1 Bridging the gap Enabling home and international students to explore cultural boundaries. Kevin Ottley & David Killick Leeds Metropolitan University

2 Outline Review some of the literature; Outline the context for a small integration project at Leeds Met; Describe key features of the project; Outline proposed learning points & modifications; Join you for discussion, questions and answers.

Leeds Metropolitan University 3 Literature & Other Research Why do we want it? How do we design it?

Leeds Metropolitan University 4 Why do we want a bridge? Most fundamentally – what is the purpose of higher education itself? o “to play a major role in shaping a democratic, civilised, inclusive society.” o “to promote positive attitudes to cultural diversity.” o “to prepare graduates with international perspectives, who can be active and critical participants in world society.”

Leeds Metropolitan University 5 Why do we want a bridge? “to view the priorities of other cultures from the perspectives of those cultures.” “to analyse their own value structures and habits more critically..” “to communicate and collaborate globally in a changing world.”

Leeds Metropolitan University 6 Our Graduate “Attributes” the awareness, knowledge and skills to operate in multicultural contexts and across cultural boundaries; the awareness, knowledge and skills to operate in a global context; values commensurate with those of responsible global citizenship.

Leeds Metropolitan University 7 What is the evidence to suggest that these underlying purposes are not already being met as well as they might, and that a bridge might help? “Persons do not become a society by living in physical proximity…” “Experience is more than being in the vicinity of events.”

Leeds Metropolitan University 8 What is the evidence to suggest that these underlying purposes are not already being met as well as they might, and that a bridge might help? “a common observation is that there is not enough interaction between the two groups.” “apathy and lack of interest of the majority of Canadian students towards international students and institutional parochialism were major barriers to the integration of international students.”

Leeds Metropolitan University 9 What is the evidence to suggest that these underlying purposes are not already being met as well as they might, and that a bridge might help? “ …half of the international students had social contact with host students less than once a month.” “… more than 60% of them had no or hardly any contact with foreign students at their campus.”

Leeds Metropolitan University 10 What is the evidence to suggest that these underlying purposes are not already being met as well as they might, and that a bridge might help? “… intervention by the institution is necessary in order to break down obstacles to intercultural interaction…”

Leeds Metropolitan University 11 Some hopeful indicators … greater interaction led to greater cross- cultural knowledge, openness and acceptance. …. students who had more intercultural contact, “more likely to have a heightened level of global perspective and a more positive attitude toward cultural diversity.” “… recognized that contact with individuals with different cultural backgrounds had opened their eyes.”

Leeds Metropolitan University 12 What design should we employ? By what means do we believe people will travel on our bridge? A constructivist view of learning (Vygotsky, 1962, 1978), underpinned by a values-based rationale, as indicated above; The goals of intercultural learning require transformative learning (affective as well as cognitive and behavioural) (Mezirow, 1997, 2000).

Leeds Metropolitan University 13 What design should we employ? learning takes place socially (through interaction and experience); it requires a level of challenge to existing “frames of reference” or “habits of mind”; it requires opportunities for personal reflection.

Leeds Metropolitan University 14 What design should we employ? establishing group work which involves students working together in multi-cultural formations; introducing an explicit focus on difference and dissonance across the cultures involved; creating a mechanism to facilitate reflective thinking beyond the group work session.

Leeds Metropolitan University 15 What are the particular characteristics of the population we wish to serve? the diversity in: Expectations; Experiences; communication abilities; interpersonal skills; psychological and cultural dispositions.

Leeds Metropolitan University 16 What are the resources at our disposal? To construct the bridge. To maintain it: “… the resource potential of international, multicultural groups for fostering intercultural competence is not always capitalised upon.” “… careful planning and management are needed in order for the benefit to be realised.”

Leeds Metropolitan University 17 What are the resources at our disposal? considerable human resource implications: time commitment; staff capabilities to employ more student-centred teaching and learning strategies.

Leeds Metropolitan University 18 What are the access routes to the bridge?  International students studying an International Foundation Studies (IFS) course in preparation for admission to a full undergraduate degree programme.  Modern foreign languages students in Year 2 of an undergraduate degree programme, and attending a module in cross-cultural communication as preparation for their period abroad in Year 3.

