International Student Experience - Research Paper Example

? International Introduction With the wave of globalization, physical and geographical boundaries have shrunk and this world has really become a global village. All institutions and departments have certain impact of globalization. Overseas education has no exception. Today, there is a considerable population studying outside their native countries. These international students belong to all levels of education. No doubt, they have to face many serious problems and issues throughout their academic career. This paper would cover all these issues and problems in an analytical way from the available resources. Contemporary Trends on Education Abroad In recent times a large number of students spent a semester abroad to improve their knowledge about foreign languages and also to make new experiences concerning other cultures and habits. Therefore students have to face with a variety of problems due to a new environment such as understanding difficulties or different social behavior and attitudes. Despite occurring problems, it has been suggested that international students might benefit from new experiences in a foreign country, whereas domestic students are likely to acquire appropriate social skills and to widen their horizon. No doubts, there are certain difficulties of an international student, studying abroad, and there are advantages for both, international and domestic students who might take out of a cross-cultural relationship. Students are eager to travel overseas to be international students these days. This variety of students comprises of primary level schools students to university level mature students. There are certain attractions in becoming an international student. Firstly, studying overseas offer students with an unusual familiarity compared to local schools. International students have to adjust to the strange and unfamiliar environment which includes sharing rooms with peers, coming across the four seasons and interacting in languages that could not be well understood in their native countries. Since international students are always involved in experiencing various things, many opted to study abroad for this very reason. Secondly, settling overseas temporarily, students have to plan between roommates whom to purchase foodstuff and provisions because supermarkets are so distant away. Also, they have to choose whom to cook and do house chore as schedules are tense. Hence, bonds between friends would be strengthened since students have to discuss about the planning. This interactive skill of communication will be helpful in their future careers. Sharing rooms with classmates, they have to speak proper English to assure the message is brought across to the other party. In addition, students would be able to learn about other cultures through the stories and knowledge shared between their roommates. Thirdly, students would be capable to go through their preferred school more effortlessly because international institutions are plentiful and, therefore, have advanced number of vacancies. Upon entering their desired schools, students will feel more determined and confident for choosing the courses they are interested in. In overseas schools, students are also trained to speak up and ask questions if they are in doubts. As compared to local schools, overseas schools are more liberal and this results in productive results. Lastly, when students are overseas, they will get the freedom they long for. Students will learn to be more mature and be responsible in their actions since there is no one to monitor their movements. Problems and Issues Faced by an International Student Some students also suffer through racial discrimination and loneliness. Local students would despise those who travel over to their county to study. These students are being despised because they are of different skin color and work much harder than those local students. Without their loved ones by their sides to support them, many would think of giving up. Students should choose to travel overseas to study since they can expand their general knowledge and contact list. This would be very helpful for their future. Learning to be independent is important for everyone. No one can depend on others forever. The internationalization of education is a process which allows students to acquire and deepen international/intercultural skills, attitudes and knowledge by means of education. At the same time students shell learn to be open minded for other cultures and try to accept and understand them (Nesdale & Todd 190). Internationalization of education might lead to a better understanding of each others' culture, language and society. Since students of different nationalities behave individually according to the influence of their origin, social skills could be acquired for example by joining the same study course with students from other countries (Barker, et al, 83). Both, local and international students are likely to build up intercultural competences such as intercultural awareness, understanding and acceptance of other cultures (Nesdale & Todd, 190). Furthermore relationship between students from different countries might contribute to an improved international cooperation, since students might appreciate a foreign culture, which eventually could lead to international peace progress and also might assist a world wide human rights movement. International students can obtain new aspects of knowledge, especially those of language, whereas local students as well might develop a cognitive process with respect to foreign cultures (Kudo, 15). New learning methods and strategies could be helpful for both kinds of students as they improve the higher education in total. In order to take different nationalities and cultures into account, it has been suggested that a flexible education environment would be beneficial for all students. For example they could acquire knowledge about foreign cultures and beliefs, so that Universities, if getting more diverse, could provide a broader spectrum of education. For example, students from developing countries can prepare for working abroad through the obtained knowledge of new cultures and their habits. Moreover internationalization of education not only contributes to a wider horizon among all students, but also makes Universities aware of the fact that they have to prepare for multicultural lectures, in which all students could acquire new knowledge and understanding. Therefore the teacher staff has to spend more time on developing appropriate ways of learning for international and domestic students, so that both parties could take advantage of a multicultural environment (Kudo, 15). However, international students have to face serious difficulties in their new learning surrounding, which often are said to be caused by cultural differences and misunderstandings. Many students from foreign countries struggle to get in contact with local students, whereas for example Australian students might not be willing to build up a relationship to Asian students (Barker, et al., 81). Being educated in different ways, domestic students often do not feel to have a connection to foreign students, whilst international students tend to stay within a community with people from their country, which relationships are said to be better than those with native students (Nesdale; Todd, 193). Another reason might be a difference