Discuss about the Demand of Globalisation and Internationalization.
The demand of globalisation and internationalization in the world had increased the “cross border mobility” among the students and this had ensured the inflow of international students in various countries Demes and Geeraert (2014). Students usually go abroad to pursue their studies and to avail better opportunities in future. They are born and brought up in their native land and they had the experience of their native culture. When the international students get enrolled for higher education in another country, they are tested in the academics and socio-cultural settings (Yan and Berliner 2013).
The international students face various challenges when they come to a new country for their studies. From academics challenges to cultural challenges, the students had to face different hurdles (Hancock 2016). They face various hurdles in their personal life along with their professional life. This research aims to explore the range of challenges that these students face and the situation of the students. The types of hurdles faced by the students during their stay and study in abroad and the solutions to these hurdles would be highlighted in this assignment.
The countries frame various rules and regulation among them, which benefits the students to study abroad. It was seen that the students who go abroad could not adjust with the new environment and culture of the new country at first. They face challenge in their education along with the food habits (Wright and Schartner 2013). The students go abroad without their family member and friends and they miss their family members and friends on going abroad. It is seen that there is an influx of international students in Australia. Every university in Australia has considerable numbers of international students. Thus, it is important to understand the challenges faced by them in order to help them in their education and facilitate learning. This would also help to frame the strategies to develop education system in Australia for the international students (Yan and Berliner 2013).
International students increase the diversity of culture and education in their institutes. They also play a role in influencing the culture and other students of the institutes. It was also seen that these international students are not comfortable when they join their institutes initially (Czinkota and Ronkainen 2013). These issues are to be identified in this research paper and the solutions of these issues would be explored in this research paper too.
According to the viewpoint of Lemmer (2013), it was seen that the students who go abroad for studies face various challenges. These challenges range from educational to personal life. Challenges faced due to language barriers are a major issue faced by the international students. Students of different countries visit Australia for their higher studies and these students might not belong to a country where English is popular as a native language. It becomes difficult for these students to communicate in Australia (Czinkota and Ronkainen 2013). When any student takes admission in any foreign university, it is initially difficult for him to communicate with the natives, as the student does not know the native language. Diversification and exchange programmes are done in Australia to help the international students of Australia when they visit their university for the first time. This helps them to know their university and get accustomed with other international students as well as the local students. The foreign students face problems to communicate with the natives in this exchange programme. It becomes difficult for them to understand what is being taught. They also face difficulty in communicating with other students and integrating with them. The native students are already accustomed with the style of education in Australia and they know the modes of communication with their professors. This sometimes leads to superiority complex and they do not help the international students to cope up with the new culture and education. This increases the difficulty of communication of the international students, further, and they find it difficult to integrate with the native students.
Another problem that is faced by international students is the differences in the cultures of their resident country and the host country. The beliefs and traditions of any given society is defined by its culture. Every society and country has own culture. A student who is visiting a new country, experience differences in culture. From sports to festivals, Australia is different form other countries in context of culture. They have various cultural events that range from weeklong science festival to annual wine festivals. They also have various types of musical concert and indigenous festivals that are different from the festivals of international students (Czinkota and Ronkainen 2013). Also, the sports in Australia are different from the sports of the international students. In Australia, students play football, rugby, golf and other indigenous sports that might not be famous in the countries of international students.
It becomes difficult for the student to get adapted to the new culture and follow the new traditions. The differences in culture and beliefs might bring about physical and emotional discomfort to the students who have decided to stay at a place different from their home for their studies (Sawir et al. 2012). Cultural differences also include differences in the food habits. Students are usually habituated with the foods of their native places. It becomes difficult for them to adopt to new food habits and change their tastes on moving to a new country. As per the viewpoint of Popov et al. (2012), it was seen that there are difference in the food habits of Asian and Australians. Whenever a Chinese student move to Western country for higher studies, it becomes difficult for the person to adapt to the new food habits and styles. They feel isolated from their friends circle and local community due to the difference in the culture and food habits. The foods do not suit their taste buds and it becomes difficult for them to digest the local foods with results to deterioration in health (Sawir et al. 2012). They cannot cope up with the new culture and learn them at first instant. This makes them feel left out and the students feel lonely in a new country.
The third problems that are faced by the students who go abroad for their studies are the difference in the climate. Due to the difference in the climate of Australia than the climate of the native country, it becomes difficult for the student to get adapted to the new climate. As per the viewpoint of Harzing et al. (2013), differences in climates result in change of dressing styles of a person. This is a major challenge that is faced by any student who moves to foreign countries for their studies. It is seen that some areas are cooler than other areas while some are hotter (Cronin 2013). The dress of any person should match these climatic conditions. It becomes difficult for the students to adapt to these climatic changes and dress according to it.
