Category: International Studies

Introduction

From the view point of a student, identity can be said to be that behavior that an individual or a group of persons symbolizes by showing how they interact with each other as well as how they represent their culture of origin (Baumeister, 2004, p. 252).

Definition of Identity

According to Baumeister (2004, p. 257), due to the continuous evolution of the identity theory, there is no definite concept attached to identity; but the concept can be well understood by dissecting it into three key characteristics which are: identity as produced by the society, identity as a personal sense and identity as spontaneous as well as a representational character.

On the other hand, Bailey (2000) views self-identity as a complex multidimensional concept that is composed of a number of components that seek to create an integrated image to an individual which then translates to the perceptions underlying that individual when it comes to defining whom he or she is, which is often coupled with ethnic identity.

This shows that identity concerns itself with the nature of self rather than the persons experiences.

Bailey (2000) also proclaims that self identity is a series of involved steps over a long period of time; where the first step involves an interweave of ones human fixed nature as well as ones ongoing acquired nature, step two arises from interpretation of ones social experiences which builds ones system of values, step three delves into the realm of philosophy of life where a person defines what life is to him or her which in turn ponders on ones value system, step four deals with the creation of ones character upon his/ her created belief system and in regard to his/ her philosophy of life and lastly the final result is a fully fledged self image that is the product of ones character and personality (Bailey, 2000, p. 6).

Culture Identity

Culture identity refers to a set of learned beliefs, behaviors as well as values that signifies a way of life within a certain community or society (Sakurai, 2006, p. 33).

This conforms to a shared system of commonalities in terms of perceptions towards certain issues which translates into the belief system coupled with practices which are defined and identifiable to each member who in turn creates the behavioral tendencies within a group of people.

Therefore, cultural identity can be said to emanate from history (a persons background and roots) and personal identity (a persons personality and character).

Thus it can be said that cultural identity is a representative of an individuals or a groups behaviors which have been built up on ethnic backgrounds as well as values and belief systems that seek to define that group or society which the individual belongs to (Baumeister, 2004, p. 265).

An individuals cultural identity is the symbolic cultural representative of ones cultural background and a composite of ethnic belief systems and practices (Sakurai, 2006, p. 39).

Language Identity

Language identity is also a key component in ones own self identity for it comprises of the social and interaction aspect of the individual which propels him or her into developing his/ her environmental self (Bailey, 2000, p. 5). Language is the only major component that people use while interacting and socializing.

Therefore, social interaction is barely dependent on the level of communication as well as the relationship-band that is inherent between two or more interacting parties otherwise one of the biggest barriers to communication is language break-down.

According to (Kijima 2005), international students from the Asian countries and the Middle East will often communicate by use of their native language while interacting with persons from their national/country origins; this proves how identity tends to interpolate itself within differing communities or societies in a multicultural arena.

This proves that there is a very strong correlation between language and identity, and they are both inter-dependent of each other. Kijima (2005) argues that language use and identity are part and parcel of social practices within groups or communities as well as in a society, this is because the way a person speaks and the types of vocabularies they use fully represents their identity (Kijima, 2005, p. 130).

For instance, an Asian student whose English language is a second language is less likely to use more English vocabularies and slung when compared to an Australian who is a native English speaker.

International Student Identity

People who often go to study overseas have to conform to new identities as international students (Weber, 2011, p. 8). The learning institutions generally view students to be of the same level and are required to comply and achieve the intended course outlines.

These learning institutions provide a fair platform to all students without favoritism (Kijima, 2005, p. 132). For an international student this is both advantageous and disadvantageous at the same time.

It is advantageous in that the learning institution is not discriminatory and most of them go a further notch to provide favorable resources which assist international students to settle down and socialize more, e.g. peer to peer groups, home stay accommodations and orientations; this is where local students are coupled with international students to help them settle down in their new founded country and society, show them around while guiding them and giving them tips on how to survive as a normal students within campus and society etc, this initiative gives international students an edge when it comes to creating their self identity in a whole new world of culture (Tran, 2009, p. 7).

On the other hand it can be disadvantageous if the international student goes to a country where he/ she has no comprehension of language spoken within the new country or has only the basic understanding of the language (second language).

This becomes a major hurdle for the international students, for without knowledge of language there is likelihood of great communication barriers which may suppress his/ her self esteem and image thus his identity may be misconstrued if not given the relevant support and guidance.

Though most learning institutions make sure that most of their enrolled international students pass their native language tests e.g. for an international student to be enrolled in Australia there is a need to pass the English test such as IELTS (International English Language Testing System) (Tran, 2009, p. 10).

This ensures that at least the international students have a basic comprehension of English which they can learn more vocabularies during their learning as well as they continue to study more advanced levels of the language during their stay in the new countries of study, the continuous learning of English is intended to keep abreast with the lectures, research and reading materials.

In order for the international students to represent their new identity, they need to study hard, comply with submitting their research and assignments on time, do required exams and tests, interact with lecturers as well as the other students, and be pro-active in forming and participating in study-groups and study sessions.

For instance, an international student in Australia, who comes from a country (such as Vietnam) which has different cultures as well as language there is need to make a number of adjustments when creating a new identity; these adjustments are related to culture and language.

This means the student is bound to accustom him or herself with the Australian/Western culture and by using of English language as often and more frequent.

This is because the interactions in a lecture are done by use of the English language and at times the students may be paired with persons from other countries whereby English is the only common language among them and this calls for consistency in getting to learn the paradigms within the English language which helps the new student to create a comprehensive identity which is cosmopolitan in nature and which accommodates different cultures as well as respect to other peoples personalities and backgrounds (Sakurai, 2006, p. 39).

Asian students in Australia are normally disadvantaged by the fact that they hail from a communist ideology and an Eastern culture which gives them a bit of a headache before adapting to the new foreign arena, (Kijima, 2005, p. 134).

Language plays a significant role in the transformation process; one of the main impeding factors is that the Asian English language education lays emphasis on reading and writing as opposed to listening and speaking (Kijima, 2005, p. 129  136).

This requires the students to readjust in their mind because Western education focuses more on listening, internalizing the information and then speaking/communicating what has been taught (Tran, 2009, p. 6).

This requires the international students to be very adaptive in the English language in Australia. On another light the styles and methodologies used in teaching differ from society to society, this has a direct implication on the academic performance. Therefore, language is very basic and key when it comes to academic work.

Social adjustment is also very core for international students for it helps them in creating their new identities for they develop a new perception after being immersed in the new culture (Baumeister, 2004, p. 261). This involves a lot of psychological changes as well as behavioral changes. This makes communication a key component in developing the new identity.

For an international student to fit in the new culture there is a need for him/ her to interact with different students from different cultures and nationalities, as well as be very proactive in social activities rather than discriminating oneself.

The new founded international student identity is influenced by other students within the domain of the culture that underlies the country of study which includes: the values, belief systems, aesthetic standards, and linguistic expressions, patterns of thinking, behavioral norms and styles of communication.

Conclusion

This concept of international student identity is a sensible subject to all students aspiring to go for overseas study or is already studying overseas. There is need to understand that the mechanism behind personal, social and international identity is highly dependent on culture and language use; which is inherent for any international student.

For a new culture and language will always seek to change ones personal identity, there is a need for any international student to have an open-mind and an accommodative spirit so as to be in a position to develop a self-identity which is supreme to his/ her new founded culture and language.

Also still there is need for international students to create a prism that differentiates between negative and positive influence and impact of the new culture for which-ever way the international student creates his personal identify is highly dependent on these cultures which have an impact (either positive or negative) to their present and future educational, social and professional lives (Kijima, 2005, p. 136).

Hence a need to be cautious while creating ones new identity in a foreign land, for these choices affect ones personality character and representation.

Reference List

Bailey, J. (2000). Self-Image, Self-Concept and Self-Identity Revisited. Life Skills Medical Journal: Vol.2: 1  6. Web.

Baumeister, R. (2004). Self-Concept, Self-Esteem and Identity. Numerons Publishing House. P. 248  275. Web.

Kijima, M. (2005). Schooling, Multiculturalism and Cultural identity: Case study of Japanese senior school students in a secondary school in South Australia. International Education Journal. Vol. 5(5): 129-136. Web.

Sakurai, T. (2006). Effects on Multicultural Interaction on International Students. International Education Association of Professionals in New Zealand and Australia: ISIANA. P. 1  42. Web.

Tran, L. (2009). An Acculturation Dilemma for Asian International Students in Australia: The case of Vietnamese International Students. University of New South Wales-Sydney. P. 1-11. Web.

Weber, L. (2011). Canadian International Chinese University Students Experiences at a Canadian University: Exploring Local and Global Identities. University of Western Ontario. P. 1  10. Web.

Production

The production will be an international students guide for living in the United Kingdom. It will consist of three media products that include a magazine, CD, and online blog. Newly-arriving learners will find practical information about living in the UK. This information will be delivered in their native language so as to address language barriers. They will read about accommodation, travel/ transport information, medical treatment, visa extension, British food experiences, Home office updates, weather changes, shopping locations, British social life, financial management, and several other aspects of daily life (Pearson 2011). Those who intend to support themselves financially will also find job-seeking information and details about the legal hours of work (The British Council 1999). If readers have more questions, they will find the editors contact information in the magazine. They can use the email address to send their inquiries.

Aside from the magazine, the information will also be available online through a blog. It will highlight some of the content in the magazine and will also address some of the queries that readers have. This platform will also allow students to post problems that can be viewed by a large audience. For instance, if a person needs to get back to their home country and needs someone to look after their pet, then they can post the information on the blog. Speedy responses and follow-throughs are some of the advantages of this platform. Finally, the production will also consist of a CD that will be attached to the magazine. It will contain tips on living in the UK from older, more experienced students. The product will be like a mini-documentary about their experiences and will also show the audience how their fellow countrymen live.

