FINDING COMMON GROUND:
Enhancing Interaction between Domestic and
International Students
Dr Shanton Chang
Assistant Dean (International Programs), Faculty of Science
The University of Melbourne
Dr Sophie Arkoudis, Chi Baik
CSHE, The University of Melbourne
Dr Amanda Pearce, Assoc. Prof. Helen Borland
Victoria University
Dr Josephine Lang
RMIT University
Prof Ian Lang
VCA, University of Melbourne
Current Situation
• Currently, the work done around internationalising the curriculum in
Australia tends to focus on the following themes; how to teach
across cultures and international students how to include culturally
inclusive curriculum; and the use of international case studies
(Arkoudis, 2006; Ballard and Clanchy, 1997; Biggs, 1997, Chang,
2007).
• In addition, Ladd and Ruby (1999) and Kashima and Loh (2006)
provide further insights into the adjustment and acculturation needs
of international students.
• Additionally, work is being done on what competencies are needed
by academics who teach across cultures (Sanderson, 2007)
Benefits of Engagement
• The Faculty of Commerce and Administration pursues
and shares knowledge of business, economics and
management, to develop capability and provide our
stakeholders with a global perspective.
Global Perspective: We play a distinctive role in connecting New
Zealand to the world, through international linkages in research,
learning and scholarship, and through the diversity of our staff
and student body.
Obstacles to Engagement
• Eisenchlas and Trevaskes (2007) – People prefer to stay within
familiar cultural groups
– Greater numbers of students from particular regions and cultures also
mean that the need for interaction across cultures is less urgent.
Greater cultural understanding
• Morita (2004), O'Loughlin & Arkoudis (2009) - Students who do not
believe that their English language skills are at the ‘adequate level’
will select not to participate
• Watkins & Biggs (1996) – Attitudes of academics pointing to lack of
critical analysis skills, language problems and plagiarism
• Devos (2003), Eames & Stewart (2006) – large classes with
increasing diversity can be frustrating
Role of Academics
Hyland et al. (2008 p. 4) point out:
“The attitude of the academic is crucial in determining
possibilities for intercultural dialogue: it is our [the
academics’] beliefs about learning and teaching that
guide the way we work, that influence whether we
position ‘international students’ as needing to acquire a
set of skills to assimilate with the dominant pedagogical
approaches or whether we position ourselves – local
and international students – as needing to learn and to
be open to change.”
Our Propositions I
• Internationalisation of higher education requires universities to cater
for students from diverse linguistic and cultural backgrounds.
• Learning is a cultural activity, and cultural diversity is a potential
resource that is able to enhance learning.
• Learning is a communication process through a set of interactions.
Social interaction is seen as central to learning. Guided
communicative peer interaction enables learners to explain their
thoughts and engage with others in joint intellectual activity to
develop their communication skills and to advance their individual
capacity for critical analysis, reasoning and reflective thinking.
Our Propositions II
• Universities are spaces where peer interaction for
learning across cultural groups may promote the
development of multiple perspectives and graduate
attributes desired by employers.
• There is a need for a pedagogical approach that
facilitates and promotes peer interaction for learning
across cultural groups to capitalise on diversity, sustain
social, emotional and cognitive conditions for learning
and optimise learning through diverse inputs and
interactions.
Planning Interaction
• Planning to include Peer Interaction into curriculum,
assessment structures, and explicit learning
opportunities…
– Because believe it or not, many students don’t think they can
learn anything from each other.
Creating Interaction Environment
• From the first week…Strategies such as social tutorials,
allocating seats or tables in classes and places in group
formations all helped the mixing up of the class, opening
up communication among students and increasing their
confidence in communicating with students beyond their
own cultural groups.
•
Most of the academic staff that participated in the focus
group interviews identified this as important in the first
week of classes.
Supporting Interaction
• According to the findings, it is important to
explain to students that:
– Everyone is treated respectfully and their experience
is valued
– They can learn from their peers through interaction
and explain how
– Interaction can involve face to face or online
communication
– Asking question is a good thing and can assist in
developing better understandings about the subject
material
Engaging with Subject
Knowledge
• The aim of the third dimension is to engage
students in interaction, which may assist in
developing their conceptual understandings of
the subject content, through exchanging ideas,
analysing material, critiquing various
approaches, as they may relate to the learning
outcomes of the subject.
Developing Reflexive Process
• During the focus group discussion, a number of
academics noted the importance of reflective
process as a higher level of peer interaction for
learning and cognitive engagement where
learners seek the knowledge base available
within the community of learners, reflect on
similarities and differences of understandings,
and seek interaction to co-construct knowledge.
Fostering Community of
Learners
• The ultimate goal of peer interaction across
cultural groups is to enable students to develop
initiatives to move across different cultural
contexts and take control of their learning.
• Learners collectively form a community of
actively engaged learners beyond classrooms.
Outcomes and Evaluations
• Students who work across cultures and find these
interactions interesting
• Student responsibility for Group Work
• Student recognition of the ways forward
• Fewer – No complaints about Group Work and
intercultural interactions
Factors to Consider in Group Work Design
 The Group Work Question
 The Assessment Structure
 Recognition and Reward
 Lecturer Expectation
 Ownership and Responsibility
 Group Bond
 Providing Opportunities
 Clear Management Process
 Negotiation
Conclusions
• Not necessarily representative of the group’s view 
– It is not easy but it is possible
– It requires clear institutional leadership and policy, professional
development for academics and adequate resourcing
– Structural issues need to be addressed
– Interaction and Engagement is not an adjunct support service
but central to International Education