Learning and Personal Growth in a

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Learning and Personal Growth in a Foreign
Context Intercultural Experiences of
International Students

• Dr Qing Gu, University of Nottingham
• Dr Michele Schweisfurth, University of Birmingham
• Prof Christopher Day, University of Nottingham

2
Project Background

• 2 year, mixed methods research 2 surveys and 11
  case studies
• 4 UK universities 2 old and 2 new
• International undergraduate students
• (Year 1-2)
• ESRC-funded

3
Context Internationalisation

• Rapid internationalisation of higher education in
  the 1990s
• symbolic internationalisation (revenue)
  institutions of higher education become active
  players in the global marketplace (de Wit, 2002
  227) (Turner and Robson, 2008)
• transformative internationalisation
  (knowledge sharing and co-operation)(Turner and
  Robson, 2008)

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Global level
Supranational level
Regional level
Intercultural, international, and global flows of
technology, economy, knowledge, people, values,
and ideas
National level
Depth dimension of the reach of
internationalisation
Extent of Knights (2004) depth dimension
Sector level
Institutional level
Faculty/Department level
Within-institution level
Individual level
Breadth dimension of the reach of
internationalisation
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(Sanderson, 2008 280)
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National Context

• British governments worldwide educational
  campaign Open a window on the world (Blair,
  1999)
• International students are vital to the current
  and future health of UK further and higher
  education (D. A. Burslem, Chair of UKCOSAs
  Board of Trustees, 2004)
• Academic significance
• Cultural significance
• Financial significance

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Key Themes

1. Change influences
2. Conditions for change
3. Change as achievement
4. Perceptions of self Identity

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Theme 1 Change Influences
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At University (e.g. lecturers support, ways of
teaching, learning resources etc.)

Student Life (e.g. friendship patterns,
accommodation finance, etc.)
At Home (e.g. parents, family relationships, etc.)
In Yourself (e.g. level of English positive
attitude to life internal states etc.)
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At University (e.g. lecturers support, ways of
teaching, learning resources etc.)

Student Life (e.g. friendship patterns,
accommodation finance, etc.)
At Home (e.g. parents, family relationships, etc.)
?
In Yourself (e.g. level of English positive
attitude to life internal states etc.)
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Initial Shock Student Life
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Initial Shock At University
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Language Use and Understanding

• Majority of students (80) Confident about
  using English both inside and outside the
  classroom. (W1)
• Language appears to have ceased to be a key
  barrier in students academic adjustment over
  time. (W2 case studies)
• Tutors feedback appears to be particularly
  important to students who need an English
  language certificate for their studies (75
  versus 56).(W2 focus group)
• However, survey respondents who had stayed longer
  in the UK did not necessarily become confident
  users of English in their study or social lives
  (based on self perceptions in surveys).

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• Student responses to the item 'I am worried about
  understanding the content of my courses (N49,
  respondents of 2 surveys)
• in the first few months, for example, I was
  reading books and just understanding 10 of what
  I was reading. And in the lectures I would catch
  only 20 of what the lecturers were saying. So I
  was thinking how am I going to pass this exam
  and write these papers?
• Now I understand almost 90 of what I am
  reading.

Survey Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree Total
W1 11 11 10 28 28 49
W2 9 9 N/A 40 40 49
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Language with Culture

• A good mastery of the English language good
  understanding of the hidden societal and
  cultural values and norms attached to the language

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• I was sort of expecting well coming from a
  background where I was being exposed to American
  culture and I thought that British culture and
  American culture were the same thing and I didnt
  realise that they werent so similar. Just minor
  things like humour basically I dont get
  British humour that much. I sort of identify more
  with American humour. Just minor things like
  that.
• (Tristan from Trinidad)

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Theme 2 Conditions for Change
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1. Social Conditions

• Multicultural society/university versus
  monocultural backgrounds
• The UK was a tolerant society over 60
  reported agreement, with more than one in ten
  indicating strong agreement (W1)
• I would honestly say that that has
  probably been the best thing about living
  in England having that experience of many
  cultures and not just English culture
• (Tristan from Trinidad)

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2. Social and Academic Conditions (1)

• Problems
• Cost of living
• Initial uncertainties
• Ive decided not to focus on the differences
  between the groups because that was what I think
  fed into my inferiority complex But Ive met
  more people now and Ive come to the realisation
  that they are generally the same.
• (Rina, Malaysia)

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Social and Academic Conditions (2)

• Diverse student population
• Multicultural society
• BUT
• Would like more interaction with host culture
• More difficult to mix with UK students