Justification for the production

As an international student, and after conducting random interviews, it was evident that this category of learners requires such a service. Many of them have language difficulties because English is not their first language. Sometimes, their accents may obscure the meaning of their statements, or the same may be true about UK natives (Brown 2007). Therefore, these students may refrain from going out, asking questions, or looking for things. It will be helpful to have a magazine that can facilitate their transition in the country. Culture shock is a common problem among new international students even when they can speak English fluently (Ward et al. 2001). The food, style of living, and environment may be strange and overwhelming (Equality Challenge Unit 2013). Persons from conservative cultures may feel lost in liberal societies like Britain. Furthermore, some of them may not have relatives or other contacts that can furnish them with day to day information about student life in the country.

This magazine, blog, and CD will be tackling a genuine orientation issue in a new market. There is a gap in the market as international students do not have magazines that target them. Currently, one can only find closely-related information from the internet. Most of the information stems from UK universities themselves (University of Oxford 2013). Regrettably, international students may have difficulties understanding or relating to them. Furthermore, they require a perspective from someone who has been in their shoes.

The magazine was selected as the primary media outlet because it is highly portable and accessible. International students will also find it quite useful because magazines are easier to read than online versions. They will simply need to flip through to areas that will be helpful to them. It will be a handbook that can be carried anywhere, shown to friends, or even used as an informal map. Conversely, the blog will be part of the project portfolio because it allows frequent updates.

Information travels fast on the internet; consequently, students who require immediate responses to their problems will find this outlet invaluable. Perhaps the most crucial advantage of this platform is its ability to facilitate one on one communication between different members of the international community. It takes one month to circulate a magazine; however, the blog will be available to readers twenty-four hours a day (Webster 2011). Finally, the CD will add a personal touch to the service. The video in the CD will stimulate the minds of the students and cause them to see why the magazine is relevant to their lives.

A group of people will work on these media products. The magazine will require writers, photographers, and graphic designers. The blog and CD will require video editors, web designers, and writers, as well. They will work together to synchronise content, update and exchange information. At first, the magazine will start with international students from within the city. They will serve as the pilot that will fund further expansion of the handbook nationwide. Persons who sell newspapers and magazines in the city will sell the product. However, when the magazine is rolled out nationwide, then the editor will try to secure deals with supermarket and drug store owners such that the magazine can be visible. It is relatively inexpensive to start with individuals in the city than to try and expand throughout the entire country. Furthermore, fewer copies will be required in the city than nationwide.

Evaluation of existing media texts

As stated earlier, the media texts that met a similar need are university websites and online articles on the same. These websites can be analysed under three stages: audience, production and text. The audience of the websites are individuals who either plan on attending or those who belong to the particular UK institutions. Communication theory teaches that audiences have the capacity to create their own meaning with texts. These interpretations do not always echo the authors intentions. For the case of the university websites, most of the targets may be subjected to the biases of the authors; therefore, messages put in those platforms do not mirror their reality. Furthermore, a number of them may simply interpret the online columns as yet another university requirement, which lacks the personal touch.

Production in media text analysis entails the ownership, legal, technical and technological issues needed to create the text (McKee 2003). Most of the production processes for such university websites are centred on online design and authorship. The products do not have direct commercial value because they are only used to ease student transition into the institution (Smith 2006). This reduces the incentive to work on the content of the websites, and will be an advantage for this proposed project. Finally, media texts also have texts. The product under analysis is the text, and it often elicits its own responses from people concerned. Online websites differ from magazines or other printable media because they are not portable. Furthermore, it is non interactive and somewhat impersonal. These are all aspects that will be incorporated into the proposed media production.

Production stages and funding

The production stage will involve creation of a media blog in which the magazine will be published and potential audiences identified. A small proportion of the production team will be responsible for those aspects. It will give them an opportunity to know how to manage content, and will also create a list of subscribers to the magazine.

Creation of product content for the magazine will be the next aspect of production. This will occur after agreeing on the production schedule. The proposed production schedule is on a bi-monthly basis. If the product expands to the rest of the nation, then a monthly schedule may be plausible. At the beginning of the production, it may be unlikely to find fully committed writers for the magazine. Therefore, the magazine will negotiate with some freelance writers on submitting articles to them in exchange for free advertisement on the magazine. However, as the magazine begins to generate its own revenue, then writers will be paid for their content. The pictures in the magazine will be a critical aspect of production. In order to have them done professionally, the magazine team will consist of a photographer. This person will keep in mind the quality of images that are needed to make a magazine product (Whittaker 2008).

The next component is the graphic layout of the magazine. This will involve blending aspects of images and text together. Technology will be a significant factor in this area as computer software is imperative in managing a magazine layout. The graphic designer will work alongside the editor of the magazine in order to determine the best areas to place pictures, stories, interviews or even advertisements. He will decide on the colour scheme as well as the overall feel of the product.

After working on the layout of the magazine and its content, then the editor will need to work out a plan on distribution. There will already be an online blog in which some visitors may express interest in reading the magazine. Therefore, these individuals will subscribe to the magazine. However, the best distribution channel will be newspaper and magazine sellers. The editor will liaise with several magazine vendors in the city to sell the magazine. They will get a small percentage of sales per magazine sold.

Once direct sales have been made, then the product will need to be printed. In the city, several professional printers can do the job well. The editor will select the most competitively  priced but proficient printer. At the beginning of production, only a small proportion of magazines will be printed. However, the revenue that streams from the first magazine will then be invested back in the magazine in order to increase the number of copies (Whittaker 2008).

Aside from production of the magazine, a small aspect of the production processes will also be dedicated to the creation of a CD. This part will be carried out by video editors and a video photographer. Subjects will come from a range of universities in the UK, and they will talk about their experiences. All editing will be done by the video editor who must liaise with the magazine editor, as well.

Funding will mostly emanate from paid advertisements. The locations and facilities that will be shown on the magazine will pay a small commission for being featured on the paper. Initially, this may not receive a lot of enthusiasm from the targeted companies. Therefore, in order to win their support, it will be essential to bring them one copy of a completed magazine, with their business in it. The practical aspect is likely to change their minds. Paid subscriptions will also facilitate the production process as customers will pay upfront before they receive the money. Income from the online blog will be critical in provision of revenue for the initial production stages.

My role in the project

I will be responsible for the graphical layout of the magazine. This area will involve a lot of technical and theoretical components of media production. First, the graphic designer must convey his expectations to the photographer on the quality of the image he expects and the size that the image should be conveyed. If the image comes in the right format, then publication will be much easier. I plan on doing this by providing the photographer with a document on good and bad imaging. I will go through the document with the professional personally (Whittaker 2008).

Using the software that will be available in the computers, the images will then go into print where the colour scheme and other aspects of the layout will be worked on. After producing the images as desired, then the page layouts and well as the text place will need to be altered. These are areas that will be improved on by the rest of the production team. Layouts that match with photographs will be appropriate and proper balancing of texts and images will also be critical. This role will require a lot of creativity and knowledge of audience expectations of magazines. It will also involve team work and plenty of research on how to do graphic layouts.

References

Brown, L 2007, A consideration of the challenges involved in supervising international masters students. Web.

Equality Challenge Unit 2013, Joining up agendas: internationalisation and equality and diversity in Higher Education. Web.

McKee, A 2003, Textual analysis, Sage, New York.

Pearson, K 2011, Enhancing the international advisory service at the University of Edinburgh, Enhancing Learner Experience in Higher Education, vol. 3 no. 1, pp. 85-94.

Smith, A 2006, Improve student experience, Rammell warns, The Guardian, p. 7.

The British Council 1999, Studying and living in the UK: A guide for international students and visitors, The British Council, Plymouth.

University of Oxford 2013, Before you arrive. Web.

Ward, C, Bochner, S & Furnham, A 2001, The psychology of culture shock, Routlege, Hove.

Webster, S 2011, Improving the provision of pre-arrival information and support to international students via the use of online resources, Enhancing Learner Experience in Higher Education, vol. 3 no. 1, pp. 5-19.

Whittaker, J 2008, Magazine production (media skills), Routledge, London.

Canada (Ontario) is known for admitting high number of international students due to pursue post secondary education. These students often face various problems which include: mastering languages especially English.

This is in its spoken and written form. Adjusting to dissimilar classrooms that pursue diverse strategies of learning, asking for assistance, expressing ideologies and opinions illuminate the difficulties faced by such students. The government is formulating a plan aimed at improving different aspects of the economy especially through improving the education standards in the region (McGuinty, 2010).

The significance of the conducted research linking it with the Ontario plan

A research based on tribulations facing postsecondary students points out the actual problems that international students faces. This study is utilized as a baseline to the enhancement of post secondary edification as proposed in the Open  Ontario scheme.

The governments open Ontario scheme targets 70% amplification in postsecondary edification beginning with a 20,000 raise in spaces this year for local and global students (McGuinty, 2010). Identifying and possibly solving the problem faced by international students will attract more international students to register for the spaces created. This is especially the case upon implementation of the open Ontario scheme.

The project also aims at promoting Ontario colleges, universities and any other postsecondary education institutions within the region. This can be spiced up by solving the already identified troubles on the conducted research.

This also extends to using the solved problems as a marketing strategy for promotion and marketing postsecondary learning institutions present in the region to a global population (McGuinty, 2010). Consequently, an increase in international student enrollment will correspond to an increase in revenues. This will in turn improve Ontarios and Canadian economy in the long run.

The government plans to work with experts in instructive, commerce and training field so as to develop the five-year Ontario scheme. This is with aim of improving the quality universities and colleges (McGuinty, 2010). Technically, this cannot be effectively achieved without addressing the problems faced by local and worldwide student especially when learning is concerned.

A research on the problems faced by the students whether local or international is of great importance since action will be taken based on the identified problems; furthermore, this can avoid deviations from processes that concentrate on addressing problems. In the event that the government creates an online Ontario institution, it is best for them to identify the problems that students may face while studying online.

A research on the problems likely to be encountered will assist the government in creating an effective online Ontario institute that addresses the emerging and existing problems of the students.

The governments Ontario scheme aims at creating more employment opportunities that require talented and skilled tradespersons with quality scholastic qualifications. It is my opinion that they must consider working on the problems facing both the international student and local students. This is for quality education to be achieved since they are the future employers and employees of Ontario.

