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How can I be Successful in your Country?

How can I be Successful in your Country?. Anna Symington Elena Rodriguez-Falcon Alma Hodzic. June 20, 2008. Increasing the number of international students Bring culturally different groups of students together Expand their understanding of their complex Higher Education environment

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How can I be Successful in your Country?

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  1. How can I be Successful in your Country? Anna Symington Elena Rodriguez-Falcon Alma Hodzic June 20, 2008

  2. 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 Internationalisation of the Curriculum (IoC)

  3. Bruch et al (2007) Affirmative Action Reverse Discrimination Uncomplicated Pluralism (IoC) Recent Studies “Mixed feelings towards multiculturalism, especially those of resistance towards it, were simply displaced by the emphasis on educational accomplishment.”

  4. 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 (IoC) Our experiences

  5. 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 Background

  6. Faculty of Engineering 8 Departments Up to 50% international students in some Departments Rationally-minded students Third Year ‘Engineering Management’ course Case Study: background

  7. 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. Case Study (cont’d)

  8. 35% international students 228 students 33 Countries 37 Languages

  9. 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). Case Study: the interactive exercise (cont’d)

  10. 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. Cross-Cultural Orientations Source: F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961).

  11. Kluckhohn-Strodtbeck’s Cross-Cultural Framework Note: The line indicates where the United States tends to fall along these issues. FIGURE 15.4 Source: F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961).

  12. 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” Study Findings

  13. 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 Reflections

  14. 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 Conclusions

  15. Interest about the ‘multicultural peer guide’ is growing Academics: use the tool to gather more data Students: use the guide for employment purposes Further Work

  16. Mamnoon Kiitos Dannaba Terima kasih Shukran Toa chie Mamnuun Tashakkur Sagol Mersi Mehrbani Hvala Thanks Shukriya Sas efharisto Merci Gracias Istuti Ke itumtese ngyabonga Ozasro dhanyabad Dhannvaad Dyakooyu Shukria M goi Asante Arigato Tuhaadee kirpaa hai Ke a leboga Danke Obrigada Efcharisto Xie xie Danyavad Go raibh maith agaibh Spasibi Miharbaanee

  17. To discuss the guide compare your expectations against the students’ views. Copies of the complete guide will be available Anna Symington a.symington@sheffield.ac.uk Activity suggested for the conference attendees

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