Along with the growth of international students in Taiwan and the policies of internationalization of education, how to retain and assist them through adaptation process become another important issue for schools and relevant institutions.
Cross-cultural training is suggested by literatures that help international students adapt successful into a new culture. Therefore, the ultimate purpose of this research was exploring the real practice of cross-cultural training for international students and further identifying what could be done to enhance the success of international students’ cross-cultural adaptation through providing cross-cultural training.
This study utilized the qualitative case study method to investigate adaptation process of international students in the NTNU. Semi-structured interviews with nine participants including three staffs and six students, short questionnaire and document analysis were further conducted to collect different resources of data. Based on the results of this study, conclusions and recommendations are provided as follow.
Conclusions
There are four sections in the conclusions of this study. First section is the cross-cultural adaptation process of international students in the NTNU. Second section describes the current cross-cultural training for international students in the NTNU. Third section discusses the cross-cultural training during the adaptation process. Finally, some implications derived from the research findings are provided in the fourth section.
The Adaptation Process of International Students
The results regarding to international students’ adaptation process are depicted as Table 5.1. First, the results of this study revealed that the psychological experiences of international students when they entering a new culture were diverse. Second, there were various adaptation difficulties that international students faced during the adaptation process. Third, international students used several strategies to overcome the adaptation difficulties.
Table 5.1. Results of International Students’ Adaptation Process Aspects of Adaptation Process Contents
Excitement
Adaptation Difficulties Language and Communication Food
Traffic and Transportation
Accommodations
Social Interactions
Adaptation Strategies Social Support Do As Rome’s Do
Open-Minded
Information Gathering
Diverse Psychological Experiences of International Students
The psychological experiences of interviewed international students during the adaptation process revealed quite different from every international student and not all of their adaptation experiences followed the U-curve theory that had a positive feeling in the initial stage of entering a new culture. While most of them felt excited, still some felt worried, scared and lonely. Further, having previous experiences of leaving home decreased the degree of homesick and helped them adapt easier.
Various Adaptation Difficulties to International Students
During the adaptation process, international students faced several difficulties with similar dimensions from literatures including language and communication, food, traffic and transportation, accommodations, and social interactions (Do, 2007; Kuo &
Roysircar, 2006; Lewthwaite, 1996; Poyrazli & Grahame, 2007; Toyokawa &
Toyokawa, 2002; Tseng & Newton, 2002). Among these adaptation difficulties, language was the main difficulty that all interviewed international students and staffs mentioned. However, these were only some representative difficulties of international students and each of them faced different difficulties.
Adaptation Strategies Used by International Students
In order to better adapt to a new culture, international students used several strategies including receiving social support, do as Rome’s do, keeping open-minded
and gathering information. These strategies corresponded with the dimensions of competencies that are needed for successful interactions in diverse culture (Littrell et al., 2006). Strategies of having an open mind and gathering information corresponded with the cognitive competence; strategy of gaining social support corresponded with the affect competence; strategies that do as Rome’s do corresponded with the behavior competence. Moreover, these strategies were also alike international workers’
strategies to become intercultural competent (Taylor, 1994). It seemed that adaptation strategies were similar between international students and workers.
Cross-Cultural Training for International Students
The results regarding to cross-cultural training for international students are depicted as Table 5.2. First, the results showed that there were several cross-cultural training programs for international students in the NTNU. Second, the cross-cultural training provided by the NTNU and the TaiwanICDF had positive influences for international students. Third, some special factors needed to be considered when designing or implementing cross-cultural training for international students.
Table 5.2. Results of Cross-Cultural Training for International Students Aspects of Cross-Cultural Training Contents
Language Training Orientation
Chinese Holiday Activities Cultural Trips
International Cultural Introduction International Cultural Fair
International Culture Camp Mentor
Current Cross-Cultural Training
Information Sharing
Influences of Cross-Cultural Training Increasing Cultural Understanding Gaining Social Support
Special Factors of Cross-Cultural Training Timing
Communication Respects for Cultural Differences
Current Cross-Cultural Training for International Students
International students in the NTNU received several cross-cultural training during the process of adaptation from both the NTNU and the TaiwanICDF. However,
comparing current cross-cultural training for international students in the NTNU with the training methods proposed by Black and Mendenhall (1989), few analytical training methods were found in this study. Therefore, analytical training methods including sensitive training, cultural assimilators, and case studies could be adopted by the NTNU and the TaiwanICDF to broaden cross-cultural training programs.
