دانشجویان بین المللی چینی و ویتنامی در استرالیا
Abstract
Introduction
Literature review
Methods
Findings and discussion
Conclusion and implications
References
Abstract
Purpose: The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience.
Introduction
With the rising number of international students entering higher education institutions (HEIs) around the world, enhancing their experience in higher education (HE) takes on increasing importance. This paper examines the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences within an Australian HEI and provides underlying reasons for their experiences. When used in this paper, we define “student experience” as encompassing key aspects of the engagement of students within HE, including the academic, social and cultural. The importance of garnering insight into the experiences of these students lies in the premise that when students feel that their experience in HE is positive, their overall satisfaction is more likely to be high (Ahmad, 2015; Ali et al., 2016; Arambewela and Maringe, 2012). The experiences of international students must be a key consideration given that in 2010, there were 4.1m globally mobile students recorded and this figure looks set to rise with estimates of there being 7m by 2020 (Abdullah et al., 2014). In the Australian context, HEIs are not only intensifying recruitment efforts, but exploring the experiences and responding to the unique needs of international students (Gomes, 2017; Marginson, 2012; Pham and Tran, 2015; Tran, 2011). According to Russell et al. (2010), accompanying this growth in the HE sector is a notable “increase in awareness of the range of student needs that must be met, the development of strategies to meet those needs and the conduct of research to strengthen both understanding and strategy” (pp. 235-236). We see this awareness and research to improve their experiences as critical in the current era both in Australia and other western countries. Developing this insight is problematized by the fact that while international students are “seen” in HE, Abdullah et al. (2014) posit that they are not really “heard” and “their ‘voice’ within the global HE system ‘remains invisible’ ” (p. 247). This is a view supported by Gargano (2009), who maintains that the experience of these students is yet to be rigorously researched. These missing voices are compounded by the fact that international students are often indiscriminately grouped together and homogenised (Russell et al., 2010; Song, 2014). This study contributes to the literature by providing a platform from which the voices of Chinese and Vietnamese international students can be “heard” and by unpacking the broad brush term of “Asian students” which dominates the discourse (Green, 2007; Lin and Scherz, 2014; Lin and Yi, 1997; Ramburuth and McCormick, 2001; Wong, 2004). We offer an insight into the challenges they face and their ideas for improvement. Understanding the reasons behind their challenges and listening to voices of specific national groups of international students about the ways to enhance their experience in HE becomes all the more necessary in light of increasing efforts by western HEIs to attract and retain international students coming from those countries.