Research informing practice and

practice informing research

ByJudy Wright: Counsellor, ACU National,

MacKillop Campus, North Sydney, NSW. Australiajudy.wright@acu.edu.au

A research project

Researching the psycho-social needs of International students enrolled in Degree & Diploma courses at ACU National, MacKillop Campus, North Sydney: August ‘06 – Dec.’07.

Acknowledgements

Melinda Gollan made a significant contribution to the research during her final ACU National Social Work student placement: July – Dec ‘06.

The Research Reference Group at MacKillop Campus representing key stakeholders was invaluable to the

quality of the research project.

Research Rationale & Purpose

Rationale

55% of students (N=1,683) at MacKillop Campus are International students from 61 countries.

Purpose

To identify International students’ psycho-social needs

To enhance the University’s response to these needs.

Major Research Findings

International students identified significant psycho-social needs across a number of domains

MacKillop Campus is responding well to these needs but can do more

Strong stories of resilience and determination emerged from participants.

Qualitative research methodology

Used to ensure that the stories & experiences

of International Students could be heard Australian & International Literature reviews

Grounded theory methodology. Individual and focus group interviews.

Thematic analysis of participant comments: key stakeholders (KS) & International students (IS)

Cross analysis of participant interviews & literature

Recommendations made, with some significant outcomes achieved during the life of the research

Research Participants

Total of 71 interviews conducted:

23 key stakeholders (across the Campus)

48 international students (individual & focus groups)

Demographic Data

IS Home Country: Representing 17 countries

Indian S-C

China & HK

Sth East Asia

Japan

Europe

Africa

Sth America

West Indies

Home Countries

Indian sub-continent: India; Pakistan; Bangladesh; Nepal

South East AsiaThailand; South Korea; Indonesia; Malaysia

Europe: The Czech Republic; Germany

Africa: Kenya; Uganda

South America: Brazil

+ Japan; China & Hong Kong

Participant Demographic data

Course

B. NursingDiploma CoursesB. BusinessB. Environmental Science

GenderMalesFemales

RESULTS:5 major themes identified

Theme IS KS

1. Personal & Interpersonal issues

2. Basic needs

3. Risks to psychological & physical

well-being

4. Organisational / Campus issues

5. Stories of resilience

RESULTS: Theme 1

Personal & Interpersonal Issues

Codes IS KS

Experiences of loneliness, isolation, lack of connectedness & belonging

76%

Life/work/study balance stress 63%

Communication / language challenges 61%

Pressure to succeed (self / others); Academic issues

54%

Cross cultural issues eg culture shock, grief & loss, reduced supports

41%

Results: Theme 2

Meeting Basic Needs

Codes IS KS

Financial challenges (see quotes next slide) 65%

Transport issues (no IS travel concessions) 56%

Accommodation matters ( rent / housing) 35%

Navigating cultural differences: eg life skills, ‘Aussie’ culture, different food.

27%

Employment assistance 14%

RESULTS: Theme 2

Some student comments on financial stressors

“There is always financial pressure”

“I have thought of doing prostitution

to pay the fees”

“I worry about finances all the time”

Results: Theme 3 Risks to psychological & physical well being

Codes IS KS

Personal safety concerns (assault, robbery) 27%

Experiences of discrimination on Campus 18%

Health concerns (physical & psychological) 12%

Childcare & parenting issues 11%

Exploitation (eg work, rent, sexual safety) 2%

44% 30mins -59mins

37% 1 hr – 2 hrs

19%Under 29 mins

MacKillop Campus

Nth Sydney

IS travel to Uni: one way only

Safety Issues

Results: Theme 4 Organisational / Campus issues

Codes IS KS

Campus facilities / resources 55%

Positive experiences of support on Campus

52%

Transitional issues in adjusting to University: ‘the 1st year’.

39%

Cross-cultural staff communication issues 14%

Literature ReviewsAustralian & Overseas

Overall resonance with other research / literature

Vital importance of the notion of

“proactive response rather than reactive response” essential for Universities to meet International students’ needs.

Source: Butcher, A & McGrath, T (2004) International

Students in New Zealand: Needs and Responses in International Education Journal Vol 5, No 4.

Issue: Developing a University wide

pro-active response to the needs of IS

University-wide ownership including University strategic plan & funding

Campus working groups to maintain & sustain focus & action

Consideration of community engagement & other achievable options

Source: Gresham, Ruth (2003): University of Newcastle.

Interaction between International Students and Local Communities in JANZSSA No.21, April 03: 20–35.

Outcomes achieved and plansfor implementing the recommendations

Issue: Promoting caring & a sense of belonging

Increase in country flags on Campus (80% of IS)

“having the country flags up would make

me feel like I’m part of Australia”

Prioritise shared cultural activities to celebrate cultural diversity

Increase the number of groups, clubs & sport on Campus for all students

Consider development of a mentoring system

Outcomes achieved and plansfor implementing the recommendations

Issue: Promoting caring & a sense of belonging + other issues

Supportive response to different faiths in place

Purpose built kitchen facilities available

New Career Adviser position created

IS now included in ACU loan scheme &

fee instalment scheme in place for some time

The MacKillop CampusCounselling Service

Of all students who accessed counselling:

36% were IS in 2005

45% were IS in 2006

58% were IS in 2007

* The Counselling Service flyer at MacKillop Campus has the Counsellor's photos on it, and feedback from International students is that seeing what we look like

makes it easier for them to come to counselling.

Links with counselling practice

Familiar issues – practice informs research !

Moves individual issues to community ownership & response

Reflects social justice principles

Locates research as a legitimate counsellor activity

Research skills are part of a counsellors skill base,

with research especially qualitative research methods such as interviewing participants.

•A large number of IS participants commented at the end of the interview that they:

“felt valued by being in the research project and in being heard”.

Taking a research role on Campus develops & extends the counselling profile & strengthens partnerships.

Counsellors as researchers

Strengths

Research time:

Having allocated research time with funding is vitally important to enable counsellors to

undertake research activities.

Possible conflict of interest:

Ethical practice ensuring that possible conflicts of interest are named & addressed to protect the rights

of both student counselling clients and student research participants.

Counsellors as researchers

Challenges

Theme 5: Resilience: The following 14 quotes from International students give a

real reflection of the comments made by all of the IS participants in response to the question:

When things get hard, how do you keep going?

“I say to myself I can do it & it keeps me strong”

I look at what I’ve done already and that helps me keep going”

“I tell myself that problems can be solved”

“I keep going to finish – it’s a long journey”

“I want to study hard to build my future”

“Friends have helped me get through”

“I think positive”

“I have a passion to be a Nurse and power to keep going”

“I will not give up - I want to complete this”

“I want to do this for my family and for me“

“I really want to achieve my goals”

“The effort is worth it”. “It’s a great opportunity”

“Hardship is a time when you learn a lot - it is a passage of time”

“I know how to survive”