Presentation - seameo retrac

INTERNATIONAL CONFERENCE Impacts of Globalization on Quality in Higher Education SEAMEO RETRAC, HCMC, June 20-21/2013

Academic Problems Faced by Vietnamese Tertiary Students in Australia: Insiders' perceptions

Dr. Le thi Anh Phuong Nha trang Education College

Outline 1. Rationale 2. The study 3. Recommendations

Rationale Increasing number of Vietnamese sts. in Western countries.  Numerous difficulties (Yan & Berliner, 2009)  academic stress (Kamler & Thomson, 2008; Kwan & Tang, 1999;Warwick, 2006)  a hinderance to their studies (Kwon, 1999). 

To

explore academic problems of Vietnamese sts and their strategies in coping with these challenges.

The study 1 Population 2 Instruments 3 Results 4 Discussion

Population + 24 postgraduates: 14 F (58%) & 10 M(42%) + 24 to 48 yrs old (a mean of 33 yrs old) + 3 mths to 5 years (a mean of # 2 yrs) + 19 PhD (79%) & 5 Masters (21%) + natural & social sciences (Computer Science, Chemical engineering, Business Administration, Accounting, Environmental Science, Aquaculture, Agriculture & Environment, Agriculture & Agriculture business // Education, TESOL, Applied Linguistics, and Management)

+ Seven universities

Instruments + A questionnaire (9 questions) + Six Qs. about 5 regular activities lectures/seminars readings essays dissertations working with lecturers. + Seriousness ('extremely', 'very', 'moderately', 'slightly & 'not at all')

+ Three Qs. about solutions.

Data collection + 1st batch: participants at a conference in Australia (2012) + 2nd batch: via emails (2013)

Results + 22/24 respondents (92%) experienced challenges. + Most common problems Problems

Rates

Dissertations

86%

Readings

86%

Lectures/seminars

82%

Working with lecturers

73%

Essays

73%

Note: obtaining research support (collaboration for experiments)

Dissertations (86%) Problems

Rates

Critical thinking skills

58%

Research methods

32%

Reading materials

21%

Text organization

21%

Writing dissertations

11%

Research topic

>5%

Assignment deadlines

>5%

Organizing & synthesizing information/data

>5%

Readings (86%) Problems

Rates

Volume of reading

63%

Background knowledge

37%

Time

32%

Difficulty of readings

21%

Finding readings

16%

Reading skills

11%

Lectures/seminars (82%) Problems

Rates

Note taking skills

44%

Class contributions

44%

Negotiation skills

22%

Understanding readings

22%

Oral presentation s

22%

Poor lecturers

>5%

Australian English, esp. accent

>5%

Essays (73%) Problems

Rates

Writing skills

50%

Arguments

31%

Text organization

25%

Synthesis & analysis of readings

19%

Lack of adequate readings

6%

Working with lecturers (73%) Problems

Rates

Academic knowledge

44%

Effective questions

44%

Infrequent communication

44%

Lack of face to face meetings

38%

English competence

31%

Initiatives

31%

Unhelpful lecturers

6%

Seriousness Problems

Lectures/seminars

Rank

Rates

1

61%

2

53%

3

50%

4

47%

5

44%

22% (very) + 39% (moderately)

Readings 21% (very) + 32% (moderately)

Working with lecturers 25% (very) + 25% (moderately)

Dissertations 21% (very) + 26% (moderately)

Essays 6% (very) + 38% (moderately)

Chosen solutions Solutions

Rates

Help from lecturers (in uni: 82%; other uni: 9%)

95%

Self reliance

86%

Help from friends

59%

Help from colleagues

14%

Help from study groups & research community

5%

Best solution: Self reliance (40%) Reasons -I do more reading as it helps me to understand the problem related to my research topic and to improve relevant knowledge and English.

-I spend more time talking and discussing in class and to get more face to face instructions from lecturers. -Asking questions every time I don’t understand is useful. “Better stupid questions than stupid mistakes”. - I adjust my method of learning to get better achievements.

Notes: Response rate (15/22, 62%) No response rate (7/22, 32%)

Best solution: Asking for help (33%) Reasons + We are friendly enough to share experiences and difficulties. + We have similar experience. + Help from friends/colleagues often comes in time and saves my time and effort. + Help from senior postgraduate students from my country is the best solution. First, they speak my language. econd, they have studied similar or related courses so they understand what to do to overcome problems. + My lecturer understands my problems and he is an expert on the field so he knows what is necessary for me. + My lecturers can tell me what to do and how to do it well. + Active lecturers have helpful responses. + Advice from the supervisors is very useful.

Findings Three main types

English proficiency Cultural differences in academic settings Research-related skills

English proficiency Comments

Evidence

Well reflected in previous studies

(Alazzi & Chiodo, 2006; Araujo, 2011; Halic, Greenberg & Paulus, 2009; Kwan & Tnag, 1999; Kwon, 1999; Mittal & Wieling, 2006; Sherry, Thomas & Chui, 2010; Warwick, 2006;Yan & Berliner, 2009).

