Abstract: The QUT Homestay Program is an essential part of the university’s commitment to meet the accommodation needs of international students. Despite the importance of this style of accommodation, there is very little research addressing issues related to homestay arrangements. The program at Queensland University of Technology (QUT) was evaluated in 2002 to develop a continuous improvement framework to ensure provision of quality homestay services to international students.
This paper presents an overview of the evaluation and key lessons learnt in providing quality homestay services to international students. It will cover social and cross-cultural issues faced by providers and international students in the homestay environment, the homestay support needs, program information, policies, procedures and code of practice governing the program.
Key Words: Homestay accommodation, program evaluation, homestay providers, international students, cross-cultural issues
Abstract: The foremost concerns of most international Asian students were disappointments with their academic performance and their lack of fluency in English. There was a huge gap between their own expectations and reality, and was primarily caused by cultural misunderstanding and language inadequacy. However, such gap also created unnecessary performance pressures, prevented meaningful interaction and integration between international and local students, and generated feelings of rejections and isolations. Placing appropriate support mechanisms and training opportunities could address many of these issues.
Even though all students needed support and care, it was much more effective and efficient to address a specific ethnic group and adopt strategies of their cultures. As a result, a support and care programme called Ongoing Support for Asian Students (OSAS) was initiated and implemented to raise awareness, communicate issues to students to encourage and equip them to do well academically as well as overall in the long term. OSAS organised many activities in the attempt to achieve its missions.
This paper focuses on one particular support implementation that aims to develop strong relationships between Asian students, cultivate community care and group dynamics, extend social and communication skills, provide leadership internship, and build much self-confidence in themselves.
Key Words: International education, international students, Asian students, pastoral care, educative care.
Helen Farrell, Cristina Pastore, Neera Handa, Joanne Dearlove, Ed Spalding
Abstract: Peer mentoring, a collaborative program offered at University of Western Sydney, may enhance the educational outcomes and the first year experience of many first year university students. Learning Advisors, Counsellors and academics work together to train and support peer mentors from various Schools within the University. In training mentors, lecturing and content teaching is kept to a minimum. The group process, that is most used in the training of student peer mentors at UWS, is modelling of desired behaviours followed by opportunities for the trainee mentors to strengthen their skills by role rehearsal exercises in which mentors work towards facilitating cooperation, teamwork, joint responsibility and non-directive task oriented activity. This is followed by exercises that teach appropriate group facilitation techniques and finally by trainees preparing and running their own mentoring sessions.
This paper discusses the processes and benefits of this program for the mentees as well as the mentors using the program conducted at UWS as an example. The paper also suggests that mentoring is a suitable strategy for improving the first year experience of international students beginning university in Australia.
Key Words: Peer mentoring, transition, integrated academic support programs, international students.
Abstract: In 2001 Högskolan Dalarna launched a masters programme in computer science. This programme has attracted a large number of applications from international students. This has yielded many exciting opportunities, but also given rise to some problems, both practical and academic. A key element of the success in solving some of these problems has been to make the programme highly modular in structure, allowing two intakes per year. This has been the key to developing a peer group support system that is much appreciated by the students.
Keyword: Peer support, international students, independent semesters, staggered intake
Abstract: Graduation celebrates the completion or the commencement of an academic career. It has been considered a rite of passage in which we emphasize confronting new responsibilities, opportunities and threats and adjusting to the nostalgia of leaving a familiar scene. At PIBT and CIC, International students can fast track to their 2nd year of University by completing their Diploma. As Student Advisors at these Colleges we are particularly involved with the welcome and the farewell process. We see our students across a bridge.
This paper will discuss the traditions we have put into place at our respective Colleges concerning Graduation. We will consider how International students react to our traditions and how they have created some of their own for us to adopt. We will also contemplate how our students can establish solidarity and readjust to changes when many of them are still in the process of adjusting.
