An exploratory investigation of the effects of a cultural orientation programme on the psychological well-being of international university students

Mckinlay, N. J.; Pattison, Helen; Gross, Harriet

doi:10.1007/bf00128438

Cited by 88 publications

(49 citation statements)

References 18 publications

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“…Studies have tended either to focus on the broad generic services provided by universities (Dhillon, McGowan, & Wang, 2008;Franke & Arvidsson, 2010), or on specialised services provided only for international students (McKinlay, Pattison & Gross, 1996;Ramsey, Jones & Barker, 2007;Seow, 2006). Mostly, these studies have been small scale or did not explain in depth the complexities of issues.…”

Section: Limitations Of Previous Researchmentioning

confidence: 99%

The Impact of Adopting a Mainstreamed Model of Service Provision: The Experiences of University Staff Members

Harryba

Knight

2013

IJME

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A qualitative case study examined the challenges of service provision and utilization regarding international students at an Australian university. Using a Social Constructivist Grounded Theory methodology, 73 participants were interviewed, including 38 staff members (16 academic, 22 non-academic), 25 international students, and 10 domestic students. The university had recently changed its model of service provision from specialised to mainstreamed. All students became viewed as one cohort, with the same needs, accessing the same services. Challenges associated with this move were discussed, and it was found that opinions about the effects of the new model depended on the staff members' role at the university and how much contact they had with international students. Teaching and support staff members reported struggling when working with international students under this model of service provision, and staff members reported facing challenges in providing support outside of their role descriptions, lack of specialised staff, and lack of specialised services. It was concluded that the use of this model, added to increasing enrolment numbers and decreasing support both for staff and students, could lead to an increased likelihood that some staff view and treat some international students with a "deficit" lens.

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Section: Limitations Of Previous Researchmentioning

confidence: 99%

The Impact of Adopting a Mainstreamed Model of Service Provision: The Experiences of University Staff Members

Harryba

Knight

2013

IJME

View full text Add to dashboard Cite

show abstract

“…There is a line of thought in some UK research that sees this separation as desirable, actually calling for 'less emphasis on the integration of international students, who will remain in a host country for a relatively short time, and an encouragement to maintain links with home, and form links with co-nationals in the host country ' (McKinlay et al 1996, p. 392, also quoted in Furnham 2004. This is in sharp contrast to what many studies are reporting about first-year home students, as well as international students.…”

Section: Introductionmentioning

confidence: 97%

Hi-bye friends and the herd instinct: international and home students in the creative arts

Sovic

2009

High Educ

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The crucial role of social integration for the academic success of home students is a common theme in pedagogical research, but for international students the emphasis has been much more on cultural factors and the challenges of transition. The findings of the International Students' Experience Project at the University of the Arts, London suggest that this is far from the whole story. International students come to the UK precisely to make cosmopolitan friendships, but are held back—by language and communication, but also, less obviously, by differences in age, qualifications, experience and expectations, and by the need to adapt rapidly to an environment which is new in every sense. While home students surmount the challenges of social integration with relative ease, international students thus need more support. By coming to understand the needs of these students in all their complexity, institutions can play a key role in facilitating integration

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“…Some participants criticized a lack of learning culture-specific behavioral guidelines. However, teaching stereotypical dos and don'ts runs the risk of promoting a view of cultural groups as homogeneous and should be treated with caution (McKinlay et al, 1996). Furthermore, half of the participants felt to have developed their self-reflection skills, which Kuschel et al (2007) consider to be one of the crucial meta-competencies needed to successfully live and work in a multicultural environment.…”

Section: Intercultural Training Experience and Aimsmentioning

confidence: 99%

Integrating International Students into Tertiary Education Using Intercultural Peer-to-peer Training at Jacobs University Bremen, Germany

Binder

Schreier

Kühnen

et al. 2013

Journal of Education and Training Studies

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Increasing internationalization of higher education raises the question of how well institutions prepare their students to integrate into and benefit from cultural diversity on any university campus. The aim of this study was to assess an intercultural peer-to-peer training at Jacobs University Bremen, Germany, that aims to facilitate the integration of incoming students into the multicultural environment of this international university. The individual experience of eight undergraduate students was explored using qualitative in-depth interviews. The results suggest that motivation to participate and satisfaction with the training were highest among students with some intercultural experience compared to students with extensive or little intercultural experience. All students supported the overall training format and the peer-trainer scheme. It seems that the training has adequately addressed the issues related to the general social life on the multicultural campus. However, it should focus more specifically on the learning model used and learning-related expectations at Jacobs University Bremen. In conclusion, the current study provides the first qualitative evaluation of an intercultural peer-to-peer training that could be utilized at other educational institutions in Germany and beyond as a method of linking culture-related issues to academic and social life of new students.

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An exploratory investigation of the effects of a cultural orientation programme on the psychological well-being of international university students

Cited by 88 publications

References 18 publications

The Impact of Adopting a Mainstreamed Model of Service Provision: The Experiences of University Staff Members

The Impact of Adopting a Mainstreamed Model of Service Provision: The Experiences of University Staff Members

Hi-bye friends and the herd instinct: international and home students in the creative arts

Integrating International Students into Tertiary Education Using Intercultural Peer-to-peer Training at Jacobs University Bremen, Germany

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