how can i be successful in your country? anna symington elena rodriguez-falcon alma hodzic june 20,...
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How can I be Successful How can I be Successful in your Country?in your Country?
Anna Symington
Elena Rodriguez-Falcon
Alma Hodzic
June 20, 2008
Internationalisation of the Curriculum (IoC)Internationalisation of the Curriculum (IoC)
• Increasing the number of international students
– Bring culturally different groups of students together
– Expand their understanding of their complex Higher Education environment
– Understand how they may have been conditioned to perceive multiculturalism
(IoC) Recent Studies(IoC) Recent Studies
• Bruch et al (2007)
– Affirmative Action
– Reverse Discrimination
– Uncomplicated Pluralism
“Mixed feelings towards multiculturalism, especially those of resistance towards it, were simply displaced by the emphasis on educational accomplishment.”
(IoC) Our experiences(IoC) Our experiences
• The host Country
• The host University
• International politics between students’ countries of origin and the host country
• Cultural values
• Relationships between academic staff members and students
• The nature of the subject which is being studied
BackgroundBackground
The University of Sheffield– Our Shared Vision– Learning, Teaching
and Assessment Strategies– The Sheffield Graduate– ThinkGlobal See Change
Internationalisation Project– Extra curricular activities for students– Workshops, seminars, CPD for academics– Embedding internationalisation in the
curriculum
Case Study: backgroundCase Study: background
• Faculty of Engineering– 8 Departments– Up to 50%
international students in some Departments
– Rationally-minded students
– Third Year ‘Engineering Management’ course
Case Study (cont’d)Case Study (cont’d)
• Guest lecture on the topic (a pragmatic approach due to the large number of students)
• Use of case studies to illustrate the topic• Use of personal, culturally-related anecdotes
from the lecturer and from the students• Acknowledgement of diversity and
multiculturalism• Interactive exercise that included a survey,
which is the basis for this paper.
228 students 35% international
students 33 Countries 37 Languages
Case Study: the interactive exercise (cont’d)Case Study: the interactive exercise (cont’d)
• Students were asked the following questions in a short questionnaire:–Country of Origin (including the language
spoken)–One thing one must do and must not do
in order to be successful in their country–Plot their perception of their country of
origin against the Kluckhohn-Strodtbeck Cross-Cultural Framework (Kluckhohn & Strodtbeck, 1961).
Cross-Cultural OrientationsCross-Cultural Orientations
• Relation to Nature– How people relate to the natural world around them and to the
supernatural.
• Time Orientation– The culture focus on the past, present, or future.
• Activity Orientation– How to live: “being” or living in the moment, “doing”, or
“controlling”.
• Basic Nature of People– Whether people viewed as good, evil, or some mix of these two.
• Relationships Among People– The degree of responsibility one has for others.
Source: F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961).
Kluckhohn-Strodtbeck’s Cross-Cultural FrameworkKluckhohn-Strodtbeck’s Cross-Cultural Framework
FIGURE 15.4Note: The line indicates where the United States tends to fall along these issues.
Source: F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961).
Study FindingsStudy Findings
• Highlighted the diversity of perceptions • Fairly consistent in the advice offered regarding
interpersonal interactions • Elements which may appear contradictory from some
perspectives were observed–challenge to establish a common ground –difficulties in developing a multicultural learning
environment • Lecture and ‘Peer Teaching Guide’
–“The lecture topic was really interesting and is definitely going to help me after I graduate”
ReflectionsReflections
• The exercise and peer guide –effective in raising awareness about cross-cultural
knowledge and skills –unclear whether the exercise leads to enhancing
home/international student integration
• Preconditioning students to learn in a multicultural environment must be done from early in their HE learning experience –re-run in the induction week to first year student
ConclusionsConclusions
• Use students’ cultural capital as a teaching method to enhance cross-cultural skills
• Peer teaching guide–positive impact on enhancing cross-cultural skills and
consequently cross-cultural capability –unclear whether the guide helps develop
home/international-international student integration
Further WorkFurther Work
• Interest about the ‘multicultural peer guide’ is growing –Academics: use the tool to gather more data–Students: use the guide for employment purposes
Shukran Mamnuun
Hvala
Ozasro dhanyabad
M goi
Kiitos
Danke Efcharisto
Sas efharisto Shukriya
Danyavad Go raibh maith agaibh
Arigato
Terima kasih
Toa chie
Xie xie
Merci
Tashakkur
Mamnoon
Obrigada
Dhannvaad
Dannaba
Shukria
Miharbaanee
Tuhaadee kirpaa hai
Mehrbani
Istuti
Asante
Gracias Ke itumtese
Ke a leboga
Sagol Mersi
Dyakooyu
Spasibi
Thanks
ngyabonga
Activity suggested for the conference attendeesActivity suggested for the conference attendees
• To discuss the guide compare your expectations against the students’ views.
• Copies of the complete guide will be available
Anna Symington