Pointed out recommendations and directions for the future

Research is considered as not only a professional method but also educative way of identifying, understanding and further solving a problem. It will be of great importance to carry out a research before planning or implementing any project. It is imperative to acknowledge that education as an aspect of economic growth can be achieved through research (McGuinty, 2010).

This not only addresses the problems facing international students but also other supporting tenets and processes of education. This will greatly help in understanding the problems faced by the education sector from a summative dimension. It is not forgotten that improvements on research findings should be carried out on individual aspects of education. This in turn increases the quality and services of education as a whole.

I strongly recommend that the government should resourcefully invest on research as a tool towards the improvement of varied aspects of the economy. Supporting research on education or any aspect of economy either financially or in any other form will immensely improve the understanding of challenges faced by different sectors in various capacities.

Financial support will also lead to tremendous improvement in the quality of research consequently, leading to successful projects aimed at improving aspects of the economy and not necessarily education (McGuinty, 2010).

I would conclude this by stressing that research is vital in solving any problem inherent or new in society. I highly recommend that the government should carry out different types of research before investing on any economic sector. This is in a bid to establish which exact areas are of interest that requires reforms.

Education is fundamental to any economic success (McGuinty, 2010). In light of this fact, research should be done on every aspect of education in order to address the key issues which when improved a better education strategy will be formulated. I further reinstate on the importance of the quality of this approach as it enhances growth and success in Ontario.

Reference

McGuinty, D. (2010). Open Ontario, a five year economic plan. Ontario: Office of the Premier. Retrieved from Office of the Premier, Dalton McGuinty Open Ontario Plan.htm

Abstract

Teaching curriculum differs among various universities nationwide. Students adopt certain learning strategies depending on the University of learning. This poses a great challenge to Universities that accommodate global students as it means that the students have to be inducted into the new curriculum. It is therefore important that institution heads and management develop a universal curriculum that favors diverse cultures and learning strategies nationwide.

Education theories: Learning styles

Introduction

Learning has become one of the most important emerging issues in the world. In a world that is rapidly changing, learning is going global with increase in the number of students seeking to enhance their learning capacity in Western universities. Social institutions are also changing due to impact of globalization, in order to accommodate global students who wish to study in foreign countries. The impact of international changes has been felt by virtually every individual in the nation (Rothkop, 1997).

Therefore, there is a desire to keep up with the trend and learning diversification. The educational expectations of international students are as diverse as those of domestic students (Biggs, 2003; Ryan, 2005). A research on undergraduate students studying in Melbourne indicated that there are a number of challenges facing international students.

These challenges include: learning and living in a different cultural environment; learning in a foreign university context; learning while developing English language proficiency and learning the academic disciplinary discourse (University Planning Office, 2005).

Effective lectures need to have an outline on areas of study, clear explanation of the key concepts in use and other external sources of study that relate to the subject of learning. This facilitates effective learning of all students including those taking English as a second language as they can explore various research items for purposes of understanding.

Group discussions and team work should be encouraged among international and domestic students to enhance understanding and effective learning. This report aims at highlighting the initial problems faced by Asian international students in terms of learning styles and how they strive to overcome these difficulties through discussions and practice (Wong, 2004).

Literature review

The culture of people differs among countries. Students travelling to other countries experience numerous adjustment challenges in their host countries to the difference in cultural background. It is not surprising that the physical and psychological well-being of students, as well as their academic performance can be affected by these adjustment challenges (Ward, Bochner & Furnham, 2001).

The students are likely to experience a culture shock(Oberg,1960), due to sudden change of environment and trend of doing things. They struggle with issues of belongingness, misplaced routines and connectedness.

The relationships between cultural stress and measures of mental health (depression, anxiety and stress) and study and social lifestyle balance suggests that there is a constellation of negative psychosocial consequences for international students which may seriously interfere with their adaptation to the host country and to their capacity to achieve optimally in the university settings (Thomson, Rosenthal & Russell, 2006).

Globalization, which is the tendency to world-wide convergence in education and other sectors are changing the environment in which English is learnt as a foreign language (EFL) or second language (ESL).

First, economic and cultural globalization includes the globalization of language, and in particular the spreading role of English as a universal global lingua franca (Biggs, 2003). Students learning English language as a second or foreign language are greatly affected in adapting to teaching and learning styles used in foreign countries.

The styles used prior to the new teaching and learning styles in foreign countries greatly influence the way these students embrace the learning styles in foreign universities. Some students may be conversant with English spoken language while others may be more proficient in the oral aspect of the language. It is important for universities in foreign countries to implement teaching and learning styles and a curriculum that addresses the predicament of such students to promote effective learning.

The education system that international students experience prior to their enrollment into foreign universities determines how efficient the students are inducted into the foreign education system. The complexity of some systems of learning poses a great challenge to students who would like to study in foreign universities. Students may find it difficult to adapt to new academic disciplines and learning strategies.

Learning theories include the basics of Behaviorism, Cognitivism and Constructivism. Ward (2001) made the following observations on the three theories:

1. Behaviorism is based observable changes in behavior and it focuses on a new behavioral pattern being repeated until it becomes automatic.
2. Cognitivism is based on the thought process behind the behavior whereby changes in behavior are observed, and used as indicators as to what is happening inside the learners mind and
3. Constructivism is based on the premise that we all construct our own perspective of the world, through individual experiences and schema and it focuses on preparing the learner to problems solving in ambiguous situations.

The focus is on a specific automated goal that is achieved through repetitive action and practice. The learner is therefore motivated to achieve the set goal due to its clarity in nature. However, the learner may sometimes find it difficult to respond to the stimulus due to prevailing circumstances.

It aims at training learners to accomplish tasks universally to ensure consistency. Universities that incorporate the principle use of cognitivism provide their students with common teaching and learning styles, which they should follow. The limitation of this type of learning however is that the learning approach provided may not be suitable to the learner or the task in study.

It involves use of personal judgment, critical analysis of situations and formulation of ones own strategies. Constructivism enhances the learners ability to solve problems and facilitates better understanding of learning styles. It may be classified as a student centered approach to learning.

Many universities have come up with plagiarism detective measures and disciplinary measures have consequently been put in place for those that infringe the academic laws. New international students should be enlightened on the rules governing academic disciplines for effective learning.

Students from Confucius Cultural Heritage are capable of high-level critical thinking (Biggs, 2003). Teachers should demonstrate and encourage development of critical thinking skills to students, both domestic and international to enhance efficient learning in post-secondary education (Biggs, 2003, p. 25).

Cultural challenges arise as a result of diverse cultural backgrounds of the students. This leads to a difference in norms, values and beliefs in the way of doing things. Appropriate culturally diverse teaching strategies should therefore be used for effective learning of international students.

Most international students have their roots in countries where English language is learnt as a second or third language, or where it is learnt for literacy purposes only. It is therefore challenging for students who are not highly proficient in English language to adopt international learning culture.

Western Universities realizing the growth in demand to their education should therefore aim at developing teaching strategies that address language issues and provide English proficiency modules, for effective understanding and efficient adoption of the Western learning. Interaction of International students with domestic students should be highly encouraged to ease understanding and learning of foreign languages (Knight, 2003, p.52).

Methods

This research employs the descriptive method of research which mainly concentrates on gathering information on the current prevailing conditions in the area of study. The employment of the descriptive research method is in the quest to ensure that the respondents identified give rich information on the research question. It can use qualitative data or quantitative data, and in some cases even both, which gives the researcher a variety of options to choose from when conducting his or her research.

The process of gathering the data involved primary data via interviews. Since this study adopts the use of a questionnaire alongside other published literatures, its approach combines both the qualitative and the quantitative data. This makes the research richer in content as this overcomes some of the limitations that other researchers suffer when conducting their studies on similar topics.

Analysis and Discussion

Study Questionnaire on Learning styles and the nature of learning, which was conducted on 10 students.

Closed ended

What is your age?

1. 15-20
2. 21-30
3. 31-40
4. Over 41

Are you a native English speaker?

1. Yes
2. No

If your answer above is no, does it have a negative impact on your education considering that English is the mode of language used in your University?

1. Yes
2. No

Are you an Australian National?

1. Yes
2. No

How can you range the level of satisfaction of your institutions teaching style?

1. Very dissatisfied
2. Dissatisfied
3. Satisfied
4. Very satisfied

The international Universities should advocate adoption of the native culture.

1. Agree
2. Disagree

Open ended

1. What is the impact of culture, language and foreign curricula on the learning ability of International Students?
2. Discuss any measures and strategies that have been put in place to address the constraints above. Have the measures been effective?
3. What is the role of University facilitators in promoting effective learning of International students?
4. Would it be advisable to offer mixed lessons for both International and domestic students? Explain your answer.

Fig 1. Students level of satisfaction.

Learning can either be teacher centered or student centered. Learning styles include lectures, project evaluations studies and group discussions. Lecture methods are teacher centered, whereas group discussions and projects may be grouped as student centered.

According to a study carried out by Wong(2004) on Asian international undergraduate students taking their studies at an Australian University, majority of the students (70%) taking part in the study preferred student centered styles of learning, used by their university. This might have explained why most students were very happy with the teaching style of their institution (Wong, 2004).

When the students were further implored on how best they learned, most of them(65%) indicated that they learnt best on their own, with little or no guidance from the lecturers, 21% believed they learnt better with lecturer guidance and 14% preferred being spoon-fed by the lecturers.

These findings further confirmed that Asian international students predominantly preferred a student centered learning style (Wong, 2004). However, use of a different set of data revealed that teaching and learning changes as students advance into higher levels of study.

It was observed that 33% of the Asian international students preferred student centered style in their first year of study but this preference changed as they progressed into their third and fourth year, with only 23% preferring the Lecturing style of teaching and learning. The overall results have shown that Asian international students preferred a more student centered style of teaching and learning despite their previous educational and cultural background (Wong, 2004).

Fig 2. Students teaching style reference.

Conclusion

International learning is widely gaining popularity due to the fast spreading globalization. Students are dynamically seeking to study in universities that offer quality education nationwide. Learning styles should be considered an issue of great concern if effective global learning is to be achieved in this nation.

