Educational Reciprocity and Adaptivity: International Students and Stakeholders

277 Pages·2018·3.278 MB·English

by  Abe W. Ata (editor), Ly Thi Tran (editor), Indika Liyanage (editor)

Educational Reciprocity and
Adaptivity
Educational Reciprocity and Adaptivity challenges the common belief that adapting to
new educational settings is the responsibility of international students alone. The
book argues that reciprocal responses are required by students and stakeholders alike
for an efficient and equitable accommodation of international students in educational
settings. Considering how international students negotiate academic challenges and
social tensions, it presents both theoretical frameworks and practical tools to work
around the tension regarding ethical academic practices.
Crucially exploring these issues across a range of geographical and institutional
contexts, and therefore offering critical insights into significant developments in
international education across the world, the much- needed research in this edited
collection explores:
• institutional educational policies regarding international students and
stakeholders;
• institutional practices and how they are received;
• educational adaptability and responses from different stakeholders;
• the experiences of international students and institutions in negotiating aca-
demic and social tensions.
This important contribution to research on the experiences of international stu-
dents in different geographical and educational contexts is of great interest to aca-
demics, researchers and postgraduate students in the fields of international
education, comparative education, sociology of education, youth studies, inter-
cultural studies, migration studies and TESOL.
Abe W. Ata currently holds an honorary position at Deakin University, Aus-
tralia. He is an Adjunct Professor at Swinburne University, Australia.
Ly Thi Tran is an Associate Professor at Deakin University, Australia, and an
Australian Research Council Future Fellow.
Indika Liyanage is an Associate Professor and Discipline Leader (TESOL/
LOTE) at Deakin University, Australia. He is also an Honorary Professor at
Sichuan Normal University, China, and Researcher at the Research Centre for
Multi-c ulture, China.
Routledge Research in International and Comparative
Education
This is a series that offers a global platform to engage scholars in continuous
academic debate on key challenges and the latest thinking on issues in the
fast-growing field of International and Comparative Education.
For more information about the series, please visit www.routledge.com.
Books in the series include:
Educational Reciprocity and Education for Democracy in
Adaptivity England and Finland
International Students and Principles and Culture
Stakeholders Andrea Raiker and Matti Rautiainen
Edited by Abe W. Ata, Ly Thi Tran
and Indika Liyanage Transformative Learning through
International Service-Learning
Transnational Curriculum Towards an ethical ecology of
Standards and Classroom education
Practices Phillip Bamber
The New Meaning of Teaching
Ninni Wahlström and The Critical Global Educator
Daniel Sundberg Global citizenship education as
sustainable development
The Effectiveness of Maureen Ellis
Mathematics Teaching in
Primary Schools Investigating Education in
Lessons from England and China Germany
Zhenzhen Miao and David Reynolds Historical studies from a British
perspective
Decolonising Intercultural David Phillips
Education
Colonial differences, the geopolitics Knowledge Hierarchies in
of knowledge, and inter-epistemic Transnational Education
dialogue Staging dissensus
Robert Aman Jing Qi
Educational Reciprocity and
Adaptivity
International Students and Stakeholders
Edited by Abe W. Ata, Ly Thi Tran
and Indika Liyanage
First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 selection and editorial matter, Abe W. Ata, Ly Thi Tran and
Indika Liyanage; individual chapters, the contributors
The right of the editors to be identified as the authors of the editorial
matter, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
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explanation without intent to infringe.
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ISBN: 978-1-138-70739-9 (hbk)
ISBN: 978-1-315-20141-2 (ebk)
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Contents
Notes on contributors viii
Acknowledgements xiii
Introduction 1
1 Re- examining reciprocity in international education 3
INDIkA LIYANAGE, LY THI TRAN AND ABE W. ATA
PART I
Institutional or broader educational policies and
practices vis- à-vis international students and
stakeholders 23
2 Japan’s ‘super global universities’ scheme: why does
the number of ‘foreign’ students matter? 25
kAYOkO HASHIMOTO
3 Adaptation for national competitive advantage: policy
on international students in the UK 45
SYLvIE LOMER
4 Understanding international students’ adaptation
motivation and behaviours: transformative, strategic
or conservative? 62
TRANG HOANG AND LY THI TRAN
vi Contents
PART II
The experiences of international students and
institutions in negotiating academic and social tensions 83
5 Rethinking the value of international student
mobility: a case study of the experience of Myanmar
University students in Hong Kong 85
FELIX SAI kIT NG AND WILLIAM YAT WAI LO
6 Navigating through the hostility: international
students in Singapore 104
CATHERINE GOMES
7 Rethinking the issue of rights for international
students 124
LY THI TRAN AND CHRIS NYLAND
8 Missing dialogue: intercultural experiences of
Pakistani students in their first- year studies at a
Chinese university 142
MEI TIAN AND JOHN LOWE
9 Sustaining benefits of higher education
internationalisation through cross-c ultural adaptation:
insights from international students in Malaysia 162
AzADEH SHAFAEI, NORDIN ABD RAzAk, AND
HAzRI JAMIL
10 Do academic and social experiences predict sense of
belonging? Comparing among American and
international undergraduate students 181
kRISHNA BISTA
PART III
