c-lewthwaite, m. (1996). a study of international students_ perspectives on

8/12/2019 C-Lewthwaite, M. (1996). a Study of International Students_ Perspectives On

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In ter na tiona l Jour na l fo r the Adv ance men t o f Couns e l l ing 19:167-185 , 1996 . 1 9 9 7 Klu wer Aeadem ic P ub l i s her s. P r in ted in the Ne ther lands .

A s tu d y o f i n te r n at i on a l s tu d e n t s p e r s p e c t i ve s onc r o s s - c u l tu r a l a d a p t a t i o n

M LCOLM LEWTHW ITEIn ter na t iona l Pac i f i c Co l lege , Pr iva te Bag 11021 , Pa lm er s ton Nor th , New Zea lan d

Abstract The aim of this study wa s to discov er and describe how international studentsexperience and adapt to their new academic, social, cultural and linguistic environment.Questionnaires were given to 1 2 post-graduate students and interviews conducted on the basisof the responses. It might be expected, given the range of culture sh ock literature which oftenpresum es the stressful and even pathological n ature of cross-cultural transitions, that interna-tional students from cultures very different to that found in New Zealand would report highlevels of frustration, stress and even depression. W hile mos t reported on obstacles to integra-tion as being loneliness, mismatch of culture, frustration with the lack of deep integration withNew Zealanders as well as irritation with aspects of their host culture, there was not a highlevel of stress reported. The greatest block to adaptation was lack of intercultural communica-tive competence.

Introduct ion

I n t e r n a t i o n a l s t u d e n t s a r e e n r o l l i n g i n i n c r e a s i n g n u m b e r s i n T e r t i a r yE d u c a t i o n I n s t i tu t i o n s i n N e w Z e a l a n d . U n i v e r s i t y c h a r t e rs u n d e r l i n e t h e n e e dt o p r o v i d e a n e n v i r o n m e n t a n d t h e r e s o u r c e s t o c a t er f o r s tu d e n t ' s a c a d e m i ca n d s o c i al n e ed s . H i s t o r ic a l l y t h e r e h a s b e e n a m i x o f a l t r u i s m a n d c o m m e r c ew i t h m a n y i n t e r n a ti o n a l s t u d en t s s p o n s o r e d b y t h e M i n i s t ry o f F o r e i g n A f f a i r sa n d T r a d e ( M F A T ) a n d , i n c r e a s in g l y , o t h e r s c o m i n g a s p r i v a t e fu l l - fe e p a y i n gs tu d e n ts . S i n c e 1 9 9 0 f e e - p a y i n g o v e r s e a s s t u d e n ts h a v e i n c r e a s e d f r o m 8 8 7t o 5 3 0 0 n a t i o n a l l y , f r o m 5 % t o 1 6 % o f t h e t o t a l u n i v e r s i t y r o l l , w i t h 8 5 0 0a n t i c ip a t e d i n 1 9 9 7 (N Z E d u c a t i o n R e v i e w 5 / 3 /9 7 ) . T h e q u e s t i o n o f w h e t h e rt h e s e s t u d e n t s f e e l t h a t t h e U n i v e r s i t y a n d t h e h o s t c o m m u n i t y a r e h e l p i n gt h e m a d a p t to t h e ir n e w a c a d e m i c , s o c i a l a n d li n g u i s ti c e n v i r o n m e n t s h a s p r a c -t ic a l im p l i c a t io n s f o r th e u n i v e rs i ty , f o r th e d e v e l o p m e n t a n d a d j u s t m e n t o ft h e s tu d e n t s a n d f o r t h e p e r s o n n e l w o r k i n g f o r t h e s t u d e n t s: c o u n s e l l o r s , i n te r -n a t i o n a l s t u d e n t o f f i c e s t a ff , a c a d e m i c a n d a d m i n i s t r a t i v e s t af f.G i v e n t h e g r o w i n g i m p o r t a n c e o f i n t e rn a t i o n a l s t u d e nt s ( h e r e d e f i n e d a ss o j o u r n e r s f r o m o t h e r c o u n t r i e s w h o a re in N e w Z e a l a n d t e m p o r a r i l y f o rt e r ti a r y s tu d y , a l t h o u g h i t i s r e c o g n i s e d t h a t n e w N e w Z e a l a n d e r s a n d p e r -m a n e n t r e s i d e n t s a l s o fi t t h e p r o f i l e o f th i s s t u d y ) f o r t e r t ia r y e d u c a t i o n , i t i si m p o r t a n t t o u n d e r s t a n d t h e f a c t o r s w h i c h a f f e c t th e q u a l i t y o f t h e i r a d j u s t -


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168m e r it a n d t o g l e a n i n f o r m a t i o n f r o m t h e ir p o i n t o f v i e w . W i t h o n l y h a v i n g2 - 4 ye a r s f o r pos t - g r a dua te s tudy i t i s impor t a n t t ha t t he se so jou r ne r s a da p tto t he ne w c u l tu r e r a p id ly so a s t o f unc t ion e f f e c t ive ly .

I t i s sug ges te d in m uch of the l i te ra ture tha t in te rna t iona l s tudents d o appearto e xpe r i e nc e mor e phys i c a l a nd me n ta l i l l - he a l th a s we l l a s mor e a c a de micp r o b l e m s t h a t n a t i v e s t u d e n t s . I n a r e v i e w o f s o j o u r n e r a d j u s t m e n t C h u r c h( 1982) e s t im a te d tha t the func t ion ing o f 1 5 - 25 % o f a ll i n t e rna t iona l s tude n t sm i g h t i n s o m e w a y b e i m p a i r e d . I n a c r o s s c u l tu r a l s t u d y o f H o n g K o n gC h i n e s e s t u d e n t s i n C h i n a a n d C a n a d a , D y a l a n d C h a n ( 1 9 8 5 ) f o u n d t h e s eso journe rs , pa r t icu la r ly the females , to be a t g rea te r ri sk of se l f r epor ted s t r e ss -r e l a t e d s y m p t o m s t h a n C a n a d i a n n a t i o n a l s o r H o n g K o n g s t u d e n t s s t u d y i n gi n t h e i r o w n c o u n t r i e s . C o n v e r s e l y o t h e r s t u d i e s ( K l i n e b e r g & H u l l , 1 9 7 9 )ha ve f ound tha t i n t e r na t iona l s tude n t s who ma de sa t i s f a c to r y soc i a l c on ta c ta nd e s t a b l i she d r e l a t i onsh ips w i th l oc a l pe op le du r ing the i r so jou r n r e po r t e db r oa de r a nd mor e ge ne r a l s a t i s f a c t ion w i th t he i r a c a de mic a nd non - a c a de mice xpe r i e nc e s .

i t e r a t u r e r e v i e w

There a re 4 broad s t r eams and mode ls in the c ross-cu l tura l l i t e ra ture . The mostdom ina n t ov e r the l a s t 30 ye a r s has be e n the c u l tu r e shoc k mo de l w h ic h , u s ingt h e w e l l - k n o w n U - s h a p e d c u r v e ( L y s g a a r d , 1 9 5 5 ) , s e e s t h e e n t r y p o i n t f o rt h e s o j o u r n e r a s b e i n g o n a h o n e y m o o n h i g h , f o l l o w e d b y a b o t t o m i n g o u tr e s u l t i n g f r o m c u l t u r a l m a l a d j u s t m e n t , a n d f i n a l l y a c l i m b u p a n d o u t t oc u l tu ra l a c c e p ta nc e a nd a da p ta t ion . I n i t 's o r ig ina l p r e se n ta t i on ( Obe r g , 1960)c u l tu r e shoc k wa s s e e n a s a me d ic a l c ond i t i on wh ic h a f f l i c t e d a l l who c r os se dcul tures .

A m o d e r n e x t e n s i o n o f t hi s c u lt u r e s h o c k a s m e d i c a l s y m p t o m s e e s i t i nt e rms o f a c r i si s o f pe r sona l i t y o r i de n t i t y ( Ad le r , 1975 , 1987) . C on ta c t w i tha n a l i e n c u l tu r e i s s a id t o t e a r a wa y a t a l l t he f a mi l i a r ba se s o f one ' s s e l f ,de p r iv ing pe o p le o f t he i r f a mi l i a r po in t s o f r e f e r e nc e . As the so jou r ne r m ov e st h r o u g h t h e p o i n t s o f p a s s a g e v a r i o u s p r o b l e m s a n d c r i s e s a r e m e t a n dr e so lve d , wo r k ing ou t ne w ide n t it ie s e mb r a c ing bo th o ld a nd n e w se lve s. Ad le re spe c i a l l y v i e ws the c u l tu r e c r i s i s a s a n impe tus ne c e s sa r y to ma ke poss ib l ep e r s o n a li t y d e v e l o p m e n t a n d p e r s o n a l g r o w t h . T h e s h a k i n g o f p e r s o n a l it ya l lows a mo r e in t e g r a t e d a nd t r a nsc u ltu r a l s e l f t o be c ons t r uc t e d .