For effective learning of international students, it is only important that universities should adopt appropriate teaching. The universities should also aim at addressing issues concerning cultural stress, language constraints and academic disciplines that hinder effective and efficient learning (Knight, 2003).

Recommendations

Lecturers should aim at promoting effective learning for the international students by ensuring that the students clearly understand the objectives of learning have access to sufficient research materials and clearly understand the assessment expectations required of them. This will ensure successful induction into the new education system and academic disciplines.

Reference List

Biggs, J. (2003). Teaching for Quality Learning at University. Berkshire: Open University Press.

Knight, J. (2003). Updated Internationalization definition. International Higher Education, 33, 2-3.

Oberg, K. (1960). Culture shock: Adjustment to new cultural environments. Practical Anthropology, 7, 177-182.

Rothkop, D. (1997). In praise of cultural imperialism? Effects of globalization on culture. Web.

Ryan, J. (2005). Improving teaching and learning practices for international students: implications for curriculum, pedagogy and assessment. New York: Routledge.

Thomson, G., Rosenthal, D., & Russell, J. (2006). Cultural stress among international students at an Australian University. Adelaide: University of South Australia.

University Planning Office. (2005). Survey of final year international students on their experience of the University of Melbourne. Melbourne: University of Melbourne.

Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. London: Routledge.

Wong, K. (2004). Are the Learning Styles of Asian International Students Culturally or Contextually Based? International Education Journal, 4(4), 5-16.

Introduction

This paper is aimed at discussing the expectations that international students, living in Western Australia, set for mobile network operators. At the given moment, there are more than 6 000 00 thousand learners who attend Australian colleges and universities. For these people, the ability to communicate with their friends and relatives is of crucial importance. It is often argued by many market researchers that mobile phone service providers have to pursue aggressive pricing policies to attract and retain customers (Wright, 2003, p 289).

We are not going to refute this argument, however, it does not fully explain the purchasing decisions of people and especially international students. At this point, we are going to advance a hypothesis that these customers pay most attention to such criteria as the price of international phone calls, the ease of use, the variety of mobile services, offered by an operator. While conducting this research, we will rely on both primary and secondary data.

The secondary sources will include those studies which examined the purchasing decisions of people who try to select a mobile network operator. To obtain primary information, I will use such research method as an unstructured interview. The results of this research can benefit many companies that operate in this particular field. On their basis, they will be able to develop more effective marketing policies. However, the most important thing is that this study can ultimately benefit international students living in Western Australia; in the future, these people will receive a better quality of services.

Secondary Research Findings

Numerous studies have been carried out in an effort to understand the reasons why customers choose mobile network operator another. It is argued that companies representing the service sector have to develop their methods of marketing and customer retention which are often different from those employed by manufacturing companies. (Crosby & Stephens, 1987). For example, in their research Parasuraman, Berry and Zeithaml (1992) propose the so-called SERVQUAL model which helps to measure the quality of services.

According to these scholars, customers focus on such aspects as the appearance of the telephone company (equipment, personnel, facilities), willingness of this assist the customer, courtesy of its employees (Parasuraman, Berry & Zeithaml, 1992, p 447;). SERVQUAL model is a good tool that should be used by service companies and especially mobile network operators to improve the quality of their services and attract new clients (Rao & Kelkar, 1997). In the future, the SERVQUAL model will help with my research because I will be able to develop a survey of the respondents.

To some degree, this model can apply to modern international students; however, one should bear in mind that perceptions of mobile phone have changed over recent years. Overall, a contemporary cell phone can hardly be imagined without the ability to access Web-based information (O’Dhoherty, Rao, & Mackay, 2007, p 257). Market researchers should take this change into account while examining the preferences of international students.

The result of a recent study by Tosun, Gungor and Topcu indicate that customers attach great value to such characteristics as coverage area, the design of the company’s official website, after-sale services, and speed of services (2008, p 320). Certainly, no one can deny the fact that the price of services does affect their decision-making but it is not the only factor. Apart from that, the existing research suggests that perceived ease of use or user-friendliness is of great value to customers (Gao, Moe, Krogstie, 2010).

To some extent, this claim is supported by the findings of other researchers; in particular, En Mao (2005) et al argue that clients, whose age ranges from 18 to 24, pay attention to such criteria as the efficacy of services, their variety, ease of use, etc (p 15). Most importantly, for the majority of the price is not of the highest priority; it occupies the fourth place on their list (Mao et al, 2005, p 15). Therefore, we can say that mobile network operators cannot win the trust of international students only by lowering the prices for their services. These research articles have been of great use to me since they gave me deep insights into the behaviour of modern users and their purchasing decisions.

However, there are several peculiarities of this target group which distinguish it from others. These people have to struggle with the effects of cultural shock and the ability to communicate with their friends, parents, and relative is of crucial importance for them (Ong, 2009, p 117). This is why it is quite that they will be paid attention to the price of international phone calls. While developing their pricing policies, mobile network operators should pay attention to the cost of international calls, since it can be unaffordable for many of these people. By lowering these prices, they will manage to increase their customer base.

Another distinctive characteristic of this group is the lack of English proficiency. Certainly, this assumption cannot be applied to every ESL students but for many of the language barrier constitutes a very significant problem. When these people use the services of mobile network operators, they cannot always grasp the meaning of the information communicated to them in English. These problems often occur when they try to learn more about the services of different mobile network operators.

Therefore, these companies should offer information in other languages, for example, Chinese or Arabic. This will give rise to positive emotions which increase customer loyalty (De Ruyter, 1999; Bloomer & De Ruyter, 1999). This is how mobile network operators should adjust their work to the needs of these people. Overall, the books and articles, which examine the challenges, faced by international students throw light on the buying preferences of these people. These sources have allowed me to make the research more focused. At this point, we need to compare these findings with the results of exploratory research.

Exploratory Findings

To some degree, the findings of scholars and researchers are supported by the exploratory research that has been carried out. I interviewed several international students and asked them about their use of mobile phones. I preferred to use unstructured interview without multiple-choice questions because in this way I was better able to understand the opinions of these people and, most importantly, their needs.

I asked them about the price of international phone calls, the quality of services, and the reasons why they prefer to use the Internet, instead of a mobile phone. These questions are largely based on the information provided by other researchers. My major intention was to learn more about those aspects of mobile communications that are of the highest priority to international students. Moreover, I intended to determine why this group of people can be dissatisfied with mobile network operators. Finally, it was necessary to understand why customers prefer to use Internet-based technologies instead of mobile operators.

As it has been pointed out before, these individuals attach great importance to the ability to communicate with their friends and relatives. The respondents complained about the excessive price of international phone calls and poor quality. As a result, they have to rely on text-messages and this is not very convenient. Furthermore, the exploratory findings indicate that these people see the Internet as a viable alternative for the internet.

This view can be explained by the fact that IT solutions and especially social networks offer a better price-quality ratio in comparison with mobile network operators. Nonetheless, these people also point out voice communication via the Internet requires a good internet connection. Apart from that, the respondents admitted that there are less expensive operators but in their opinion, the quality of their work leaves much to be desired. The results of this interview suggest that international students cannot fully benefit from already-existing technologies. This is one of the key conclusions we can come to.

These exploratory findings will lay the foundations for my future research. First of all, it has shown to me why international students have to use mobile phones and what they expect from mobile network operators. More importantly, this interview has enabled me to understand why these customers cannot retain this group of customers. Thus, I will know what kind of questions should be asked to the respondents. It has to be admitted that these exploratory findings do not give any definitive explanations of the expectations set by international students and their buying preferences. Moreover, the sampling is not sufficient. However, in part, they confirm the initial hypothesis that these people are very sensitive about the price of international phone calls.

Research Objectives

At this point, we must single out the main objectives which we must achieve in the course of this study.

1. The first and most important task is to understand what kind of expectations international students set for mobile network operators. When speaking about expectations we will focus on such aspects as pricing, the variety of services, the reliability of the network, efficiency of the personnel etc.
2. Secondly, we need to find out which of these characteristics is of higher or lesser importance for international students. This information will be particularly useful for the managers, who try to promote their services to the customers.
3. The third task is to understand why these customers can be dissatisfied with their mobile network operators and why they refuse to use their services.
4. Furthermore, we need to learn more about the reasons why these people prefer to use other technologies, other than the internet. As it has been mentioned in the previous section, these customers prefer them because of them offer a good price-quality ratio. However, it is quite probable that the tendency can be explained by the fact mobile phone networks do not provide them with the same opportunities.
5. Finally, we need to pinpoint some other factors that may impact the decisions and expectations of international students. We are going to focus on such variables as age, sex, and the number of years which these people have lived in Australia. The thing is that the needs and expectations of international students can change with time passing, especially when they overcome the effects of culture shock.

These are the main objectives that this research has to attain. Each of the above-mentioned tasks is essential for our understanding of this target audience, and none of them should be disregarded.

Conceptual Diagram

At this point, it is vital to draw a conceptual diagram of this research. It will enable us to identify the steps that should be undertaken in the course of this study.

This diagram illustrates the sequence of the steps that are going to be taken.

Research methodology

The future research will primarily rely on quantitative research methods. I intend to survey at least 100 hundred international students; they will need to answer multiple-choice questions (with Likert scale items) about those characteristics of mobile network operators which they value most, for instance, pricing, quality of services, reliability of the network, politeness of the personnel etc.

Moreover, I would like to interview each of the respondents and focus on the reasons why they choose to switch from one service provider from another. In this way, I will be able to understand the requirements which people set for these companies. While analyzing the data, I will rely on the ANOVA (Analysis of Variance) model. The thing is that purchasing decisions of international students may also depend upon such characteristics as age, sex, and the number of years this person has lived in Australia. ANOVA approach will enable me to better explain the behaviour of this target audience.

Managerial and practical contributions of the research

The results of this research will have both theoretical and practical value. On the one hand, this study will increase our awareness about the purchasing decisions of customers, who try to select the best mobile service provider. We will be able to understand what exactly these people value and they prefer one operator to another. Furthermore, the findings of this study can be used by the companies which currently work in Western Australia.

