International students have diverse needs when undertaking education in Australian universities. It is in the interest of both international students and the host institution to ensure these students achieve success in their studies. This study builds on previous research and explores, from the students’ perspective, the academic adjustment experiences of undergraduate international Business students from Chinese Confucian heritage cultural backgrounds at Victoria University, Australia. A qualitative methodology, using principles of grounded theory, was used for the study. Individual in-depth interviews were conducted for data collection. The transcribed data was analysed under focus questions and themes identified in the literature review using open and fixed grids.
The dissertation documents the academic experiences of the cohort of students studied, focusing on the significant cultural factors which impinged on their adjustment; and discusses the emerging patterns, processes of the adjustment, strategies for future students to adjust well, and implications for curriculum development and delivery. The results of this study have suggested that cultural and educational backgrounds play a significant role in students’ adjustment. The systematic building by academics and administrators of formal and informal mechanisms in Australian universities, which value students’ cultural diversity and develop inclusive curricula, is to enrich the learning experiences of all students.
Contents
List of Figures
List of Tables
Declaration of Originality
Acknowledgements
Abstract
Glossary
Chapter 1 Introduction
- 1.1 Institutional background to the study
1.2 Focus of the study
1.3 Aims of the study
1.4 Significance and anticipated outcomes of the study
1.5 The research questions
1.6 Limitations of the study
1.7 Summary of the study
Chapter 2 Literature Review
- 2.1 The notion of ‘international’ students
2.2 Cross-cultural communication in international education
- 2.2.1 Culture shock and cultural adjustment
2.2.2 Academic adjustment
2.3 Challenges of academic adjustment facing international students 22
- 2.3.1 Language
2.3.2 Culture
2.3.3 Expectations
2.3.4 Teaching and learning approaches
2.4 Global research on international students
2.5 Models for educational investigations
Chapter 3 Research Methodology
- 3.1 Grounded theory
3.2 Data collection
- 3.2.1 Semi-structured in-depth individual interview
3.2.2 Questionnaire
3.2.3 Pilot study
3.3 Selection of informants
3.4 Ethical considerations and issues
3.5 Profile of the informants
3.6 Validity and limitations
3.7 Data analysis
Chapter 4 Analysis of Data
- 4.1 Introduction
4.2 Methods for transformation of raw data
4.3 Categories of informants’ responses
4.4 Perceived differences in studying at VU
4.5 Experiences in academic adjustment at VU
4.6 Major stages of academic adjustment
4.7 Opinions on factors contributing to the adjustment difficulties
4.8 Informants’ advice for new students
Chapter 5 Interpretation
- 5.1 Language
5.2 Culture
5.3 Expectations
5.4 Teaching and learning approaches
5.5 Other
5.6 Discussion and conclusion
Chapter 6 Conclusion
- 6.1 Emerging pattern of academic adjustment experiences
6.2 Process of academic adjustment
6.3 Successful strategies for academic adjustment
6.4 Implications for the students
6.5 Implications for the staff
6.6 Implications for the institution
6.7 Summary
6.8 Directions for future research
References
Appendices
Appendix A Consent form
Appendix B Interview schedule
Appendix C Transcripts of interviews
Appendix D Covering letter and questionnaire
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Valuing Cultural Diversity