O v e r l a p p i n g s o m e w h a t w i t h t h i s i s a s e c o n d s t r e a m w h i c h c o n c e p t u a l i z e sc r os s - c u l tu r a l a da p ta t ion a s e s se n t ia l l y a l e a rn ing p r oc e s s . S o jou r ne r s a r e i n i-t i al ly ve r y igno r a n t o f t he be ha v io r a l a nd c u l tu r a l no r m s o f t he ne w c u l tu r ea nd to a da p t t he y mus t l e a r n the f e a tu r e s o f i t a nd a c qu i r e t he soc ioc u l tu r a lsk i l l s f o r pa r t i c ipa t ing in i t . I n c on t r a s t t o t he U- c u r ve , a da p ta t ion he r e i sp lo t t e d a s a c l a s s i c a r i t hme t i c a l l e a r n ing c u r ve . The jo l t s p r ov ide d by e xpe -r i e nc ing the ne w c u l tu r e c a n be a p r e c ond i t i on to l e a r n ing ( Ta y lo r , 1994 ,p. 397) .


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W i t h in t h i s l e a rn i n g p r o c e s s t w o d i f f e r e n t l e a rn i n g e m p h a s e s a re g i v e n .O n e , t h a t o f c o m m u n i c a t i o n t h e o r is t s ( R u b e n & K e a l e y , 1 9 7 9 ) , h o l d s t h atb e c a u s e c o m m u n i c a t i o n d e t e r m i n e s t h e i n d i v i d u a l ' s a b i l i t y t o i n t e r a c t c o m -pe te n t ly i n a l l l i f e s i t ua t ions , i n t e r c u l tu r a l c ommunic a t ion i s t he e s se nc e o fc u l tu ra l a da p ta t ion . The o the r e m pha s i s s t a t e s t ha t suc c e s s f u l a da p ta tion no to n l y d e p e n d s o n c o m m u n i c a t i o n b u t a l s o i n l e a r n i n g a n d u s i n g a p p r o p r i a t eb e h a v i o u r s .

T h e t h ir d a p p r o a c h s e e m s t o c o m b i n e v a r i o u s e l e m e n t s o f th e a b o v e , w h e r ec u l tu r e a da p ta t ion i s a p r oc e s s o f l e a rn ing a nd r e c ove r y . Ty p ic a l ly a n in te r -na t iona l s tude n t i s on a s t e p by s t e p p sy c ho log ic a l j ou r n e y f r om the pe r iphe r yof a cu l ture to the cent re , f rom a s ta te of ignorance and resen tm ent to a pos i t iono f u n d e r s t a n d i n g a n d e m p a t h y , o r, a s B e n n e t t ( 1 9 8 6 ) p u t s i t , f r o m e t h n o -c e n t r i sm to e thno - r e l a t i v i sm.A f i n al m o d e l p r e s e n t s a h o m e o s t a t i c m e c h a n i s m w h i c h s e e s c r o s s -c u l tu r a la d a p t a ti o n a s a d y n a m i c a n d c y c l i c a l p r o c e s s o f te n s i o n r e d u c t i o n u n t i l a ne q u i l i b r i u m i s r e a c h e d ( G u d y k u n s t & H a m m e r , 1 9 8 7 ) . I n t h e s e h o m e o s t a t i ct e r ms a n in t e r na t iona l s tude n t i s i n a s i t ua t ion whe r e uphe a va l s a nd d i s r up -t i ons a re push ing the m ou t o f e qu i l i b r ium , a nd the p r oc e s s o f a da p t ing a imsto r e duc e the i n t e r na l imba la nc e f e l t a s t e ns ion /d r ive /ne e d /unc e r t a in ty .

W i th the r e c ogn i t i on tha t none o f t he se mod e l s c a n c om pr e he ns iv e ly e xp la inthe c om ple x p r oc e s s o f c r o s s - c u l tu r a l a da p ta t ion , a nd no t ing the i r f a i lu r e t ot a ke in to a c c oun t i nd iv idua l a da p ta t ion s t r a t e g i e s , c ogn i t i ve f a c to r s a nd thef a c t t h at s o m e p e o p l e t h r iv e o n s t r e ss , o t h e r m o d e l s a re e m e r g i n g . S o m e( F u r n h a m & B o c h n e r , 1 9 8 6) w i d e n t h e d i s c u s s i o n to c h a n g e s h o c k o r( c u l tu r a l ) a d ju s tm e n t s t re s s o r , w i th t he mor e pos i t i ve e mph a s i s , be ing e f f e c -t i ve a b r oa d ; o the r s ( K im, 1978 ; K l ine be r g & Hu l l , 1979) r e po r t t ha t l i t t l e o rno shoc k o r c r i s e s we r e f e l t a t a l l , a nd he nc e tha t t he U- c u r ve i s dub ious .M u c h o f th e r e c e n t r e s e a rc h h a s f o c u s e d o n i d e n t i f y i n g p r e d i c t o r s s u c h a ssk i ll s , tr a it s , a t t i tude s a nd k now le dge tha t a r e ind i c a t ive o f i n te r c u l tu r a l c om -pe te nc e , w i th one s tudy c onc lud ing tha t t he a b i l it y t o de a l w i th p syc h o log -i c al s t re s s . . . . t he a b i li t y to e f f e c t ive ly c om m unic a t e , [ a nd ] . . . t he a b il i t yto e s t a b l i sh i n t e r pe r son a l r e l a t i onsh ip s a r e t he ba s i c f a c to r s in suc c e s s f u lin t e r c u l tu r a l e xpe r i e nc e s ( Ha mme r e t a l . , 1978 ) .

T h e c o n c e p t u a l b a c k d r o p f o r t h i s i n v e s t i g a t i o n w i l l u s e t w o m o d e l s . T h ef ir st is a c o m m u n i c a t io n m o d e l o f f e re d b y R e d m o n d a n d B u n y i ( 1 9 93 ) .I n t e r c u l tu r a l c ommunic a t ion c ompe te nc e ( I C C ) he r e i s s e e n a s a c ompos i t eo f s ix c om pone n t s : ( 1 ) c om m unic a t ion sk i l ls ( e spe c i a l l y soc i a l de c e n te r ingo r e m p a t h y ) , ( 2 ) k n o w l e d g e o f h o s t c u l tu r e , ( 3 ) l a n g u a g e c o m p e t e n c e , ( 4)a da p ta t ion ( ma in ly d e t e r m ine d b y in t e r pe r sona l f l e x ib i l it y , a da p t ing to d if -f e r e n t po in t s o f v i e w , suspe nd ing jud ge m e n t s a nd the li ke ) , (5 ) c omm unic a -t i o n e f f e c t i v e n e s s ( a b i l i t y t o c o m m u n i c a t e w i t h a r a n g e o f N e w Z e a l a n d e r s ,de a l w i th mi sun de r s t a nd ings ) , a nd ( 6 ) soc i a l i n t e g r a t ion ( a b i l i t y to i n i t ia t eass im i la t ion in to the soc ia l o r r e la t iona l ne tw ork ) (Br is l in , 1981; Imah or i &L a n i g a n , 1 9 8 9 ; R e d m o n d & B u n y i , 1 9 9 3 ) .

