Bridging barriers: An explorative case study of how culture influences learning and development in international education
Date
2024-08-20
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0007-5358-0116
Type
Thesis
Degree Level
Masters
Abstract
International education is a strategic priority for Canadian post-secondary institutions and a pillar of Canada’s immigration and economic strategy (Government of Canada, 2019). However, most international students come from countries with different cultural traditions and dimensions than norms commonly practiced in Canada. Educators of multicultural cohorts find that even well-prepared lessons often fail to engage all students and traditional methods of instruction seem to be ineffective within culturally diverse student groups, in which students have different approaches to learning (De Vita, 2001). Many international students experience barriers adjusting to Canadian teaching styles, methods of instruction and assessments, and transitioning from education to employment. Lack of Canadian work experience, language proficiency, cultural understanding, and soft skills, are commonly cited concerns expressed by employers (Drewery, Pretti, & Church., 2020; Grant, M. 2016; Johnston et al, 2021; Jackson & Pham, 2022).
Applying Geert Hofstede’s (1984) framework of cultural dimensions to a qualitative case study methodology, this research explores how culture affects learning and development in international education. Guiding research questions examined: (1) how students come to discover cultural differences, transition, and adapt to international education, and (2) how instructors and support staff recognize, and support, cultural differences and barriers students experience in education and work-integrated learning. Eligible participants included international students registered at a Central Canadian Polytechnic and support staff working directly with international students. Thematic analysis identified four primary themes students experience within international education, (1) reduced power distance, (2) increased individualism, (3) the importance of finding friends and social support, and (4) self-efficacy in English language learning. Behavioural norms are both cultural and colonial constructs and international students, instructors, support staff, and managers understand, exemplify, and evaluate learning and development through established cultural conditioning. The consistency of data illustrates numerous commonalities and shared experiences which led to the postulation of the Axis of Intercultural Discovery and Development in International Education. Applying educational strategies that support recognizing and developing intercultural skills assists international students to identify, adapt, and apply learning strategies and work skills in accordance with Canadian cultural norms and employer expectations.
Description
Keywords
international students, international education, cultural norms, cultural dimensions, intercultural skills, student perspectives, work-integrated learning, employability skills
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Foundations
Program
Educational Foundations