scholarly journals CAKES (Cultural Awareness and Knowledge Exchange Scheme): a holistic and inclusive approach to supporting international students

2016 ◽  
Vol 42 (2) ◽  
pp. 276-288
Author(s):  
Jane McKay ◽  
Deborah O’Neill ◽  
Lina Petrakieva
1999 ◽  
Vol 5 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Karen Dunwoodie ◽  
Murray Ainsworth

Most international students entering RMIT's MBA program have relatively limited work experience and lack self-presentation skills. Some shortcomings in self-confidence in a western culture, job-seeking skills, networking experience and personal presentation skills are also evident. In these qualities the international students are notably different from the older Australian part-time students with whom they study. This visible diversity provided the catalyst for developing several “internationalising components” to better meet the needs of international students to enable international students to present themselves as informed, capable, culturally aware and desirable graduates. This paper describes how program changes were made with the objectives of building team interaction and problem solving skills, as well as cross-cultural awareness, building self-awareness of “me as a manager in the global marketplace” and exploring cultural diversity in business practices. In addition, the “competencies” stream was modified, with emphasis being placed on students' ability to assess the appropriateness and cultural fit of western models and theories in their own countries.


Author(s):  
Jiayun Wang

With the development of globalization, the number of international students in Chinese colleges will continue to grow, and the education of international students has gradually become an important part of the domestic higher education system. Facing the group of international students in China, its complicated cultural backgrounds and individual differences further increase the difficulty of school management. Therefore, colleges need to start from the perspective of cross-cultural management to strengthen the management of international students, improve and innovate the management system of domestic universities. In this case, schools can reduce the cultural anxiety of international students and improve the cross-cultural awareness of managers, as well as create a better campus environment. In a long run, schools can then create a good environment conducive to the reform, innovation, and development of domestic higher education, and promote the rapid and highquality development of national education.


2021 ◽  
Vol 23 (2) ◽  
pp. 265-278
Author(s):  
Eriks Varpahovskis

The relevance of this study derives from the limited understanding of the mechanisms of public diplomacy that are activated when scholarship programs for international students are conducted by East Asian countries, particularly South Korea. Moreover, the relevance of the topic is also determined by the scarcity of research on the role of knowledge in public diplomacy mechanisms. The author of this article analyzes South Koreas international student exchange scholarship program, the KOICA Scholarship Program. This case study analyzes the contents of official documents adopted by the Government of the Republic of Korea, documents and materials published by subordinate organizations that administer scholarship programs for international students, as well as scholarly papers on the topic of knowledge diplomacy and related topics. The novelty element is that the concept of knowledge diplomacy, which is gaining popularity worldwide almost has not been used in the Russophone academia, and the studies on South Korean exchange programs as public diplomacy instruments are also poorly represented. The analysis of official documents has shown that the concept of knowledge in the official Korean interpretation differs from the existing academic interpretations accepted in the West (e.g., Great Britain, the United States). Also, the analysis of the scholarship program showed that it only partly complies with the knowledge diplomacy goals assigned by the Government. In particular, through this scholarship Korea successfully transmits knowledge about Korean history and culture, as well as professional knowledge, while the field of knowledge exchange in the program remains unattained. The author concludes with several practical recommendations on how to improve the effectiveness of the scholarship program as a tool for knowledge diplomacy.


Author(s):  
Keith Brownlie ◽  
Christian Ernst ◽  
James Marks

<p>This paper discusses the implications of travel for designs as well as their designers from the ‘foreign’ perspective of Bridge Architects working across international markets, using project examples from the USA, Canada, Europe, India, Australia and the Middle East.</p><p>The world is shrinking. Technology, knowledge exchange and globalization have all but dissolved professional borders across our 195 countries and 38 standard time zones. In all parts of the globe the rules of physics are identical and the typological range of bridges is equally limited everywhere. This coincidence of facts mean that the specific skills of bridge designers are highly transferable, but it does not follow that every market is the same. Regulations, standards, capabilities and expectations vary widely, which fundamentally alters what is possible in the field of forward-thinking infrastructure. A pragmatic and flexible approach is necessary in addressing the variances and vagaries of the international market. We cannot design in the same way in every place, and do not seek to impose a pre-conceived aesthetic or formal agenda to any project. As Architects we simply aim to achieve the very best results within the local constraints. As ‘foreign’ Architects (which we are almost without exception) we tread the thin line between international expertise and cultural mis- appropriation. In the age of transition between physical and virtual working methods, the international consultant can, and should, leave both their ego and their passports at home but pack a case full of cultural awareness and enough flexibility to account for the unexpected.</p>