International students can greatly increase their customer base. Mobile network operators can use this information for the following purposes: 1) the development of marketing strategies; 2) improvement of the services offered to their clients; 3) advertising; 4) the development of pricing policies. This study will help them understands why they cannot retain many of their customers and why they prefer to use other technologies. On the whole, such an issue as the purchasing decisions of international students still requires further research, and this study allows us to gain a better understanding of this issue.

Reference List

Arthur N. 2004. Counseling international students: clients from around the world. NY: Springer.

Bloomer J. & de Ruyter K. 1999 Customer Loyalty in High and Low Involvement Service Settings: The Moderating Impact of Positive Emotion. Journal of Marketing Management, 15, p 315-330.

Crosby L. & Stephens N. 1987. Effects of Relationship Marketing on Satisfaction, Retention, and Prices in the Life Insurance Industry. Journal of Marketing Research, vol. 24, pp 404-411

De Ruyter Ko. 1999. Customer loyalty in extended service settings The interaction between satisfaction, value attainment and positive mood. International Journal of Service Industry Management. 10 (3), p 320-336

Gao S. Paulsrud M, & Krogstie J. 2010. An Empirical Test of the Mobile Services Acceptance Model. ICMB-GMR ’10 Proceedings of the 2010 Ninth International Conference on Mobile Business / 2010 Ninth Global Mobility Roundtable.

Mao E., Srite, M., Thatcher J. & Yaprak, O. (2005). Research Model for Mobile Phone Service Behaviors: Empirical Validation in the U.S. and Turkey. Journal of Global Information Technology Management, 8 (4), p 7-28.

Miller. R. & Brown B. 1997. Beyond ANOVA: basics of applied statistics. London: Chapman & Hall.

O’Doherty K. Rao S., Mackay M. 2007. Young Australians’ perceptions of mobile phone content and information services: an analysis of the motivations behind Usage. Emerald Group Publishing Limited. 8, (4), pp 257-268.

Ong D. 2009. The International Students’ Handbook: Living and Studying in Australia. UNSW Press.

Parasuraman A. Berry L. & Zeithaml V 1988. Servqual: A Multiple-Item Scale For Measuring Consumer Perc. Journal of Retailing, 64 (1), p 12-40.

Parasuraman A. Berry L. & Zeithaml V. 1991. Refinement and Reassessment of the SERVQUAL Scale. Journal of Retailing, 67, (4), pp 420-450.

Rao C. & Kelkar M. 1997. Relative Impact of Performance and Importance Ratings on Measurement of Service Quality. Journal of Professional Services Marketing (15), 2 pp 69-86.

Tosun. Kemal. Anil. G. Ilker T. 2008. ANP application for evaluating Turkish mobile communication operators. Journal of Global Optimization. (42), 2, pp 313-324.

Ward C. Bochner S. Furnham. A. The psychology of culture shock. NY: Routledge.

Wright J. 2003. Access Pricing under Competition: An Application to Cellular Networks. The Journal of Industrial Economics. 50 (3) pp 289-31.

Introduction

From the view point of a student, identity can be said to be that behavior that an individual or a group of persons symbolizes by showing how they interact with each other as well as how they represent their culture of origin (Baumeister, 2004, p. 252).

Definition of Identity

According to Baumeister (2004, p. 257), due to the continuous evolution of the identity theory, there is no definite concept attached to identity; but the concept can be well understood by dissecting it into three key characteristics which are: identity as produced by the society, identity as a personal sense and identity as spontaneous as well as a representational character.

On the other hand, Bailey (2000) views self-identity as a complex multidimensional concept that is composed of a number of components that seek to create an integrated image to an individual which then translates to the perceptions underlying that individual when it comes to defining whom he or she is, which is often coupled with ethnic identity.

This shows that identity concerns itself with the nature of self rather than the person’s experiences.

Bailey (2000) also proclaims that self identity is a series of involved steps over a long period of time; where the first step involves an interweave of one’s human fixed nature as well as one’s ongoing acquired nature, step two arises from interpretation of one’s social experiences which builds one’s system of values, step three delves into the realm of philosophy of life where a person defines what life is to him or her which in turn ponders on one’s value system, step four deals with the creation of one’s character upon his/ her created belief system and in regard to his/ her philosophy of life and lastly the final result is a fully fledged self image that is the product of one’s character and personality (Bailey, 2000, p. 6).

Culture Identity

Culture identity refers to a set of learned beliefs, behaviors as well as values that signifies a way of life within a certain community or society (Sakurai, 2006, p. 33).

This conforms to a shared system of commonalities in terms of perceptions towards certain issues which translates into the belief system coupled with practices which are defined and identifiable to each member who in turn creates the behavioral tendencies within a group of people.

Therefore, cultural identity can be said to emanate from history (a person’s background and roots) and personal identity (a person’s personality and character).

Thus it can be said that cultural identity is a representative of an individual’s or a groups behaviors which have been built up on ethnic backgrounds as well as values and belief systems that seek to define that group or society which the individual belongs to (Baumeister, 2004, p. 265).

An individual’s cultural identity is the symbolic cultural representative of one’s cultural background and a composite of ethnic belief systems and practices (Sakurai, 2006, p. 39).

Language Identity

Language identity is also a key component in one’s own self identity for it comprises of the social and interaction aspect of the individual which propels him or her into developing his/ her “environmental self” (Bailey, 2000, p. 5). Language is the only major component that people use while interacting and socializing.

Therefore, social interaction is barely dependent on the level of communication as well as the relationship-band that is inherent between two or more interacting parties otherwise one of the biggest barriers to communication is language break-down.

According to (Kijima 2005), international students from the Asian countries and the Middle East will often communicate by use of their native language while interacting with persons from their national/country origins; this proves how identity tends to interpolate itself within differing communities or societies in a multicultural arena.

This proves that there is a very strong correlation between language and identity, and they are both inter-dependent of each other. Kijima (2005) argues that language use and identity are part and parcel of social practices within groups or communities as well as in a society, this is because the way a person speaks and the types of vocabularies they use fully represents their identity (Kijima, 2005, p. 130).

For instance, an Asian student whose English language is a second language is less likely to use more English vocabularies and slung when compared to an Australian who is a native English speaker.

International Student Identity

People who often go to study overseas have to conform to new identities as international students (Weber, 2011, p. 8). The learning institutions generally view students to be of the same level and are required to comply and achieve the intended course outlines.

These learning institutions provide a fair platform to all students without favoritism (Kijima, 2005, p. 132). For an international student this is both advantageous and disadvantageous at the same time.

It is advantageous in that the learning institution is not discriminatory and most of them go a further notch to provide favorable resources which assist international students to settle down and socialize more, e.g. peer to peer groups, home stay accommodations and orientations; this is where local students are coupled with international students to help them settle down in their new founded country and society, show them around while guiding them and giving them tips on how to survive as a normal students within campus and society etc, this initiative gives international students an edge when it comes to creating their self identity in a whole new world of culture (Tran, 2009, p. 7).

On the other hand it can be disadvantageous if the international student goes to a country where he/ she has no comprehension of language spoken within the new country or has only the basic understanding of the language (second language).

This becomes a major hurdle for the international students, for without knowledge of language there is likelihood of great communication barriers which may suppress his/ her self esteem and image thus his identity may be misconstrued if not given the relevant support and guidance.

Though most learning institutions make sure that most of their enrolled international students pass their native language tests e.g. for an international student to be enrolled in Australia there is a need to pass the English test such as IELTS (International English Language Testing System) (Tran, 2009, p. 10).

This ensures that at least the international students have a basic comprehension of English which they can learn more vocabularies during their learning as well as they continue to study more advanced levels of the language during their stay in the new countries of study, the continuous learning of English is intended to keep abreast with the lectures, research and reading materials.

In order for the international students to represent their new identity, they need to study hard, comply with submitting their research and assignments on time, do required exams and tests, interact with lecturers as well as the other students, and be pro-active in forming and participating in study-groups and study sessions.

For instance, an international student in Australia, who comes from a country (such as Vietnam) which has different cultures as well as language there is need to make a number of adjustments when creating a new identity; these adjustments are related to culture and language.

This means the student is bound to accustom him or herself with the Australian/Western culture and by using of English language as often and more frequent.

This is because the interactions in a lecture are done by use of the English language and at times the students may be paired with persons from other countries whereby English is the only common language among them and this calls for consistency in getting to learn the paradigms within the English language which helps the new student to create a comprehensive identity which is cosmopolitan in nature and which accommodates different cultures as well as respect to other people’s personalities and backgrounds (Sakurai, 2006, p. 39).

Asian students in Australia are normally disadvantaged by the fact that they hail from a communist ideology and an Eastern culture which gives them a bit of a headache before adapting to the new foreign arena, (Kijima, 2005, p. 134).

Language plays a significant role in the transformation process; one of the main impeding factors is that the Asian English language education lays emphasis on reading and writing as opposed to listening and speaking (Kijima, 2005, p. 129 – 136).

This requires the students to readjust in their mind because Western education focuses more on listening, internalizing the information and then speaking/communicating what has been taught (Tran, 2009, p. 6).

This requires the international students to be very adaptive in the English language in Australia. On another light the styles and methodologies used in teaching differ from society to society, this has a direct implication on the academic performance. Therefore, language is very basic and key when it comes to academic work.

Social adjustment is also very core for international students for it helps them in creating their new identities for they develop a new perception after being immersed in the new culture (Baumeister, 2004, p. 261). This involves a lot of psychological changes as well as behavioral changes. This makes communication a key component in developing the new identity.

For an international student to fit in the new culture there is a need for him/ her to interact with different students from different cultures and nationalities, as well as be very proactive in social activities rather than discriminating oneself.

The new founded international student identity is influenced by other students within the domain of the culture that underlies the country of study which includes: the values, belief systems, aesthetic standards, and linguistic expressions, patterns of thinking, behavioral norms and styles of communication.

Conclusion

This concept of international student identity is a sensible subject to all students aspiring to go for overseas study or is already studying overseas. There is need to understand that the mechanism behind personal, social and international identity is highly dependent on culture and language use; which is inherent for any international student.

For a new culture and language will always seek to change one’s personal identity, there is a need for any international student to have an open-mind and an accommodative spirit so as to be in a position to develop a self-identity which is supreme to his/ her new founded culture and language.