Manifested in various skills

writing, reading, note taking, oral presentation & negotiation

Limitations of English exams

failure to respond to specific requirements for academic purposes

Cultural differences Comments Unfamiliarity with Western interactive classroom communication (Yan & Berliner, 2009)

Unfamiliarity with conventions in written academic English (Wang & Li, 2008; Zhou, Frey & Bang, 2011)

Evidence lectures/seminars & lecturers lack of questions, initiatives, autonomy (Yan & Berliner, 2009), understanding of expectations (Wang & Li,2008) dissertations & essays

Research related skills Comments

Evidence

Vietnamese culture of accepting ideas from teachers and books.

Weak in critical thinking skills

This deserves proper attention because they are necessary for research

Weakness in critical thinking skills (50%)

More theoretical, rather than research based.

Weaknesses in research methods & relevant materials

Seriousness of problems Data Lectures/seminars Working with supervisors  more

More frequent Face to face Immediate thinking & response

serious

Essays or dissertations  less

Reasons

serious

Less often Extended period of time More preparation

Recommendations 1. Individual preparation for overseas studies 1.1 Strong English competence for studies and research purposes. 1.2 Comprehensive understanding of social and cultural values 1.3 Research skills and passion for one’s own research. 1.4 Establishment of networks for academic and social purposes. 2.Vietnamese educators and authorities’ involvement 2.1 Adequate adjustments in education system for development of high order thinking skills . 2.2. Higher education oriented towards research work.

Recommendations 3. Overseas universities’ responsibilites 3.1 Survey of international students’ academic needs (Wang & Li, 2008; Zhou, Frey & Bang, 2011). 3.2 Establishment of learning communities 3.3 Seminars on cultural and academic differences (Yan & Berliner, 2009; Zhou, Frey & Bang, 2011). 3.4 Tutoring services & lecturers’ availability for consultations (Burke & Wyatt-Smith, 1996).

Conclusions + Vietnamese postgraduates' academic challenges. + Awareness of possible problems and solutions for studies overseas. + Responsibilities of Western educators & institutions in helping international students in their studies. + Policies and measures for capacity building, especially at higher levels in Vietnam.  Further investigations need to explore lecturers' perceptions about their students' academic challenges and what they do to help.

References Abdullah, S. S. B. 2011. Help seeking behavior among Malaysian international students in Australia. International Journal of Business and Social Science, 2 (23), 286-291. Alazzi, K & Chiodo, J.J. 2006. Uncovering problems and identifying coping strategies of Middle Eastern university students. International Education, 35 (2), 65-81,105. Araujo, A. A. D. 2011. Adjustment problems of international students enrolled in American colleges and universities: A review of the literature. Higher Education Studies, 1( 1), 2-8. Burke, E & Wyatt-Smith, C. 1996. Academic and non-academic difficulties: Perceptions of graduate non-English speaking background. ESL-EJ, 2(1). Halic, O. Greenbard, K & Paulus, T. 2009. Language and academic identity: A study of the experiences of non native English speaking international students. International Education, 38 (2), 73-93,109-110.



Kamler, B. % Thompson, P. 2008. The Failure of Dissertation Advice Books: Toward Alternative Pedagogies for Doctoral Writing. Education Researcher, 37 (8), 507-514. Kwan, T.; & Tang, T. (1999). Learning experiences of overseas non-English speaking background students: A case study of an Australian university. New Horizons in Education, 39 (3), 88-95. Kwon,Y. 1999. Factors affecting international students' transition to higher education institutions in the United States-From the perspective of office of international students. College Student Journal. 43(4), 10201036. Maros, M. Stapa, S. H. & Yasin, M.S. M. 2012. English language proficiency levels and needs of international postgraduate students: Implications and recommendations. Asian Social Science, 8(13), 181-187. Mittal, M. & Wieling, E. 2006. Training experiences of international doctoral students in marriage and family therapy. Journal of Marital and Family Therapy, 32(3), 369-383. Newberry, B; Austin, K.; Lawson, W; Gorsuch, G & Darwin, T. 2011. Acclimating international graduate students to professional engineering ethics. Science Engineering Ethics, 17, 171–194

Sherry, M Thomas, P. & Chui, W.H. 2010. International students: a vulnerable student population. High Education, 60, 33–46 Wang, T & Li,Y. L. 2008. Understanding international postgraduate research students’ challenges and pedagogical needs in thesis writing. International Journal of Pedagogies and Learning, 4 (3),88-96. Warwick, P. (2006). International Students in the UK : How can we give them a better experience? Working Paper. Department of Management Studies, University of York,York. Retrieved from: http://www/york.ac.uk/media/tyms/documents/research/working paper/wp26warwick.pdf. Yan, K & Berliner, D.C. 2009. Chinese international students' academic stressors in the United States. College Student Journal, 43(4), 939-960. Zhou,Y, Frey, C. & Bang, H. 2011. Understanding of interntional graduate students' academic adaptation to a US graduate school. International Education ,41(1),76-94, 99-100.

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