M a ny s tud ie s on c u l tu r a l a da p ta t ion s t r es s t he impo r t a nc e o f t he a b i li t y t o


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170c o m m u n i c a t e w i t h o t h e r s i n a c u l t u r a l l y a p p r o p r i a t e w a y a n d u n d e r l i n ec onc e p t s suc h a s e mpa thy , pe r spe c t ive t a k ing , c u l tu r a l s e ns i t i v i t y , l i s t e n inga n d n o n - e t h n o c e n t r i s m ( C o l l i e r , 1 9 8 9 ) . S o c i a l d e c e n t e r i n g i n v o l v e s t h ea b i l i t y t o unde r s t a nd a nd a da p t t o o the r s , pe r sua s ive e f f e c t ive ne s s , e nha nc ingr e l a t ionsh ips , a nd p r ov id in g a supp or t ive a tm osphe r e ( R e dm ond , 1989) . Theo p p o s i t e o f d e ce n t e re d c o m m u n i c a t io n is e g o c e n tr i c c o m m u n i c a ti o n w h i c hi s t h e t e n d e n c y t o s e n d m e s s a g e s t h a t m a k e s e n s e t o o u r s e l v e s w i t h o u ta d a p t in g t o d i f fe r e n c e s. T h e i m p o r t a n c e o f k n o w i n g s o m e t h i n g a b o u t t h e h o s tc u l tu r e i n r e duc ing in t e r c u l tu ra l m i sunde r s t a nd ing s a nd s t r e s s i s unde r l i ne byG u d y k u n s t a n d H a m m e r ( 1 9 8 7 ) . E t h n o c e n t r i s m c a n b e r e d u c e d b y i n t e r c u l -tu ra l c on ta c t p r og r a mm e s p r io r to a rr iva l ( S t e pha n & S te pha n , 1992) and , onc ea r r ive d , o r i e n t a t i on p r og r a mme s a nd c on ta c t w i th hos t f a mi l i e s a r e wa ys o fga in ing c u l tu r a l knowle dge .I n t h i s i n v e s t i g a t i o n l a n g u a g e c o m p e t e n c e r e f e r s t o t h e i n t e r n a t i o n a ls tude n t ' s s e l f - pe r c e ive d a b i l i ty t o spe a k a nd unde r s t a nd ( in bo th a c a de m ic a ndsoc ia l se t t ings) and to read and to wr i te ( e spec ia l ly in academ ic Engl i sh) . T he i rf e e l ings a s to t he ir pe r f o r m a nc e m a y n o t r e fe r t o the i r a c tua l a b il it y . The t e r m

soc ia l i n t e g r at ion i s u se d to i nd i c a t e the de g r e e wh ic h in t e r na t iona l s tude n t sa r e a b l e t o i n i t i a t e i n t e r a c t ions a nd ma in t a in f r i e ndsh ips w i th hos t na t iona l s .S o m e i n d i c e s o f s o c ia l i n te g r a ti o n w o u l d b e t h e n u m b e r o f h o s t fr i en d s m a d e ,q u a l i t y o f c o n t a c t w i t h h o s t f a m i l i e s a n d t h e n u m b e r o f u n i v e r s i t y a n d c o m -m u n i t y o r g a n is a ti o n s t h e y a re m e m b e r s o f w h i c h h a v e N e w Z e a l a n d m e m b e r s .R e d m o n d a n d B u n y i ( 1 9 9 3 ) f o u n d t h a t r e p o r t e d c o m m u n i c a t i o n e f f e c t i v e -ne s s a long w i th a da p ta t ion a nd soc i a l i n t e g r a t ion we r e t he be s t p r e d i c to r s o fe f f e c t ive ne s s i n ha nd l ing s t r e s s . I n f a c t t he soc i a l - p syc ho logy a c c u l tu r a t ionm ode l o f S c hu ma nn ( 1986) p r e d ic t s t ha t t he (l a ngua ge ) l e a r ne r w i l l a c qu i r ef lue nc y in t he ta r ge t l a ngua ge to t he e x t e n t t he y a c c u l tu r a t e t o t he hos t c u l tu r e ,a n d h e n c e b y e x t e n s i o n i n t e r n a ti o n a l s w i l l n o t m a k e l a n g u a g e p r o g r e s s , b econf ident in the i r academic s tud ies , o r f ee l in tegra ted unt i l they ac tua l ly be longto c lubs , soc i e t i e s a nd f a mi l i e s w i th in t he hos t c u l tu r e .

F i n a l l y a c r o s s - c u l t u r a l a d a p t a t i o n p r o c e s s m o d e l t h a t p r o v i d e s f o r t h ef r a m e w o r k o f t h is s t u d y is th a t o f A n d e r s o n ( 1 9 9 4 ) w h o , s y n t h e s i s i n g k e yf e a tu r e s o f t he c onc e p t s me n t ione d a bove a s we l l a s u s ing s tud ie s f r om soc i a lp s y c h o l o g y a n d p s y c h o l o g i c a l d r i v e t h e o r y ( p o w e r , a ff il ia t io n a n d i n t i m a c y ) ,s t a r t s m o r e b r o a d l y t h a n j u s t c r o s s - c u l t u r a l a d a p t a t i o n a n d p u t s a d a p t a t i o np r oc e s se s i n t he a r e na o f l i f e c ha ng e s suc h a s be r e a ve m e n t , s t a r ti ng s c hoo l ,r e t i r e me n t a nd the li ke , al l o f wh ic h c a n be e xp e r i e nc e d a s an e a r thqua k e o ra s a mino r t r e mor . B a s i c a l ly t he mode l s e e s t he p r e se nc e o f a b loc ka ge a s at h w a r t i n g c o n d i t i o n a n d t h e a d j u s t m e n t i s t h e g e n e r a t io n o f a r e s p o n s e t oove r c ome the obs t a c l e . A l l a d ju s tme n t i s a c yc l i c a l a nd r e c u r s ive p r oc e s s o fo v e r c o m i n g o b s t a c l e s a n d s o l v i n g p r o b l e m s . D r i v e o r m o t i v a t i o n i s n e e d e df o r t he i nd iv idua l t o p r e s s t owa r ds a be t t e r i n t e g r a t ion a nd thus su r moun t t hep r ob le m. F o r t he ne wly a r r ive d a nd ine xpe r i e nc e d in t e r na t iona l s tude n t , t heh u r d l e s c a n c o m e f r o m t h e i r l i v in g c i r c u m s t a n c e s , a c a d e m i c s i t u a ti o n a n d


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171su r r ound ing c u l tu re . O r t he y ma y c o m e f r om in t e rna l s t a te s ; a s e nse o f l one -l in e s s o r h o m e s i c k n e s s m a y b e t h e o b s t a cl e s th a t th e s o j o u r n e r m u s t o v e r c o m ebe f o r e o the r goa l s a r e a c h ie ve d .

F r o m t h e a d j u s t e r ' s p e r s p e c t i v e , r e a l - l i f e a d j u s t m e n t i n v o l v e s w o r k i n gt o w a r d a f i t b e t w e e n p e r s o n a n d e n v i r o n m e n t ; f o r a n i n t e r n a t i o n a l s t u d e n te nv i r on m e n ta l o r s it ua t iona l d e m a nds c a n a s sa u l t al l ar e as , va lue s a nd be l i e f s ,i n t e r pe r sona l r e l a t i onsh ips a nd sk i l l s o r , a s Ande r son ( 1994) po in t s ou t , e ve nphys i c a l a ppe a r a nc e a s a m e m be r o f a v i s ib l e mino r it y . The ind iv idua l c ho ose show to r e spon d to t he se ne w obs t a c l e s ( i f t he y a r e de f ine d a s suc h ) a nd indo ing so c r e a t e s h i s o r he r own a d jus tme n t . The r e a r e , b r oa d ly pu t , f ou r wa yso f r e a c t ing to a ne w s i tua t ion : c ha ng ing the e nv i r onme n t , c h a ng ing one se l f ,do ing no th ing , o r a vo id ing i t . I nd iv idua l s ' pe r c e p t ions sha pe bo th wha t mus tbe a d jus t e d to a nd wha t t he p r oc e s s w i l t be . F o r e xa mple t he i n t e r na t iona ls tude n t ma y de t e r m ine tha t t he i r p r e se n t l e ve l o f Eng l i sh i s su f f i c i e n t f o r t he mto suc c e e d a c a de mic a l ly , bu t be c a use the y f e e l t he i r l a c k o f soc i a l l a ngua gem a ke s the m f e e l unc o m f or t a b l e t he y w i l l a vo id soc i a l si t uat ions. I t shou ld a l sobe no te d tha t no t e ve r yone w i she s t o a d jus t t o e ve r y th ing in t he e nv i r onme n t .I n Ande r son ' s mode l c r o s s - c u l tu r a l a da p ta t ion i s no t s e e n a s a U- c u r ve o r ag r a dua l ly a dva nc ing a c c o m m oda t ion to a c u l tu r e bu t a s a no n - l i ne a r a nd d i s-c on t inuous p r oc e s s , c ons i s t i ng o f a s t r i ng o f a d jus tme n t s t o e nv i r onme n ta l o rin te r nal obs t a c l e s . Th i s i s be s t de sc r ibe d in t e r ms o f t r a ns i t ion e xpe r i e nc e sa nd no t c u l tu r e shoc k .T h e e m p i r i c a l s t u d y o f F u r n h a m a n d B o c h n e r ( 1 9 8 2 ) s u p p o r t s t h isa p p r o ac h . T h e y f o u n d t h a t s o m e o f t h e p r o b l e m s c o n f r o n t i n g i n t er n a ti o n a ls tude n t s we r e na tu r a l a nd p r e d ic t a b l e , f a c e d by a l l t hose c r os s ing c u l tu r e s ;l a ngua ge p r ob le ms , a c c ommoda t ion d i f f i c u l t i e s , r a c i a l d i s c r imina t ion , s e pa -r a t i on r e a c t ions , d i e t a r y a d jus tme n t s , f i na nc i a l s t r e s s , mi sunde r s t a nd ings a ndlone l ine s s. S om e o f t he a c a de m ic s t r e s se s we r e c om m on to al l s t ude n t s , in t er -na t iona l o r l oc a l , o the r s a r o se ou t o f the c u l tu ra l ba c kg r oun d o f the s tude n t s .A longs ide the se we r e t he d i f f i c u l t i e s t ha t f a c e a l l young a du l t s , whe the r a th o m e o r a b r o a d , i n b e c o m i n g e m o t i o n a l l y in d e p e n d e n t , s e l f s u p p o r ti n g , p r o -d u c t i v e a n d a r e s p o n s i b l e m e m b e r o f s o c i e t y . I n o t h e r w o r d s m a n y o f t h e s ep r oc e s se s c a n be c a s t i n t he s t r i ng - li ne a r m ode l o f An de r son .

