Abstract: This paper explores the development of resources for the increasing population of Muslim students within the Newcastle area, where the cultural and linguistic diversity of the population is quite narrow compared to the national population. Collaboration between the Newcastle Muslim Association, TAFE, Department of Education & Training, the Northern Settlement Services (formerly the Migrant Resource Centre) and the University has resulted in the development of a resource to give students and their families information about specialised services within the community so that they can quickly and easily make connections. The result of this collaboration has been the resource “Welcome to Newcastle: Information for Muslim students and families”.
After the production of this resource, a smaller project team has continued to work together to produce a second resource in brochure style “Understanding Islam” and a third web based resource “Focusing on Islam: Answers to Frequently Asked Questions”. Both of these resources aim to (1) assist the wider community to gain more information about Islam, (2) better understand Muslim beliefs and practices, (3) to dispel myths and (4) to encourage positive interactions in the workplace, classroom and the community generally. The successful launch of these resources in November 2006, attended by more than 150 people representing local, regional and national organisations has inspired the project team to continue to work together in 2007. Two new projects are currently being developed – the first to assist academic staff from the School of Medicine to gain greater understanding of the needs of Muslim students in the learning environment and secondly the development of a guide for Muslim students to ‘Understand Australia from a Muslim Perspective’.
Keywords: Muslim, resources, relationship, community
Abstract: The study reported in this document explores the perceptions and attitudes of international students of Hispanic background on their experience at Monash university and the different factors which influence their involvement in campus-based activities compared to off-campus community based events. The participants are 14 international students who are members of the Monash Hispanic Community Club (registered and unofficial members). They were contacted via the Facebook group Monash Hispanic Community, created by Andres Villamizar with the following vision:
A space for Hispanic students at Monash University, their friends and other Australian and international students who share genuine interest in the Spanish and Portuguese languages and Latin American and Spanish culture (Monash Hispanic Community group, 2007). The data was collected via self-administered paper-based questionnaire and inform l conversations with currently enrolled international students of Hispanic background at Monsah University. In addition, the survey was also distributed to former international students of Hispanic background who have studied at Monash University within the past two years.
The results show consistent feelings of pride of the Hispanic cultural heritage and Spanish language and openness to interactions with international students of different backgrounds. Additionally, desire to improve exposure to Australian culture by meeting and interacting with domestic students and sense of difficulty when wanting to meet other international students of Hispanic background were demonstrated by the survey results.
Based on the participants’ experiences and ideas, this report concludes with suggestions towards identifying the most efficient strategies to develop and/or improve social and communication networks among international students of Hispanic background, as well as with domestic and international students from other backgrounds studying in Melbourne.
Keywords: Hispanic students, social networks, communication, international students, culture
Abstract:It is a common belief that tertiary students acquire intercultural communication competence through interacting with each other in multicultural classrooms. Much research undertaken in Australia, however, indicates that having culturally diverse classrooms will not, by itself, necessarily promote student development in this area. This is particularly true of students working in multinational/multicultural teams, where often the experience can reinforce negative stereotypes instead of promoting understanding. What is required, instead, is deliberate and structured intervention promoting two-way learning not only between international and local Australian students, but also between all students of different cultural and linguistic backgrounds.
This paper describes a workshop that was implemented with a group of undergraduate students at Curtin University of Technology to assist them in working successfully in multinational student teams. It will describe the activities used, not only to raise student awareness, but also to lead them to a deeper level of understanding and to develop intercultural communication competence. The paper emphasises the importance of guided discussion and how the workshop facilitator needs to lead students carefully and sensitively to explore cultural and linguistic issues in intercultural communication. The paper also discusses directions for a classroom pedagogy which utilises teaching and learning approaches that build on cultural diversity and develop intercultural communication competence in students. That is, possibilities for two-way learning in classroom contexts are explored and discussed.
Keywords: intercultural education; intercultural communication; internationalisation of curriculum.
Abstract: This paper presents the findings of a research project examining New Zealand experiences with collaborative learning. International research on collaborative learning is very positive about the educational benefits of working in diverse groups but much of this research has been carried out with diverse students from the same society. Anecdotal evidence indicates that the current New Zealand situation is different as International students come from many different societies. Additionally, the seminal work on collaborative learning done in the States by Johnson and Johnson was primarily based on pre- tertiary educational institutions.
Research carried out at Victoria University of Wellington indicates a worrying increase in negative attitudes of tertiary domestic students towards working with International students; anecdotal evidence suggests that this results from working in unsuccessful collaborative groups. This project surveyed staff and students at two Wellington tertiary institutions on their attitudes to collaborative learning. It identifies the particular challenges that Western tertiary educational institutions face in establishing collaborative learning with diverse groups of students, and proposes ways in which the institutions can meet these challenges and make collaborative learning in diverse groups a rewarding experience for all students.
Key Words: Collaborative learning, group work, diverse student groups, assessment, peer evaluation
Abstract: While working with AusAID sponsored students in a Queensland university, Melanesian students, as a distinct cohort, appeared to struggle the most with their academic program. Their ability to meet the academic expectations of the university appeared to be constrained, not by ability, but by their inability to cope with the competing academic, cultural and social demands. This research sought to explore the role of Melanesian students’ cultural identity in their academic experiences.
This research adopted a student centred approach conducted within an interpretative paradigm. Melanesian students, defined as those permanently domiciled in Papua New Guinea, Vanuatu and Solomon Islands, enrolled in coursework programs were requested to voluntarily participate. Thirteen students were interviewed over a period of four weeks in November 2004. The students reported a strong sense of that it meant to be Melanesian. Their experiences although difficult, had to date been generally positive. However most were disappointed with their academic performance. Although this study opportunity was valued by themselves and their families, the students’ experienced identity conflict, which compromised their academic outcomes. As with many mature aged students in full time study, they had to negotiate competing demands as a parent, spouse, student, and in the case of the Melanesians, a member of a clan. The role of cultural identity in academic performance is therefore viewed within the frame of the individual’s ability to draw ontheir identity resources to negotiate and manage the “identity conflict” within their present given location.
Key Words: Melanesia, international student experiences, academic performance, cultural identity, higher education