Also still there is need for international students to create a prism that differentiates between negative and positive influence and impact of the new culture for which-ever way the international student creates his personal identify is highly dependent on these cultures which have an impact (either positive or negative) to their present and future educational, social and professional lives (Kijima, 2005, p. 136).

Hence a need to be cautious while creating one’s new identity in a foreign land, for these choices affect one’s personality character and representation.

Reference List

Bailey, J. (2000). Self-Image, Self-Concept and Self-Identity Revisited. Life Skills Medical Journal: Vol.2: 1 – 6. Web.

Baumeister, R. (2004). Self-Concept, Self-Esteem and Identity. Numerons Publishing House. P. 248 – 275. Web.

Kijima, M. (2005). Schooling, Multiculturalism and Cultural identity: Case study of Japanese senior school students in a secondary school in South Australia. International Education Journal. Vol. 5(5): 129-136. Web.

Sakurai, T. (2006). Effects on Multicultural Interaction on International Students. International Education Association of Professionals in New Zealand and Australia: ISIANA. P. 1 – 42. Web.

Tran, L. (2009). An Acculturation Dilemma for Asian International Students in Australia: The case of Vietnamese International Students. University of New South Wales-Sydney. P. 1-11. Web.

Weber, L. (2011). Canadian International Chinese University Students’ Experiences at a Canadian University: Exploring Local and Global Identities. University of Western Ontario. P. 1 – 10. Web.

Abstract

This research was meant to study the factors that affect consumption behaviour of the international students in KICL College, London. It is notable that the consumption by international students has somehow removed that of local students. The research study made use of quantitative methods in which 50 respondents, drawn randomly from both the foundational and pre-masters students, were surveyed by use of structured questionnaires. The sample population was representative of both genders; each side had 25 representatives. Frequency analysis was used to analyze the collected data and findings represented in terms of graphs. The whole research process followed all the ethical requirements of scientific research activities. The research found out that the consumer behaviours of the international students are informed by product characteristics such as brand, quality, popularity, reputation, and advertising. Other factors include payment methods available, parental influence, and culture. There are also other factors that affect the consumption behaviour of the international students; such factors are such as those that affect the consumption behaviour of any other consumer who is bale to make rational choices in the goods and services market. So the main aim of this research was to establish an understanding of the factors that affect the consumption behaviour of the international students in KICL College.

Introduction

Consumption is a common concept in the field of economics. The specific definition of the concept “consumption” is varied according to different schools of economists. However, according to the school of mainstream economics, the concept is used to refer to the purchase of goods and services by the end user. Consumption entails satisfying the material and cultural needs of an individual or a group of individuals. The end users of goods and services are known as consumers.

The producers of goods and services depend heavily on consumers for the disposal of their manufactured and processed products; this implies that without the consumer the production process would stop. It is important to point out that, economically; consumption of manufactured products is greatly determined by such factors as choice and preferences, affordability to the consumers and mostly importantly, the varied consumer behaviour. These are the reason producers engage in marketing and advertising of their goods and services; so that they can influence consumer behaviors for their own benefit.

In groups of consumers, young people, especially international students are their force. Consumption index of international students and their impact on the economy are increasingly coming into vision. Some forms of consumption such as personal values, and social relations will affect the students’ overdraft consumer behaviour (Autio & Heininen, 2004). It is important that international students establish a correct concept of consumption and improve their financial awareness.

The aim of this research was to do a study on the consumption behaviour of international students in KICL. The study examined the factors that influence the consumption behaviour amongst the international students in KICL, London. Generally, the consumption of the international students KICL involves the utilization of material and spiritual products to meet the students’ varied and differing needs as experience during the period they are studying in college.

Literature Review

Studies show that characteristics of international students would be the base of identifying factors that influence the purchasing behaviours. According to the survey of Kitsantas et al (2008), following features are in the list of vital factors, considering consumption by international students: the international students become more rational than ever; searching for brands based on individuals become a mainstream; social consumption gradually emerging. Moreover, according to formers studies, international students show differences from adult consumers (Autio and Heininen, 2004; Ziliak and Knieser, 2005). They tend to pursue individuality and self-satisfactions, self-conscious and seldom listen to their parents.

Self-Identification would have some effects on international student brand preference and brand loyalty (Assael, 1998). The brand that international students choose shall be suit for their concept, life styles and social status. If brands cannot show a certain personality, they are not worth any loyalty. In conclusion, brand choices depend on self-identification are reasonable to some extent.

Moreover, Autio and Heininen (2004) pointed out that personal values and social relationship can influence international students’ traits as related to consumption. The perspective that international student behaviour is influenced by students’ personal values is also tested by Ziliak and Knieser (2005). As the research found, international students are cognitively independent and their characters are not limited, so they rather get funds from credit card companies than their parents.

In Addition, culturally, people in Western countries tend to use further money from loan and credit card while people in East like to deposit. As Scott, et al (2008) stated that parents are the first financial teachers to their children; they help children form consumption behaviour.

Finally, international students’ consumption behavior may greatly be influenced by time. Based on Park and Baker (2007), the time refers to a stage or a period of time when people are between 18 to 25 years old. It is a period when people must join in the society, so they begin to think their long term career plan, including consumption behavior. For example, alcohol consumption among college students is popular today. Several studies show that international students and common college students had the same consumption pattern (Phillip, et al, 2007).

Although several studies have focused on different personality factors to influence the international students, other researches indicate that the environmental condition and four aspects accounts for international students. Some studies indicate that related environment would obviously affect international student s’ behaviour (Sheth, et al., 1999; Evans et al., 1996). International students’ purchase psychology, viewpoint and actions are directly or indirectly impacted by several external situations, such as brands, reputation and popularity.

Several environmental factors would impose influence on consumption behaviours of international students. In addition, former studies show that fours aspects, including brand name, product quality, price and advertising are elements that enterprise or merchants can choose to attract the attention of international students. (Mei-mei et al., 2006; Evans et al., 1996)

On The One Hand, several scholar emphasise the usage of well-known brands, one of them is “Famous brand name can disseminate product benefit and lead to higher recall of an advertised benefit than a non-famous brand name.” (Keller, 1998, p 148)., so people, including international students would like to use the conception. In that case, various brands for a single product show up in the market; this makes the international students to be indifferent.

Though people said “Price is probably the most important consideration for the average international students” (Ryan et al., 1999, cited in Mei-mei et al., 2006, p.3), loyalty international students seem to insist on the choice. The principle is suitable for international students. Furthermore, advertising can directly influence brand loyalty because international students’ choices have something to do with international students’ impressions, beliefs and perspectives to products and brands. And then their purchase behaviour is affected (Evans et al., 1996). Simon and Suliiivan (1993) also found that advertising contributes to the loyalty to a certain brand.

Methodology

The whole research study involved the use of quantitative methods. A structured questionnaire was used to collect data from the sample population. The choice of quantitative research methods as informed by the fact that it was the most appropriate due to short time within which the study was to be conducted, analysis of data done and findings represented. Since quantitative methods are easy administer and the fact that it is cost-effective, it was the most appropriate means of conducting the study given also that the participants were likely to be busy at the time of the research study; this means that the method used was considerate of the limited time the respondents would have answering the questionnaires presented to them by the researcher.

The researcher experienced a number of benefits from utilizing quantitative data collection methods. First, the researcher was able to gather highly reliable and relevant data; the data collected by this means do not need the complexity of data coding which is subject to personal biases of individuals involved in data coding. Second, the participants were able to fill the questionnaires objectively; this implies that all the participants were able to answer the questions without involving their personal biases, instead, the make choices from answers already provided.

Participants

The selection of participants in the research process was drawn using random technique. The sampling process was stratified where 25 of the respondents were representative of foundational level while the remaining 25 were drawn from pre-masters students. Both genders were equally represented in the sample population. The participants were each presented with a questionnaire which they were expected to fill in independently. The demographic of the participants included students who were between the ages of 18 years and 25 years old. All the fifty participants turned up for the study.

Data Collection and Analysis Procedure

The most appropriate procedure used in the collection of data was the administration of structured questionnaires in which all the participants were issued with structured questionnaires. They were supposed to fill the questionnaires by making as many choices as appropriate from the alternatives provided. Since the respondents were very few, only 50, only one researcher was involved in the process of data collection.

Lastly, the quantitative method enabled the researcher to work within limited time constraint hence being able to work fast through the analysis process and drawing of outcomes. The analysis of data was done using frequency analysis; the data was converted into numerical form after which the frequency analysis was performed. The analyzed data was then represented in forms of graphs for easy interpretations and inferences.

Ethical Issues during Data Collection Process

To ensure that the respondents were confident and therefore would give accurate information, they were assured that the information they would provide would not be used for any other purpose than the stated study purposes; otherwise, in case of any need to use the research findings for other purposes, they would be contacted either directly or through the contact information they provided prior to the commencement of the questionnaire filling process.

Besides, the participants were offered the opportunity to decide to terminate their participation either before or during the study process. They were also assured that the findings and outcomes of the study will be availed to each one of them. Most importantly, every participant was set free to choose to answer all the questions on the questionnaire or just answer few as he or she wishes. They were also allowed to seek clarification on any question that might have seemed ambiguous to their understanding. The whole research also followed all the ethical procedures required for scientific research process.

Findings

The study revealed that there are varied factors that affect the consumption behaviour of the international students. Such factors include cultural background, financial constraints, parental influence, time and the nature of products. In relation to the nature of the products, it was clear among the respondents that adverting, brand and popularity of goods and services do not play a major role in determining the consumption behaviour of the international students; in total, these factors only accounted for small impact as compared to the rest of the compared factors. However, the factors related to the nature of the products characteristics were found to have significant effects; they are represented in the table and graph as follows:

The above graph represents the percentage account of products characteristics as they affect consumer behaviour of the international students in KICL College. Looking at the graph, it is evident that price of goods and services plays the major role in influencing the consumer behaviour of the international students studying in the college; amongst the surveyed students, 40% of them would consider the prices above all other factors. This implies that given the amount of money a student may have, he or she will first check whether he or she is willing to spend on the products taking into account the product prices in the market.