The pu r p ose o f t h is c a se s tud y i s t o e xp lo r e t he i s sue s a nd p r o c e s s o f a da p -ta t ion which in te rna t iona l s tudents exper ience whi l s t do ing pos t -gradua te s tudya t a Ne w Ze a la nd un ive r s i t y .

ethodologyarticipants

R e sp ond e n t s w e r e 12 in t e r na tiona l s tude n t s a t M a ss e y Un ive r s i t y , al l o f t he munde r t a k ing pos t - g r a dua te s tud ie s a c r os s a r a nge o f d i s c ip l ine s . The y w e r e


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172f r om 4 d i f f e r e n t Ea s t As i a n c oun t r i e s wh ic h a r e s ign i f i c a n t ly r e p r e se n te d a tt h i s Un ive r s i t r y : I ndone s i a ( 6 ) , Ta iwa n ( 2 ) , Tha i l a nd ( 2 ) a nd Ja pa n ( 2 ) . The ywe r e c hose n b e c a u se the y a ll ha d in i ti a l i n t r oduc t ion to Ne w Ze a la nd a nd un i -v e r s i t y l if e a t th e U n i v e r s i t y s E n g l i s h L a n g u a g e C e n t r e , h a d p a s s e d t h eEng l i sh La ng ua ge P r o f i c i e nc y t e s t r e que s t e d by the Un ive r s i t y a nd we r e unde r -t a k ing pos t - g r a dua te s tud ie s . ( The o the r 8 s tude n t s who me t t h i s c r i t e r i a we r eno t a va i l a b l e t o pa rt i c ipa t e . ) A t t he po in t o f i n t e r v i e w ( Ju ly /Au gus t 1994) t he yh a d a l l b e e n i n N e w Z e a l a n d f o r a p p r o x i m a t e l y 1 0 - 1 2 m o n t h s a n d h a d b e e nta k ing the i r pos tg r a dua te c ou r se s f o r 6 mon ths .

S ix we r e f e ma le a nd s ix we r e ma le w i th t he a ve r a ge a ge be ing 26 .5 ye a r so ld w i th a r a nge o f 23 - 3 1 ye a r s . Two we r e m a r r ie d , w i th t he ir spo use s s t il li n t he i r home c oun t r y . S e ve n we r e sponso r e d s tude n t s a nd f ive we r e p r iva t e lyf unde d .

aterialsThe ma te r i a l s u se d in t h i s i nve s t iga t ion we r e a sma l l s c a l e que s t ionna i r e a nda n in - de p th in t e r v i e w ba se d on the que s t ionna i r e .QuestionnaireI n de ve lop ing i t e ms f o r t he que s t ionna i r e t he Un ive r s i t y I n t e r na t iona l S tude n tA d v i s e r w a s c o n s u l t e d a n d c o p i e s o f t h e q u e s t i o n n a i r e w e r e a l s o g i v e n t oo the r s i n t he c ounse l l i ng s e r v i c e a nd ES L a r e a f o r c omme n t . O the r i t e ms a ndide a s e me r g e d f r om the li t e ra tu r e a nd f r om t a lk ing w i th i n te r na t iona l s tude n t s,a s we l l a s f r om my e xpe r i e nc e in pa s to r a l a nd c ounse l l i ng wor k . I n o r de r t oc he c k the c om pr e he ns ib i l i t y o f t he i t e ms in t he que s t ionna i r e w i th Eng l ish a sa S e c ond La ngua ge ( ES L) s tude n t s , a n e a r ly ve r s ion wa s p r e - t e s t e d w i th 4pos t - g r a dua te s tude n t s f r om Tha i l a nd , J a pa n , I ndone s i a , a nd Ta iwa n who we r eno t pa r t i c ipa n t s i n t he r e se a r c h . Ta k ing in to a c c oun t c omme n t s f r om a l l o fthe se , t he f i na l ve r s ion wa s c ons t r uc t e d .The que s t ionna i r e wa s d iv ide d in to 6 s e c t ions : s e c t ion A be ing pe r sona lde t a i l s , s e c t ion B on c u l tu r a l a da p ta t ion i s sue s , s e c t ion C r e l a t e d to a c a de mica da p ta t ion c onc e r ns , s e c t ion D on l a ngua ge i s sue s , a nd se c t ions E a nd F onpe r sona l supp or t a nd c ounse l l i ng r e l a t e d i s sue s . The r e w a s a mix o f L ike r ts c a l e ( 1 - 10 a nd 1 - 5 ) i t e ms us ing the f o l lowing r a nge s : d i f f i c u l t t o no r e a ld i f f i c u l ti e s , ve r y d i f f i c u l t t o e a sy , ve r y d i f f e r e n t t o no t so d i f f e r e n t , no a n x ie tyto h igh a n x ie ty a nd so on ; i t e ms c ons i s t e d o f ti c k ing p r e f e r e nc e s a nd ope nque s t ions de s igne d to e l i c i t w r i t t e n r e sponse s . The se we r e de s igne d to t a p a tf e e l ings o f a c c u l tu r a t ion , p syc ho log ic a l a d ju s tme n t a nd soc ioc u l tu r a l a da p ta -t i o n . U s e o f t h e L i k e r t s c a l e a l l o w e d f o r a n u a n c e d r e s p o n s e a n d p e r h a p ssugge s t e d tha t e x t r e me s a r e pe r mis s ib l e , e spe c i a l l y fo r c u l tu re s w he r e ha r mo nyi s s t r e s se d a bov e c ri t ic i sm. T he p r ima r y p u r po se o f the que s t ionna i r e w a s toob ta in i n f o r ma t ion f o r t he i n t e r v i e ws .


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173nterviews

Interviews were held to explore experiences and perceptions and gain greaterin-depth understanding than could be gained from a questionnaire alone. Theinterview had two stages; the first part followed through the structuredresponses given in the questionnaire. Students were then asked to elaborateon any responses either side of the Likert scale median. In the latter part, theinterview aimed to allow more freedom for students to talk about issues ofsignificance to them.Procedure

A letter requesting participation in the questionnaire and interview was sent,along with a copy of the questionnaire and a suggested time 2 or 3 days laterfor the interview. In order to boost motivation toward response, the ques-tionnaire included a brief preface outlining it s purpose.

The interviews took place in an informal classroom, were audio recordedand lasted 50-60 minutes each. Because the aim of the interview was to elicitthe student s perspectives I refrained from interrupting as much as possible,and did so only to encourage speakers to continue or when new energy neededto be injected. At the later part of the interview I intervened more in order tocheck their meanings and my interpretations. Honesty and confidentiality wereemphasised.

e s u l t s

SurveyStudents were asked to respond to 59 items covering the following aspects:cultural adaptation, academic issues, language issues, personal and counsellingissues. These were analysed according to the frequency/placing of studentresponses on the Likert scales.