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3. Powerlessness

• Back home I had a career and a future. I was in
  control of my own life, but Ive lost track of
  that now. Because I had authority as a hotel
  manager. Here Im virtually powerless.
  Sometimes I miss home. Sometimes I miss my
  parents. Sometimes I miss my mum. Sometimes I
  just miss being a manager in the hotel. I miss my
  workplace.
• (Doris, Cameroon)

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4. Lack of a Sense of Belonging

• I was just wondering why I didnt feel lonely at
  all when I first came here because I didnt
  know what was going to happen. So every day was a
  new day.
• But this time I came back after Easter break
  I know Im going to have a presentation and lots
  of study and every day is normal. To be honest
  I dont like my personal life here. I enjoy my
  study life but my personal life is kind of
  boring. Everyone friends in England has got
  their own stuff to do.
• I just felt that I didnt belong here. Its not
  my place. Im the guest and the guest is always
  less powerful and also they are the host or
  something like that.
  (Jiayi, China)

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5. Friendship Patterns (1)

• Initial survey easy to mix with international
  students from home countries (64) and other
  countries (67)
• Increasing tendency to socialise with students
  from home culture
• Role of cultural roots over time
• shared understanding
• social and emotional
• resources

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• when we come, we are basically alone, and being
  in a group, it just like helped us from not
  wanting to go back. (Sophie,
  Mauritius)
• there is the language so you can find the way
  to say something without offending. Because we
  have a shared language we can be more
  diplomatic. (Guzal, Kyrgystan)

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6. Peer Culture

• Social obligation Thats when people make
  friends
• Challenges to social adaptation Lack of common
  goals
• I havent been going out to many of the social
  activities and they like going out clubbing and
  things like that. So they would be talking about
  what they had done the night before and I would
  not really understand. Thats another way that
  you feel outside of the group. (Rina, Malaysia)

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Theme 3 Change as Achievement
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Academic Change (1)

• Over time
• More organised
• More committed to their course of study
• Using a greater range of study skills
• Feeling more confident about their relationships
  with their lecturers/tutors
• Feeling more comfortable in small group
  discussion (71 vs 29)
• Feeling more confident about managing independent
  studies (72 vs 28)

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Academic Change (2)

• Attitudes towards class discussion (W2)
• Uncomfortable speaking up in class discussions
  57 vs 43
• BUT
• Student discussion in class is helpful for my
  learning 85 Agree (16 Strongly Agree)

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Perceptions of Cultures

• Perceptions of own culture (W2) Majority have
  become more appreciative of their home cultural
  values (93)
• Perceptions of the host culture (W2) More than
  half felt confident that their understanding of
  the UK culture had improved (54)

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Acceptance of Differences

• More accepting of people with different attitudes
  and values (W2) (70)
• Its an interesting experience and you can see
  how different the countries in the world are and
  how different people behave and for them that is
  the natural way and that is how you should
  behave. So its never frustrating.
• If you are willing to communicate with someone
  you can always do that and so I have no worries
  about that. I mean its a very valuable learning
  experience and sometimes really quite funny how
  something can be normal for a Chinese guy and
  really weird for a westerner and equally it will
  be the other way round.
• (Maxwell from Germany)

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Personal Achievement (1)

• Biggest achievement
• Personal independence (67)
• Broadened life experiences and interests (56)
• Improved interpersonal and communication skills
  (41)

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Personal Achievement (2)

• Factors contributing to these achievements
• Self determination (64)
• Support from parents (21)
• Support from my friends here (12)
• I am planning to push myself to do things that I
  dont really like to dopush myself outside this
  comfort areaat first you are not confident but
  then time will pass you feel yourself saying
  yeah, Ive done a good job, actually.
• (Guzal, Kyrgystan)

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Theme 4 Perceptions of Self Identity
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Identity Change (1)

• Maturity and interculturality
• Ive got two sets of values one is for here and
  one is for China. think they are just natural.
  Im a grown-up here. When I went back to China,
  I just went back to being the same who I was
  before I came here.
• (Jiayi, China)

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Identity Change (2)

• A locus of self
• Its studying in England opened up my thinking
  processes as well. When you are born and brought
  up in a restrictive environment, everything is
  family and you only have a very limited view on
  things. But when you go to another country and
  study and you meet people from other countries,
  then it opens up your perspective and you realise
  that everything in the world is not the same.
• You are so torn between being yourself and what
  they want you to do what others want you to
  do (Raveena, India)