For about 23% of the students surveyed, quality of the products is important after the price. The respondents indicated that after they determine the amount of money they are willing to spend on products, they are next driven by the quality of the product in the market. For most students, prices and quality are considered together; in this case, they determine the quality of the product by the price tag on it.

However, some are would be willing to pay the value of the price tag so long as they are convinced the product is of the quality they want. Other factors that also determine their consumption behaviour include popularity at only 5%, advertising accounts for 8% and reputation at 14% and brand which accounts for 10%. All these factors affect consumer behaviours in any market segment (Foxall, 2002).

With regards to payment methods, the students surveyed varied choices which are represented as follows:

Table of payment mode preference.

The majority of the surveyed student would pay for their purchases using cash (60%). 30% of the international students would pay using credit Cards. However, only 10% percent of the students will use credit cards. This can be attributed to the fact that most of them may consider the methods unsustainable since they have to deposit some cash with credit providers.

The research found out that many of the international students get sponsorships from other people, mostly their parents; this implies that the students are not financially stable, have not constant inflow of cash and hence must depend on the advice from their parents and guardians. The results of the parents influence the consumption behaviour of the students appears as follows:

According to the findings, 50% or the respondents acknowledged that their parents support their expenditure, those who support themselves accounted for 20% whereas 30% of the surveyed students explained that different circumstances dictates whether their parents should come in and support them financially or they just find their way out without the intervention of their parents. This fact is consistent with the expected outcomes as explained in the research proposal.

Besides, the above factors, the research also found out that 70% of the respondents would listen strongly to their parents, 20% will listen to some extend but major rely on their own decision, 7% would listen to their parents only some times while 3% would never listen to their parents.

Discussions

Some of the findings during the research process are consistent with the facts that were represented in the literature review section. For instance, several researches have found out that cultural background affects the consumer behaviour certain ways. This can be attributed to the cultural beliefs in which an individual is brought up; these beliefs may be linked to how a particular community of individuals regard a given product. Therefore, an international student will only consume what is consistent with his or her cultural upbringing. For instance, an international Muslim student less likely to consume foods products made from pork or those that contain pork products.

The parental influence is largely due to the fact they are the ones providing for the upkeep of their sons and daughters in the overseas colleges. Most probably, the students who receive advice from their parents, with regards to consumption behaviour, do not have their own source of income. The other factors such as brand prices, quality, reputation and advertisements can be considered under the general factors of rationality that informs all rational consumer behaviours when it come to the purchase of goods and services in the product market.

Conclusion and Recommendation

The study was very significant in term of understanding the factors that affect the consumption behaviour of the international students in the KICL College, London. This research will be of great value to those who are concerned with how international students behave, when compared to the local students, with regards to consumption behaviour. Even though the research was meant to study consumption behaviour amongst students studying at KICL College, the findings can be generalized to the whole international students’ population all over the nation.

However, the research had certain limitations. The sample population used was very small compared to the proportion of the international students in KICL College alone. It follows therefore that the result may not be very representative of the entire international students’ population.

Besides, the quantitative method of collecting data was not effective to some extent. The data was collected using structured questionnaires with closed questions; this limited the respondents from giving more information as they were only required to choose their responses from the alternatives provided. This implies that there is great possibility that some of the vital information might have been left out during the data collection process.

Even so, the research has opened a process in which the consumption behaviour of the international students, both in KICL College and other colleges, can be studied. The research can be used to identify the gaps and discrepancies that arose during the previous studies on the problem; thereafter, attempts at bridging the gap can be made through new research study using the most appropriate and effective methodologies.

More study should be done to obtain more information on the factors that will most likely affect the international students’ consumption behaviour. The necessity of future research on this area is due to the fact that such factors are changing and are dynamic, especially, given that the advancement of technology is causing lots of changes on the global sphere; due to this the number of international students is likely to increase, so do the factors studied in this research.

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Introduction

The literal meaning of the word appeasement means reconciling or having peace through concessions. It can also be taken to mean to give in to the demands of an aggressor to avoid war (Mc dolnd, 1999).

The meaning of appeasement has been manipulated year after year (Colvile, 2000). In 1983 appeasement was taken to mean a policy used to settle global quarrels by satisfying grievances by negotiations leading to avoiding the armed war which could result in bloodshed on innocent civilians (Colvile, 2000).

In the 1920s and 1930s, Britain’s International policy was one of the major debates in history. The debate was on how the British policy contributed to the war. The debate is said to have been determined by the British and at the same time focusing on the merits and demerits of the appeasement. The challenges faced by Britain between the 1920s and 1930s paved the way for international relations policies to be discussed by the liberals. This was done in writings, in discussions, and even debates in schools (Nelly, 2004).

The reasons of the appeasement policy popularity

It is rather a complex issue to understand the appeasement policy which was being followed by France and Great Britain towards NAZI Germany just before the World War II outbreak. To get to the root of the reasons that made the appeasement policy so popular in Britain and also making the then prime minister Chamberlain a hero, one must look deeply at the French and Britain’s perception of the treaty of Versailles and looking at the aftermath of the World War I in Europe. Chamberlain is seen to have made a good decision for his country that was finding itself in between the starting of another war. At that time the government had felt that they were neither military, economically nor psychologically fit to engage in another war. It was for these reasons that made the chamberlain a hero in Britain. Whoever came up to the public in the name of preventing Britain and France from engaging in another war became very popular and allowed him to become a popular public figure (Colvile, 2000).

Unlike the Western leaders, Hitler did not care about his popularity. His popularity at this time had gone far and beyond (Nelly, 2004). This placed him in an advantageous position in making a decision, more so the foreign policies and at what rate these policies were to be implemented. The chamberlain’s decision on the foreign policy of appeasement relied on the public opinions (Colvile, 2000). They did not want to engage in another war and secondly, Britain was not ready at all to join the European war. Again the public saw the treaties of Versailles, Locarno, and St. Germain and additionally the agreements signed after World War I as being unfair to the Germans and other Central European parts (Nelly, 2004).

In the beginning, Hitler received support from the Germans and also from the sympathetic French and Britain population when he started breaking the agreements of the signed treaties (Colvile, 2000). It is thus clear that Adolf Hitler took full advantage of the situation in which Central Europe was left by the treaty of Versailles. This situation was worse in Germany as compared to the rest of Central Europe (Colvile, 2000). Appeasement policy was taken as the best alternative since no one was willing to defend the treaty of Versailles (Nelly, 2004). Rhineland had been occupied by the French for the sole reason that Germany was not in a position to meet the economic reparation targets which were set after the end of World War One. Adolf Hitler did not like this and wanted it to end so he aimed at re-occupying the Rhineland. This meant war and at the same time, Chamberlain was eyeing the premiership position in Britain. Therefore if Hitler caused the war, it meant Chamberlains’ political combinations would be shut down. The public was against any war and therefore this meant the government policies had to go by the public opinions. The general public was aware that Rhineland belonged to the Germans in their own right (Mc dolnd, 1999).

Another reason that forced Britain to go for the option of appeasement was the fact that Britain could not fight on the land. The Army in Britain was not as strong as the Navy thus could not fight an offshore war in Europe. Again the army was generally trained to fight imperial wars. However, the air force could fight in Europe (Nelly, 2004).

Against the Versailles treaty Adolf Hitler formed a German air force on March 15th, 1935, and the following day, 16th he introduced military conscription (Mc dolnd, 1999). In 1936 he broke the treaty again and sent his troops to re-occupy the Rhineland (Colvile, 2000). Due to the fear by the French government that the army could overrule them and at the same time the public was against the French to intervene, the French troops did not re-occupy this land. After realizing that he (Hitler) had violated the treaty of Versailles successfully without any reiteration from the Waster Democracies, he went further to break this time two of section 80 of the Versailles treaty and section 88 of the Austria of the treaty of St. Germania. This was his move to annex Austria. This was his place of birth (Mc dolnd, 1999). Hitler had been wishing to unit the two countries since 1919 but was prevented by the Western Democracies. Germany violated the treaties of St. Germanic and that of Versailles. At this time French had severe internal problems of political instability due to a coalition government that included even the French communist. (Mc dolnd,1999).

In March 1938 the Soviet Union requested the western Democracies to act tough as Adolf Hitler. The British Prime Minister Neville Chamberlain responded to the request arguing that forming a coalition military force was not an option since this would result in conflicts and war. After the annexation of Austria, Hitler’s next target was Czechoslovakia. This became too much and the Western Democracies saw the need to listen to the demands of the Soviet Union leaders (Mc dolnd, 1999).

Chamberlain thought of trying to solve these crises after realizing that the governments in the Soviet Union were both in an extremely unstable situation (Allan,2000). He aimed at setting his appeasement initiative into action. In September 1938 he traveled to meet Hitler. Hitler did not want anything short of annexing land occupied by German speakers-Sudeten-Germans who lived in Czech. He signed several agreements and a peace declaration between Britain and Germany at Munich. The agreements were not honored by Hitler. Consequently, the Second World War broke out (Allan, 2000).

Conclusion

In conclusion, the literal meaning of the word appeasement means reconciling or having peace through concessions. It can also be taken to mean to give in to the demands of an aggressor to avoid war. The government had felt that they were neither military, economically nor psychologically fit to engage in another war. It was for these reasons that made chamberlain was a hero in Britain (Colvile, 2000). Whoever came up to the public in the name of preventing Britain and France from engaging in another war became very popular and gave him an opportunity to become a popular public figure (Allan,2000)& (Nelly, 2004).

Unlike the Western leaders, Hitler did not care about his popularity. His popularity at this time had gone far and beyond. They (western democracies) did not want to engage in another war and secondly, Britain was not ready at all to join the European was (Allan, 2000). r. Again the public saw the treaties of Versailles, Locarno, and St. Germain and additionally the agreements signed after World War I as being unfair to the Germans and other Central European parts (Mc dolnd, 1999).

