Abstract: In this study, the researcher intends to make some contributions to the research literature regarding
the analysis of secondary students’ cross-cultural adjustment through investigating a group of
Mainland Chinese students’ experiences in secondary schools in South Australia. The study
explores the perceptions of Chinese students in a more naturalistic way through conversations with
them in their own language. It focuses on the cultural challenges faced by these Chinese students
and provides some insider’s knowledge about the underlying causes for these challenges and their
coping strategies in the process of adjusting to living and learning in Australian culture. This paper,
as part of the study, will particularly focus on the challenges involved in the homestay situation, the
results of which indicated that the secondary school Chinese students at homestays were confronted
with four broad categories of challenges: difficulties with food, English language, household chores
and relationships with homestay hosts. The findings also uncovered the detailed basis of each of the
students’ difficulties, providing some specific cultural information for educational practitioners to
better understand secondary Chinese students in Australia.
Abstract: The provision of quality advice to new international students has become increasingly important in
Australian and New Zealand universities. It is generally accepted that orientations help
internationals adjust to life and study in a foreign culture. Students who receive clear and relevant
advice on matters such as health services, insurance and personal safety are more likely to be
mentally equipped for the early stages of their sojourn than students who do not receive such
advice or fail to understand it.
It is surprising then that few studies have investigated the extent to which new arrivals
comprehend the information presented to them. Also, evidence-based models for the orientation of
new students are lacking, and so the efficacy of orientation practice is more difficult to assess.
This discussion paper will argue that a problem has slipped to some extent beneath the pastoral
care radar: a communication gap that exists between education providers and new international
students as a result of linguistic and cultural factors. A ground-level communication model is then
introduced as a first step towards addressing the problem.
Abstract: In response to globalisation, the number of students engaging in studies abroad and cross-cultural
living has significantly increased. This paper explores the extent to which social isolation and
loneliness is evident within international student’ cohorts, and further examines the advantages of
using technological communication to decrease the feeling of social isolation and loneliness within
international student groups. The advantages and disadvantages of applying different methods of
technological communication will be evaluated, whilst focussing on the effectiveness and efficiency of
the technology from a student and a staff perspective. The particular forms of technological
communication examined include: web-based newsletters and online discussion boards and
announcement pages.
Experiences gained by the International Student Support staff at one of the University of Newcastle’s
smaller campuses is triangulated with quantitative and qualitative data gathered from students across
the University.
Keywords: International students, social isolation, loneliness, technology, communication
Abstract: This paper focuses on unpacking the myths and assumptions around engagement between international and local students. By exploring current literature on socialisation and practices within the higher education sector, the discussion will concentrate on possible research agendas in the area of socialisation and localinternational student engagement. The paper will highlight some of the strengths of current literature and practice as well as some of the gaps that need to be addressed.
The myths and assumptions discussed in the paper include;
What is the meaning of the local-international dichotomy?
Why is the focus only on how international students adapt?
Why is there a disproportionate focus on support services providing leadership on engagement, rather than through academic teaching and learning?
Why is English as a second language often cited as the barrier to engagement?
What is Australia’s host culture?
Does internationalisation of curriculum mean a resultant internationalised cohort by default?
The outcomes, through answering these questions, are to enrich understanding and research in international education.
Abstract: In the last decade New Zealand higher education has undergone drastic shifts in its social, ethnic
and cultural landscapes. Arguably, the increased presence of Asian students in New Zealand
universities has added value not only to the local economy but also the social and cultural
development of domestic students (Stevens, 2005). However, anecdotal evidence seems to suggest
otherwise (Dominion, 9 August 1995, “Racist views on Asian settlers”, p.8). The sudden influx of
Asian students has led to the proliferation of what Spoonley et al (2005) termed as “small world”
networks. While New Zealand students begin to feel outnumbered by the growing number of Asian
students, the latter continue to be found wanting in their interaction with domestic students (Ward
& Masgoret, 2005). Against this backdrop the paper aims to explicate some of the socio‐cultural
factors influencing intercultural interactions in a New Zealand university through the perspectives
of both Pakeha and Asian international students.