The major issues presented by the students are summarised in Table 1.These are negatively stated, that is the figures given (out of 12 respondents)

indicate some problem or anxiety in this area.A number of responses to other questions indicated there were no great

concerns or issues and these have been left out of this summary table.nterviews

The interviews revealed in a different form the intensity of feelings and expe-riences of international students. Major themes to emerge were the gaps incultural and linguistic knowledge and lack of interaction; the relative satis-faction with adaptation to university life and dissatisfaction with integration


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1 7 4T a b l e 1

Academic issues: concerns arising from: Students N = (12)Big difference between own country and NZAssignments/EssaysTutorial/seminar presentationsDifficult to meet New ZealandersDifferences in teaching and learning stylesTests/examsUnderstanding content o f coursesFaculty staffLanguage issues: concerns arising fromUnderstanding lectures (English, not content)Speaking in tutorialsWritten assignmentsTaking notes in lecturesUnderstanding social EnglishReading academic literaturePersonal/support issuesDo not belong to clubs in communityDo not belong to clubs on campusUse counselling/other support systemsHomesicknessReligious concernsLoneliness/isolationRacismAdjustment ratingsFeel well adjusted to academic studyFeel well adjusted to New ZealandHappy with living situation

10998666

10101097

l l755442

12109

t o t he h o s t c u l tu r e . S t u d e n t s e x p r e s s e d m o r e f u l ly t h e e l e m e n t s t h a t h e l p e dt h e m t o a d j u s t ( ro l e o f su p e r v i s o r , h o s t f a m i l y , i n s t it u ti o n a l s u p p o r t s , b e l o n g i n gt o a c l u b ) a n d t h e b a r r i e r s t h a t th w a r t e d t h e m ( f o s s i l i z e d l a n g u a g e p r o g r e s s ,a m b i g u i t y i n p o s t - g r a d u a t e r o l e , a c c o m m o d a t i o n s i t u at io n , l a c k o f t im e f o rr e s o c i a l i z in g i n t o h o s t s o c i e t y ). I n t e r v i e w s r e v e a l e d t h at re s p o n d e n t s e q u a t e dc o u n s e l l i n g w i t h g i v i n g a d v i c e a n d g u i d a n c e i n p r a c ti c a l a s p e c t s o f t he i r l i v e sr a t h e r t h a n i n h e l p i n g w i t h a f f e c t i v e a r e a s . I f t h e y w e r e t o t a l k w i t h a c o u n -s e ll o r 4 w o u l d p r e f e r s o m e o n e o f t h e s a m e e t hn i c b a c k g r o u n d a n d 6 w o u l dp r e f e r a N e w Z e a l a n d e r . N o n e h a d s t r o n g f e e l i n g s o n t h e m a t t e r. F i n a l l y i n t e r -v i e w s s h o w e d t h a t t h e f o l l o w i n g i s s u e s w e r e n o t a m a j o r f a c t o r i n s tu d e n t si n t e g r a t i o n in t o N e w Z e a l a n d ; h o m e s i c k n e s s , t e a c h i n g a n d l e a r n i n g s t y le s ,t h o u g h t s o f r e t u r n i n g h o m e , r e l a t io n s h i p s , m o n e y o r f o o d / d i e t.


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175i s cu s s i on

a) ultu ral adaptationRespondents were asked to comment on various aspects that have aided orhindered them in adapting to their new environment. As popular wisdom hasit, first impressions can be important in determining the nature of future rela-tionships. Some of the students had little to no information on New Zealandor the particular institution they were entering prior to their arrival and thiswas cited as a bewildering experience. Some bemusement and anger wasexpressed by sponsored students at the lack of substantial information andpreparation for cross-cultural adjustment that was given prior to their depar-ture. They indicated that more time was needed to disengage from their workand study in their own country, and for emotional preparation and disen-gagement. It seems that there was more uncertainty as to precise departuretimes and acceptance for courses on the part of these sponsored students.However, the private students had done their homework prior to coming andfelt satisfied with their preparation at home. The sponsoring agency deter-mined that the sponsored group were to live with a homestay family and thiswas a source of much stress. The private group had more choice as to theirliving situation. Students from both groups who stayed in student hostelsexpressed a lack of opportunity to establish contacts with people in the off-campus community.

All students except one expressed the view that it was difficult to meet withNew Zealand people outside of their study context. The motivation and desirewas there to do so, but as the year progressed academic workloads made thisincreasingly more difficult, a situation that resulted in felt tension for students.They realised the social and linguistic benefits of interacting with localfamilies but felt trapped by the academic workload and by their perceived lackof fluent social English. While there was frustration in not being involved inmore New Zealand cultural activities, most of the students seemed resignedto the fact that to succeed academically they needed all the available time fortheir studies, especially in the exacting linguistic work of producing accurateassignments and theses. The major consequence is that they remained on theperiphery of their host culture rather than integrated to it.

The orientation programme offered by the university at the beginning ofthe academic year was a helpful introduction to academic and, to a lesserdegree social, life and expectations were high. In spite of the nervousnessand fear of being in a culturally different environment there was the expec-tation that genuine connections would be made and sustained over the yearwith the different people and groups e.g. academic and registry personnel,Maori groups) met during the orientation week. This did not happen. It wasnoted that New Zealanders at all levels were fr iendly but difficult to maintainrelationships with.


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176While some of the respondents belonged to university clubs and societies

these tended to be groupings from their own culture "I belong to the Thaistudents club because can relax and speak my own language. I am in anEnglish speaking environment all w e e k . . . I couldn't relax in the same waywith Kiwi students I can catch up with news from home and we talk aboutour studies and of course New Zealand... I think this helps me relax moreand helps me survive in the university.., yes I suppose it stops me frommeeting other students but I don't have energy or time for more than this."None of the respondents belonged to any clubs or society in the community.In part this explains student comments that they feel a "psycho-social" distancefrom their host culture, a major factor in slowing down language fluency(Schumann 1986).

Students noted the difficulty of crossing into New Zealand culture andsociety due in part to the felt disparity between the two cultures involved.More importantly what made it more difficult was the lack of real opportu-nities to engage in a relaxed way with the host culture. Respondents foundliving in the hostels did not facilitate significant interaction. Many mentionedthe differences in age and interest of hostel students while others said theyfound the hostel students "unthoughtful... immature.., not interested ininternational students.., underestimate us and our culture.., preoccupiedwith their own concerns.., naive about our country and it's sophistication . .". One student with a confident gregarious personality still finds himselfsitting alone at the evening meal. This is in contrast to the importance of thecommunal meal in this student's own culture. The only person who engagesin conversation, apart from other international students, is the hostel super-visor. Other students underlined the importance of the hostel supervisor(usually a more mature post-graduate student) who functioned for the inter-national student as a social and language reference point (for example, inintroducing the international students to New Zealand students). Along withthe academic supervisor they were the most important brokers of the hostcultureAnd if cultural integration doesn't happen in their places of accommoda-tion it doesn't seem to happen in their academic environment either, or at leastto the extent desired. In lectures and tutorials, seminars and conferences theperception is that New Zealand students, both post-graduate and undergrad-uate, keep to themselves and do not invite the participation of internationalsinto their groups. Some respondents mentioned that they would have someanxiety if they did establish friendships with New Zealand students; forexample the extra time it would take to cultivate the friendship in contrast tosomeone from their own background. Thus anxiety if they do make contact,anxiety if they do not.