Adolf Hitler took full advantage of the situation in which Central Europe was left by the treaty of Versailles. This situation was worse in Germany as compared to the rest of Central Europe (Nelly (2004). Appeasement policy was taken as the best alternative since no one was willing to defend the treaty of Versailles It is rather a complex issue to understand the appeasement policy which was being followed by France and Great Britain towards NAZI Germany just before World War II outbreak the appeasement policy advocated by Novella Chamberlain and other supporters of this policies did not meet any of the set objectives. The intention of the policies aimed at obverting military war. The appeasement brought about confusing and mixed signals to the parties involved namely, Hitler and countries Central Europe together with Western Democracies (Allan, 2000). This policy portrayed the confused state of leadership in the Western Democracies. Consequently, the policy destroyed the relationship between the west and Czechoslovakia and other potential friends from Eastern Europe. Before the war started, the British and French armies were morally undermined for their incapability to fight Germany. This appeasement policy gave Adolf Hitler to take advantage of this to settle his political ambitions with ease (Nelly, 2004).

References

Allan, Anderson. (2000) Diplomat of Democracy. Brookings Pub. New York pp56-78.

Franc Mc dolnd. (1999) Neville Charberline, appeasement.. Manchester University Presspp23-78.

John Colvile (2000). The Fringes of power. Globle Press 321-456.

Keith Eubank (1999). World War II, roots and causes.Anbord pubpp32-67.

Maline Billings (2000). Decision against War. Colu7bia University press 4-56.

Peter Nelly (2004). Hitler and appeasement.Continuum publishers. pp 46-98.

Victor bothel (2006). The origins of world war two. Manchester university press.

What Is the Need?

The number of international students coming to the United States for quality education has continued to grow over time. The students come from different places of the world such as Saudi, India, and Asia among others.

Our experience has shown that most of these students know very little about the United States copyright laws. This is mainly because their home countries do not pay much attention to this law creating an impression that it is the same everywhere including America. As a result, they end up being in trouble with the law when they finally start their studies in America.

There is therefore a need for international students to understand copyright law so that they can stay safe and carry out their studies without fear. Among other things, this certainly calls for the creation of an online resource for international students that will explain how copyright law applies in American, Japan, Saudi, Indian, and other areas. The facility will provide students with critical information to guarantee their safety.

Once in the country, the students will be encouraged to use the resource to enlighten themselves on how copyright law works in the United States.

What Is the Root Cause?

Presently, many countries do not care about copyright lawmaking students think that copyright law is not that important after all. However, they later come to discover that this is not so in the United States and that it is criminal not to pay attention to copyright law.

This is further worsened by the fact that no international copyright law exists to uniformly govern all humans regardless of where one is. Instead, countries have their law. In the United States, copyright law is recognized and there are benefits of using it.

What Are the Goals of the Training?

Through this training, we would like to provide international students coming to the United States of America for the first time with an opportunity to learn and understand American copyright law. With a clear understanding of this law, they should know when they are going astray and change to do what is acceptable.

Participants will get to find out how copyright laws work in America, Japan, Saudi Arabia, and India as well as other places. They will gain knowledge of issues like what software piracy is and how they can avoid it whether in the United States or their own countries. They will know when it is legal to download anything from the Internet and it will be possible to obtain information from wherever they are at any time.

Our focus will be to create a site containing relevant information on the subject of copyright law, grant access to authorized students, and back this up with elaborate training on how to profitably use the site.

What Information is needed, and how is it Gathered?

To succeed in this endeavor, we will need to gather good data regarding challenges faced by international students while pursuing an education in America.

The information will be captured using questionnaires to be sent out to students and staff in selected learning institutions. Books and the Internet will also be useful as a source of information. The site will then be created based on the collected information.

Population Profile

Participants: International students who are first-time visitors to the United States and staff from selected learning institutions.

Ages: 25 – 35 years

Ethnicities: American, Japanese, Asian, and Indian

Genders: About 50% male, 50% female

Educational Level: Undergraduate students

Motivation: Moderate amongst international students and high amongst staff

Concerns: There is a likelihood that some foreign students may be unwilling to volunteer information regarding their education status in America.

How Will Training be Structured and Organized?

Given that resources will be presented through an online system, training will be conducted inside a room and each of the participants will be granted access to one computer.

Resources about the American copyright law will be gathered and placed on the site for access by the students and an instructor will then teach the students how to access information through the site.

How Will the Training Be Delivered?

As information will be given to users online, a background check will need to be conducted to ensure that all participants are familiar with using computers. In case anyone is unfamiliar with using a computer, a separate session can be organized for them preferably before starting the main training to equip them with necessary computer skills.

The students will then be assembled in an identified training room where they will be assigned an instructor to guide them on how to use their usernames and passwords to log in and get the right to read the posted information.

When Should the Training Be Revised?

Constantly, the site will be updated with any new information that becomes available. Tools such as discussion boards, chatting facilities, and emailing will be used to get feedback and contributions from both students and staff.

The decision to revise the training program will be determined after a careful analysis of feedback received from students who will have undergone the training and used the system to get information on copyright law.

Prior research demonstrates that international students encounter many difficulties as a result of language and cultural barriers, educational and financial difficulties, interpersonal challenges, racial intolerance, loss of social support, estrangement and homesickness (Sherry, Thomas & Chui 2010, p. 34).

Language proficiency is the single most important factor that determines the educational success of international students since it does not only affect their ability to succeed by influencing their psychological state of mind (Doron et al 2009, p. 516), but impacts their capacity to interact socially with other students (Olson 2012, p. 27).

Valez-McEnvoy (2010, p. 82) reports that language barriers are known to lessen students’ capacity to successfully understand lectures, take notes in class, complete assessments and examinations, and engage in productive communication.

Attrition rates for international nursing students with language barriers, for example, have been reported as high as 85%, not mentioning that their pass rate in National Council Licensure Examination (NCLEX) is 21% lower than native speakers (Olson 2012, p. 26).

From this analysis, it appears that there exists a wide body of knowledge on the perceived consequences of the language barrier problem among international students. However, relatively little is known about the coping strategies adopted by these students to deal with the language barrier problem.

More importantly, there still exist gaps in knowledge on the most successful coping strategies that international students can adopt to overcome the challenge presented by the problem of language barrier in the pursuit of their education abroad. It is these gaps in knowledge that this study seeks to fill.

For international students, it is obvious that language is not only an instrument of structuring communication but also a noteworthy aspect that positively or negatively influence their educational achievement (Selvadurai 1998; Simpson & Cooke 2010).

Due to these factors, international students with language difficulties often experience stress which acts as a barrier to successful acculturation (Mettler 1998, p. 100), communication competence (Hallberg 2009, p. 188), and educational progression and success (Nielsen 2005, p. 527).

Indeed, available literature demonstrates that not only is it increasingly difficult for students exhibiting language deficiencies to do well in their studies, but they often experience too much arousal due to irrational fear of failing examinations and communicating with others, resulting in harm to mind and body (Sanner, Wilson & Samson 2002).

In light of the above, this study purposes to employ Lazarus and Folkman’s (1984) Transactional Model of Stress to investigate the coping strategies used by international students presenting with language barriers. The model utilises two appraisal systems – primary and secondary.

While the primary appraisal refers to the initial perception about a stressor (language barrier) and whether it is judged to be positive (leading to eustress), negative (leading to distress) or benign, the secondary appraisal refers to the coping responses the person draws on (Gibbons, Dempster & Moutray 2011, p. 622).

It is demonstrated in the literature that the interaction between the perception of stressors and the individual’s response is governed by a number of moderators, which include self-efficacy, perceived control, support and coping style (Krohne 2002; Hallberg 2009).

According to the model, there are two types of coping strategies, namely problem-based and emotion based. While problem-focussed coping strategy involves activities centred on changing the stressful situation (e.g. planning), the emotion-focussed strategy involves activities centred on modifying an individual’s reactions to stressful situations (e.g. positive reinterpretation) (Doron et al 2009, p. 516).

It should be noted that the stressful situation in this study is the language barrier experienced by international students as they go about fulfilling their academic objectives. The justification to use this model arises from the fact that problem-based coping approach has been found beneficial for student learning, performance and wellbeing (Gibbons, Dempster & Moutray 2011).

Reference List

Doron, J, Stephan, Y, Boiche, J & Le Scanff, C 2009, ‘Coping with examinations: Exploring relationships between students’ coping strategies, implicit theories of ability, and perceived control’, British Journal of Educational Psychology, vol. 79 no. 3, pp. 515-528.

Gibbons, C, Dempster, M & Moutray, M 2011, ‘Stress, coping and satisfaction in nursing students’, Journal of Advanced Nursing, vol. 67 no. 3, pp. 621-632.

Hallberg, D 2009, ‘Socioculture and cognitivist perspectives on language and communication barriers in learning’, World Academy of Science Engineering & Technology, vol. 60 no. 2, pp. 186-195.

Krohne, HW 2002, Stress and coping theories. Web.

Mettler, S 1998, ‘Acculturation, communication, apprehension, and language acquisition’, Community Review, vol. 16 no. 1, pp. 97-108.

Nielsen, P 2005, ‘Practice note: An international dimension in practice teaching’, Review of Education, vol. 51 no. 2, pp. 525-531.

Olson, MA 2012, ‘English-as-a-second language (ESL) nursing student success: A critical review of literature’, Journal of Cultural Diversity, vol. 19 no. 1, pp. 26-32.

Sanner, S, Wilson, AH & Samson, LF 2002, ‘The experiences of international nursing students in a baccalaureate nursing program’, Journal of Professional Nursing, vol. 18 no. 4, pp. 206-213.

Selvadurai, R 1998, ‘Problems faced by international students in American colleges and universities’, Community Review, vol. 16 no. 1, pp. 153-167.

Sherry, M, Thomas, P & Chui, WH 2010, ‘International students: A vulnerable student population’, Higher Education, vol. 60 no. 1, pp. 33-46.

Simpson, J & Cooke, M 2010, ‘Movement and loss: Progression in tertiary education for migrant students’, Language and Education, vol. 24 no. 1, pp. 57-73.

Valez-McEnvoy, M 2010, ‘Faculty role in retaining Hispanic nursing students’, Creative Nursing, vol. 16 no. 2, pp. 80-83.