Educational adaptability – instructional practices and
international students 193
11 Stretching the global imaginaries of
internationalisation: the critical role of intercultural
language learning pedagogies 195
ADRIANA R. DíAz
Contents vii
12 Reconsidering possibilities for integration of
international students in tertiary education 209
INDIkA LIYANAGE AND LAURA GURNEY
13 An investigation into the knowledge, education and
attitudes of male and female international students in
Australia to the International English Language
Testing System (IELTS) 224
ABE W. ATA
14 “Is plagiarism a learned sin?” Textuality,
meaning- making, and the rules of the academic game 242
TOMAS zAHORA AND BARBARA YAzBECk
Index 255
Contributors
Abe W. Ata is of a Palestinian Lebanese Australian background, born in
Bethlehem. He graduated in social psychology at the American University
of Beirut, and was soon nominated as a delegate to the United Nations’
World Youth Assembly in New York. He gained his doctorate at the
University of Melbourne in 1980 and has since been teaching and
researching at several Australian, American, Jordanian, West Bank and
Danish universities, currently at Deakin University, and Adjunct Professor
at Swinburne University. His publications span 124 journal articles, 18
books and 23 entries in the Encyclopaedia of Australian religions (2009); Ency-
clopaedia of the Australian people (2001) and the Encyclopaedia of Melbourne
(2005). Several of his books were nominated for the Prime Minister’s
Book Awards including International education and cultural- linguistic experi-
ences of international students in Australia (Australian Academic Press, 2015).
He was also nominated as Australian of the Year in 2015 and 2011.
Krishna Bista is Associate Professor in the Department of Advanced Studies,
Leadership and Policy at Morgan State University. His research focuses on
college student experiences related to classroom participation, perceptions
of academic integrity, faculty–student relationships, role of advisors, and
cross- cultural teaching and learning strategies in higher education. Previ-
ously, he served as the director of Global Education at the University of
Louisiana at Monroe, where he was also Chase Endowed Professor of
Education in the School of Education.
Adriana R. Díaz is Lecturer at the School of Languages and Cultures,
University of Queensland, Australia. Her main research activities focus on
the development of intercultural competence, the variables affecting the
implementation of intercultural language curricula and teaching methodol-
ogies as well as teachers’ journeys in the development of intercultural lan-
guage learning pedagogies. She is the author of Developing critical
languaculture pedagogies in higher education: Theory and practice (Multilingual
Matters, 2013) and co-e ditor (with Maria Dasli) of the volume The critical
turn in language and intercultural communication pedagogy: Theory, research and
practice (Routledge, 2017).
Contributors ix
Catherine Gomes is Senior Lecturer at RMIT University in Melbourne
and recently completed an Australian Research Council DECRA (Dis-
covery Early Career Research Award) fellowship. Her work covers migra-
tion, transnationalism and diasporas, particularly transient migration in
Australia and Singapore with special interest in international students, their
well- being, their social networks and their media and communication use.
She is founding editor of Transitions: Journal of Transient Migration (Intellect
Books). Her recent books include Transient mobility and middle class identity:
Media and migration in Australia and Singapore (Palgrave Macmillan, 2017),
International student connectedness and identity: transnational perspectives (with
Ly Thi Tran, Springer, 2017), The Asia Pacific in the age of transnational
mobility: The search for community and identity on and through social media
(Anthem Press, 2016) and Multiculturalism through the lens: A guide to ethnic
and migrant anxieties in Singapore (Ethos Books, 2015).
Laura Gurney (PhD) is a Research Fellow in the School of Education,
Deakin University. Her areas of specialisation include teacher learning and
professional development, languages education, internationalisation of
higher education and academic literacies. As a language teacher, language
teacher educator and professional development facilitator, she has worked
extensively with students and practitioners from a variety of educational
settings in the Asia Pacific.
Kayoko Hashimoto is Lecturer at the School of Languages and Cultures,
The University of Queensland, Australia. Her main research areas are lan-
guage policy, English language teaching (ELT) in Asia, and Japan’s lan-
guage education. Her recent publications include an edited book Japanese
language and soft power in Asia (Palgrave Macmillan, 2018), Towards post-
native-speakerism: Dynamics and shifts (Springer, forthcoming) coedited by S.
Houghton, and Beyond native- speakerism: Current explorations and future
visions (Routledge, forthcoming), co-a uthored with S. A. Houghton and
D. J. Rivers. She has been Language and Education Thematic Editor of
Asian Studies Review.
Trang Hoang is a PhD candidate at Deakin University. She received her B.
Ed. English Language Teaching (2003) from Ho Chi Minh City Univer-
sity of Pedagogy and M.Ed. Studies (2006) from the University of Western
Australia. Her research interests are international student motivation,
adaptation, identity and aspirations. Her PhD research forms part of the
Australian Research Council funded project that studies secondary school
international students in Australia.
Hazri Jamil is an Associate Professor specializing in the areas of Curriculum
and Pedagogy, Educational Policy and Higher Education Studies. He is
Coordinator for global Higher Education Network (gHEN) and Coordi-
nator for Academic and Postgraduate Program at National Higher Educa-
tion Research Institute, Universiti Sains Malaysia. He has been a project