Learning at Universities Essay

discipline at University The multinational scholar own1 Meeri Hellsten Macquarie University, School of didactics meerihellstenmq. edu. au Anne Prescott Macquarie University, School of learning anne. prescottaces. mq. edu. au This opus reports on research that explores internationalisation of the Universitys broadcast religious offerings and how this affects international learners. The primordial focus of this paper is to highlight near of the student commentary on communion surrounded by teachers and students exemplifying the way it subsequently affects the gauge of student attainment.The paper concludes by raising some questions concerning how we whitethorn best twin the necessarily of international students by drawing on inclusive belief philosophies. Inclusivity and diversity, international students, internationalisation and sustainability, transition go across INTRODUCTION The internationalisation of course in Australian universities has plusd significantly in recent years. International students (IS) argon now an integral break of university education classes.The rapid increase in international student numbers game is in addition reflected in rising research. However, relatively little research has focused on the student panorama (Ballard and Clanchy, 1991 J cardinals, Robertson, and Line, 1999 Ramburuth, 2001 Reid, 2002). This paper is a contri hardlyion to this bea of higher education research. The registration of IS is an important goal in the Australian higher education domain that is reflected in the commitment to quality education and design line expertise.The benefits of the integration of IS into the Australian pedantic cultures be highly esteemed by university leadership. The diversity of our university populations is heighten by IS and elevate research may be found by exploring how diversity may add protect to the transition knowledge as a whole (McInnes, 2001). However, reports on students experiences in terpret a somewhat setback understanding of that experience. For example, Reid (2002) conducted a comprehensive study, which surveyed oer 300 postgraduate IS at Macquarie University.Contrary to green beliefs, active students from Asiatic backgrounds in point, IS students were reported to value the interactive modality (i. e. spick-and-spans based learning) of unit manner of speaking over a sometimes assumed teacher centred elan. An new(prenominal) example is the common unimaginative belief that students from Asian backgrounds prefer rote-learning calls and tend to be hands-off in classroom fundamental interaction. It seems then, at to the lowest degree rhetorically, that ideas round what constitutes high quality learn and learning differ in the midst of international students and academic personnel.1 This paper is adapted from one presented at Celebrating educational activity at Macquarie 28-29 November 2002 (Hellsten and Prescott, 2002). Hellsten and Prescott 345 If the executes that mark quality are perceive and acted out differently by members of Hesperian and Eastern ethnical groups it assumes a questioning of the very meaning of concepts much(prenominal) as quality and inform. These can account for deeply distinguish expectations of educational practice.International students cultural traits have been blamed for subsequent statement and learning problems (for example, Burns, 1991 Jones et al. , 1999 Le anticipate, 1999 McInnes, 2001 Ryan, 2000). Some problems include poor position language and precise thinking skills, failure to participate in the cooperative learning mode (for example, group discussions), differences in cultural communication, academic literacy styles, and expectations of rote learning resulting in lack of independent learning initiatives. Whither does this occur? Some researchers have refuted these claims.Biggs (1999) provides a broad review of research findings that reveal institutional stereotyping of stud ents from Asian backgrounds. He argues that such students continue to rank in the top aims of university courses, which testifies to their ability to ordinate well into the Western learning cultures. The electric outlets and problems are no different from those for the most part raised by researchers in the field of the startle year experience of mainstream students undergoing the transition to an academic university culture (Levy, Osborn, and Plunkett, 2003 McInnes, 2001).Biggs (1999) reports on results showing that at least for some, the mainstream transition experience is fraught with uncertainties about fitting in to disciplinal cultures in terms of academic writing genres (for example, Krause, 2001). Anecdotal evidence extracts that students chop-chop develop the ability to work out their position within disciplinary cultures, with fetchning students being able to guess at what is important as sanctioned disciplinary practice within three weeks of commencing their stu dies in a major hold in area. therefore, research is needed into the acquisition of disciplinary know-how that seems promptly accessible by students in universities a skill that would not in such cases be spotd by the academic community. What seems to be at the core of the debate is the notion of communication between IS and university lag (Hellsten, 2002). There seems to be a need to increase cultural understanding that is reflected in the ways in which pedagogy and practice are mediated between IS and academics.There in like manner seems to be a need to establish opportunities for discussion between IS and staff about the communicative differences that constitute pedagogy, and the way in which these are reflected in the university teaching settings. In order to examine the affinity between cultural practices and pedagogy among incoming students we conducted one-hour, semi-structured sessions with volunteer IS in their inaugural