The internalisation of education accounts for the fourth largest export industry within Australia, in turn producing substantial and significant economic gains for the nation. However, “international education is more than a profit – making business. It is an educational and social experience”, which unfortunately in Australia “…is not the rich intercultural experience it could be” (Marginson 2012, p.1).
Amongst many factors including, cultural conflict, communication barriers and isolation, many international students may experience disorientation and uncertainty. This stems from the limited interactions with Australian students and few services that are in place to help individuals navigate their way around new social, cultural and lifestyle expectations. International students are often excited and look forward to delving into a rich cultural experience to which they hope to develop relationships with students from the host country. However, some may argue, “Australians can appear ambivalent, distant and disinterested in international students” (Kell & Vogl 2006, p. 8). This notion, commonly referred to as “parochialism”, is characterised with possessing a provincial, limited or narrow outlook towards a particular situation (Khorana 2017). In order to remove the stigma that Australians are often “too parochial”, it is imperative “pedagogical strategies” are implemented to further enhance and promote multiculturalism and the educational and welfare benefits to both parties in the international exchange experience.
According to Cecily Huang, an exchange student who recently studied at the University of Technology Sydney, believed, “international students are easily isolated. Australian students are friendly, but it is hard to be accepted in their communities, even if we make great efforts” (Huang 2016). With this, in regards to my own personal experience with international exchange, having lived and studied in America, admit it can be extremely overwhelming and strenuous trying to engage with students from the host country. Many local students have established their own identity and relations with others and may appear disinterested in integrating with new faces. Additionally, Huang identifies that “most Australian students go to local universities with friends whom they grew up with, so it is not necessary to make an extra effort to find new friends” (Huang 2016).
The University of Wollongong has taken initiatives to enhance the international student experience through various programs and events. For example, classes that are designed to assist individual’s who are interested in improving their English skills.
In order to improve Australia’s international involvement, individual’s should be encouraged to embrace self – formation and self – definition of others. It is crucial foreign students are able to fashion their own changing identities in a way that is socially and culturally accepted. One may suggest that it in order to encourage local students to engage with international students, there should be a greater emphasis on Australian students also taking the opportunity to study abroad to widen their views and become a “citizen of the world”. According to the Sydney Morning Herald, “…only a fraction of Australian students venture overseas compared with the numbers of international students who study here” (Cervini 2016).
Sen, political economist and political philosopher, states “…education enhances the productive conditions for economic growth, but sees this is only a means to the end, which is the enhancement of people” (Marginson 2012, p.5). On this note, it is the responsibility of the host country to change the preconceived ideas about international students being a “deficit”, to seeing all individuals involved in a process of self formation and acceptance.
Brittany
Reference List
Cervini, E 2016, ‘Students with international study or work experience sought after by employers,’ The Sydney Morning Herald, 21 February, viewed 12 August, <http://www.smh.com.au/national/education/students-with-international-study-or-work-experience-sought-after-by-employers-20160215-gmuanc.html>.
Huang, C 2016, ‘International students in Australia struggle on many fronts,’ The Sydney Morning Herald, 5 September, viewed 12 August, <http://www.smh.com.au/comment/international-students-in-australia-struggle-on-many-fronts-20160901-gr66dx.html>.
Kell, P and Vogl, G 2006, “International Students: Negotiating life and study in Australia” paper presented at The Everyday Multiculturalism Conference Proceedings, Macquarie University, 28-29 September 2006, viewed 15 August 2017.
Khorana, S 2017, ‘Internationalising education and cultural competence’ PowerPoint slides, BCM111, University of Wollongong, viewed 12 August 2017.
Marginson, S 2012, ‘Morphing a profit-making business into an intercultural experience: International education as self-formation’ Lecture Slides, Centre for the Study of Higher Education, University of Melbourne, viewed 15 August 2017.
blogonwithbritt.wordpress.com 