Abstract: Numerous studies have highlighted that the most pronounced differences between international and domestic students are with classroom participation and intercultural relationships. In Ward’s (2003) report for the NewZealand Ministry of Education, she identified a pressing need for research to evaluate intervention strategies. In response, this study investigated the effect of an intervention program entitled Excellence in Experiential Learning and Leadership (ExcelL) Intercultural Skills Program. While the ExcelL program has been successfully implemented in Canada, Australia, the United Kingdom and The Netherlands, this is the first-time it has been utilised in the New Zealand context. Twenty-five students enrolled at a New Zealand institution completed the six-week ExcelL program. There were significant changes between the pre- and post- intervention scores for open-mindedness, social initiative and emotional stability. Furthermore students reported increased confidence and friendships both in the classroom and in the wider community. While this study has shown the immediate effectiveness of the ExcelL program, it is recommended that further investigation of the long-term impact of such an intervention strategy be conducted.
Key words: International students, intercultural competencies, classroom success
Abstract: In his ministerial statement on internationalisation of education in October 2003, Dr Brendan Nelson stated ‘Internationalisation is a two way process…yet less than 1% of Australian students travel abroad for study’. Many Australian Vice-Chancellors have already mandated student mobility targets of 10% or more, but thus far there has been little communication and sharing of strategies of how to reach these targets. This paper will consider the promotion of outbound programs in relation to some of the main stakeholders. It will review some of the standard promotion and recruitment methods and evaluate other methods and strategies that are integral to the running of a successful outbound mobility program.
Key words: Study abroad, student mobility, exchange programs, student recruitment.
Abstract: There is emphasis in some tertiary courses on in-class presentations as an important skill and as a means of assessment. Frequently, this appears in the first semester of a student’s enrolment. This may present especial issues for international students, particularly those from countries with significant cultural and linguistic differences to Australia. It may be somewhat confronting to not only have to make an adjustment to a new and different cultural and educational setting, but also be asked within a month or two to place oneself on public display, potentially in what may not be your first language.
This paper examines data that compare anxiety levels of incoming international students to local students; some of the associated anxiety issues experienced by international students who have presented at a University Counselling service; and discusses a two-session workshop offered as an intervention.
Abstract: The purpose of this study was to investigate how stress level, coping styles and personality traits contribute to international students' academic performance. Participants comprised of 100 international students across undergraduate and postgraduate levels from universities in Melbourne, Australia. Participants were aged 18 to 40 years old. Using a single sample survey design, all 100 participants completed a background information sheet, the Coping Skills Inventory, the Social Avoidance Distress Scale and the Eysenck Personality Questionnaire-Revised for Adults. Ten participants volunteered to be interviewed.
The interview was audio-taped. There were three hypotheses for this research. The first hypothesis predicted that stress level, coping styles and the personality traits of neuroticism, tough-mindedness and extraversion would explain the variation in grades of the international students. The second hypothesis predicted that the personality traits of neuroticism, tough-mindedness and extraversion would explain coping styles. The third hypothesis predicted that gender would affect coping styles and personality traits of neuroticism, tough-mindedness and extraversion. The results for the second and third hypotheses were presented and discussed. The discussion considered the difficulties faced by international students.
Key Words: International students, stress, coping style, personality
Abstract: The international students at the University of Technology, Sydney (UTS) enhance their studies with a range of practice-focused assignments, vibrant multi-cultural activities and collaborative industry links. These can range from work experience at the Sydney Opera House to cheering local footy teams with “cultural interpreters” who are also classmates.
This paper explores some of the ingredients for cross cultural learning used by Humanities and Social Sciences (HSS) students, using the two-way symmetrical model taught in the Faculty’s Public Communication program. The HSS Faculty is one of nine at UTS. The university currently has international students from over 110 countries. Examples are given to show how international students utilise this model to engage with community and university stakeholders. Students who are at first unfamiliar with Australian socio-cultural, political and economic contexts can tap into a range of challenging opportunities that lead them out of their comfort zones into dynamic professional and cultural networking exchanges. These exchanges have been found to result in enriched academic outcomes. The boundary spanner role played by the HSS Faculty’s International Student Adviser is also discussed.