The fourth major problem that is faced by the students who relocate to other countries for studies is homesickness. According to the viewpoint of Gebhard (2012), it was seen that students who go abroad miss their friends and family. It is unavoidable, as they have to move to a new country away from their family. The students think a lot about their friends and family when they move away from them. This becomes a major challenge and the students find it difficult to concentrate on their studies. It becomes difficult for the students to get adapted to the new culture and society and make new friends.
The fifth challenge that is faced by the students who move to foreign lands to pursue their studies is being accustomed to the new methods of teachings. The students face new professors in colleges and universities whose mode of teaching is different from the ones they had attended previously. According to the viewpoint of Gerritsen (2016), it was seen that the professors of the Western countries encourage collaborative experience in learning. They encourage students to participate during their class hours as well as from their offices. Free tutoring is available to help the students with writing, editing and research. These types of teaching might not be encouraged in the native place of the students and students might find it difficult to approach the professors and other tutors for these helps. As per the viewpoint of Demes and Geeraert (2014), it was seen that the courses in the college and universities are different in every countries. The exam pattern and the grading system are also differing among the countries. Getting accustomed with these exam patterns and grading systems is initially a difficult task for the student who go abroad for their studies. They are introduced to new methods of writing and assignments, which is initially difficult for the students.
Another challenge that is faced by the students when they go abroad is the challenge to adapt themselves with the new subjects (Demes and Geeraert 2014),. The style of education is different in different countries. In many colleges and universities, students have to pursue different subjects other than their major papers. This may come as a surprise to the international students who expect to learn only the major subjects. The students initially had to struggle through the new subjects and they have to take extra classes in order to cope up with the new subjects (Bowman 2016). According to the viewpoint of Phillips and Schweisfurth (2014), several extracurricular activities take place in these universities. Some universities had made it compulsory for their students to take part in these extracurricular activities. The international students sometimes find it difficult to take part in these extracurricular activities and they hesitate to participate. They could not get involve on their campus initially and this does not solve the cultural differences among the students. The foreign students face difficulty in accepting new people and building relationships with them.
As per the viewpoint of Kukulska-Hulme et al. (2013), the students find it difficult to get adapted to the new lifestyle and work style of their new colleges and universities. The international students do face difficulties in their daily life when they visit a new place for their studies. These students face various socio-cultural challenges as well. On moving to a new country, the students have to find their place of living, find banks for depositing and withdrawing money, arrange transport to move around and apply for the credit cards (Dickson 2015). These students usually do not have hands on experience in surviving in new community with different lifestyles. They have to deal with this survival in the new community before struggling with their educational challenges.
According to the viewpoint of Patterson (2015), the international students face acculturative stress due to various negative outcomes. The challenges faced by these students are found to trigger the feelings of insecurity and uneasiness among the students. They feel depressed and stressed due to the cultural barriers, pressures due to academics, difficulties in languages, lack of support and homesickness (Hagedorn et al. 2016). However, not every international student faces all the challenges when they go to any foreign countries for their studies.
Thus, it was seen that various international students face various challenges when they visit Australia for their higher studies. However, it is not possible to overcome all the different challenges at one go. It is necessary to find the primary and major challenges faced by the international students. Solving these primary issues will help to solve all the secondary issues of the international students. Further study is required to identify the primary challenges faced by the students and to find out whether these challenges are dependent on the countries they belong. Solutions for these issues are also required in the study.
The students face various problems when they go abroad for their study. In this research, the major problems would be identified and the solutions to these problems would be given.
The research questions are as follows:
Paradigm
In this analysis, primary data had been considered for the research. Twenty students will been chosen form ATMC Melbourne using the randomly sample selection technique, who were asked to answer few questions. The students will be given questionnaires to fill up and their responses were used for the survey. Methods of frequency distribution and t-test would be used to analyse the data and perform the hypothesis test. Microsoft excel will be used to perform these statistical tests to analyse the data. This analysis would be interpreted to find the solution of the hypothesis. Quantitative data would be collected for this purpose.
Sampling
The method of random sampling had been used to select the samples of the study. However, this random sampling was done from the international students of ATMC and not the native students. This is because the research tends to aim the issues faced by the international students who visit Australia for their higher education. The chosen institute for this research is ATMC. The randomly selected samples were provided with questionnaires to fill up and provide the data for research.
Tools
The sampling had been done by providing questionnaire to the randomly selected students. The questionnaire will have both demographic and quantitative questions that will be answered by the respondents. The questions will be close ended and some may be of Likert’s scale. The data collected from the samples would be analysed with the help of MS Excel. MS Excel will help to analyse the collected data efficiently and the formulas provided in MS Excel will help to analyse the collected data with ease. The methods of frequency and t-test would be used for the analysis.
