International Student Support at Salisbury College, Wiltshire - Case Study Example

International Student Support at Salisbury College, Wiltshire A report on service support needs of students from the United Arab Emirates Abstract The research on which this report is based concentrates on international students from the United Arab Emirates (UAE), who are currently enrolled on programmes that focus on teaching the English Language. International students enrich the learning process by sharing cultural norms and life experiences, differing communication styles and distinct learning styles (Violet and Ang 1998, Purdie 2000, Baron and Strout-Dapaz 2001, Cameron and Meade 2003); however, the students from UAE are failing to enrich the learning process for themselves due to the language barrier. A pilot survey was conducted to investigate the problems and issues affecting students from the UAE in their quest to meet the English language requirements. The findings from this survey should be useful in instigating a formal assessment into the services provided to UAE students and will useful in developing research that will include a wider range of UAE students and other international students based at the other eleven colleges that receive army personnel for technical training. This research demonstrated that students from United Arab Emirates had little choice or input in the choice of course and college, and this affected the ability to motivate themselves for the course. Some of these students probably have no interest in learning English, and the research shows that there is a preference to learn more practical subjects such as engineering as they would be immediately useful in their home country. . The students from the United Arab Emirates are also restricted by their respective armies in terms of movement, and this restricts their ability to integrate with other students. For instance, the other part-time students will have experienced similar processes from pre-arrival to induction and this process would have allowed them to construct relationships. The part-time students are also able to work, and this experience increases their use of the English language as they are using it in the practical context. Therefore, the lack of integration and choice is severely hampering the ability of the UAE students to access the college’s service support. Table of Contents Introduction The research on which this report is based concentrates on international students from the United Arab Emirates (UAE), who are currently enrolled on programmes that focus on teaching the English Language. This group has been selected because of the unique enrolment process they undertake. They also constitute a significant proportion of full-time English language students at Salisbury College. Most of these students are this college as it has been chosen by the military organisation they represent, and therefore they have had no choice in the selection. Salisbury College is one of twelve colleges that receive army personnel for technical training through a private army contract. These students’ first language is Arabic and they were selected in their respective states for tuition at this college. As the choice to attend Salisbury College was not an individual choice, these students have not gone through the normal application route, which would have involved contact with Student Services, which would have helped them arrange their visas, police registration and other details. Instead this has all been centrally, and all they had to do was to get on a plane and attend lessons. As a result of the omission of this important step, these students are presenting with a different set of issues when compared to other international students. For instance, they feel isolated because their English is noticeably poorer than other students, and this probably stems from the lack of integration and socialising which would have been arranged by the college’s Student Services. They feel no arrangements have been made to involve them with other students, as they acknowledge that interaction is key to improving their English language skills. This isolation is demonstrated by their behaviour where most of the students tend to study at home, and in the college library if they need to use computer services. This report will introduce the role of colleges and universities in administering English language tuition and the factors that are important for attracting and retaining students. These factors are also instrumental for student satisfaction which is important for positive marketing once they return to their country of permanent residence. The aim of this report is to establish the nature of the specific needs of these students from UAE so that they can be incorporated and fed back to their organisations for future admissions, and to increase their pass rate. Background With the acknowledgement of English as the global business and social language, educational institutions in the United Kingdom recognise and welcome the academic contribution and cultural diversity that international students make to their environment (Lord and Dawson 2004). International students range from school leavers seeking undergraduate qualifications, to post-graduate students. Business and military organisations are also sending their employees and personnel to improve their English language skills in a bid to make them more adaptable. The provision of education to international students has also become an important source of income for British universities and colleges (Rees and Porter 1998) as their tuition fees are not subsidised. It is therefore in the best interests of the educational institutions to attract and retain significant numbers of international students. To date, this has largely been achieved by offering a range of programmes, the effectiveness of the marketing programmes and recommendations from past students (Lord and Dawson 2004). International students enrich the learning process by sharing cultural norms and life experiences, differing communication styles and distinct learning styles (Violet and Ang 1998, Purdie 2000, Baron and Strout-Dapaz 2001, Cameron and Meade 2003); however, the students from UAE are failing to enrich the learning process for themselves due to the language barrier. Salisbury College has strived to optimise the college environment so that it is inviting and comfortable for foreign students, however, in this case, it seems that these conditions have been very useful for the military organisation administrators and the benefits have not been passed onto the students themselves. One of the purposes of student services is to enable socialisation, which is the process through which an individual’s pattern of behaviour, and their values, attitudes and motives are influenced to conform to those seen as desirable in a particular organisation, society or subculture (Bartol and Martin 1998, Mullins 1999, Huczynski and Buchanan 2001, Mullins 2002). This is achieved through the students’ contact the college and obtaining information that will be useful in helping them adapt to this new environment. Student services can also