Exploring the Impact of International Student Mobility on Cross-Cultural Learning Adaptation

Abstract

Recent developments in globalisation of higher education encourage increased student mobility. This talk examines the extent to which international student mobility exerts an impact on cross-cultural learning adaptation of the students in new learning environments. Informed by an innovative, cross-faculty study involving international academics from business and design, the learning experiences of students from China studying business in the UK and students from the UK studying design in China are explored. Using Kolb’s theory of experiential learning to frame the study, and corresponding to the key features of the learning in cross-cultural conceptualisation proposed by Cortazzi and Jin, seven themes of adaptation of students’ learning styles are identified including students’ perceptions and response to good teaching, good learning, peers and assessment. Each plays an important role in facilitating effective engagement with learning in the new learning environment. Guidelines for systematic, pre-mobility, intercultural skills development are suggested to ensure maximum benefits from study abroad. This paper informs the design of student mobility programmes with aspects of intercultural empathy in the context of internationalised higher education.

Appendix

Part 1: Interview Questions Before Study Abroad

• Why have you chosen to go on exchange to a new academic environment?

• What information did you have to make this decision?

[Questions particularly addressing expectations of ‘culture of learning’]

Suggested questions	Rationale
What are your expectations of ‘good’ lecturers?	These questions point to the ‘teaching’ dimension of ‘culture of learning’, as perceived by the participants regarding their experience in the home culture of learning
How do you expect your learning process to be structured, e.g. how much input should be provided by the lecturers in the form of conventional ‘classes’, how much weight should be put on self-directed learning/practice?
How do you expect to interact/communicate with your lecturers in your learning process?
What do you think constitutes ‘good’ learning? Can you think of any specific learning methods that a ‘good’ student typically adopts?	These questions point to the ‘learning’ dimension of ‘culture of learning’, as perceived by the participants regarding their experience in the home culture of learning
How do you see the role(s) that your fellow students play in your learning?
How do you see the relationship between assessment and learning?	These questions point to the ‘assessment’ dimension of ‘culture of learning’, as perceived by the participants regarding their experience in the home culture of learning
How do you expect to be assessed in order to properly demonstrate the outcomes of your learning?
How do you imagine your learning experience in the new academic environment would be like (give examples)?	These questions invite participants to construct the culture of learning in the host culture of learning
How are you preparing for studying in the new academic environment?

[Ending questions]

• What do you hope to achieve while on exchange in terms of your academic study and in terms of your personal development?

• What effect do you anticipate the exchange will have on how you approach learning once you are back home?

Part 2: Interview Questions After Study Abroad

• On a scale from −5 to +5, how would you rate your overall learning experience here? Why (give examples)?

• What information would you like to have had before the study in the UK?

[Questions particularly addressing the experience of the ‘culture of learning’]

Suggested questions	Rationale
Following your experience in (host culture of learning), what are your expectations now of ‘good’ lecturers?	These questions point to the ‘teaching’ dimension of ‘culture of learning’, as perceived by the participants regarding their experience in the host culture of learning
How was your learning process structured, e.g. how much input was provided by the lecturers in the form of conventional ‘classes’, how much weight was on self-directed learning/practice?
How did you interact/communicate with your lecturers in your learning process?
What do you think now constitutes ‘good’ learning? Can you think of any specific learning methods that a ‘good’ student typically adopts?	These questions point to the ‘learning’ dimension of ‘culture of learning’, as perceived by the participants regarding their experience in host culture of learning
What role(s) did your fellow students play in your learning?
What kinds of assessment did you undertake during your studies here?	These questions point to the ‘assessment’ dimension of ‘culture of learning’, as perceived by the participants regarding their experience in the host culture of learning
How do you see the relationship between assessment and learning now?
How would you like to be assessed now in order to show that you have learnt something useful?
How did learning experience in the new academic environment differ from what you imagined (give examples)?	These questions invite participants to construct the culture of learning in home culture of learning

[Ending questions]

• What did you achieve while studying in the UK in terms of your academic study and in terms of your personal development?

• What effect will the study in the UK have on how you approach learning once you return home?

• Any other comments?