Asian students welcome

Do academics assume that Asian international students are shy, wealthy, spoon-fed, traditionalist rote-learners with poor English who plagiarise and avoid student-centred active learning? Students volunteered last week to help put a small group of university staff to the test.

Where do they come from?

Map of International Student flow (UNESCO)

Mainly, Asia. (UNESCO 2014)

What you think you know

First,  we answered a questionnaire. Honestly, I felt quite unable to make a generalisation that “Asian students are good at…” or “are not good at…” , but together we mentioned most of the familiar stereotypes; there is some evidence to support them. (Ramburuth & McCormick, 2001)

What you don’t know you think

Next, we coached volunteer students through a Foundation Studies task. Explaining value-laden metaphors is a powerful way to test cultural and linguistic openness. Here’s a few reflections:

  • Extroversion, independence, flexibility, interest in student-centred learning, and family support all help international students get here in the first place.
  • Students come here who seek student-centred learning and deep learning approaches that are not normative in their local institutions. (Jonassen 2014)
  • It is hard for any teenager to continue to value the perspectives and practices of the home community at this stage of life, and doubly hard for international students who expend enormous effort to detect and assimilate the practices of the university student community. The student societies provide a space for this to be worked out.

There is good reason for optimism about international education.

What surprises

Before I came here, I thought Australia was a Developed country!

We lack the surrounding skyscrapers, night-shopping, and (above all) smog of the big cities of (a nameless Asian nation). I’m happy with that.

Acknowledgement

I gratefully acknowledge two international students (you know who you are) who patiently worked with me in the workshop “Teaching International Students” last week.

References

Jonassen D (2004) Assessment: The master key to unlocking deep learning and language. International Education Association. ISANA

Ramburuth P, McCormick J (2001) Learning Diversity in Higher Education: A Comparative Study of Asian International and Australian Students. Higher Education (Oct), 42(3):333-350. JSTOR

UNESCO (2014) Global Flow of Tertiary-Level Students, UNESCO