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Figure 1: Period of methodology of the research
(Source: created by researcher)
Various ethical considerations will be taken into consideration during the research. They are as follows:
The process of random sampling was used to collect the data of the research. Thirty international students were randomly selected from the ATMC (CDU MELBOURNE). They were given a questionnaire to fill up and this data was used for the research. Thus, primary data was used in this research. The data that would be collected for the survey would be quantitative data. Quantitative data will be used for this purpose because the research tends to find the primary issue faced by the students when they would travel abroad for their studies. The research will also find whether there is any relationship between the countries of origin of the students on the issues faced by the students when they visit Australia. These findings can be done only with the help of quantitative data. This is because the information regarding the international students and the problems faced by them are in the form of quantitative data.
The methods of frequency and the methods of t-test will be used to analyse the collected data. The frequency method will give an idea about the primary problems faced by the international students on visiting Australia for the first time. The count of the problems will help to identify the common problems faced by every international student who visit Australia for higher studies. T-test will give an idea about whether the problems faced by the international students, depend on their country of origin or not. The p value of t-test will help to determine this fact and the role of the native country in the issues faced by the students on moving abroad will be understood.
Conclusion
This research aims to understand the primary problems faced by the students when they go abroad for their study. It is expected that most of the students will be facing the problem of food when they go abroad. It is also expected that cultural difference will also be the major issue that any international student have to deal with when they visit a new country for their education. The students are expected to seek help of their peers to solve these problems. Their classmates and roommates must help them out with these problems and the students will eventually overcome these issues with time. Thus, the assignment gives an idea about the conditions of the foreign students when they visit a new country for their studies and the issues faced by them. The expected solutions of these problems are also sated in this assignment.
References
Bowman, K.D., 2016. Study Abroad While Studying Abroad. International Educator, 25(4), p.44.
Cronin, A.K., 2013. Why drones fail: when tactics drive strategy. Foreign Aff., 92, p.44.
Czinkota, M.R. and Ronkainen, I.A., 2013. International marketing. Cengage Learning.
Demes, K.A. and Geeraert, N., 2014. Measures matter scales for adaptation, cultural distance, and acculturation orientation revisited. Journal of Cross-Cultural Psychology, 45(1), pp.91-109.
Dickson, C.L., 2013. The nature of learning to nurse through clinical practice experience for international culturally and linguistically different students in Sydney, Australia: an interpretive description (Doctoral dissertation).
Gebhard, J.G., 2012. International students’ adjustment problems and behaviors. Journal of International Students 2012 Vol 2 Issue 2, p.158.
Gerritsen, R., 2016. A test of the role of universities in regional development: The case of international education students in the northern territory.Australasian Journal of Regional Studies, 22(1), p.125.
Hagedorn, L.S., Pei, S. and Yan, L., 2016. International Students’ Struggles: Community College to the Rescue. In International Education at Community Colleges (pp. 57-74). Palgrave Macmillan US.
Hancock, C., Moore, N. and Stokes, P., 2016. Globalization and International Students: Re-modelling Micro-international Aspects for the Entrepreneurial University. In Innovative Business Education Design for 21st Century Learning (pp. 93-110). Springer International Publishing.
Harzing, A.W., Reiche, B.S. and Pudelko, M., 2013. Challenges in international survey research: a review with illustrations and suggested solutions for best practice. European Journal of International Management,7(1), pp.112-134.
Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A.A., Herrington, A., Kennedy, D. and Walker, A., 2013. Mature students using mobile devices in life and learning.
Lemmer, C.A., 2013. View from the Flip Side: Using the Inverted Classroom to Enhance the Legal Information Literacy of the International LL. M. Student, A. Law Libr. J., 105, p.461.
Patterson, G., 2015. Discrimination in International Trade, the Policy Issues: 1945-1965. Princeton University Press.
Phillips, D. and Schweisfurth, M., 2014. Comparative and international education: An introduction to theory, method, and practice. A&C Black.
Popov, V., Brinkman, D., Biemans, H.J., Mulder, M., Kuznetsov, A. and Noroozi, O., 2012. Multicultural student group work in higher education: An explorative case study on challenges as perceived by students. International Journal of Intercultural Relations, 36(2), pp.302-317.
Sawir, E., Marginson, S., Forbes-Mewett, H., Nyland, C. and Ramia, G., 2012. International student security and English language proficiency.Journal of Studies in International Education, 16(5), pp.434-454.
Wright, C. and Schartner, A., 2013. ‘I can’t… I won’t?’International students at the threshold of social interaction. Journal of Research in International Education, 12(2), pp.113-128.
Yan, K. and Berliner, D.C., 2013. Chinese international students’ personal and sociocultural stressors in the United States. Journal of college student development, 54(1), pp.62-84.
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