The 4 students who did register satisfaction with their continuing integra-tion into their host culture were those who intentionally kept regular contactwith their original homestay family and who felt their interest and support.These students used the family to discuss personal and cultural concerns and


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177f e l t s o m e k i n s h i p w i t h t h e w i d e r c o m m u n i t y . V i s i t in g m y [ h o st ] f a m i l y int o w n g i v e s m e t h e o p p o r t u n i t y t o g e t a w a y f r o m c a m p u s a n d t o c h e c k w i t ht h e m w h a t w o r d s a n d s en t en c e s [t ha t I ' v e h e a r d d u ri ng t h e w e e k ] m e a n . . .I ' m a ls o ab l e t o a s k q u e st io n s ab o u t N e w Z e a l a n d . . . I ' m t o o e m b a r ra s se dt o a s k p e o p l e o n c a m p u s . T h e c h i l d re n [ o f t h e h o s t f am i l y ] a r e g o o d f o r t h is .C o n t a c t w i t h t h e l o c a l f a m i l y , i n o t h e r w o r d s , g a v e t h e m c u l t u r a l k n o w l e d g et h a t w a s n ' t a v a i l e d u p o n e l s e w h e r e . I t a l s o p r o v i d e s a c o u n t e r b a l a n c e t o t h et e nde nc y to s t a y w i th in t he i r own soc ioc u l tu r a l g r oup f o r suppor t . I t i s no t e -w o r t h y t h a t t h e t w o J a p a n e s e s t u d e n t s i n t e r v i e w e d i n d i c a t e d t h e i r d e s i r e f o rs o c i a l in t e g r a ti o n a n d s h o w e d th e m o s t e f f o r t t o m a i n t a in c o m m u n i t y f a m i l yc on ta c t a nd to a vo id f e l l ow na t iona l s . Eve n so , gu i l t wa s e xp r e s se d in f a i l u r et o k e e p i n c o n t a c t w i t h t h e f a m i l y a s a c a d e m i c p r e s s u r e s m o u n t e d .(b) cademic adjustment across culturesT h e q u e s t i o n n a i r e a n d i n t e r v i e w s c l e a r l y r e v e a l e d t h r e e a s p e c t s r e g a r d i n gin t e r na t iona l s tude n t ' s a c a d e m ic l if e : (1 ) t he impor t a n t r o l e o f t he i r a c a de m icsupe r v i so r s i n t he i r a da p ta t ion , ( 2 ) t he i r ge ne r a l s a t i s f a c t ion w i th t he qua l i t yo f th e i r c o u r s e s , a n d ( 3) t h e s t re s s g e n e r a t e d b y p r o d u c i n g w r i t t en e s s a y s a n dpr oduc ing spoke n d i sc ou r se i n t u to r i a l o r l e c tu r e s i t ua t ions .

G i v e n t h e a p p r e n t i c e s h ip a n d g a t e k e e p i n g n a t ur e o f t h e s u p e r v i s e ea n d s u p e r v i s o r r e l a ti o n s h i p a n d t h e e x p e c t a t i o n s o f p o s t - g r a d u a t e s t u d y( R udo lph , 1994) , i t i s impor t a n t t ha t a good r a ppor t be e s t a b l i she d . Th i s c a nb e a m a k e o r b r e a k t i m e f o r s u c c e s s f u l a c c u l t u r a t i o n o f t h e s t u d e n t i n t oa c a d e m i c c u l t u r e , a n d h a s a m a r k e d i n f l u e n c e o n s t u d e n t c o n t e n t m e n t a n dpr oduc t iv i ty .

R e sponde n t s f e l t t e ns ion in ha v ing to ma s t e r a nd use t he a pp r op r i a t e d i s -c o u r s e i n o r d e r t o d e v e l o p a b o n d s o t h a t t h e y c o u l d g a i n m e m b e r s h i p i n t ot h e a c a d e m i c c o m m u n i t y . F o r o n e s t u d e n t i n p a r t i c u l a r t h i s l e a r n i n g n e wpa t t e r ns o f t a lk , a long w i th f e e l ing unsu r e o f he r s t a tu s w i th he r supe r v i so r ,w a s t h e s u p r e m e s o u r c e o f an x i et y . O t h e r s a l s o v o i c e d u n c e r ta i n ty a s t o th ed e g r e e o f d e p e n d e n c e a n d d e f e r e n c e t h e y s h o u l d d i s p l a y t o w a r d s t h e i r s u p e r-v i so r . S hou ld the y t a ke mor e in i t i a t i ve , o r wou ld th i s be s e e n a s a s se r t i ve -n e s s o r e v e n a g g r e s s i o n ?

M o s t s t u d e n ts m e n t i o n e d t h e s u rp r is i n g a m o u n t o f f r e e d o m t h e y h a d t o f in da n d d e s i g n t h e i r o w n r e s e a r c h a r e a a s w e l l a s to c h o o s e f r o m t h e a rr a y o fp a p e r s a v a i l a b l e . F o r s o m e w i t h l i t t l e b a c k g r o u n d i n e x p e r i m e n t a l d e s i g n ,the o r y d r ive n r e se a r c h o r t he s t r uc tu r e s o f a r gume n ta t ion th i s wa s a s t r e s s f u ln e w r e a li t y . S o m e h a d e x p e c t e d t o b e a b l e to j o i n e x i s t i n g r e s e a r c h t e a m sr a the r t ha n to s t a r t a t t he ve r y be g inn ing . C ompa r e d w i th t he i r home c oun-t ri e s f e w e r g u i d e l i n e s w e r e g i v e n a s t o w h a t a r e as w e r e a v a i l a b le t o r e s ea r c h .S t u d y g u i d e s , w h e r e a v a i l a b l e fo r p o s t - g r a d u a t e w o r k , w e r e c o n s i d e r e d i n di s-p e n s a b l e .

Mos t s tude n t s r e po r t e d tha t , i n c ompa r i son to t he i r home c oun t r y , un ive r -s i t y t e a c h e r s i n N e w Z e a l a n d w e r e v e r y a p p r o a c h a b l e a n d t o o k a p r o f o u n d


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178interest in the students themselves, offering hospitality, friendship andguidance. This had a direct bearing on their feelings of satisfaction with theirsojourn in New Zealand. At the same time it was noted by half the studentsthat their lecturers/supervisors seemed very busy and students were reluctantto approach them particularly if the staff members seemed stressed. Otherproblems mentioned were that supervisors were often away and not availablewhen needed (with the student not feeling it culturally appropriate for her tomention this to the supervisor or head of department) and a few students hadchanged supervisor, one three times. Some indicated surprise at the degreeof interaction and questioning in lectures and felt inadequate compared withthe New Zealand student's ease in generating discussion and using the teacheras a resource. Only one respondent felt this style of interaction indicated alack of respect. Most felt that the dialogical and open nature of interaction,while initially surprising, enhanced their own learning.(c) anguage issuesThe great frustration for all these international students was that they felt alack of confidence in their English language ability to contribute in lecturesor seminars, even though a strong motivation to do so existed. Problems wereidentified in understanding lectures, taking notes, reading academic litera-ture and in understanding the informal New Zealand variety of English ofstudents and staff. (It could be noted in passing that some other varieties ofspoken English were regarded as almost impossible to understand.) It seemedto depend on their personality whether they would ask for the missing infor-mation to be repeated.Students were asked what aspects of academic life they find the mosthelpful and the most stressful. The small seminar groups were a source ofcomfort and stress; helpful in overcoming the sense of isolation and in pro-viding a context for discussing research topics but causing high anxietyregarding their own role in the group, most feeling that because of their per-ceived linguistic inadequacies they were not able to contribute to the discus-sion and hence felt parasitic and judged as such in the group. As discussedabove, perceived communicative competence is important in feelings aboutcross-cultural adjustment. As one Indonesian student commented NewZealand students ask lecturers directly... In fact some teachers really lookfor questions and make the lesson around it . . . I like the questioning approach,I like to listen to others but I don 't know when to ask them m y s e l f . . . Idon't feel brave enough . It seems that though these students had beenadmitted to post-graduate courses on the basis of their high linguistic ability(based on IELTS or TOEFL scores) their lack of knowledge of such thingsas rules for speaking and turn taking and other sociolinguistic knowl-edge may be impeding them (Rudolph, 1994).


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1 8 0h i g h i n t r in s i c a n d i n s t r u m e n t a l m o t i v a t io n O v e r a l l t h e g r o u p o f r e s p o n d e n t sv a l u e d t h e e x p e r i e n c e o f b e c o m i n g i n t e r c u l tu r a l b u t r e a d i l y f e l t t h e t e n s i o n so f it h a p p e n i n g t o o q u i c k l y i n s o m e i n s t a n c e s o r t o o s l o w l y i n o t he rs

A n i m p o r t a n t p a r t o f c u l t u r a l m a i n t e n a n c e f o r t h e M u s l i m s t u d e n ts i n t e r-v i e w e d w a s t h e r e g u l a r ti m e o f m e e t i n g f o r w o r s h i p a n d p r a y e r b o t h d u r in gt h e m o n t h o f R a m a d a n a n d t h e r e s t o f t h e y e ar . C o n c e r n w a s v o i c e d t h a tf a c i l i t i e s u s e d w e r e i n a d e q u a t e a n d a l a r g e r , m o r e p e r m a n e n t f a c i l i t y n e e d e d .I t w a s s t r i k i n g h o w t h i s g r o u p o f M u s l i m s t u d e n t s h a d s e t t l e d in t o th ea c a d e m i c l i f e b u t h a d l it t le c o n t a c t o f f ca m p u s O t h e r s o f d i f f e r e n t f a i th s w e r ea b l e t o f i n d f e l lo w s h i p w i t h c o m m u n i t i e s o n a n d o f f c a m p u s , o r w e r e c o n t e n tp r a c t i s i n g i n d i v i d u a l l y