Author(s):  
Sidonie Ecochard ◽  
Kirsteen Wright

The Friendship Family Programme is a cultural exchange initiative piloted this year at Edinburgh Napier University. It is designed to give international students a chance to have first-hand experience of the local culture and way of life, in addition to life on campus. Students are paired with volunteer staff families, who also get the chance to better understand international transitions and learn about the students' home countries and cultures. The programme was grounded in research findings which indicate that social support and friendship with host nationals reduce the acculturative stress and ease the transition of international students. Indeed, international students do not have a full-scale support system in the United Kingdom (UK) and tend to experience loneliness and homesickness during their stay. Meanwhile, the literature also indicates the need for all university staff to understand the background of their students and to be aware of the unique challenges that confront them in the UK. Internationalisation includes mutual cultural awareness and respect. This ‘On the horizon’ piece introduces the Friendship Family Programme and the rationale behind the initiative, along with testimonials from participants.


2021 ◽  
Vol 257 ◽  
pp. 02075
Author(s):  
Xi Sun

At the university level, the penetration of cross-cultural awareness is of great significance to talent training. This article uses empirical research to study the cross-cultural adaptability of international students, and on this basis, puts forward four suggestions for the penetration of cross-cultural awareness among university students. This is of great significance for strengthening the penetration of cross-cultural awareness during colleges and universities, cultivating and enhancing the cross-cultural communication skills of college students, and adapting to the trend of global international communication.


2021 ◽  
Vol 13 (19) ◽  
pp. 10641
Author(s):  
Mirosław Jarosiński ◽  
Miklós Kozma ◽  
Jurgita Sekliuckiene

The paper addresses a gap in the literature concerning the difference between enhanced and not enhanced cross-cultural learning in an international classroom. The objective of the described research was to clarify if the environment of international classrooms could enhance cross-cultural competences significantly enough or if additional focus on cross-cultural learning as an explicit objective of learning activities would add substantially to the experience. The research question was defined as “how can a specific exercise focused on cross-cultural learning enhance the cross-cultural skills of university students in an international classroom?”. Surveys were conducted among international students in three leading Central-European Universities in Lithuania, Poland and Hungary to measure the increase of their cross-cultural competences. The Lithuanian and Polish classes were composed of international students and concentrated on International Management/Business topics (explicit method). The Hungarian survey was done in a general business class that just happened to be international in its composition (implicit method). Overall, our findings prove that the implicit method resulted in comparable, somewhat even stronger effectiveness than the explicit method. The study method included the analyses of students’ individual increases in each study dimension and construction of a compound measure to note the overall results. Our findings confirm the power of the international classroom as a stimulating environment for latent cross-cultural learning even without specific exercises focused on cross-cultural learning itself. However, the specific exercise did induce additional learning, especially related to cross-cultural awareness and communication with representatives of other cultures, even though the extent of that learning may be interpreted as underwhelming. The main conclusion from the study is that the diversity of the students engaged in a project provided an environment that supported cross-cultural learning, even without specific culture-focused reflections or exercises.


2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Georgina Barton ◽  
Kay Hartwig ◽  
Yijun Hu ◽  
Marie Kavanagh ◽  
Marthy Watson

For many international students the prospect of employment in overseas locations post-study is a strong desire. The concept of employability has infiltrated the literature but little is known about how volunteering experiences might impact international students’ preparedness for work placement during their programs of study. Using theoretical framing related to types of employability literacies, this paper shares data from interviews with international students who volunteered. Findings revealed several themes aligning with linguistic proficiency, cultural awareness, attitudes and mindset, and vocational literacies. Additional themes such as hospitable relationships and building trust were also revealed which could relate to sustainable citizenship. Many benefits result from volunteering experiences for both international students and their hosts, but more work is needed to support hosts through cultural awareness programs and international students due to their study commitments and limited time.