Positive Influences of Cross-Cultural Training
In this study, those international students who received cross-cultural training programs expressed their appreciation. Moreover, most international students in the NTNU suggested holding more kinds of cross-cultural training programs. The influence of cross-cultural training found in the research including increasing cultural understanding and receiving social support from making friends also advocated that cross-cultural training plays a positive role in the adaptation process.
Special Factors of Cross-Cultural Training for International Students
Further, in the processes of designing or implementing cross-cultural training, some factors needed to be considered. First, suitable timing for international students such as “jet lag” in the arrival period and the school schedule should be noted. Second, since international students came from different culture, clear communicating was needed to provide real information instead of misunderstandings. Third, the cross-cultural training itself had to respect for cultural differences including all parts of culture such as food, religion, cloth and so on.
Cross-Cultural Training during the Adaptation Process
The results of this study compared the perceptions between international students and staffs in the NTNU and the TaiwanICDF about the appropriateness of cross-cultural training in different adaptation stages.
In the honeymoon stage of adaptation, all interviewed international students considered that culture awareness training was most appropriate while only 33% of staffs chose this training. In the stage of pre-adapted, 83% of international students answered that information giving training was appropriate while no staffs chose this training. In the gradual adjustment stage, 83% of international students chose experimental training to be appropriate while only 33% of staffs chose this training.
Therefore, when designing cross-cultural training in the initial stage of adaptation, staffs could consider cultural awareness and cognitive-behavior modification training. In the pre-adapted stage, international students needed more information regarding living and studying condition. In the gradual adjustment stage, international students still had the needs of experimental training.
Implications
Two implications were further generated from the results of this study. First, cross-cultural adaptation should be a choice for international students instead of a chance. Second, cross-cultural training should not be a one-time activity but a continuous process during adaptation.
Cross-Cultural Adaptation Should Be a Choice Not a Chance
Failing in adapting to a new culture such as international students’ early drop out from school returning to their home country demonstrates that successful adaptation is not a certainty for international students. It seems that international students are put into a “sink-or-swim” situation that they can only adapt by chance. However, since there are several methods including cross-cultural training that could enhance international students’ better adaptation, successful adaptation could be a choice for international students rather than a precarious chance. Therefore, providing appropriate trainings and assistances becomes a responsibility for schools or relating institutions from an ethical perspective (Black & Mendenhall, 1989).
Cross-Cultural Training Should Not Be a One-Time Activity
The findings of this research expressed the continual needs of cross-cultural training in the different stage of the adaptation process. Most international students preferred cultural awareness training for the honeymoon stage, information giving training for the pre-adapted stage, and experimental training for the gradual adjustment stage. The results of this study not only supported the sequential model of cross-cultural training (Selmer, Torbiorn & Leon, 1998) but also supported that cross-cultural should not be a one-time activity of cultural orientation training.
Recommendations
Recommendations to prospective international students, institutions and future research are listed as follow. Further, limitations of this study are discussed as well.
Recommendations to Prospective International Students
According to the strategies that international students proposed such as gathering information and keeping open-minded, there are two recommendations for students who are planning to study abroad.
Gather Information from Various Resources
When entering a new culture, it is the unknown and unexpected things that make people “shock”. Although each international student’s adaptation process varies, as the expectations are closer to the real situation, the negative psychological feelings such as anxieties, worries or scares can be alleviated. Therefore, proactively gathering information from books, internets, experienced or senior students, schools and relevant institutions would contribute to success of the cross-cultural adaptation.
Prepare an Open Mind for the “Unexpected”
Beamer and Varner (2001) argue that people from different cultures tend to look things through different windows, and their interpretation could be various with each other even when they examine an identical target. It is the mental category named
“schema” that people create to make sense out of the world varies among different cultures. As a result, something normal in one culture could be viewed as crazy in another culture. Moreover, there are also occasions in a new culture that international students might just directly refuse the opportunities of understanding unexpected things. However, how open your mind is could decide how deep you appreciate the beauty of a new culture. Therefore, preparing an open mind for the unexpected create the chances for international students to learn more about a new culture.
Recommendations to Institutions
According to the findings of this study and suggestions from international students, further recommendations to institutions are proposed such as broaden the contents and methods of cross-cultural training, involve local students in the cross-cultural training, cooperate with relevant institutions and provide cross-cultural training for staffs.
Broaden the Contents and Methods of Cross-Cultural Training
According to the research findings, current cross-cultural training lacks of analytical training such as sensitive training, cultural assimilators, and case studies.
