by Cheryl Cook
Abstract: As traditional international mono-markets decline, our knowledge of other cultures is being challenged by the influx from a more variable market. We need to question if, on the basis of our past cultural encounters, it is now possible to deal effectively, realistically and empathetically with the increasing range of factors presented by this cultural variety.
This is an issue confronting support areas, such as the International Office at the Gippsland campus of Monash University, where, at any one time, over 30 different, and often distinct national groups require perceptive support. Profiling individual students via one-on-one interviews, as representatives of disparate cultures, is a one approach that facilitates and creates opportunities for empathetic understanding.
A number of benefits to the international office accrue from this: increasing cross-cultural knowledge, broadening of perceptions, identifying service gaps, building of individual relationships, creating insights into student needs, generating contextualization of students’ actions, constructing student experiences and strategies, and encouraging acceptance of difference. The student also benefits in that the opportunity enables them to take the role of an expert authority, to be a deliverer rather than a receiver of knowledge, to share their culture, to make cultural comparisons that provide personal insights and to connect their home experiences with their study experiences.
This paper discusses one strategy used in a multi-focused approach to improving the experience of international students at university.
Key words: international student support; cultural profiling; professional development; cultural awareness; student experience; narrative research
Terry McGrath , Dr Andrew Butcher , Paul Stock
Abstract: Asian students need to be considered within New Zealand’s broader engagement with Asia. The New Zealand government has invested significant funding into recruiting international students; professional development for those working with international students; and research into the experiences of international students in New Zealand. Only limited research has investigated the experiences and implications of international students returning to their countries of origin and it has been within frames of either development studies (McGrath, 1998) or sociology (Butcher, 2003), with focus on challenges international students’ face in their re-entry experiences. This paper seeks to consider Asian students within international relations more broadly. In particular, this paper asks how Asian students who have studied in New Zealand could be nurtured as friends and allies of New Zealand longer term.
Keywords: international students, asian students, recruitment, New Zealand, re-entry experiences.
Dr Stanley W Theron.
Abstract: A basic premise of this paper is that stress experienced is in an inverse ratio to learning outcomes. Practically applied it means that in any learning situation – especially SL situations – there should be subjective and objective awareness of the stress factor, continuing attention, assessment, alleviation and addressing of stress-producing factors to optimise outcomes. These aspects should be both preventative as well as therapeutic when stress situation arise.
Key words: stress management, SL learning, awareness, international students
Abstract: This workshop is designed to help you develop effective strategies for helping international postgraduate research students in your university. What we will do
is spend the time discussing:
• What are the issues?
• What strategies are available?
• What might you do in your university?
Keywords: International students, post graduate research students
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Kay McNamara, Izabela Skorka
Abstract: The purpose of this paper is to share the practical ways in which teachers at Kelvin Grove State College (Qld) have attempted to improve contact between international and local students using the award winning Teaching Emphases for English Proficiency Levels (TEEPL) http://www.kelvingrovesc.eq.edu.au/asp/teepl/teepl_cover.asp (presented at ISANA conference 2005).
TEEPL is a comprehensive database of suggestions to support students both academically and socially at the various stages of their development as outlined in the NLLIA ESL Bandscales (McKay, Hudson & Sapuppo, 1994) In addressing the issue of poor rates of interaction between local and international students at KGSC, ESL staff drew on suggestions in the TEEPL database to develop workshops designed to increase the quantity and quality of contact between domestic and international students. Weekly workshops conducted over two terms, were supplemented with between workshop activities (BWA’s) involving practice of skills learnt with an expectation to feed back in the ensuing workshop.
Keywords: Social, Success, Interaction, Strategies, ESL