Abstract: The IES MAP (Model Assessment Practice) for Study Abroad was created in response to the growing need for more effective program development and assessment in international education. The IES MAP focuses on four key areas: the student learning environment; student learning and the development of intercultural competence; resources for academic and student support; and program administration and development. Whilst the development of students’ intellectual abilities is the foremost concern of an academic program, the development of intercultural understanding is also significant, and desired. Many American students perceive Australia as being almost an extension of the United States. Of course they see Australia as ‘different’, but those differences are often anticipated as more ‘cute’, ‘token’ differences, rather than disparities that will actually have a significant impact on their time in Australia. This paper explores the development of intercultural competence in American students studying in Australia using qualitative examples.
Abstract: This paper explores the development of resources for the increasing population of Muslim students within the Newcastle area, where the cultural and linguistic diversity of the population is quite narrow compared to the national population. Collaboration between the Newcastle Muslim Association, TAFE, Department of Education & Training, the Northern Settlement Services (formerly the Migrant Resource Centre) and the University has resulted in the development of a resource to give students and their families information about specialised services within the community so that they can quickly and easily make connections. The result of this collaboration has been the resource “Welcome to Newcastle: Information for Muslim students and families”.
After the production of this resource, a smaller project team has continued to work together to produce a second resource in brochure style “Understanding Islam” and a third web based resource “Focusing on Islam: Answers to Frequently Asked Questions”. Both of these resources aim to (1) assist the wider community to gain more information about Islam, (2) better understand Muslim beliefs and practices, (3) to dispel myths and (4) to encourage positive interactions in the workplace, classroom and the community generally. The successful launch of these resources in November 2006, attended by more than 150 people representing local, regional and national organisations has inspired the project team to continue to work together in 2007. Two new projects are currently being developed – the first to assist academic staff from the School of Medicine to gain greater understanding of the needs of Muslim students in the learning environment and secondly the development of a guide for Muslim students to ‘Understand Australia from a Muslim Perspective’.
Keywords: Muslim, resources, relationship, community
Abstract: The study reported in this document explores the perceptions and attitudes of international students of Hispanic background on their experience at Monash university and the different factors which influence their involvement in campus-based activities compared to off-campus community based events. The participants are 14 international students who are members of the Monash Hispanic Community Club (registered and unofficial members). They were contacted via the Facebook group Monash Hispanic Community, created by Andres Villamizar with the following vision:
A space for Hispanic students at Monash University, their friends and other Australian and international students who share genuine interest in the Spanish and Portuguese languages and Latin American and Spanish culture (Monash Hispanic Community group, 2007). The data was collected via self-administered paper-based questionnaire and inform l conversations with currently enrolled international students of Hispanic background at Monsah University. In addition, the survey was also distributed to former international students of Hispanic background who have studied at Monash University within the past two years.
The results show consistent feelings of pride of the Hispanic cultural heritage and Spanish language and openness to interactions with international students of different backgrounds. Additionally, desire to improve exposure to Australian culture by meeting and interacting with domestic students and sense of difficulty when wanting to meet other international students of Hispanic background were demonstrated by the survey results.
Based on the participants’ experiences and ideas, this report concludes with suggestions towards identifying the most efficient strategies to develop and/or improve social and communication networks among international students of Hispanic background, as well as with domestic and international students from other backgrounds studying in Melbourne.
Keywords: Hispanic students, social networks, communication, international students, culture
Abstract: This paper examines gender and the social change impact of an overseas education for a group of Indonesian graduates of Australian universities. Twenty five respondents participated in this research, the majority being Australian Development Scholarship (ADS) recipients from the University of Newcastle. Data collected by survey questionnaire and interview are analysed in relation to the impact of an overseas education on gender relations and social change in the family, community and workplace. It was evident from the study that gender and culture have become increasingly salient and fluid, however, despite the progress made towards gender equity, the core structure of gender beliefs has not changed. While there was evidence of the social change impact of their overseas education and the hybridisation effects of globalisation, considerable gender bias and inequality still persist as a result of hegemonic cultural beliefs about gender.
Key words: Gender relations, social change, globalisation, hybridisation, hegemonic cultural beliefs
Abstract: Increasing global migration and interconnectedness presents us with the challenge of finding ways to incorporate diversity and its inherent potential for change. The higher education field exemplifies these global trends as international students from a variety of cultural backgrounds choose to study overseas. One of their important motives in doing so is the opportunity to gain intercultural experiences. Yet consistently they report dissatisfaction with the nature and frequency of their interactions with and among members of the host culture. Educational institutions face losing a lucrative market if they do not pick up the opportunity to engage differently with this diversity. The challenge is to facilitate interactional experiences that will improve working relationships and provide potential for ongoing collaboration between all students and between students and staff of all backgrounds. University of South Australia recognises the potential of inclusivity in developing qualities of global citizenship among all students and is researching critical elements that make a difference.
This paper explores alternative interactive strategies being developed at UniSA that explore the effect of differing worldviews on interaction among international and local students and staff. This inclusive model is based on Process Oriented Psychology which emphasises change through increasing awareness among participants. It discusses the critical role of intercultural interaction in developing awareness about cultural assumptions and expectations of themselves and others, and how these shape ongoing and future interactions. Central aspects that have previously received little attention are the role and impact of rank in determining a dominant communication style and how each person’s culturally defined understanding of power and rank impact their ability and choices to contribute in any given context.
