Abstract
BackgroundThe internationalisation of higher level education and the profiles - nationalities, ethnicities and cultural identities - of students who migrate to undertake higher level education programmes in a different country are increasingly complex. This article explores the way in which cultural backgrounds impact the student’s experiences of an international medical school, and how these experiences have the potential to inform the development and design of student support services for those students who are not coping well with the transition.MethodsThirty one first year students were interviewed by sixteen second year students who were trained and supervised by an experienced researcher. Three focus group discussions were also held.ResultsWhile many international students had lived in more than one country and region and spoke several languages, most reported difficulties in forming intercultural friendships, especially interactions outside of the academic setting. Some of the challenges faced were similar to what has been reported in the literature, such as difficulties with language and loss of established friendship networks. Other challenges to emerge in this study were the complex interrelatedness of the daily life challenges facing international students regarding the forming and importance of intercultural relations, which is impacted by gender, the presence of alcohol, languages spoken (in addition to English, which was the language used for medical education), and the dominance of the regional grouping the student belongs to.ConclusionThe challenges of adaptation and intercultural relations are increasing in complexity and it is important for higher level institutions who enrol international students to understand the nature of the pressures these students experience, outside as well as within the academic environment, and to support them in managing these transitions.
Highlights
The internationalisation of higher level education and the profiles - nationalities, ethnicities and cultural identities - of students who migrate to undertake higher level education programmes in a different country are increasingly complex
Jindal-Snapes’ Education and Life Transitions (ELT) model [6] addresses the relationship between a student’s academic transition and their daily life transition when integrating into a new environment; transitioning being “... an ongoing process that involves moving from one context and set of interpersonal relationships to another.” [7]
There was considerable heterogeneity within the interviewees and FGD participants and many international students were of mixed ethnicity, multilingual and well-travelled, which can be considered a feature of globalisation of higher education in the twenty-first century
Summary
The internationalisation of higher level education and the profiles - nationalities, ethnicities and cultural identities - of students who migrate to undertake higher level education programmes in a different country are increasingly complex. Higher Education Institutions (HEIs) in Western countries host growing numbers of international students. Jindal-Snapes’ Education and Life Transitions (ELT) model [6] addresses the relationship between a student’s academic transition and their daily life transition when integrating into a new environment; transitioning being “... International students experience multiple and dynamic contexts in their new country, a new educational programme and a new educational system. Some of these experiences can act as stressors, with the impact of personal-emotional and social adjustment issues varying amongst international students, with some adjusting fairly and others experiencing considerable challenges [8]. Doing well academically can overcome the negative experience of not being able to find your favourite food, and vice versa
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