How can I be Successful

in your Country?
Anna Symington
Elena Rodriguez-Falcon
Alma Hodzic

June 20, 2008

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

(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.

(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

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

Case Study: background

Faculty of Engineering

8 Departments
Up to 50% international
students in some
Departments
Rationally-minded
students
Third Year Engineering
Management course

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.

35%
international
228
33
students
Countries
37 Languages
students

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).

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).

Kluckhohn-Strodtbecks Cross-Cultural Framework

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).

FIGURE 15.4

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

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

Conclusions
Use students cultural capital as a
teaching method to enhance crosscultural 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

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

Mamnoon
Shukran

Kiitos

Dannaba

Toa chie

Mamnuun

Sagol

Mersi

Shukriya
Merci

Terima kasih

Thanks

Gracias

Mehrbani

Tashakkur
Hvala

Sas efharisto

Istuti
ngyabonga
Ozasro dhanyabad
Dhannvaad
Dyakooyu
Shukria
M goi
Asante
Arigato
Tuhaadee kirpaa hai
Ke a leboga
Danke Obrigada
Efcharisto
Xie xie
Danyavad
Go raibh maith agaibh
Spasibi
Miharbaanee
Ke itumtese

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