Leeds Metropolitan University 19 Communicating Across Cultures  develop an ethnographic mindset and an awareness of culture-general dimensions to intercultural communication. intercultural communication; relationships between language and culture; basic ethnographic approaches.

Leeds Metropolitan University 20 Learning Outcomes Level two undergraduate languages students: apply the principles of intercultural communication in real life contexts; identify and critique areas of cultural difference.

Leeds Metropolitan University 21 Degree Programme I.T. Business Studies British Culture Integrated Skills

Leeds Metropolitan University 22 LEEDS NEWSLETTER VOLUNTARY PROGRAMMES UNIVERSITY SOCIETIES

Leeds Metropolitan University 23 “CULTURAL” LINGUISTIC ACADEMIC

Leeds Metropolitan University 24 POOR INTEGRATION “DRIFT” homesickness and culture shock are prolonged lack of confidence missed classes missed deadlines negative impact on academic and language studies

Leeds Metropolitan University 25 THE DRIFT: high risk groups large group of nationals

Leeds Metropolitan University 26 Imported (and self-contained) societies can be, we know, difficult for other students to penetrate. This is especially true for lone nationals living and studying amongst them, who, already struggling to adapt to British life and education, find themselves further marginalised, inside and outside the classroom.

Leeds Metropolitan University 27 Key features of the project an ice-breaker activity; meeting in cross-cultural groups & sharing personal information; a set of cultural topics for discussion; an internationally focussed quiz to complete in their new groups; and time to diarise their next meeting.

Leeds Metropolitan University 28 How do we assess the impact and evaluate the design? Did the project achieve our objectives? Did the students have/achieve different objectives? Were there additional (unexpected, unwanted) outcomes?  What appear to be the limiting factors in our design, and how do we improve upon it?

Leeds Metropolitan University 29 Learning Points (already) Participation was much lower than we would have liked. Individuals reported that the “other” were the major block to regular meetings. Individuals complained (and certainly did not celebrate) that the interactions were “difficult” at some level or another. There were significant inequalities between students in the two groups (English language skills, confidence and experience in UK study processes, established in-groups, etc.).

Leeds Metropolitan University 30 “To do” list for the next bridge generate more intrinsic and extrinsic motivation to participate; support actual meeting up (perhaps formally scheduled tutor-led time); give more support in the process of reflection on experience (perhaps additional formative feedback); send, “an unambiguous message of equality to students, a message that promotes an environment which embraces cultural diversity and within which all students feel they have something significant to contribute.”

Leeds Metropolitan University 31 The possibilities and benefits of a ‘compulsory’ form of integration.

Leeds Metropolitan University 32 End of Semester 1500-word project/essay Students choose own subject based on personal interests Integrated Skills Mid-term assessments

Leeds Metropolitan University 33 Integrated Skills ‘Discuss the Advantages and Disadvantages of Integration’ ‘How Might an International Student Suffer as a result of Non-Integration?’ ‘What are the Educational, Social and Cultural Challenges an International Student Faces while Studying Abroad?’

Leeds Metropolitan University 34 Integrated Skills End of semester project focussed on integration IFS/CAC ‘research’ group Basic primary research Evidence of integration

Leeds Metropolitan University 35 IFS Project/Essay Students have to prepare a 1500-word project/essay. The title for this is based firmly on the theme of integration. IFS Project/Essay Students have to prepare a 1500-word project/essay. The title for this is based firmly on the theme of integration. In order to fulfil the project requirements, students must show evidence of primary research. In order to fulfil the project requirements, students must show evidence of primary research. A small group of students from within the CAC cohort is assigned to the IFS student for research purposes. A small group of students from within the CAC cohort is assigned to the IFS student for research purposes. End of semester Reflective Essay

Leeds Metropolitan University 36 Discussion & Questions

Leeds Metropolitan University 37 Summary “democratic, civilised and inclusive” global society. a ‘developed’ view of internationalisation. a constructivist approach - transformative learning. intercultural awareness and acceptance of the ‘other’ - not “natural” conditions. success in developing more inclusive behaviours and mindsets …. bring diverse students together in meaningful ways.

38 Bridging the gap Enabling home and international students to explore cultural boundaries Kevin Ottley & David Killick Leeds Metropolitan University