year in Australia. The 48 participants (under graduate and postgraduate) were enrolled in many different discipline areas of the University, as shown in Table 1, and came from a range of countries around the world, presented in Table 2.Table 1. Participants course of study Accounting Actuarial traffic Economics Translation TESOL Linguistics Languages Education Anthropology Computing Exchange original Undergraduate 3 3 1 1 1 1 1 2 1 4 18 Postgraduate 1 2 13 3 6 3 2 30 Total 4 3 3 1 14 3 7 1 3 2 1 6 48 346 Learning at University The International bookman Experience Table 2. Participants verdant of origin (N=48) Country China South Korea USA Japan Germany Vietnam Thailand mainland China No. 16 13 5 2 1 1 1 1 Country Sweden Sri Lanka Spain capital of Singapore Malaysia Kenya In founderesia Hong Kong No.1 1 1 1 1 1 1 1 Of primal delight was the first six-month time period following overseas students reach that constituted their transition period between the old and new learning purlieus. The questions centred on the students encounters with Australian communities, learning environments and the academic disciplines. We were also interested in the students overall sense of experience as reflected in subsequent viva-voce referrals to fellow students in their home country. We found important impressions inherent in such descriptions.They provided insight into aspects that might differentwise have been hidden payable to discursive tact and courtesy constraints of the interview. Below are some peculiaritys of their commentary. communication IN CLASS One of the common assumptions made about IS from Asian cultures is that they find it difficult to contribute in class and to participate in classroom discussions. There are many substantial explanations for this, the most prominent being that IS feel self-conscious if colloquyal flow does not coif easily in the English language.This shows in their reluctance in attempting to enjoin English words for fear of failure in front of the appraising(prenominal) eye of other native enunciateers. Yes. Um they teachers think its a job. They ask some involvement. We say nothing cause we wanna say but (inaudible) uncertain. And Im afraid sometimes Ill make a mistake, so I dont want to like that I think, my friends, sometimes they persist in one course for two months. Because their character very shy. They dont want to say, you know, anything even though they know everything. They know everything.So teachers didnt know that. Its just hard and difficult. I dont know the feeling, the nuance, I dont know those in English so.. I Im not a safe(p) English speaker at all. Its very uncomfortable when I talk with somebody. So I think I When I speak with Australians I feel they treats me as a pincerren, you know. And they think of me as a just aindicates height of a child with hand that language aim person. Like a ten year old kid. In conversation with native speakers the student in the third example feels she is being speak to in the diminutiv e voice.The erudition that others speak to her as a child must be damaging to her self-esteem as an academically productive individual. The perpetuation of this science may in turn result in a reluctance to speak in public, thereby accentuating a bother in the learning process. COMMUNICATION ISSUES A common communicative feature is for speakers to adjust their conversational style to suit each other in terms of genre and register. Australian spill the beansrs of IS are perceived to lower their level of language use in the hope of making their teaching more rough-and-ready and beneficial for low level language speakers ( Jones, 2001).Hellsten and Prescott 347 The consensus was that the mode of delivery was easier than that expected of mainstream students. The necessary feedback may not have reached the lecturers overdue to culture-specific constraints for politeness in discourses. For example, students from some cultural backgrounds did not feel comfortable offering criticism of their teachers as a gesture of respect The one thing is they (lecturers) try to speak easier (laughter) because sometimes we mis understand. And lecturer say to student but nobody nodded. So he try to explain again.So I think most of the Australian lecturer try to give lecture (in an) easier way. Delivering lectures using lower level language registers can be perceived as contrary to IS expectations of improving English proficiency as part of their student experience in an English speaking country. Before I came here I think uh, if I got to Australia I will repair my English skills really very fast. But its just a dream. I must do everything. Every day I coiffure, practise, practise for this. Within this commentary is the realisation that achievement in the learning experience hinges solely on personal investment of time and practice.The interpretation here is the refusal of the lecturer to provide the necessary skills to which the student aspires. It is also a reply to the r ealisation that the low level of language provided by the classroom interaction would not provide him with advanced level linguistic ability a rather troublesome side effect of an overseas university experience in an English-speaking country. It seems, based on our student commentary, that the slowing down of English language learning results, at least in some cases, is a lack of challenging classroom opportunities.So adjusting to a conversational style may not be useful and may be interpreted by IS as a gesture that further marginalises them from mainstream students. Leaving the loving comfort of home country for study in a conflicting country, language and culture can be a harrowing experience, oddly for younger international students. The mentoring programs in place within universities go some way toward contact the basic transition needs. However, the interviews revealed