Dr Qing Gu , University of Nottingham Dr Michele Schweisfurth , University of Birmingham

1. 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. 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) Context: Internationalisation

4. 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 Knight’s (2004) depth dimension Sector level Institutional level Faculty/Department level Within-institution level Individual level Breadth dimension of the reach of internationalisation 4 (Sanderson, 2008: 280)

5. British government’s 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 UKCOSA’s Board of Trustees, 2004): Academic significance Cultural significance Financial significance National Context

6. Key Themes • Change influences • Conditions for change • Change as achievement • Perceptions of self: Identity

7. Theme 1: Change Influences

8. 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.)

9. 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.)

10. Initial “Shock”: Student Life

11. Initial “Shock”: At University

12. 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).

13. Student responses to the item'I am worried about understanding the content of my courses‘ (N=49, 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.” (Guzal, Kyrgystan)

14. 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

15. “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 didn’t realise that they weren’t so similar. Just minor things like humour basically – I don’t get British humour that much. I sort of identify more with American humour. Just minor things like that.” (Tristan from Trinidad)

16. Theme 2: Conditions for Change

17. 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)

18. 2. Social and Academic Conditions (1) Problems: Cost of living Initial uncertainties “I’ve decided not to focus on the differences between the groups because that was what I think fed into my inferiority complex … But I’ve met more people now and I’ve come to the realisation that they are generally the same.” (Rina, Malaysia)

19. 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

20. 3. Powerlessness Back home I had a career and a future. I was in control of my own life, but I’ve lost track of that now.Because I had authority [as a hotel manager]. Here I’m 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)

21. 4. Lack of a Sense of Belonging I was just wondering why I didn’t feel lonely at all when I first came here – because I didn’t know what was going to happen. So every day was a new day. But this time I came back [after Easter break] … I know I’m going to have a presentation and lots of study … and every day is normal. To be honest I don’t 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 didn’t belong here. It’s not my place. I’m the guest and the guest is always less powerful; and also they are the host or something like that. (Jiayi, China)

22. 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

23. ‘…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)

24. 6. Peer Culture • ‘Social obligation’: “That’s when people make friends” • Challenges to social adaptation: Lack of common goals I haven’t 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. That’s another way that you feel outside of the group. (Rina, Malaysia)

25. Theme 3: Change as Achievement

26. 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%)

27. 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)

28. 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%)

29. Acceptance of Differences • More accepting of people with different attitudes and values (W2) (70%) • “It’s 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 it’s 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 it’s 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)

30. Personal Achievement (1) • Biggest achievement: • Personal independence (67%) • Broadened life experiences and interests (56%) • Improved interpersonal and communication skills (41%)

31. 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 don’t really like to do…push myself outside this comfort area…at first you are not confident but then time will pass you feel yourself saying: yeah, I’ve done a good job, actually.” (Guzal, Kyrgystan)

32. Theme 4: Perceptions of Self: Identity

33. Identity Change (1) • Maturity and interculturality ‘I’ve got two sets of values: one is for here and one is for China. … think they are just natural. … I’m 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)

34. Identity Change (2) • “A locus of self” It’s [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)

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

36. Managing the Ups and Downs of Living and Studying (MUDLS) Managing Well (most satisfied) Satisfied Not Managing Well (least satisfied)

37. Managing the Ups and Downs of Living and Studying (MUDLS) 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) 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) 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 Start my degree happy but a little bit scared Engagement contacts with my parents get better 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 I was really scared with the amount of work I have to do for April and June Problems with decisions abut my husband and Wiktoria’s future Problems with my parents Get pregnant but because of that I’ve got big family problems, my parents weren’t happy about it Not Managing Well (least satisfied)

40. Managing the Ups and Downs of Living and Studying (MUDLS) Results (Jan exam) 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 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 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; didn’t get on with people here Good results in coursework Messy personal life (mobile, driving, Spanish) Getting good results in new school Didn’t 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, couldn’t be friends First school; problems with roommate no friends; didn’t 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%)

44. Managing Transitions: The Project Study abroad as transitional event – intercultural attitude and skills development, identity shifts, stresses and rewards ‘I’ll 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?

45. THANK YOUQing.Gu@nottingham.ac.uk