concerning individualism and masculinity which also could lead to false interpretations of certain habits. Despite an increasing number of international students, the relationship with domestic students remains inappropriate due to a variety of cultural differences which could become an overwhelming problem. Besides having a lack of interaction with local students, which would improve their language skill rapidly, it has been argued that a foreign environment could provoke a loss of cultural identity, caused by the pressure which forces some international students to adapt a foreign culture. Students' behavior and attitudes depend on the way they get taught. Some have argued that teachers, working in a multicultural surrounding such as Australia, should over think their teaching strategies with respect to their multicultural students so that as many students as possible could benefit from that. Instead of appreciating and using such a diverse environment, teachers often focus on topics which are likely to benefit only a certain group or nationality of students (Kalantzis, 66). Cultural differences have to be taken into account, as well as new learning methods which could represent a better chance for all students. Universities tend to ignore positive aspects which are brought to the campus by cultural attributes of international students. Taking statistics from the department of education into account, some nations only consider possible profit increases through international students, without regarding their study needs. For example, the Australian universities and their local students are mainly financed by the tuition fees of international students. As foreign students have to pay full fees in Australia, they are somewhat regarded as part of the export industry and not as students, willing to obtain new knowledge. Without the financial support of students from overseas, Australia's universities would not be as progressed as they are today due to a lack of money which could not be fully provided by the government. Focusing on topics, made for domestic students, lectures often do not cover all the students' needs such as multicultural issues which could be helpful for all kinds of students. Therefore universities have to change teaching strategies in order to satisfy all needs, which is necessary due to the importance international students have for the economy of Australia e.g. Students, paying a large amount of money, have the right to be treated as local students, especially if the university depends on their money. International Students and Multiculturalism Having discussed crucial issues concerning the internationalization of education, it can be said that the diversity of universities of countries like Australia provides a multicultural environment in which all students might be able to acquire cross-cultural knowledge, hence a better understanding for everyone's cultural habits. Despite these important advantages, it has been argued that some international students might not benefit from lectures as local students, due to ways of teaching, cultural differences and misunderstandings. Certainly, poor language knowledge could become a barrier for students, whereas some local students are not willing to get in contact with those from overseas. In order to gain a broader spectrum of beneficence, there has to be made new approaches of teaching in a multicultural surrounding. Being a multicultural country, Australia has to take international relations into account, which will be crucial for the future of each multicultural country, so that different styles of approaching new knowledge should be considered. For example the teacher staff should widen their competency concerning multicultural issues in order to be prepared for an environment with diverse needs. Relationships between International Students and Supervisors Brown and Atkins (129) notify that 'supervising international students may require more time, effort and skill than supervising home British students'. These extra demands often create problems for international students and their supervisors. Part of the problem arises out of the adjustments which are required of both groups. Whereas students normally perceive that the lecturer's main responsibility is to teach and supervise, lecturers are very much conscious of the significant drain that learning can make upon the energy and time that is accessible for them to conform research, committee and administrative functions. This can lead to a mismatch of expectations surrounding academic roles and responsibilities. For the international student appropriateness is a central component of quality. It is important for institutions to develop their own performance criteria to reflect the work which they undertake, in order that they may be encouraged to give sufficient time and effort to their students and not be deflected from doing so by other priorities. Conclusion Being an international student demand a great deal of having perseverance, tolerance, tactfulness and manageability. In order to avoid disappointment, it is necessary that each group, whether international students or supervisors, is aware of and understands the responsibilities of the other. This process may be assisted if the position regarding mutual responsibilities between supervisor and student is clarified during the induction period and adhered to strictly thereafter. However, even taking such precautions is by no means a guarantee that misunderstandings will be avoided or that responsibilities will somehow become reduced, particularly with students engaged on research. It would seem, therefore, that in accepting an international research student tutors are often accepting greater responsibility for supervision. To accept greater responsibility of this kind often calls for a particular kind of academic altruism which is certainly not accounted for in the current indicators of performance in international universities. Those who do undertake this responsibility play a significant part in raising the international profile of universities: by raising the quality of teaching and learning, particularly during the induction period, they are playing an important role in fostering the growth of transfer within the international academic community. Institutions cater for overseas students in a variety of ways. All these options are potentially appropriate if proper back-up support is provided, though it is difficult to provide adequate support for small numbers of overseas students with language and cultural problems on large intake courses designed for home students. Works Cited Barker, M., Child, C., Gallois, C., Jones E. & Callan V. (1991). Difficulties of Overseas Students in Social and Academic Situations. Australian Journal of Psychology, 43 (2), 79-84 Brown, G. and Atkins, M. (1988) Effective Teaching in Higher Education, London: Routledge. 129 Kalantzis, M. & Cope, B. (2000) Towards an inclusive and international higher education. University and Diversity. Eds. King, R., Hill, D. & Hemmings, B., Wagga Wagga: Keon Publications, 66 Kudo, K. (1998). A clash of educational cultures: study shock and limitations of adjustment facing international Asian students in Australian Universities. LTU. Published. 15 Nesdale, D. & Todd P. (October, 1993). Internationalizing Australian universities: the intercultural context. Journal of Tertiary Education Administration, 15 (2), 189-202. Read More