International Student Cohort Research Articles

Towards an international culture: Gen Y students and SNS?

This article reports the findings of a small-scale investigation into the Internet user behaviour of generation Y (Gen Y) students, with particular reference to social networking sites. The study adds to the literature on cross-cultural Internet user behaviour with specific reference to Gen Y and social networking. It compares how a cohort of international students makes use of SNS for academic work and for recreational purposes. The study also explores the notion of ‘second-level digital divide’ which holds that urban dwellers will use the Internet in a different way from suburban and rural dwellers. The findings point to broad areas of commonality among students and some disparity in their Internet user behaviour, indicating the importance of proceeding with caution when using technology-enhanced learning, to avoid over-generalizing the needs of the so-called Gen Y students.

“We don’t teach English, we teach in English”: teaching non-native English speaking university students.

In this paper we propose a framework designed for more effective teaching of discipline content to non-native English speaking (non-NES) students, extending beyond the boundaries of language itself. While attempts to address the complex issues confronting international students often included language instruction for the learner, less emphasis has been placed on pedagogical issues confronting instructors delivering content to such students. Although students' competency in the language of instruction may still remain of vital importance, our research indicates that there are other factors that need to be addressed in providing competent instruction to non-NES students. This action research study conducted in the United Arab Emirates (UAE) with local Arab students as participants provided a rare opportunity to examine the challenge of teaching non-NES students from a homogeneous ethnic background, rather than consolidating findings from a single but diverse cohort of international students. The findings reflect the interrelationship between non-NES Arab university students and teachers, and positions this within an embedded component model for effective teaching. The conclusions may also have broader implications for teaching students of other ethnic backgrounds in other non-native speaking environments.

Student Learning Preferences: International Students in Comparative Perspective

This paper examines the methods that students find most valuable for their learning by comparing home and international students. The quantitative data is derived from an online survey administered to undergraduate accounting students in the UK, Australia and New Zealand. There were 273 useable responses to this survey, conducted from October 2008–June 2009 together with qualitative discursive transcribed material from six focus groups, comprising two at each of the same universities. Analysis of the survey data indicated that both home and international students similarly ranked factors that they regarded as important in learning, regardless of ethnicity and the country in which they studied. Of the choices offered listening to the lecture, note taking and textbooks were most valuable. The focus groups also indicated that PowerPoints were unpopular as a learning medium, and that Asian students did not like group learning. These findings support current scholarship, which suggests revising the stereotypes of international learners. This study, therefore, contributes to building a clearer understanding of learning expectations and perceptions of the fast developing and ethnically diverse international student cohort.

New patterns in higher education cross-cultural learning: The case of a postgraduate english instruction program in China

This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world. The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading of higher education quality in China.

Managing and resourcing a program of social integration initiatives for international university students: what are the benefits?

There has been much concern in the higher education sector recently about the well-being and the safety of slightly more than 200,000 international students studying in higher education in Australia. In recognition of the economic and socio-cultural value of the international student cohort, as well as the significant challenge and risk of studying away from family and friends in a foreign community, CQUniversity has focused for the last two years on improving social integration for over 5000 international students. These students are studying at CQUniversity metropolitan campuses in Brisbane, Gold Coast, Melbourne and Sydney, which are popular destinations for international students. Initiatives to enhance social integration for these students were achieved in partnership with the local community, staff and other students. This paper reports the results of a survey of 446 CQUniversity international students who have had access to these enhanced opportunities for integration as well as a focus-group discussion with staff and students. Results determine the success of these initiatives from the perspective of students as well as key staff and identify further initiatives considered beneficial to supporting continuing social integration.

Editorial, Volume 5(2)

Editorial, Volume 5(2)

Formative feedback within plagiarism education: Is there a role for text-matching software?

The need for effective education to enhance students' understanding and development of academic integrity has been well established, particularly for international students new to tertiary study in English-speaking countries. Most research recommends the use of methods such as instruction and warnings, as part of a plagiarism education programme. Few studies have looked at the role of formative feedback through tutorial intervention in the process of academic writing, in which use of the text-matching tool Turnitin is made in ways which support learning, rather than guide assessment. This study addresses that gap using data gathered over three years from cohorts of international students in the United Kingdom (UK) with regard to four identified areas of development: avoidance of plagiarism, decrease in over-reliance on some sources, correct use of citation and appropriate paraphrasing. Individual tutorials were held to give formative feedback on students' own writing, with particular regard to their use of sources. A supportive environment was created in which questions about references could be discussed, by using the Turnitin originality reports directly. The tutorial feedback appeared to have a positive effect on students' understanding of academic integrity reflected in improved drafts. This implies that tutorial feedback using Turnitin could be a key factor in plagiarism education. Recommendations for future use are given at the end of the study.