Further, during the adaptation process, cultural awareness and cognitive-behavior modification training could be adopted in the initial stage. Moreover, international students suggested that formal mentors from senior international students of same country or department could be provided in the initial stage as well. In the pre-adapted stage, more information could be given and experimental training could be adopted in the gradual adjustment stage. Additionally, some international student suggested that cross-cultural communication training should be included in cross-cultural training.
As for the delivery methods, diversity methods such as films, role play, case study, experience sharing could be utilized besides lectures or speeches.
Involve Local Students in the Cross-Cultural Training
Although this research mainly focused on the cross-cultural training for international students, the results revealed that cross-cultural training needed to involve local students who might interact with international students. Since cross-cultural adaptation was not a one-way road, both sides needed to learn how to culturally adapt to each other. Therefore, not only international students needed to adapt to Taiwanese culture, local students needed to adapt to international students’
different cultures as well. Therefore, in addition to international cultural camp of the NTNU that already included both local and international students, other cross-cultural training could also include local students. As local students increased their intercultural competences and learned how to interact with international students, there then would be a more friendly environment for international students during their adaptation processes.
Cooperate with Relevant Institutions
Both the NTNU and the TaiwanICDF have successful experiences regarding to cross-cultural training that could be useful resources for each other. For example, the international cultural camp of the NTNU includes both local and international students and provides analytical trainings such as intercultural communication. On the other hand, the cultural orientation of the TaiwanICDF includes two weeks programs that covering various programs of language training, Chinese value, life experiences and culture trip. Therefore, both the NTNU and the TaiwanICDF could consider cooperating with professors and staffs to design more complete cross-cultural training programs that fit for international students.
Provide Cross-Cultural Training for Staffs
According to the results of short questionnaires, the perceptions of appropriate cross-cultural training in the adaptation process between staffs and international students were quite different. The gaps between international students and staffs revealed that there was a need for staffs to increase cross-cultural understanding and two-way communication. In addition to trial and error strategy, staffs in relevant institutions also needed proper learning opportunities in order to design and implement appropriate cross-cultural training programs for international students.
Recommendations to Future Research
As the number of international students grows, further researches are needed in the future. Based on this study, two recommendations were derived as follow.
First, this study served as an exploration of current cross-cultural training for international students in the NTNU. Based on the research results, future research could focus on more specific topics of cross-cultural training such as studying one training program of cultural orientation or analyzing design, implement, evaluation, effectiveness or model of cross-cultural training.
Second, this study enlisted international students in the NTNU as research participants to gather detail information. However, the situation of cross-cultural training for other international students in Taiwan remains unclear. Therefore, future research could gather information across different schools or institutions to generate a broader picture.
Limitations
This research focused on the cross-cultural training provided by the host country, Taiwan. Therefore pre-departure cross-cultural training that may be given (if any) from international students’ home country was excluded. Furthermore, the research participants were delimited to international students in higher education including undergraduate, graduate and doctoral students who pursued an academic degree in the National Taiwan Normal University and those who only attended Mandarin courses in the language center were excluded. In this study, two limitations regarding sample and data collection were noted as follow.
Limitation of Sample and Inference
Due to the low respondent rate of e-mail contact with international students, snowball sampling was used to include more participants. In total, there were only six international students and three staffs participated in this study. However, the researcher tried to increase the representative of sample by including international students with various backgrounds of different nationality, academic degree and Chinese ability. Further, since this research was a case study that research participants only be limited to National Taiwan Normal University, it would not be generalized to other countries or other culture. Moreover, when generalizing the research result to other universities in Taiwan, different school environments and culture should be taken into consideration.
Limitation of Data Collection
This study utilized semi-structure interview as the main method of data collection. Among six interviewed international students, four of them were interviewed in English while two of them were interviewed in Chinese. However, neither English nor Chinese was the mother language for most interviewed international students, which might limit their expression due to the language barrier.
Further, since the researcher and international students were from different cultures, different interpretation might exist between two sides even facing same interview contents. Therefore, the researcher confirmed with international students by restated their meanings during interview process and reviewed the transcripts several times during the coding process in the hope to reduce such a limitation.
In conclusion, this study explored how international students adapt to a new culture in Taiwan and investigated the cross-cultural training that local institutions provided to assist them through the adaptation process. Although there was still room for improvement, international students’ reactions towards current cross-cultural training programs were positive. Just as one international students stated, “It’s a start, but there’s a long way to go.” With appropriate cross-cultural training programs provided by relevant institutions, the adaptation process would be smoother for international students.
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