S t u d e n t s w e r e a l s o a s k e d i f t h e y e x p e r i e n c e d a n y r a c i a l d i s c r i m i n a t i o n a n dw h i l e n o n e e x p e r i e n c e d it o v e r t l y o n c a m p u s o n e n o t e d t h at p o s s i b ly s o m el e c tu r e r s lo o k d o w n o n m e b u t I ' m n o t s u re w h e t h e r i t 's b e c a u s e o f m y r a ce ,m y b a d E n g l i s h o r m y p e r s o n a l i t y . S o m e t h i n g c l o s e t o r a c i s m e m e r g e s i nt he f o ll o w i n g c o m m e n t , I f e e l t h at m o s t N e w Z e a l a n d e r s u n d e r e st i m a t e u s a n d h a v e s u p e r i o r , p a t r o n i s i n g v i e w s o f [ m y c o u n t r y ] . . . t h i s is a nu n s p o k e n a t t i t u d e . . . K i w i 's f e e l t h e y a re b e t te r i n e v e r y t h i n g . . . . A J a p an e s es t u d e n t m a y h a v e a l s o b e e n s p e a k i n g f o r s o m e T h a i a n d I n d o n e s i a n s t u d e nt s' J a p a n e s e c a n b e ta k e n a s a c a u s e o f p o l l u t i o n a n d d e p l e t i o n o f r e s o u r c e s . . K i w i s t h i n k s o p r o u d ' ( s ic ) . O n e h a d h e a r d o f s o m e p r e j u d i c e a g a i n s tA s i a n s in A u c k l a n d , a n d a n o t h e r h a d r e c e i v e d d e r o g a t o r y c o m m e n t s o f fc a m p u s O n e r e s p o n d e d t h a t s h e i m p l y d i d n o t k n o w a n y N e w Z e a l a n ds t u d e n t s t o e x p e r i e n c e r a c i a l a t t it u d e s f r o m . W h e t h e r t h is i s o l a t i o n w a s ar e s u l t o f c e r t a i n a t t i t u d e s i s n o t c l e a r .

W h a t r e s o u r c e s d o i n t e r n a t i o n a l s t u d e n t s u s e a s s tr a t e g ie s f o r c o p i n g ? M o s tn o t e d t h e s e v e r e l a c k o f t i m e f o r r e c r e a t i o n a l a c t i v i ti e s b u t a ll h a v e s o m e r e l a x -a t io n t i m e s b u i l t i n t o t h e i r t i m e t ab l e s S o m e e n v y w a s e x p r e s s e d a t h o w m u c hm o r e l e i s u r e a n d s p o r t s t im e N e w Z e a l a n d s t u d e n ts t a k e . I t w a s p e r c e i v e d t h a ta n y d i s c r e t i o n a r y t i m e a v a i l a b l e w a s b e s t u s e d f o r t h a t e x t r a e f f o r t t o p r o d u c ep r o j e c t s a n d a s s i g n m e n t s i n g o o d E n g l i s h . S o m e w e r e s o f o c u s e d o n t h is ta s kt h a t ir o n i c a l l y t h e y d i d n o t u s e t h e f a c i li t ie s a v a i l a b l e w h i c h w o u l d h e l p t h e mw i t h t h e i r p r o d u c i n g a c c u r a t e E n g l i s h o r a d j u s t in g t o t h e c u l t u r e , th a t is , n o th a v i n g t he t i m e t o u s e l e a r n in g s u p p o r t n e t w o r k o r E S L t u to r s o r a p p r o a c h i n gt h e i r m e n t o r

S t u d e n t s w e r e a s k e d f o r w h a t r e a s o n s t h e y w o u l d g o a n d s e e a c o u n s e ll o r ,a n d w h e t h e r th e y h a d a n p r e f e r e n c e s f o r t h e e th n i c b a c k g r o u n d o f t h e p er s o n N o n e h a d u s e d t h e c o u n s e l l i n g s e r v i c e b u t th e r e w a s n o t g r e a t f e a r o f d o i n gs o , p a r t i c u l a rl y t o d i s c u s s s tu d y , f i n a n c i a l a n d p e r s o n a l p r o b l e m s . I w o u l du s e t h e s e r v i c e i f t h e p r o b l e m I h a d w a s t o o p e r s o n a l f o r m y f r i e n d s , s o m e -t h in g l ik e s h a m e . . . S o m e o n e o b j e c t i v e m i g h t h e l p . T w o st u d en t s w e r e c l e art h e y w o u l d n o t u s e a c o u n s e l lo r : S e e i n g a c o u n s e l l o r w o n ' t h e lp w i th m yb a s ic p r o b l e m w h i c h i s E n g l i s h . A n o t h e r s t u d e n t e a g e r t o d e v e l o p s e l f -c o n -t a in e d a p p r o a c h e s st a te d M y o w n p r o b l e m i s m y o w n p r o b l e m . F o r a n o th e r ,p a t te r n s es t a b li s h e d a t h o m e w e r e m o r e a p p r o p r ia t e , I n m y o w n c o u n t r y I


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181would see the priest with a problem and I would do the same here . For most,if they were to see a counsellor, it wouldn't matter what nationali ty the coun-sellor was so long as he or she is helpful and professional. Six indicated thatif they had to choose they would prefer a New Zealand counsellor becauseof the local knowledge they have. Some studies (Pederson, 1981; Sue, 1979)have indicated that international students prefer a counsellor to be from theirown ethnic background. These students had no such preference, perhapsbecause they were keen to integrate quickly into the university environment.

Many studies have noted the reluctance of Asian students to use counsellingservices (Pederson & Marsella, 1981; Sue, 1981). The University InternationalStudent Advisor commented that Asians often see a stigma in going to psy-chological services and would prefer to see someone like an InternationalStudent Advisor even if the problems are of a psychological nature. In theinterview it was clear that students from these Asian backgrounds did notdistinguish between psychological counselling, advising and other roles of theinternational student office. As mentioned earlier hostel supervisors, hostfamilies, academic supervisors and mentors functioned for many as coun-sellors when some sort of blockage occurred.

As to the style of counselling, respondents commented they expected coun-selling to be advising me what to do , that is reasonably directive, nurtu-rant, practical and advice giving. At the same time they acknowledged thatas adults they needed to make the final decisions.

Clearly because of the limited sampling and nature of this study no gen-eralisations can be made. To trace the process and dynamics of adjustmentwith more accuracy, as well as discover ways people cope, a longitudinaland multi-factorial design with a wider representative sampling would besuitable for the future studies needed in this area.

on c l u s i o n

The aim of this study was to examine the experiences of a group of interna-tional students while they were making adjustments to their new academicculture and social environment. My own hunch, based on a reading of theculture shock model was that they would be experiencing, or have experi-enced, a high degree of cross-cultural anxiety. The students reported variouslevels of frustration and misunderstanding arising from the mismatch of theirown culture and that of the host country, but there were no indications thatat any stage had disintegration occurred either physically or in psycholog-ical/personality terms. There seemed to be crises of confidence and in estab-lishing a sense of place in the new country but not the fundamental shakingof personality mentioned by Adler (1987). The new situation, not surprisingly,did cause them to assess their goals and motivations and to analyse host andhome cultures.

