal of Learning, 16 (11), pp. 1-22

A phenomenological approach was used to explore the transition experiences of 12 undergraduate Seychellois... more A phenomenological approach was used to explore the transition experiences of 12 undergraduate Seychellois international students within an Australian University. Interviews were conducted in Creole, the participants’ native language, and the data was translated to English, transcribed and thematically analyzed. Cultural distance and perceived discrimination mitigated social interactions and cultural learning. The conclusion suggests we need to focus on teaching and learning rather then university wide supports to develop cultural exchanges and aid international student transition.

Challenges Faced by University Staff Members when Providing Services to International Students: An Australian Perspective

by sophia harryba

International Journal of Learning, v18 (6), pp.15-36

A qualitative case study examined the challenges of service provision and utilization at an Australian university.... more A qualitative case study examined the challenges of service provision and utilization at an Australian university. Using a Social Constructivist Grounded Theory methodology, 73 participants were interviewed, including 38 staff members (16 academic, 22 non-academic), 25 international (IS) and 10 domestic students (DS). Challenges that staff members experienced when working with IS included university and student-level challenges lack of incentive, heavy workloads, and perceived language barriers. A main issue related to equity and whether or not staff members were acting in an equitable manner towards the IS and DS. Themes that emerged included lack of training for staff members responsible for working with ESL students and miscommunication between staff members. These issues added onto an already heavy workload which was felt as even heavier because of IS perceived language barriers. For many academic staff members, these factors appear to have contributed to the reported increase in leniency-whereby lectures evaluate academic work from IS differently to those of DS. The implications of these findings for institutions which enroll IS are discussed.

Managing diversity: Workplace and classroom connections

by Mimi Zou

Co-authored with Susan McGrath-Champ & Lucy Taylor in the Association of Industrial Relations Academics of Australia and New Zealand (AIRAANZ) 25th Conference Proceedings, Auckland, New Zealand, 4th February 2011.

Student diversity and implications for clinical competency development amongst domestic and international speech-language pathology students

by Stacie Attrill

International students graduating from speech-language pathology university courses must achieve the same minimum... more International students graduating from speech-language pathology university courses must achieve the same minimum competency standards as domestic students. This study aimed to collect descriptive information about the number, origin, and placement performance of international students as well as perceptions of the performance of international students on placement. University Clinical Education Coordinators (CECs), who manage clinical placements in eight undergraduate and six graduate entry programs across the 10 participating universities in Australia and New Zealand completed a survey about 3455 international and domestic speech-language pathology students. Survey responses were analysed quantitatively and qualitatively with non-parametric statistics and thematic analysis. Results indicated that international students came from a variety of countries, but with a regional focus on the countries of Central and Southern Asia. Although domestic students were noted to experience significantly less placement failure, fewer supplementary placements, and reduced additional placement support than international students, the effect size of these relationships was consistently small and therefore weak. CECs rated international students as more frequently experiencing difficulties with communication competencies on placement. However, CECs qualitative comments revealed that culturally and linguistically diverse (CALD) students may experience more difficulties with speech-language pathology competency development than international students. Students’ CALD status should be included in future investigations of factors influencing speech-language pathology competency development.




Read More: http://informahealthcare.com/doi/abs/10.3109/17549507.2011.652172

Host Communication Competence and Locus of Control of International Students in the United States

by Pavica Sheldon

Journal of Intercultural Communication

International student destination choice: the influence of home campus experience on the decision to consider branch campuses

by Stephen Wilkins

Previous research has found that the country and institution choices of international students are greatly influenced... more Previous research has found that the country and institution choices of international students are greatly influenced by recommendations they receive from others who have experience of undertaking higher education overseas. For Western universities, it is of utmost importance to satisfy their international students, who can then encourage the next generation of international students to attend those same institutions. However, student satisfaction is not the only factor at play. Using a framework of ‘push and pull’ factors, rooted in the international student choice literature, this exploratory study investigates the determinants of destination choice of international students who decided to study at a university in the UK and examines their attitudes toward international branch campuses. The survey results and analyses suggest that overseas campuses could pose a considerable threat to home campuses in the competition for international students in the future.

Student Recruitment at International Branch Campuses: Can They Compete in the Global Market?

by Stephen Wilkins

The majority of international branch campuses are located in competitive higher education hubs, such as Singapore and... more The majority of international branch campuses are located in competitive higher education hubs, such as Singapore and the United Arab Emirates. Many find themselves having to recruit students regionally, and some, even globally, which results in them competing head-to-head with the home campuses of well-respected Western universities. The purpose of this study is to identify the factors influencing the decision of international students to study at a particular university in the UK and to investigate their attitudes towards international branch campuses. The study involved a self-completed questionnaire administered to 160 international students. A logit model was developed that was able to significantly predict whether or not an individual student would consider study at an international branch campus. Reputation, quality of programmes and rankings were found to be the strongest influences on student choice of institution, suggesting that these are the factors that international branch campuses should focus on to achieve sustainable competitive advantage.