Effects of Students’ Approaches to Learning on Performance in Two Pedagogical Environments

This paper investigates various approaches to learning and their effect on performance of a cohort of international students in two different pedagogical environments. The effect of approaches to learning on performance was determined by using Cohen’s d with Hedges g correction. Coe’s spread sheet was used for the purpose. The study showed that the magnitude of difference in the effect of approaches of learning on performance varied from very small to medium. Teaching international students from diverse educational, linguistic and cultural backgrounds is a complex task. Students from different cultural backgrounds tend to exhibit greater diversity in their approaches to learning. Appropriate teaching strategies are suggested to use to enhance the learning process of international students. An understanding about the magnitude of difference in performance of students with various approaches of learning helps to optimize the learning environment.

Intercultural interpretations: making public relations education culturally relevant

Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.

Institutional and managerial factors affecting international student recruitment management

Purpose – The purpose of this paper is to investigate international student recruitment from an institutional perspective and to consider institutional factors that may affect recruitment.Design/methodology/approach – A qualitative study is undertaken in which education marketing practitioners are interviewed regarding aspects of international student recruitment at their institutions. Interview data are analysed by NVivo and categorized into four institutional factors: marketing department size, employee qualifications, institutional recruiting experience, and institutional focus.Findings – Differences are found to exist between universities and secondary schools in terms of their current international education recruitment practices. The percentage of international student cohort appears to be largely responsible for sectoral differences.Research limitations/implications – Findings presented are from a sample of secondary schools and universities in Australia and New Zealand. Further research is require...

Taking the Mountain to Mohammed: Transitioning International Graduate Students into Higher Education in Australia

This paper reports on findings of evaluative research into student perceptions of a structured academic development workshop, which was specifically designed to induct and orient international students into the academic expectations of their program of study at a university in Australia. With most Australian universities engaged in the business of internationalisation of higher education, there is some debate about the adequacy of practices adopted by these institutions to familiarise their non English-speaking background (NESB) international students with the Australian academic culture. While the practices of some Western universities are sometimes said to be inadequate, there also appears some consternation about international students’ lack of motivation to learn and their inability to master Western academic conventions. Against this backdrop, the paper outlines the impetus for collaboration between the university’s Learning Skills Unit and faculty staff in
 designing and facilitating a tailored academic development workshop for graduate students. After laying out related literature and details of the workshop, there is discussion of the data collection methods, and an analysis of the data from students. The paper makes a call for repeat workshops at the beginning of every semester, as an indispensable component of the overall content delivery strategies in the faculty’s graduate program. The paper concludes by contemplating the educational integrity inherent in program and faculty staff development initiatives, which are focused on addressing the academic and cultural proclivities of an international student cohort.

FRAMING WRITING SUPPORT ONLINE FOR AN INTERNATIONAL STUDENT POPULATION

The provision of stand-alone, web-based materials is one way of making language and academic skills support for first-year students accessible, flexible, and more or less permanently available. “Writing in Subject Areas” is a web-based resource developed at Monash University in Australia to facilitate students’ transition to the kinds of thinking and writing valued in higher education. The research and pedagogy underpinning the site is based on the significance for first-year students of understanding: (1) textual structures; (2) discursive processes; and (3) institutional practices in the academy. Using a common template, the site provides materials for ten subjects in four faculties. The current paper discusses the student evaluation of the resource, elicited via questionnaire from almost 1,000 respondents over two years. In 2005, 29% of students at the University were international and so the learning needs of this group are of particular interest. The paper compares the international to the local student response on a series of key issues. The results suggest significant differences between the two student cohorts. While the resource’s usefulness was commended by both groups, the international student cohort was more likely to use all elements and to be more motivated, even while finding it more difficult than local students. The difficulty was found to be more pronounced for a subgroup of offshore students. The study concludes by reinforcing the benefit of theoretically grounded and specially targeted assistance. Further, it underscores the need for ethnographically inspired investigations by staff providing online teaching and academic support for diverse cultural groups.

