ISANA

Amanda J Daly and Justine C Brown

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

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