arrange for other former students or those with similar languages to help the new students settle down. Whilst the students’ employers may believe that by going into the deep-end, they will learn English quicker, the reality is different. Socialisation is an important requirement, especially for students whose first-language is not English. The start of socialisation begins with students researching colleges and other aspects that would influence their decision to select one college over the other. Mazzarol et al (1997) identified a number of factors which contributed to the pre-arrival stage which included awareness of the host country. So for instance, the UAE students are arriving with little knowledge and awareness of the United Kingdom, apart from those obtained from the media. All they are sure of is that their English language qualifications will be of a high quality and reputable, otherwise they are no aware of British customs and expectations; information which would have been distributed at the initial registration phase. Personal recommendation is another important factor that enables selection (Mazzarol et al 1997) and helps to forge an identity with the college; however, the recommendation for the students is coming from their employer/sponsor without any consultation. Student services will advise on the cost of living and the best methods of saving and spending money. This will also include information on exchange rates, the cost of living, finding employment and other information to help students protect themselves from crime and other discriminatory practices that are not socially-desirable (Lord and Dawson 2004). The UAE students are clearly entering the country without this knowledge, and this serves to increase their alienation and feelings of vulnerability. International students, particularly those coming from climates different to that in the United Kingdom, need to be made aware of the climate in this country, as it will affect their clothing and morale to a certain extent. For instance, some may find it difficult to cope with the incessant cloudy and rainy weather, however the initial warning will prepare them for it and help them adapt when they arrive. This has to be taken into consideration for students from the UAE who are originating from very sunny climes which allow outdoor activities and other lifestyle choices. Failure to acknowledge the part climate plays can lead to negative views about the college and the country, and contribute to feelings of isolation as well, as most activities in this country are indoor and lifestyle has to be organised around the weather. International students also look at the ease of transport and social links in the surrounding college area (Mazzarol et al 1997). International students benefit from the socialisation aspect of this pre-arrival stage because it stimulates them to seek more information on the host country, which will indirectly contribute to the tourism industry. Therefore the importance of transport and social links is important with regards to this aspect because it helps them become independent of the college, and gives them the confidence to practice their language skills outside the confines of the college. By omitting the pre-arrival process for the students, their sponsors are unknowingly putting them at a disadvantage and possibly affecting their perception of the host country. The pre-arrival stage and the arrival stage introduce the international students to each other, and this is the precursor for social learning. Social learning is important for international students because new behaviours are learnt through observation and copying others (Bandura 1977). If the UAE students interact more with other students, they will be able either positively or negatively reinforce their behaviour with the objective of succeeding in advancing their use of the English language. Salisbury College has in induction process where the mix of the students helps with learning the various approaches to student life. Whilst the UAE students attend these induction days, the other students are already acquainted with the host country, and are forming relationships that will help them adapt in the long-term. Other students also have the benefit of having well-established students from their country present at the college to help them with college life. This is a different scenario for our UAE students, as they are sent in batches by their sponsor, and therefore they have no established networks to provide guidance and support. Another factor to consider is the UAE student experience, especially in the classroom. These students are coming from cultures that could be considered to be polar opposites of British culture, as women have differing roles and status, and the influence of religion on social and political life are also vastly different. This will present as a culture shock to the Arab students, even more so, if they have not experienced the pre-arrival stage. For instance, confusion may arise as to why their sponsor has selected a college that seems to contradict their values and beliefs. For example, students in the United Kingdom, are often encouraged to question their tutors and even challenge assumptions; a feature which is usually absent from other non-western cultures. It is worth noting that the UAE students may feel uncomfortable with seeking clarification and closure on issues they do not understand, as they are not sure of the reception they will generate as a result. However, by mixing with other students, the UAE students will soon understand that this is acceptable and they will not offend anyone. Female tutors may also make the UAE students uncomfortable, as it is common for male students to be instructed by men, and for women to be tutored by women. This could also present a dilemma for these students. Learning and teaching styles will also differ as the United Kingdom is famous for its experiential teaching (Rees and Porter 1998), whilst other countries are used to prescriptive teaching. This issue usually presents problems to international students as they find that they find it difficult to apply concepts and techniques to their own national context (Rees and Porter 1998), and in fact they can find their college very unhelpful in this respect. The argument for experiential teaching is that it involves accepting responsibility and is important as it encourages students to develop their ability to handle responsibility (Rees and Porter 1999). Whilst this is not an issue for most students, it presents a major problem to international students because this learning style requires that they develop an interactive and participative relationship with their tutors (Rees and Porter 1999). Relationships demand communication skills, especially English language skills and this is further eroding the confidence of the UAE students. Methodology and Data collection A pilot survey was conducted to investigate the problems and issues affecting students from the UAE in their quest to meet the English language requirements. The findings from this survey should be useful in instigating a formal assessment into the