10.28945/4240 ◽  
2019 ◽  
Vol 14 ◽  
pp. 259-276 ◽  
Author(s):  
Yan Gao

Aim/Purpose: For the purpose of better understanding the reasons of their withdrawal and experiences, this study seeks to elicit the voices of Chinese international students who have withdrawn from doctoral studies in Canada. Background: This study used Tinto’s institutional departure model as a framework. His model illustrates that the experience of individuals in that institution modifies their initial intentions and commitments. The scholarly literature on degree completion of graduate students and existing studies on experiences of international students in the North American context also guided the inquiry of this study. Methodology: This is a qualitative study with narrative inquiry as a means for investigation and exploration. Four participants were recruited by purposive sampling, and in-depth interview was used as the approach to collect data. Data were collected in Mandarin and were transcribed into texts. Two rounds of analysis were applied and then the findings were translated into English. Contribution: This study added information to the literature on international doctoral students’ experiences and explained how socio-cultural factors could impact doctoral students’ decision-making. Findings: The themes included: experiences with doctoral supervisors; partnership and the perception of gender roles; family of origin and the importance of education; and educational differences between China and Canada. Recommendations for Practitioners: At a practice level, universities could consider delivering series of workshops to help international graduate students start their journey. Departmental administrative bodies could consider building community for doctoral students and tracking their study paths to better assist students. Given the increased number of international students on campuses, it is time for university staff and faculties to become more aware of what a more diverse student population means. Professional development workshops would help to develop professors’ cultural awareness. Recommendation for Researchers: My research is an example of addressing translation issues in cross-language and cross-cultural settings. Qualitative research is considered valid when the distance between the meanings as experienced by the participants and the meanings as interpreted in the findings is as close as possible. Therefore, I would recommend in the condition that if the researcher and the participant(s) share the same language, the best practice would be to transcribe and analyze data in the original language to shorten the distance from the meanings that are made by participants and the meanings that are interpreted by the researcher(s). Language meanings do lose during the translation process; as researchers, we should try our best to present our participants as truly as possible. Impact on Society: The number of international students who choose to conduct doctoral studies is increasing every year. They are making contributions to the host countries in various ways such as contribution to the enrichment of higher education, the development of research, the promotion of global understanding etc. However, their study status and overall well-being may not be getting enough attention from both the scholarly research and in real practice. Thus, the experiences shared by my research participants who used to be doctoral students and left their studies halfway could add value and knowledge to the understanding of this group of students and to better assist the internationalization of higher education institutions. Future Research: Future studies could probe more on other ethnicities and cultures. Also, numerous studies have been conducted to examine the relationship between doctoral students and their supervisors; however, the incompatibility between doctoral students and their supervisors and coping strategies in that situation is still an area that needs more investigation.


2017 ◽  
Vol 45 (2) ◽  
pp. 258-277 ◽  
Author(s):  
Meggan Houlihan ◽  
Claire Walker Wiley ◽  
Amanda B. Click

Purpose This study was designed to explore the library and information science research on international students and information literacy published between 1990 and 2014. Design/methodology/approach Systematic review was used to identify and analyze publications from a 25-year period. Three major library information science (LIS) databases were searched for publications meeting the study criteria, and then manual bibliography searches were performed on all those included. Findings Twenty-one of the 23 included publications were papers published in scholarly journals. There was a slight growth in number of publications by year between 1990 and 2014. Most of the research was conducted in the USA, Australia or Canada. Surveys and interviews were the most commonly used research methods, and nine of the studies used mixed methods. “Library experience” and “information seeking” emerged as the most common research topics. Key findings presented in these papers were often related to library and non-library resources, library instruction, language issues and research difficulties experienced by international students. Author recommendations were generally related to campus collaboration, staff training, assessment, cultural awareness and library instruction. Practical implications The findings of this study will be of value for LIS practitioners who wish to develop or improve information literacy training for the international student populations on their campuses. Originality/value Systematic review is a useful and rigorous method that can be of value in LIS research. This paper provides a thorough review and assessment of the original research related to international students and information literacy, and summarizes the resulting recommendations.


Sign in / Sign up

Export Citation Format

Share Document