that IS consign the responsibility of teaching to lecturers rather than the institution.On this theme, o ne feature of the discussion is the student perception of a lack of support by the teaching staff. For example So, I want teacher to encourage that, and like mum or pa yes, to take care of them (other IS) a lot because they are really shy and they sometimes they dont understand. Just to say OK. I want our teachers to know that. So there is a consultant. He consult with me. But he is really busy. I cant contact easily. Just the one (consultant) and a lot of students here. So, and he tho work I think, twice maybe three days a week.So I cant meet. (Is this a reference to a teacher or a student counsellor? ) I gabble many times this office. When I need their help I am looking for someone but I cant. Commentary about the inaccessibility of consultation opportunities is extensive among newly arrived international students in our study. We suggest that this lack of resources is partly a biproduct of the current global economic rationalization in the higher education sector the effect of which is compounded for IS who much have greater needs than local students.There is a perception that special efforts should be made by academic staff to conform incoming students needs. This is attributed to the need for care and emotional support, and in a familial sense as tantamount to so-called parenting. This is especially voiced in talk about the younger IS groups. The ethic of care is an expectation of the teaching practices by the students interviewed. 348 Learning at University The International Student Experience The unavailability of part-time staff poses a further problem for international students due to the pressures imposed by their timed candidature.There is a sense of compulsion about the study program and waiting to see staff who are not usable is interpreted as obstructing progress toward the completion of the degree. much(prenominal) concerns are directly linked with the marketing of education in the new global knowledge economy (Rizvi, 2000). Certainly, i nternational emulation for student places and resources is of rudimentary interest to Australia as one of the Western English speaking countries with extensively developed international education targets. Australia is competing against other English speaking countries for IS numbers.The competition and urgency of this new global dynamic is then reflected in the responses of IS and may result in the experiences perceived as less desirable as in the above commentary. The commitment to internationalising the curriculum needs to seek scathing and innovative solutions to a re-evaluation of existing curriculum content, enhanced capacity and mode of program delivery. To this end, Bellis and Clarke (2001) found a course online bulletin maturate to be extremely useful for students interacting with other students and staff.Students were encouraged to discuss difficulties among themselves, with academics tho participating when necessary. While Bellis and Clarke recognise that not all stud ents participated, for IS whose first language is not English, a bulletin board allowed students to think about and compose their response without the pressure of the discussion progressing past the point where they cherished to participate. SOME IMPLICATIONS There is a widespread call for implementation of miscellaneous bridging programs to prepare IS better in their transition to the Australian study environment (Jones et al., 1999Leask, 1999 Ryan, 2000).Successful mentoring programs are in place in many universities (Austin, Covalea, and Weal, 2002). These go a long way toward the creation of important links between IS and Australian communities and may decrease feelings of cordial isolation and loneliness. Implications can be considered in terms of enhancing culturally naked as a jaybird curriculum delivery and communication, and by enhancing a reflective and inclusive teaching culture throughout the university. Implications for teaching and learning.Some useful resources f or the critical examination of our teaching modes and practices may be found in a number of professional-development initiatives. Inclusive teaching practices are particularly pertinent. While inclusive teaching philosophies are part of effective teaching policies, whether in schools or universities, there seems to be some unbelief about their applicability to the teaching setting. Making the curriculum and its discourses explicit is a starting point discussed by Leask (1999) and Garcia (1991).Provision of obvious and workable program and assessment guidelines that are sensitive to individual variation and diversity are also listed among their recommendations. One implication that emerged from the current study involves the need to provide opportunities for staff to communicate and reflect upon their practices in teaching IS. One cost-efficient way is the formation of focus groups that contain impartial representatives of the international student body (such as representatives of the National Liaison Student group) who convey the views of students to academic and other staff.Awareness of cultural open-mindedness and responsibility towards IS is an issue that could be explored. study sessions may address the examination of religious and other culturally diverging traditions, as well as culture specific discourses. Rizvi (2000) calls for the internationalisation of curriculum to ensure the promotion of cultural change, that would become part of both the mainstream and other groupings. The culturally sensitive curriculum would then move away from the stereotypical thinking that claims internationalisation as a responsibility that belongs to someone else other than oneself (Leask, 1999).Hellsten and Prescott 349 The underlying premise of Leasks (1999) statement of shared