Understanding multiple and multi-dimensional transitions of higher education students Divya Jindal-Snape Transformative Change: Educational and Life Transitions (TCELT) Research Centre Enhancement Themes conference, Thursday 9 June 2016 John McIntyre Conference Centre, Edinburgh

Conceptualisation of Transitions Transition is an on-going process that involves moving from one context and set of interpersonal relationships to another (Jindal-Snape, 2010, 2016). CONTEXTUAL CHANGE – new city – new educational system and/or level of study – new regulations and policies – new social and organisational cultures of the institutions – increased academic as well as interpersonal expectations – dealing with daily life issues – language? INTERPERSONAL RELATIONSHIPS – leaving (or coming with) family – leaving old friends and making new friends – new relationships with staff & community Change in identity, acculturation

 Satisfying and fulfilling  Opportunity to ‘move on’ and ‘move up’ with increased choices  Challenging and stressful

A few potential reasons High Need for Cognitive Closure (NCC) Resilience and support systems Multiple and multi-dimensional transitions Mismatch between expectations and reality Horror Stories Lack of continuity: andragogical approach and organisational culture Jindal-Snape, 2010, 2016

1 st Year Undergraduate students, Stage 1, n=199 (Participants could choose more than one option) Unpublished research, Muszynski & Jindal-Snape, What students most looked forward to about university life

(Participants could choose more than one option) Perceived challenges in university life

Educational and Life Transitions (ELT) model* (Jindal-Snape, 2012) *This is conceived as a dynamic model.

(Participants could choose more than one source of support) Support Systems

Families experience transitions too

What about the professionals?

Multiple and Multi- dimensional Transitions (MMT Model, Jindal-Snape, 2012) Whose transition? Whose support needs? Who can provide support?

How can we facilitate transitions?

International classrooms Increase in numbers of international students – 0.8 million in 1975 to 4.3 million in 2011 (OECD, 2013) Benefits to others – Enrich hosts academically, culturally and economically – Enhance other students’ and staff’s experience by exposing them to diversity and multiculturalism Benefit to international students – Academic – Self-development – Employability – Experiencing diversity and multiculturalism However, they can also face some issues during this transition.

ABC Model of acculturation Zhou, Jindal-Snape,Topping, & Todman, 2008; based on Ward, Bochner, & Furnham, 2001 Cultural Shock  Cultural Adaptation Pedagogical Shock  Pedagogical Adaptation

International Students’ Transition Experiences Transition is a positive process, satisfying and fulfilling (Jindal-Snape, 2010) – reflective of a fulfilment of their aspiration to study abroad with experts of their choice – an indicator of being held in high academic esteem receive scholarships and gain admission in a highly competitive environment Interaction with experts…they are supportive and ready to help The very challenging academic structure and the ability to structure my own time because I had previously been a full time carer for my children and now I am in a full time PhD, which has required adjustment for everyone but I am thoroughly enjoying it and wouldn’t want anything else. The very challenging academic structure and the ability to structure my own time because I had previously been a full time carer for my children and now I am in a full time PhD, which has required adjustment for everyone but I am thoroughly enjoying it and wouldn’t want anything else. I love the landscape…..quiet and peaceful and good for study Jindal-Snape & Ingram, 2013

Transitions and change can incur stress – substantial social and emotional costs resulting from isolation fear of failure impact of their choices on their personal and academic life, and employment Need to be mindful that international students are not a homogeneous group. I face financial problems as my academic stipend is not enough for food When I arrived … I faced a problem to communicate with my family in my home country. Then, getting basic needs became another problem. I went to several shops around…to get basic needs without using a public transport… Usage of high level of English makes me feel stressful I lost 10 Kg because of the pressures……depression is the best word

Small group intervention, Results, Week 1 Figure 1. Social friendship network at the start of random condition (Rienties, Alcott, & Jindal-Snape, 2014) Note. Group numbers are illustrated above each node. Furthermore, the shape and color of each node is based on GLOBE: Anglo-Saxon (black, circle); Latin Europe (pink, square); Germanic Europe (gray, up triangle); Eastern Europe (light green, box); Middle East (yellow, down triangle); Southern Asia (red circle in black box); Confucian Asia (blue, diamond).

Small group intervention, Results, Week 14 Figure 2. Social learning network of random condition after 14 weeks

Table1: Characteristics of bridge builders Rienties, Johan, & Jindal-Snape, 2015

Cultural distance Cross-cultural inclusion climate classroom/institution/community Host-National Country Institution A

Cultural distance Cross-cultural inclusion climate classroom/institution/community Host-National Country Co-National Country X Institution A

Cultural distance Cross-cultural inclusion climate classroom/institution/community Host-National Country Co-National Country X Co-National Country Y Institution A

Cultural distance Cross-cultural inclusion climate classroom/institution/community Host-National Country Co-National Country X Co-National Country Y Host-National Country Co-National Country X Co-National Country Y Institution AInstitution B

Cultural distance Cross-cultural inclusion climate classroom/institution/community Host-National Country Co-National Country X Co-National Country Y Host-National Country Co-National Country X Co-National Country Y Institution AInstitution B

Cultural distance between host-country and home country Students create own (co/cross-cultural) climate Family, colleagues, friends, and community outside university Adaptablity, Motivation to do well, Academically able, Self- determination, Agency, Resilience Conflict resolution strategy Leadership skills, Communication skills Positive attitude towards sharing, Accepting differences in experience and expertise, learning style Cultural sensitivity Respecting people’s choice, Part- time work, Religious groups A social network perspective of ABC (SN-ABC framework) Rienties & Jindal-Snape, 2016

What else can we do?

Recommendations for Practice and Policy Alleviate high cognitive load to avoid stress at the start Recognise and support the diverse functional needs of students Awareness of others’ and own multiple transitions Befriending programmes within universities as well as community and outreach initiatives Jindal-Snape, 2016; Jindal-Snape & Rienties, 2016 Familiarisation and knowledge of the new context as soon as possible

Preparation for academic and life transitions Develop an institutional infrastructure with relevant staff development opportunities Understand the multiple identities of students Holistic university (and community) approach Opportunities for formation of group identity and sense of belonging

References Jindal-Snape, D. (Editor) (2010). Educational Transitions: Moving Stories from around the world. New York & London: Routledge. Jindal-Snape, D. (2012). Reconceptualising and facilitating transitions. Keynote, Trainee Educational Psychologist Research Thesis Conference, 6th December 2012, University of Dundee, Dundee, Scotland. Jindal-Snape, D. (2016). A-Z of Transitions. Basingstoke: Palgrave. Jindal-Snape, D. & Ingram, R. (2013). Understanding and Supporting Triple Transitions of International Doctoral Students: ELT and SuReCom Models. Journal of Perspectives in Applied Academic Practice, 1(1), Jindal-Snape, D., & Rienties, B. (Editors) (2016). Multidimensional transitions of international students to Higher Education. New York: Routledge. Rienties, B., Alcott, P., & Jindal-Snape, D. (2014). To let students self-select or not: That is the question for teachers of culturally diverse groups. Journal of Studies in International Education, 18(1), Rienties, B., Johan, N., & Jindal-Snape, D. (2015). Bridge building potential in cross-cultural learning: A mixed method study. Asia Pacific Education Review, 16(1), 37–48. Zhou, Y. F., Jindal-Snape, D., Topping, K. J., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33(1),