services provided to UAE students and will useful in developing research that will include a wider range of UAE students and other international students based at the other eleven colleges that receive army personnel for technical training. This survey sought to answer the following questions: What specific support needs is expected by international students whose first language is not English? What information do international students feel will help them settle down? What different types of support are offered by Salisbury College to international students? The survey also hopes to make recommendations by identifying three specific actions that will be considered for implementation, and their benefits to international students, in particular the UAE students. A comparative structured interview method (Cooper and Schindler 2003, Creswell 2003, Saunders et al 2003) was undertaken so that the results would not be tainted by other issues that did not fit into the aims and objectives of this report. The comparison would also serve to highlight the differences in the international student experience (Mazzarol and Soutar 2002). The students were still able to describe their experiences within the survey limits. The interviews were conducted on paper, with each student completing their own interview questionnaire, which they had to return to the interviewer. The interview questionnaire was completed in the absence of the interviewer to avoid bias. The questionnaire was distributed to the first group which consisted of eight students in total from the various countries, and who were enrolled on the ESOL programme. There were three male students and five female students with an average age of 38 years and 43 years respectively. The students were enrolled onto Level 1 of a one year course. The same questionnaire was also distributed to the second group of ten students from the United Arab Emirates enrolled on the same programme but for duration of 6 months. The differences in duration are related to the status of the UAE students being full-time whilst other international students took the part-time option. This group from the UAE consisted entirely of males whose first language was Arabic. The interview questionnaire consisted of the following questions: Why did you choose to do your course at Salisbury College? Have you done any other course before this one? Why have you chosen this course? Did you find it difficult to enrol on the course you are doing? Why? What have you done or were you advised to do to achieve your objectives? Does the support that the college has given to you feel enough for your needs? What would you like to see changed or created in a way to help you with your studies? Do you think that it could improve the results at the end of your course? Why? Where do you normally study? Are you working and studying? How many hours do you normally work? Do you consider that the college has been an important part for you in achieving your aims? What are your objectives after college? Have you considered doing a degree or going to university? Have you experienced any problems, frustration or good experiences in your studies? When? Results and Discussion The findings have been analysed in the same order as the interview questionnaire. Why did you choose to do your course at Salisbury College? Our group of other international students stated they chose the college primarily because they wanted to improve their English language skills and this factor was influenced by the proximity of the college to their homes, as most either lived in Salisbury or the surrounding areas. This contrasts with the responses from the students from the UAE who stated that the only reason they were at the college was a result of their military organisation identifying a need for English language skills and the fact that they have an arrangement with the college to help them meet this need. This immediately demonstrates how easy it is for students from the UAE to become unhappy and disillusioned with the college because they have not personally identified the need or requirement for them to learn English. Have you done any other course before this one? Only 38% had undertaken courses prior to enrolling with the college compared with the UAE group were none of the respondents had undertaken any courses, as they had enrolled into the army after school. This shows that the group with the international students have well defined and clear aspirations, and this course is seen as a stepping stone to improving career prospects, whilst the UAE group have not had this experience and thus will find it more difficult to grasp the concept of student life. The response from the international students also reflects research by Mazzarol and Soutar (2002) which showed that UK qualifications were highly regarded. Why have you chosen this course? The international students claimed that they chose this course as they felt it was highly beneficial to be able to speak English as it would increase their employability. The UAE students did not choose the course and were unable to answer to the same degree as the international students. The international students clearly have the motivation and driving factors behind them, which is lacking from the UAE students and this is undoubtedly affecting the UAE students’ ability to improve their English. Did you find it difficult to enrol on the course you were doing? Why? The internationals students did not find it difficult to enrol on the course, which was the same response from the UAE students. However, it is important to note that the UAE students had their enrolment organised by their military personnel. The fact that the international students did not find enrolment difficult suggests the effectiveness and appropriateness of services offered by the Student Services at the college. What have you done or were you advised to do to achieve your objectives? The international students that they always contacted college staff for further advice and guidance which suggests a clear point and process for obtaining additional help. The UAE students stated they did not know how to achieve these objectives and had not received any advice on how to do this. Their emphasis was on the fact that they were chosen to do this course, and their objectives did not involve learning English. Once again, there is the total lack of awareness and the desire to know about the services they can access from the Student Services. Does the support that the college has given to you feel enough for your needs? The international students were satisfied with the level of support offered by the college, whilst students from the UAE were not sure what their needs were supposed to be, as all their paperwork and preparations were centrally handled and managed. This highlights the importance of involvement in the student process, as it helps to establish objectives and to identify needs that will be instrumental in helping the student fulfil these objectives. What would you like to see changed or created in a way to help you with your studies? The international students stated they would like more help with using and maximising