Three constructs of institutional identity among international doctoral students in Australia

Postmodern institutional interactions in Australian universities, among students and staff, entail negotiation of identity, legitimacy, and ‘social capital’. For many international students, this happens in an additional language and culture, in English. The case study presented here profiles four international non-English speaking background Ph.D. students in an Australian university, observes their out-of classroom departmental interactions, and uses a sociocultural perspective of second language in use to map their approaches to the negotiation of institutional identity. Two focus group interviews with the participants illustrated how, despite similarities among the participants in the beginning as newcomers to a Western university, students chose different pathways for integration, engagement in institutional interactions, and identity construction. The discussions highlight the role of agency and intentionality in participation and learning through interaction which leads to a critique of the ‘international student' as a label that underplays student agency.     

Mandatory trialling of support services by international students: what they choose and how they reflect

This paper evaluates a strategy to promote the uptake of support services by international students (ISs) at an Australian university. As part of their assessment, ISs completed a so-called ‘University Service Reflection Task’ (USRT) in a core first-year course. To complete the USRT, all ISs accessed one support service (e.g. language consultation, study skills workshop, careers guidance), then submitted a written reflection about the experience. Using responses to a questionnaire by 155 participants, the researchers investigated which services ISs attended for the USRT and patterns of prior attendance. Students' perspectives were explored by analysing 73 reflective essays. The results showed that two-thirds of the students participated in a service for the first time in order to complete the USRT and favoured services that had closest application to their coursework. Students expressed positive feelings about their experiences and reported learning gains, particularly in the areas of study skills and development of academic language.     

The potential skills contribution of international students to South Africa

Abstract

There has been a significant increase in the number of international students, especially in those from other African countries, at South African universities over the last ten years. This has elicited some research, notably from Ramphele, Crush and McDonald (1999); Hall (2004); and Snowball and Antrobus (2005; 2006). However, none of these scholars considered the possibility of exploiting the skills potential of international students in South Africa, especially at a time when the country faces skills shortages. The authors conducted a survey at six higher education institutions (HEIs) in 2008, which sought to determine the skills profiles of international students in South Africa. It was found that the majority of international students are registered in disciplines where skills shortages exist, that a significant number of these students are young and that many would like to remain and work in South Africa. Labour policy makers in South Africa seem to be unaware of this, hence policy is ill-adapted to derive economic benefits from international students.     

African international doctoral students in New Zealand: Englishes,doctoral writing and intercultural supervision

While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students.     

Pathway from vocational education and associate degree to higher education: Chinese international students in Australia

Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university.     

An investigation into the English language experiences of Indian international students studying in New Zealand universities

ABSTRACT

Language proficiency is highlighted in the literature on the adjustment and security of international students. India is the second top source country for mobile students globally, but few studies have focused explicitly on students from India. The purpose of this study was to examine the English language experiences of Indian students at New Zealand universities. This mixed-method study utilised a questionnaire (n?=?109) and interviews (n?=?15). Collectively the participants had high levels of confidence and proficiency in English language and adjusted more rapidly than many international students to the new academic environment. Major differences experienced by the participants between India and New Zealand related to unfamiliar forms of academic writing and tasks, and on the role of learning support services. Formal high value assessment was for some the first indication of a problem with writing. While most students adjusted through error-based learning others struggled with argumentation and avoiding plagiarism. These findings have relevance for local and international students. We recommend the use of, and research on, early low-stakes assessment of writing and on effective support services for students transitioning into new academic contexts.     

工科学生英语听说能力培养方法的建构

21世纪人类生存与发展的基本技能为外语和计算机操作能力。对于工科学生来说,应用英语进行基本交流已不能满足其就业需求,教师在进行课程设计、建立课程目标时,要注意所选内容的时代性、职业性和实用性,教师应建立规范的教学体系并选择丰富的课程资源,最大限度的调动学生的学习积极性,提高学生的英语综合应用能力,注重培养学生的职业英语交流能力,在强调英语的趣味性和情节性的同时,更侧重于其实用性和职业性。本文旨在对工科学生英语听说能力的培养方法进行研究与探讨。     

Learner contribution to English language learning: Chinese research students' agency and their transitional experiences in Australia

This article examines the role of agency for the English language development of three Chinese research students with high English proficiency sojourning in Australia. The focus is on the various approaches the learners employed to strengthen their sense of confidence in their language use in Australia. The data were obtained through in-depth interviews and organized into case-study reports. The findings demonstrate that in transitioning into the Australian linguistic and cultural community, all the learners actively sought different English-mediated activities and experiences in order to build the confidence necessary for a successful transition. The differences in their choices of activities were intimately linked with what they historically saw and established as significant achievement goals in and through English. In maintaining that the students' agency was an extension of their fundamental desires and goals for learning, this article provides insights into how second-language (L2) learners gain participation in the target community and the salience of their historical learning goals for L2 use and overall L2 development.     