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Managing the Ups and Downs of Living and Studying
(MUDLS)
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Managing the Ups and Downs of Living and Studying
(MUDLS)


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
Managing Well (most satisfied)
Satisfied
Not Managing Well (least satisfied)
37
Managing the Ups and Downs of Living and Studying
(MUDLS)


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
Managing Well (most satisfied)
Satisfied
Moving up a little arrangements for fees put in
place
Satisfied got through first year and made
arrangements for second year fees. Visa extended.
Second year going away with results. Some staple
and a lot has improved.
Going down, financial issues again
Nottingham getting settled
Sponsor passed away, no help
Moving up
Not Managing Well (least satisfied)
New adaptation
Down
Low
38
Managing the Ups and Downs of Living and Studying
(MUDLS)


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
Managing Well (most satisfied)
Official job contract
New friends, social life, exploring
Final presentations
Graduation new job
Met family old friends
Looking for jobs
Stress with work need raise
Came to NTV
Satisfied
Study pressure for finals
New job
All friends gone
Not Managing Well (least satisfied)
39
Managing the Ups and Downs of Living and Studying
(MUDLS)


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
Make new friends, pass lots of my essays, get
some support in my English
I finish my essay, I manage to get them all on
time and now I am only waiting for the results
My daughter was born
Managing Well (most satisfied)
Get married
Very good relation with my family, Wiktoria get
top list
Engagement contacts with my parents get better
Start my degree happy but a little bit scared
Finally I get to the 2nd year and pass my
referred work
Pass my first essay
Satisfied
I was worried do I manage to study with the body
I fail one of my coursework
Problems with decisions abut my husband and
Wiktorias future
I was really scared with the amount of work I
have to do for April and June
Problems with my parents
Get pregnant but because of that Ive got big
family problems, my parents werent happy about it
Not Managing Well (least satisfied)
40
Managing the Ups and Downs of Living and Studying
(MUDLS)
Results (Jan exam)


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
During semester
Holidays - summer
Managing Well (most satisfied)
Christmas
Christmas
Holidays
Back to England
Exams
Back to England
Exams
Satisfied
Exams 07
Not Managing Well (least satisfied)
41
Managing the Ups and Downs of Living and Studying
(MUDLS)- Rina


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
Managing Well (most satisfied)
Easier exam
Nervous with group work
Met a lot of people, made many friends, used to
the study
Felt more independent confident
Got a job
Got support from sister
Adjustment period
Difficult exam
Satisfied
Missing home
Not Managing Well (least satisfied)
42
Managing the Ups and Downs of Living and Studying
(MUDLS)- Alanna


Previous Years Jan Sep 2006 Oct Dec 2006 Oct Dec 2006 Oct Dec 2006 Jan Mar 2007 Jan Mar 2007 Jan Mar 2007 Apr Jun 2007 Apr Jun 2007 Apr Jun 2007 Jul Sep 2007 Jul Sep 2007 Jul Sep 2007 Oct Dec 2007 Oct Dec 2007 Oct Dec 2007 Jan Mar 2008 Jan Mar 2008 Jan Mar 2008 Apr Jun 2008 Apr Jun 2008 Apr Jun 2008
Managing Well (most satisfied)
Chineal friends been invite by British girls to
their parties though not close friends, but
feeling grateful!
Felt need to catch up with uni. work
Satisfied
Missed people in school didnt get on with
people here
Good results in coursework
Messy personal life (mobile, driving, Spanish)
Getting good results in new school
Didnt go to lectures not many friends
Felt good and wanted to get 2.1
Moved to a different school
University
Waiting for result
no guidance lost
Difficulties in personal life had negative impact
on study
Friends getting her well
Not Managing Well (least satisfied)
Exams
Different school, nice Ts, learned a lot of
things disappointed with British girls cultural
problems, couldnt be friends
First school problems with roommate no friends
didnt get on with host family in 2nd year
plagiarism, other problems in personal life
(mobile phone, driving lessons) ,lack of
motivation
International school A-level
43
Happiest Memories (W2)

• Academic achievements (87)
• Bonding with friends and loved ones (61)
• Personal growth (29)

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Managing Transitions The Project

• Study abroad as transitional event
  intercultural attitude and skills development,
  identity shifts, stresses and rewards
• Ill always be changed by what I experienced
  here, and by other cultures I saw here.
• (Nadia, Slovakian student)
• But what will the nature of these changes be?
• And how can universities facilitate the kind
  of contact that will ensure the changes reflect
  positive intercultural, academic and personal
  development?

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THANK YOUQing.Gu_at_nottingham.ac.uk