However, their reactions seem to fit in the intercultural communicative


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182competence model (Redmond Bunyi, 1992) in that the stress and lack ofadaptation experienced was due to gaps in communicat ion effectiveness. Theitems in the questionnaire particularly relating to this were to do with under-standing informal of New Zealand English, contributing in tutorials andmixing with and understanding the host culture. Interviews showed that theinability to deal with misunderstandings and to empathise with host students,along with an inability to establish interpersonal relationships resulted in slowsocial integration. In terms of Anderson's model this is seen as coming upagainst certain (for the most part, communicative) obstacles in their cross-cultural encounters. The student response leads to either furthering their inte-gration or stagnation. The process of students adapting and integratinggenerally seemed an incremental and reiterative process, as Anderson states;many of the students themselves felt that they were on a slow loop.The respondents viewed their crossing of culture also as a learning processin which there were many obstacles to overcome. They had a simple aim oflearning the new skills which would help them feel at home, but they seemedto have prioritised the order in which they would tackle these impediments:(1) to make the necessary adjustments to fit into the academic environment,i.e. to establish a good rapport with their supervisor; (2) to complete suc-cessfully their academic requirements; and, (3) only when the above two werecompleted would they use the available resources and seek deeper culturalintegration.The intensity of the obstacles felt and their successful surmounting of themseemed to be tied in with aspects of personality, style of learning and moti-vation along with how objectives were prioritised. Respondents seemed tochoose how much of the new culture they wanted and needed to learn (definedin terms of how much time they could dedicate to this process).The differ-ences in values, attitudes and beliefs between home and host cultures wereseen as great and coupled with the sense of loss of the familiar (includingfood) put considerable pressure on the student. Beyond this though was thestudent's perceived social and linguistic incompetence. They did not feel thatthey had as yet sufficient flexibility to respond appropriately in either socialor some academic settings and this greatly hindered their adapting to NewZealand conditions. While despondent about their progress they acknowledgedmuch had been learned and successfully negotiated, and perhaps most sig-nificantly none had run away. It can safely be said that generally this groupof students underestimate their linguistic ability but also clearly they feelrelatively incompetent, and it is this that slows down integration.

mp l i ca t i on s for cou n se l l i n g an d s tu d en t s erv i cesThere are a range of ways that those working with international students canenhance their adaptation and reduce impediments. Administrators need to be


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183a w a r e t h a t p r e - e n t r y m a t e r i a l s h o u l d p r o v i d e s o l i d c u l t u r a l i n f o r m a t i o n a sshou ld the o r i e n t a t i on p r og r a m m e . I n f a c t , the r e is good ju s t i f i c a t ion f o r suc ha p r og r a m m e to be o f f e r e d du r ing the ye a r c ove r ing i s sue s suc h a s t he c on -t r a st i ng s ty l e s o f i nd iv idua l i sm a nd c o l l e c t iv i sm ( pe r ha ps u s ing sm a l l g r oupc u l tu r a l t e a c h ing a nd c ounse l l i ng ) . And a l though mos t t e r t i a r y i n s t i t u t i onsha ve a pp r op r i a t e l a ngua ge e n t r y r e qu i r e me n t s i n p l a c e , i t ne e ds t o be r e c og -n i se d tha t fo r a n in t e rna t iona l s tude n t t o be f u l ly f unc t ion ing the y ne e d oppor -tun i t i e s f o r c on t inue d l a ngua ge inpu t . I n pa r t i c u l a r t he s tude n t s no t e d thene e d f o r so l id e xposu r e t o i n f o r ma l Ne w Ze a la nd Eng l i sh so a s t o be a b l e t oc on f ide n t ly ma na ge soc i a l s i t ua t ions . G ive n th i s ne e d , sponso r ing a ge nc ie sshou ld c o ns ide r t he re l a t ive m e r i ts o f ha v ing s tude n t s i n ho m e s ta y s v i s ~ v i shos t e l s .

The a c a de m ic p r og r a m m e s a nd s t a f f suppo r t we r e in ge ne r a l h igh ly r a t e d ,w i th spe c i a l m e n t ion m a de o f the imp or t a n t r o l e s t ha t t he supe r v i so r ( s ) a nd ,whe r e a va i l a b l e , t he me n to r s ha ve in a c c u l tu r a t ion .

W i th r e ga r d to c ounse l l i ng , e ve n though the se i n t e r na t iona l s tude n t s t e ndt o u s e o t h e r r e s o u r c e s i n c l u d i n g f r i e n d s , h o s t e l s u p e r v i s o r s a n d h o m e s t a ypa r e n t s a nd do no t t e nd to e xpe c t c ounse l l i ng in t he p syc ho log ic a l s e nse , t he yd o u s e t h e c o u n s e l l i n g s e r v i c e a n d i n t e r n a t i o n a l s t u d e n t s o f f i c e f o r a d v i c ea nd d i r e c tion . C ounse l lo r s c a n he lp by r e c ogn i s ing the e m ot iona l e f f e c t s o fc r os s - c u l tu r a l c ha nge s r a ng ing f r om ge ne r a l f a t i gue , a nx ie ty , de p r e s s ion a ndhos t i l i t y t h r ough to r e j e c t ion o f t he hos t c u l tu r e .B e c a u s e t h e u n i v e r s i t y e n v i r o n m e n t c a n n o t b e c h a n g e d q u i c k l y , s t u d e n t sm i g h t r e a ct i n w h a t L a z a r u s a n d F o l k m a n ( 1 9 8 4 ) c a ll e m o t i o n - f o c u s e dc o p i n g , l e a v i n g t h e o b s t a c le o b j e c t i v e l y u n c h a n g e d . T h e r e w a s s o m e s u g g e s -t i on in t he i n t e r v i e ws tha t s tude n t s u se d e mot iona l r e sponse s f o r t he f i r s t pa r to f the i r a da p ta t ion p r o c e s s a nd t e nde d to u se mo r e c ogn i t i ve a spe c t s o f t hei rpe r sona l i t y i n a da p t ing ( r e f r a ming , r a t i ona l i s ing ) t he l onge r t he y s t a y . Onec a n a l so obse r ve tha t a s tude n t i s pe r f o r ming we l l a c a de mic a l ly bu t hu r t i ngins ide a t f ee l ing a f a i lure a t be ing in te rcu l tura l. A he lpfu l co unse l l ing appro achis t o r e f r a m e t h e s t u d e n t ' s e x p e r i e n c e in d i c a t in g t h e n o r m a l i t y o f t h ep r oc e s se s a nd r e a c tions i nvo lve d a nd to po in t t he wa y to o the r suppor t sy s t e mstha t a r e i n p l a c e suc h a s a do p t a f a m i ly s c he m e s , l e a r n ing a nd l a ngu a ges u p p o r t n e t w o r k s , s u p p o r t g r o u p s f o r s p o u s e s a n d t h e l i k e . W h i l e s o m e m a yne e d to be e nc our a ge d to min imise t he i r na t iona l pe e r g r oup c on ta c t , t he p sy -c ho log ic a l suppor t t ha t suc h c on ta c t b r ings shou ld a l so be r e c ogn i se d e ve n i fi t i s a t the expense of soc ia l i sa t ion .

W i t h th e n u m b e r s o f i n t e rn a t i o n a l s t u d e n t s g r o w i n g , c o u n s e l l o r s w i t hk n o w l e d g e o f c o n t ri b u ti n g c o u n t r i e s a n d t h e m s e l v e s c r o s s - c u l t u ra l l y c o m p e -t e n t w i l l be i n a goo d pos i t i on to he lp t he i n t e r na tiona l s tude n t g r o w th r oughthe l e a r n ing c u r ve o r be nd o f a da p t ing to a ne w c u l tu r e .


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1 8 4A c k n o w l e d g e m e n t sI w o u l d li k e t o t h a n k J o h n C l a r k e m y s u p e r v i s o r f o r t h i s p r o j e c t f o r h i s v e r yh e l p f u l c o m m e n t s a n d a d v i c e . A l s o I w o u l d l i k e t o t h a n k t h e i n t e r n a t i o n a ls t u d e n t s w h o c o n t r i b u t e d t o t h i s p r o j e c t a n d w h o a l s o m a k e o u r e d u c a t i o ns e t t in g s in N e w Z e a l a n d r ic h e r p l a c e s e d u c a t i o n a l l y a n d c u l tu r a l ly .

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al isabi l i ty . Journal of Personality and Social Psychology 57 : 857-872 .Cohen , A . (1991) . F eed back on w r i t ing : the us e o f ve rba l r epo r t . Studies in Second LanguageAcquisition 13(2) : 133-159.Co l l i e r , M . J . (1989). Cu l tu ra l and in te r cu ltu ra l com mu nica t ion com petence : C ur ren t app roaches

and d i r ec t ions fo r fu tu re r es ea rch . International Journal of Intercultural Relations 13:2 8 7 - 3 0 2 .Crano , S . L . Crano , W. D . (1993) . A me as u re o f ad jus tmen t s tr a in in in te rna t iona l studen ts .Journal of Cross-Cultural Psychology 24(3 ) : 267-283 .

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D ya l , J . A . Chan , C . (1985) . S t r es s and d i s t res s : A s tudy o f H on g K ong Ch ines e and Euro -Canadian s tudents . Journal of Cross-Cultural Psychology 16 : 447-466 .Dy al , J . A. Dya l , R. L. (1981). A ccul turat ion , s tress and coping: Som e imp licat ions for researchand educa t ion . International Journal of Cross-Cultural Relations 5 : 301-328 .

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