responsibility for the internationalisation of the Australian higher education curriculum prescribes that strategies are put into practice to enable the meeting of individual IS needs for commu nication. Where this relates to increasing staff availability, further resources may be needed. Clearly, the conditions of IS academic experience rest on tenderness to time management and other restrictions as dictated by temporary visa requirements. such constraints necessitate mediation with academic and other university staff for increased accountability and loyalty to consultations and other scheduled commitments. One innuendo for implementation is to make a point of contact facility available that is staffed by academics and experienced IS mentors. We found that many of the questions of incoming IS are of a general nature and can be answered by individuals within the university system. Such a facility (for example, an information booth, linked to an on-line service) meets the deeper need for social and emotional support that is currently felt by new students to be lacking.Garcia (1991, p. 3) points out that classroom teachers who were view by others to be highly committed t o the educational success of their students perceived themselves as being instructional innovators utilising new learning theories and instructional philosophies to guide their practice. Professional development activities were also considered to be important. They had high educational expectations for their students. Some students in our study thought their lecturers were off-hand about their students success or failure. It would appear, therefore, that good teaching is recognisable, no matter what the venue.Implications for practice Educational practices are largely related to insouciant conduct, held values and attributive actions. To this effect, we benefit from recommendations for teaching methods that draw on reflective and inclusive teaching philosophies. However, it is our experience that these philosophies are not entirely understood by the academic community. There needs to be some credit of inclusivity as a dynamic negotiation, as opposed to the domination of one over an other. This reasoning makes the notion of flexibility and change everyday requirements for the accommodation of diversity in our teaching and learning settings.There still exists a great need among academics in Australia to reflect upon their cultural affiliations, to explore their ethnicities and acknowledge that these are not only traits we identify in others but also in ourselves. This reflection should then allow for inclusive practice to begin by asking, what can I do to meet the particular cultural and discursive needs of international students. This may in itself, and without further extend effort, transfer into the duty of care for the IS in particular classroom settings.However, there are some recommendations that provide examples to implement culturally inclusive practices into the teaching of IS. An initial issue is to consider a needs analysis of the students and how their needs can be met within the constraints of the teaching program. A second issue is, to allow for flexibility in understanding some of the cultural discourses and genres that may be encountered in communicative exchanges with IS. Knowledge of the background of students acknowledges an acceptance and interest in their cultural backgrounds. There are many publications describing cultural practices of particular nationalities.For example, an exploration of different religious and cultural traditions may provide stimulate introductory material particularly if this is carried out with sensitivity and without marginalising individual students in the group. Another effective introductory session may investigate communication conventions of different cultural groups. Allowing students to explore culturally specific behaviours such as the use of voice, tone, affect, body language and body contact in communicating with different members of the community may also open up impart of communication between staff and students.This may also act as effective preparation for later identification of unexpected features of communicative conduct. 350 Learning at University The International Student Experience CONCLUDING COMMENTS The internationalisation of Australian higher education is still in its infancy inviting greater collaborative effort from university communities. Although many generalisations exist, we now widely acknowledge the possibly monstrous perception of quantity underwriting quality.There is a discernment that increased numbers of IS have not reflected in the capacities of learning institutions in terms of the proviso of quality andexpertise at least when it comes to inclusive practices and culturally sensitive communication styles. The implications addressed here go some way towards meeting these needs.Further investigation is clearly necessary especially in comparability student commentary with staff perceptions and experiences. The assurance of quality teaching and the preparation of culturally amenable learning opportunities for international students may be achieved by means of cultural change and critical evaluation of current academic discourses and practices. Acknowledgements.Many thanks to our interview participants who so willingly gave their time and Louise Warton for so cheerfully transcribing the interviews. The financial support of Macquarie University is gratefully acknowledged. REFERENCES Austin, J. , Covalea, L. and Weal, S. (2002). Going the Extra slub Swinburne, Lilydales Mentor Program. 16th Australian International Education Conference. Hobart. Ballard, B. and Clanchy, J. (1991). Teaching Students from Overseas A Brief conduce for Lecturers and Supervisors. Melbourne Longman Cheshire. 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