computers, whilst others stated they wanted to learn more about the country and its history. This is indicative of the fulfilment of the students basic needs, which are learning English and receiving the necessary support and advice, and this allows them to pursue other interests or to identify other skills they need to improve on. The UAE students were looking for more integration with students and tutoring of other subjects of interest such as engineering. The UAE students have clearly identified language as a barrier and they have also identified other areas that they would like to partner with their English studies. It may be that, they view the key to integration to being involved in subjects that will give them access to other full-time students, and that these subjects will provide the stimuli and objective for their motivation. Do you think that it could improve the results at the end of your course? Why? The international students stated the changes would improve their results as they would be able to maximise their computer usage, and understand the historical meaning of words, whilst the UAE students stated that their proposed changes would improve their results as they would communicate in English more. However, the UAE students were not given the freedom to be mobile, which resulted in them being confined to one location, further limiting their integration. Where do you normally study? Both groups studied at home or in the college library. This is indicative of universal methods of studying. Are you working and studying? How many hours do you normally work? 88% of the international students work as well as study, which is possible because of their part-time status as students. The hours worked varied from 37 hours to 48 hours. The UAE students were full-time students and did not have the time to work, and their employers restricted them from doing so. This limitation is particularly disadvantageous to the UAE students, as they are missing opportunities to increase their range of English language and to practice, which the other international students are achieving. Do you consider that the college has been an important part for you in achieving your aims? All the international students agreed that the college was instrumental in helping them achieve their aims, however the UAE students also agreed. This is probably due to the efforts of college staff in doing their best under the circumstances to ensure they achieve a suitable standard of English. What are your objectives after college? A high proportion of the international students were hoping to use their English skills to gain employment in the United Kingdom, whilst the students from the UAE were looking advance their education, particularly in technical training in the United Kingdom. Both groups were keen to remain in the host country, and use the environment to achieve other objectives that would make them employable. Have you considered doing a degree or going to university? The international students only had an interest in learning English and therefore further education was not currently an option. This contrasts with the UAE students who expressed a desire to further their education. As the UAE students do not have any prior courses that they have attended, the desire for further education is understandable as this is their objective and not learning English. On the other hand, the international students have been through the higher education system and therefore do not have the desire to achieve any more qualifications. Have you experienced any problems, frustration or good experiences in your studies? When? The international students have not experienced any problems or frustrations, and only have good experiences to share which include being able to learn English, meeting and interacting with other students, as well as the relationships with their tutors. On the other hand, the UAE students stated that the only positive experiences were the trips to surrounding areas with their tutor. It could be that these trips substituted for the interaction these students lack. The other international students constantly cite interaction as good experiences in various guises. Conclusion The aim of this report was to investigate the service support needs of students from the United Arab Emirates enrolled on English language courses. A comparative structured interview method was undertaken between these students and other international students at Salisbury College. This research demonstrated that students from United Arab Emirates had little choice or input in the choice of course and college, and this affected the ability to motivate themselves for the course. Some of these students probably have no interest in learning English, and the research shows that there is a preference to learn more practical subjects such as engineering as they would be immediately useful in their home country. The students from the United Arab Emirates are also restricted by their respective armies in terms of movement, and this restricts their ability to integrate with other students. For instance, the other part-time students will have experienced similar processes from pre-arrival to induction and this process would have allowed them to construct relationships. The part-time students are also able to work, and this experience increases their use of the English language as they are using it in the practical context. Therefore, the lack of integration and choice is severely hampering the ability of the UAE students to access the college’s service support. Recommendations The following points are recommended for action for the next intake of students from the United Arab Emirates. 1. Present the findings of this report to the UAE militaries, stating the college’s concerns and the importance of this issue, with anonymous results. 2. Suggest to the military that priority for the English language courses be given to those with the desire to learn this subject. 3. Suggest to the military that the students’ mobility be increased within the college campus and that students be given the option to shadow courses to increase their participation and interaction. 4. The college should look at more creative methods of encouraging participation or delivering the course to students from the UAE, i.e. more local visits, arranging short-term work placements on campus, arranging regular events for the students to attend on campus. 5. The college should build a rapport with the students before they leave the UAE and encourage them to participate in the pre-arrival and induction process. 6. Seminars should be introduced at the start of the course, to introduce students to British culture, expectations and cultural norms, and ways to adapt to these. References Bandura, A. (1977), Social Learning Theory, Prentice Hall. Baron, S. and Strout-Dapaz, A. (2001), Communicating with and Empowering International Students with a Library Skills Set, Reference Services Review, Vol.29, No.4, pp. 314-326 Bartol, KM and Martin, DC (1998) “Management” 3rd Edition. Irwin McGraw-Hill, New York. Cameron, B., and Meade, P. 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