The ACS Approval Program And Research Universities

RESEARCH UNIVERSITIES are major producers of undergraduate chemists, awarding half of the more than 10,000 bachelor's degrees in chemistry each year. They also educate a large cohort of domestic and international graduate students and are the center of the academic research enterprise. Research universities are essential players in undergraduate education not only because they produce undergraduate chemists but also because they shape the doctoral students and postdoctoral scholars who become the teachers of the next generation. For all of these reasons, research universities are important participants in the current work of the Committee on Professional Training (GPT) to develop new guidelines for ACS approval of undergraduate programs. ACS is unique among major scientific societies in offering a voluntary approval process for programs that award a bachelor's degree. The society, through CPT, approves programs. The chair of an approved program certifies the degrees of those graduates who meet the require...

Changing Academic Roles

A primary objective of this study was to identify a valid method for academic workload allocation. This required the identification of significant variables that may be used to indicate and measure academic workload. A supporting objective was to illustrate how the adoption of a flexible learning mode and supporting technologies across one university with multiple campuses and an international student cohort has impacted upon academic roles and teaching delivery methods. An extensive literature review focusing primarily on the teaching aspects of academic roles was undertaken. These roles were defined as teaching, including curriculum development, undertaking research, provide professional and community services and undertake some administrative work. This review was followed by the documentation of a case study. Significant changes to the roles and responsibilities of academics working in higher education are now discernable. The adoption of Web-based applications and other communication technologies have made it possible to not only extend traditional distance education offerings but also to teach large multicultural classes across multiple campuses simultaneously. This in turn necessitates a review of teaching strategies and of organization-wide student and staff support infrastructures to ensure that the teaching quality is maintained or improved whilst meeting individual student learning needs. Changes to academics' roles are occurring due to the globalisation of higher education as well as the adoption of new educational delivery methods and the use of new technologies. The resulting complexity of academic workload measurement and the need to equitably allocate this workload to individual academics has become more challenging than ever. More traditional universities can learn from such experiences to better prepare for these inevitable changes.

Student performance in tertiary‐level accounting: an international student focus

AbstractThe present paper provides empirical evidence regarding the academic performance of university students studying accounting. In particular, the effect of student origin is investigated by comparing the accounting performance of resident and international students. The present study controls for a number of other key variables, including ability, anxiety, work experience in accounting, accounting study prior to university and enrolment status. The question of whether international student performance improves over time through an acculturation effect is also investigated. Bivariate analyses revealed higher anxiety and lower general ability for international vis‐à‐vis resident students yet no significant difference in accounting performance between the two groups. After controlling for key variables, an association was observed between student origin and accounting performance with superior performance reported for the international student cohort. Statistically significant relationships were also observed between accounting performance and ability, anxiety, employment experience in accounting, enrolment status and accounting study prior to university. An acculturation effect was not clearly evidenced.

International student graduation ceremonies: An opportunity for local tourism services providers

This purpose of this paper is to examine the significance of travel when associated with graduation ceremonies for the international student cohort. Due to the global growth in the international student market, the perceived importance of investigating this market in relation to the impact on tourism marketing is of timely significance. A mail survey of international students who completed their studies in a large Western Australian (WA) university in the past few years was conducted in 2001. The aim of the survey was to determine the significance of the following: (a) types of accommodation facilities used by the family/friends when visiting for graduations; (b) the proportion of expenditures on various types of activities; and (c) the differences in spending patterns for various countries of origin; and (d) the overall contribution of visiting friends and relatives (VFR) to the WA tourism sector. Results indicate that at least two to three family members (mostly parents) of graduating international students attend graduation ceremonies in Perth. Results also show that 58% of the visitors use commercial accommodation facilities (mainly hotels/motels) spending $462 on accommodation for staying 5.35 nights on average, and spend $653 on shopping. At least 58% of the graduates returned to Australia since graduation mainly for holidays (54%). Results of the study are discussed and implications for both the tourism and education sectors are highlighted, in addition to future research directions.

Social support and adjustment to a novel social environment.

The present article aims to examine the ways in which social support may affect the adaptation of individuals to a novel social environment. A distinctive feature of this research was the assessment of social support both before and after entering a completely new network of social relationships. A cohort of international exchange high school students (N = 242) was administered a battery of self-report questionnaires dealing with personality traits, perceived social support, coping behaviors and emotional distress before leaving Japan and six months after living with a host family in a foreign community. Perceived social support abroad contributed to less emotional distress. This health-promoting effect of social support was found to be mediated by adaptive coping behaviours, and was not due to confounding by personality traits. Perceived social support at home was predictive of more emotional distress abroad. Subjects who reported high levels of social support at home were particularly vulnerable when they entered the completely new environment and found that such support was no longer available.