Enhancing the work placement experience of international students: towards a support framework

This article reports the findings from an institutional case study into the work placement experience of undergraduate international students studying at a UK-based university. Given the centrality and importance of the employability and internationalisation agendas in higher education, little published literature considers both and how they impact upon the work placement experience of international students. With past increases in international student recruitment numbers and the drive for students, regardless of their nationality, to gain work experience, there is a need for institutions to better understand work placement from the international students’ perspective. Findings revealed that challenges exist in finding and securing work placement, with critical themes emerging to include placement information, visa rules, culture differences, prior work experience, academic preparation for placement and academic writing ability. A support framework is proposed to assist institutions to consider how they could align their practices to meet international students’ work placement and employability needs.     

国际学生流向的不均衡现象

作为 2 1世纪改革与发展的主流 ,高等教育国际化主要包括在课程中引入国际观念、师生人员的国际交流、学历证书的认可、比较和转换教育信息、技术与设施的跨国交流等内容 ,其中的学生流动无疑是一个不可或缺的组成部分。国际学生流动过程中在流入与流出、所选学科、学生层次、收费政策等四个方面存在着不均衡现象 ,要认真对待人才外流这一严重的问题。     

Complaints and troubles talk about the English language skills of international students in Australian universities

International students have continued to be the focus of simplistic stereotyping in media discourse where they are frequently identified as one of the forces behind declining academic standards in Australian universities. Their English language skills, in particular, have continued to be the focus of debate both in the mainstream media and in higher education research and policy. It is argued in this paper, however, that such debates do not sufficiently acknowledge the moral and affective complexity of the so-called ‘English problem’ amongst international students in Australian universities. Drawing from an analysis of small group interviews with international students, domestic students and university staff, the beliefs and experiences of various parties about the English language skills of international students are examined. A key finding from this analysis is that the English language skills of international students, and their concomitant interactions with others, can be the object of both complaints and troubles talk. These complaints or troubles can be either ratified or resisted by those participants. The difficulties international students may experience in using English thus have complex moral and affective consequences. The way in which the so-called English problem in Australian universities is generally couched as one of objective, measurable deficiency on the part of international students arguably neglects the moral and affective complexity of the difficulties facing international students. This neglect leads, in turn, to an impoverished understanding of the English language capabilities of international students.     

Social structures in the economics of international education: perspectives from Vietnamese international tertiary students

Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship.     

Exploring the challenges experienced by international students during work-integrated learning in Australia

This study explores the challenges experienced by international students during Work Integrated Learning (WIL) in Australia. Student participation in WIL not only enhances individual student employability but also the attractiveness of Australia as a study destination. WIL, in particular work placements, is in high demand by international students who seek to gain relevant experience in their host country and increase their chances of employment post-study. Data were gathered from employers, academics and students on the challenges faced by international students during the WIL experience and how WIL is currently being managed for the international cohort. Stakeholders identified a number of challenges which impact on student performance and the success of their WIL experience. These include cultural differences, inflated expectations, difficulties managing assessment tasks, relatively weak language skills and an imbalance in the support needed by international students in comparison to what is on offer. Stakeholder strategies to manage these challenges are discussed.     

International students in transnational mobility: intercultural connectedness with domestic and international peers,institutions and the wider community

International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning.     

Understanding the symbolic capital of intercultural interactions: a case study of international students in Australia

Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity.     

