1. How can I be Successful in your Country? Anna Symington Elena Rodriguez-Falcon Alma Hodzic June 20, 2008

2. Internationalisation of the Curriculum (IoC) Increasing the number of international students – Bring culturally different groups of students together – Expand their understanding of their complex Higher Education environment – Understand how they may have been conditioned to perceive multiculturalism

3. (IoC) Recent Studies Bruch et al (2007) – Affirmative Action – Reverse Discrimination – Uncomplicated Pluralism Mixed feelings towards multiculturalism, especially those of resistance towards it, were simply displaced by the emphasis on educational accomplishment.

4. (IoC) Our experiences The host Country The host University International politics between students countries of origin and the host country Cultural values Relationships between academic staff members and students The nature of the subject which is being studied

5. Background The University of Sheffield – Our Shared Vision – Learning, Teaching and Assessment Strategies – The Sheffield Graduate – ThinkGlobal See Change Internationalisation Project – Extra curricular activities for students – Workshops, seminars, CPD for academics – Embedding internationalisation in the curriculum

6. Case Study: background Faculty of Engineering –8 Departments – Up to 50% international students in some Departments – Rationally-minded students –Third Year Engineering Management course

7. Case Study (contd) Guest lecture on the topic (a pragmatic approach due to the large number of students) Use of case studies to illustrate the topic Use of personal, culturally-related anecdotes from the lecturer and from the students Acknowledgement of diversity and multiculturalism Interactive exercise that included a survey, which is the basis for this paper.

8. 228 students 35% international students 33 Countries 37 Languages

9. Case Study: the interactive exercise (contd) Students were asked the following questions in a short questionnaire: –Country of Origin (including the language spoken) –One thing one must do and must not do in order to be successful in their country –Plot their perception of their country of origin against the Kluckhohn-Strodtbeck Cross-Cultural Framework (Kluckhohn & Strodtbeck, 1961).

10. Cross-Cultural Orientations Relation to Nature –How people relate to the natural world around them and to the supernatural. Time Orientation –The culture focus on the past, present, or future. Activity Orientation –How to live: being or living in the moment, doing, or controlling. Basic Nature of People –Whether people viewed as good, evil, or some mix of these two. Relationships Among People –The degree of responsibility one has for others. Source: F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961).

11. Kluckhohn-Strodtbecks Cross-Cultural Framework FIGURE 15.4 Note: The line indicates where the United States tends to fall along these issues. Source: F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961).

12. Study Findings Highlighted the diversity of perceptions Fairly consistent in the advice offered regarding interpersonal interactions Elements which may appear contradictory from some perspectives were observed –challenge to establish a common ground –difficulties in developing a multicultural learning environment Lecture and Peer Teaching Guide –The lecture topic was really interesting and is definitely going to help me after I graduate

13. Reflections The exercise and peer guide –effective in raising awareness about cross-cultural knowledge and skills –unclear whether the exercise leads to enhancing home/international student integration Preconditioning students to learn in a multicultural environment must be done from early in their HE learning experience –re-run in the induction week to first year student

14. Conclusions Use students cultural capital as a teaching method to enhance cross-cultural skills Peer teaching guide –positive impact on enhancing cross-cultural skills and consequently cross-cultural capability –unclear whether the guide helps develop home/international-international student integration

15. Further Work Interest about the multicultural peer guide is growing –Academics: use the tool to gather more data –Students: use the guide for employment purposes

16. Shukran Mamnuun Hvala Ozasro dhanyabad M goi Kiitos Danke Efcharisto Sas efharisto Shukriya Danyavad Go raibh maith agaibh Arigato Terima kasih Toa chie Xie xie Merci Tashakkur Mamnoon Obrigada Dhannvaad Dannaba Shukria Miharbaanee Tuhaadee kirpaa hai Mehrbani Istuti Asante Gracias Ke itumtese Ke a leboga Sagol Mersi Dyakooyu Spasibi Thanks ngyabonga

17. Activity suggested for the conference attendees To discuss the guide compare your expectations against the students views. Copies of the complete guide will be available Anna Symington a.symington@sheffield.ac.uk