Challenges to Stereotypes of International Students’ Prior Educational Experience: undergraduate education in India

Ninnes, Peter; Aitchison, Claire; Kalos, Shoba

doi:10.1080/0729436990180304

Cited by 40 publications

(15 citation statements)

References 16 publications

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“…However, findings in this study support strongly differences in experiences between international students in counseling programs and their domestic counterparts; at least as perceived by their professors. As much as there is a need to avoid perceiving the challenges of ICSs from a cultural-deficit model (Ninnes, Aitchison, & Kalos, 1999) and respect the individuality of each student, there is also a need to avoid the pitfall of not recognizing group differences (Sue & Sue, 2003). Finally, this study suggests that counselor educators have routinely employed different strategies to facilitate ICSs' success.…”

Section: Discussionmentioning

confidence: 99%

Counselor Educators’ Perceptions of and Experiences with International Students

2006

Int J Adv Counselling

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Thirty-six counselor educators' perceptions and experiences with international student trainees were examined in this online survey research. Findings support the issues identified in the literature as confronting international students and also surface some issues specific to students in counselor training. International counselor education students tend to experience more difficulties in areas related to language, clinical training, adjustment, and cultural differences. Similarities and differences were also found within international student categories involving western and non-western countries and between international and domestic students. Counselor educators in general reported favorably on working with international students. Findings support attention being given to further examine the specific training and supervisory needs of international counseling students.

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Section: Discussionmentioning

confidence: 99%

Counselor Educators’ Perceptions of and Experiences with International Students

2006

Int J Adv Counselling

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“…Teachers are highly respected authority figures in Bhutan, China, India, Japan, Nepal, and other Asian countries. Students in such cultures often consider teachers' opinions or information from books as the ultimate truth without question, and they reproduce this type of information verbatim (Ninnes, Aitchison, & Kalos, 1999;Robertson et al, 2000). Ryan (2000) points out that students from some cultures believe it is impolite to quote a reference or information from other sources because "this indicates that the teacher does not know that the text exists" (p. 23).…”

Section: Student-teacher Relationshipmentioning

confidence: 99%

“…However, many learners in technologically underdeveloped countries lack easy access to these resources. Limited teaching resources such as lecture notes and textbooks place burdens on instructors and students alike in China, India, and Nepal (Biggs, 1996;Fleck, 2000;Ninnes et al, 1999). In addition, poor quality of teaching aids, ineffective class management, inappropriate assessment, lack of expertise in education, and an authoritarian approach have all been associated with academic misbehavior (Fleck, 2000;Hellsten & Prescott, 2004).…”

Section: Access To Educational Resourcesmentioning

confidence: 99%

12: Academic Dishonesty Among International Students in Higher Education

Bista

2011

To Improve the Academy

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University instructors address and want to eschew student academic misconduct. These educators presume that students understand fully what cheating and plagiarism are. However, the issue of academic dishonesty among international students is complex and difficult. This study investigated the perceptions of international undergraduate and graduate students in a southern U.S. university about possible causes for academic misbehavior. Results reveal several causal variables: previous learning style, English language proficiency, unfamiliarity with American academic cultures, relationship between student and teacher, and availability of technical and educational resources associated with academic dishonesty.

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“…Some scattered attempts at analysing education in the perspective of colonialism do exist, and the literature has already suggested that the theoretical framework offered by postcolonial studies would bring valuable insights if applied to research in education (Wijewardena and Yapa 1998). In their study on undergraduate education in India, Ninnes, Aitchison, and Kalos (1999) indicated that the authoritarian approach to teaching (resulting in a teachingcentred approach) can be directly connected to the reform of the educational system following India's independence from the UK. In addition, other authors highlight how processes of de-colonisation leading to the independency of former colonial territories left little space for adequate reforms of the education systems in the decolonised areas.…”

Section: Association Between Surface and Deep Approachesmentioning

confidence: 96%

A multiple cross-cultural comparison of approaches to learning

Bowden

Abhayawansa

Manzin

2013

Compare: A Journal of Comparative and International Education

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This study compares learning approaches of local English-speaking students and students from Asian countries studying at an Australian metropolitan university. The sample consists of students across 13 different countries. Unlike previous studies, students from Asian countries are subdivided into two categories: students from Confucian Heritage Cultures (CHC) and students from Asia-based non-Confucian Heritage Cultures (non-CHC). The rich diversity of student background enables meaningful comparison between cultural groups. There are three key findings. Firstly, CHC and non-CHC students are more likely to adopt a deep learning approach than local English-speaking (LES) students. Secondly, CHC students show a strong tendency to simultaneously adopt surface and deep approaches to learning. This tendency also exists with non-CHC students, albeit not as strongly as in the former group. The LES students show the least tendency to adopt this mixed approach.Thirdly, memorisation appears correlated with deep learning across all three groups. The study is exploratory in nature but, if confirmed with larger samples, points to the need for further research beyond the traditional focus on CHC students on the role that memorisation and culture play in learning.

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Challenges to Stereotypes of International Students’ Prior Educational Experience: undergraduate education in India

Cited by 40 publications

References 16 publications

Counselor Educators’ Perceptions of and Experiences with International Students

Counselor Educators’ Perceptions of and Experiences with International Students

12: Academic Dishonesty Among International Students in Higher Education

A multiple cross-cultural comparison of approaches to learning

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