A Gay Immigrant Student's Perspective: Unspeakable Acts in the Language Class

by Cynthia Nelson

An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students

by S. James Whitman

Being ill in a foreign country: International students’ trust in American physicians.

by Pavica Sheldon

To what extent can Technology Enhanced Learning help universities support International Students throughout their studies?

by Andrew Hollyhead

Cotterall, S. (2011). "Six outsiders and a pseudo-insider: International doctoral students in Australia." In Lee, A. & Kumar, V. (eds.) Best practice in doctoral education. Kuala Lumpur: UPM Publishers, pp. 49-62.

by Sara Cotterall

This paper appears as Chapter Two in a recent edited book which provides an international perspective on doctoral education.  My chapter reports on the experiences of the six participants in my doctoral project and reflects on the special characteristics of doctoral study in the Australian context.

Australia is the world’s third largest provider of degree level international education (Novera, 2004).  Of the... more Australia is the world’s third largest provider of degree level international education (Novera, 2004).  Of the 30,110 full time PhD students enrolled in Australian universities in 2008, 25% were international students (Department of Education, Employment and Workplace Relations, 2009) representing an increase of 15% in international PhD enrolments on previous years (Data snapshot, 2010).  These statistics reflect the importance of international doctoral students to Australia’s higher education industry and economy. But how welcome does Australia make its international students? While most PhD students experience difficulties of one type or another during their studies (McAlpine & Amundsen, 2007), research suggests that international doctoral students face particular challenges (Kuwahara, 2008; Morita, 2009) due partly to isolation from their normal support networks. 

I approach this discussion from my dual perspectives as a full-time doctoral student and a researcher of doctoral education in both the Australian and international contexts. In the chapter I draw on interviews with six international PhD students studying in Australia to present a snapshot of their lived experiences. While most of what they say is positive, our conversations suggest their experience could be enhanced in various ways. Given that the students are unlikely (principally for cultural reasons) to express any concerns to university authorities, I have chosen to report here some of the stories of personal, academic and social tension they have shared with me.  I hope these stories can illuminate aspects of the international doctoral student experience in Australia seldom discussed. First I discuss and justify my use of the problematic term “international students”.  Next I report particular tensions experienced by four of the students before discussing the surprising fact that none of the students have contact with any Australian students. I conclude the chapter by speculating on possible reasons for their experiences, and suggest strategies the universities could adopt to enrich international doctoral scholars’ experience in Australia. 

Strategies for collaboration and internationalisation in the classroom

by Margaret Wallace

Co-authored with Susan Hellmundt

Creating An Intensive Learning and Support Environment for International and Domestic Students

by Michael Smithee

Supporting International Students’ Transition: Have a Chat

by CaAtherine Meredith

Carolyn Woodley, Centre for Work Integrated Learning and Teaching, Faculty of Business & Law, Victoria University
CaAtherine Meredith, Faculty of Business & Law, Victoria University

Abstract
This paper will report on recent activities in the Faculty of Business and Law in Victoria... more
Abstract
This paper will report on recent activities in the Faculty of Business and Law in Victoria University (VU), Australia, that support the transition of international students many of whom have learnt English as a foreign language in a highly formal setting and who often have limited opportunities to speak to domestic students in a social setting. The central purpose of the Faculty’s activities is to engage international students in extra-curricular programs that aim to improve their English proficiency, increase their confidence and provide a common space for domestic and international students to interact. Social, cultural and linguistic support beyond the classroom is necessary for academic success and a positive educational experience.  This paper particularly focuses on the Faculty’s “Have a Chat” program run by the Transition officer and discusses what happens, who participates and, most importantly, what international students have to say about it.

A web-based information system for international students (Masters thesis) (2001)

by Tünde Varga-Atkins

MSc Computer Science (distinction), University of Manchester, UK
2001

Information skills of business students: a comparative study of UK and international students ---MA thesis (1998/99)

by Tünde Varga-Atkins

MA in Information Management, Liverpool John Moores University, UK (distinction)

Youthful escapes? British students, overseas education and the pursuit of happiness

by Rachel Brooks

Full reference: Brooks, R., Waters, J. and Pimlott-Wilson, H. (2011) Youthful escapes? British students, overseas education and the pursuit of happiness, Social and Cultural Geography 12 (5) : 459- 465

This paper draws upon the findings of a recent project examining the motivations of UK students seeking higher... more This paper draws upon the findings of a recent project examining the motivations of UK students seeking higher education overseas. We argue that notions of fun, enjoyment and the pursuit of happiness abroad featured strongly in young people’s stories, in contrast to an emphasis in recent academic and media accounts on overt strategising around educational decision-making. Several students wanted to escape the UK, particularly the rigidity of British higher education; the perceived flexibility of a liberal arts education was extremely appealing. Others saw education overseas as a chance for personal reinvention. Moving the focus away from stressing the negative effects of academic-related pressures upon young people, in this paper, we argue that education can offer up new possibilities for fun and excitement, which for privileged individuals work alongside more strategic objectives around the accumulation of cultural capital.