Poor English language proficiency hinders generic skills development: a qualitative study of the perspectives of first-year medical students

A number of generic skills have been identified as outcomes of higher education, largely to prepare graduates for the unpredictability of their professional practice. Generic skills include – but are not limited to – information-handling, managing learning, communication and presentation, computer literacy, critical thinking and problem-solving. After completing a quantitative validated skills audit, three cohorts of new medical students at a Gulf university (English second language learners) were surveyed for their self-identified strengths and deficiencies in terms of these generic skills. A year later, again, after completing the skills audit, they were provided with their skills list from the previous year and asked to identify factors that had promoted or hindered skills development. Students identified information-handling and communication and presentation skills as two skills categories in which considerable development had taken place. Despite these gains, due largely to the activities in a Medical Communication and Study Skills theme (English for Special Purposes) and extra-curricular activities such as research, students acknowledged that poor English language skills (e.g. vocabulary deficiency, difficulty reading) had hindered the development of their communication and presentation and information-handling skills. For some, poor English language proficiency had affected their behaviour in terms of classroom participation and approaching their teachers. With English as the international language of higher education, the implications of language deficiency amongst English second language learners in terms of the development of some generic skills as well as recommendations for remediation are discussed.     

What makes international students satisfied with a Japanese university?

The present study investigated the satisfaction of international students. The factor analysis revealed the three factors of ‘learning and research’, ‘living and adaptation’ and ‘Japanese language ability’. The ten variables were used to predict the satisfaction of international students and found five significant variables in predicating the satisfaction of international students. These were suitability of curriculum, progress of research, having a good friend, cultural adaptation and part-time work. Among these, the suitability of the curriculum was the most significant predictor. Furthermore, the path analysis for learning and research indicated significant mutual causal relationships between research progress and supervisor’s advice. The level of Japanese language skills is not necessarily required to receive advice from their supervisors, although Japanese language skills help to understand the content of classes.     

The writing center and international students in a Japanese university: a language management perspective

ABSTRACT

One of the institutional challenges of taking in large numbers of international graduate students is supporting their academic literacy skills. To accommodate a large population of international students, Japanese universities offer various services to support their academic studies and life-related issues, such as hiring international student advisors, offering Japanese language courses, and implementing peer-support programs. As a type of academic support for writing for international students, writing centers have caught the attention of universities in the last decade. To examine the institutional role of the writing center at a Japanese university, this study employs a language management lens to compare the beliefs and interests among administrators, tutors, and international students in improving international students’ Japanese writing. Interviews with the three groups of participants displayed incongruences between the administrators’ interests aligned with institutional goals, the educational philosophy of the writing center, and international students’ language learning needs. The findings point to the tutors' crucial role as language specialists who inform organized language management, and the necessity for collaboration between academic support units and faculty members in providing sufficient academic socialization environments for international students.     

Peer learning in international higher education: the experience of international students in an Irish university

Some of the main concerns in international higher education are the feeling of isolation among international students and their inability to adapt to the host environment, which may result in sub-optimal academic performance. Theoretically, peer learning can be an effective method to reduce these problems since it has the capacity to address isolation and adaptability issues among international students in a way that improves their learning experience and outcomes. Given the above, our study was designed to investigate this topic, focusing on the experience of international students. In this exploratory case study of a leading Irish university, we adopted a survey method via questionnaire to quantify and compare the experiences of a sample of international students at the said university. Five aspects of peer learning were explored, namely usage rate, current practices, outcomes, challenges, and coping strategies. We also included an open-ended section in the survey instrument for respondents to offer qualitative suggestions to the host institution. Through methodological triangulation of the quantitative and qualitative data, we discovered diverse practices, challenges, and outcomes of peer learning across different groups of international students in this university. The paper concludes with a discussion of research implications and suggestions for future studies.     

International students of speech and language therapy in the UK: Choices about where to study and whether to return

The qualification leading to professional practice in speech and language therapy (SLT, also known as speech and language pathology) is not evenly available across the world. Geographic mobility and the availability of information are greater than at any other time in our history. Thus, initial SLT qualification courses in many countries are likely to have students from overseas among their intake. The professional nature of SLT programmes means that many aspects are culturally and linguistically bound. This may impact adversely on international students’ success on such courses. A study of all initial SLT qualifying courses in the UK was undertaken to identify the countries of origin of past and current international students, to explore the reasons behind their decision to study in the UK and to find out where and in what role they planned to work, or were already working, on qualification. Analysis of questionnaire and interview data revealed a wide variety of reasons for studying in the UK; linguistic, cultural, financial, and personal. The students come primarily from Europe, particularly Greece; but also from Asia; Africa and the Americas. Familiarity with English language and the perceived status of UK higher education, together with the related colonial and post-colonial links between the student’s country of origin and the UK, appear to have an impact on students’ decision to study in the UK. The short- and long-term employment plans of respondents are discussed, along with factors influencing decisions about whether to work in Britain, their home country or elsewhere.