ERIC EJ1090144: Intercultural Communication Competence: Advising International Students in a Texas Community College

2015·0.13 MB·English

by  ERIC

Intercultural Communication Competence: Advising International
Students in a Texas Community College
Yi (Leaf) Zhang, University of Texas at Arlington
Academic advising has long been considered a dents’ adjustment to college (Erichsen & Bolliger,
critical factor to student success. With a qualita­ 2011; Kegel, 2009; Lee & Rice, 2007), little has
tive, phenomenological research design, this been published about academic advisors’ experi­
study was undertaken to better understand the ences of advising international students in com­
lived experiences of academic advisors in com­ munity colleges. As a consequence, much remains
municating with international students in a unexplored, such as advisors’ understanding and
community college context. Intercultural commu­ knowledge about cultural diversity, attitude toward
nication competence was used as a multidimen­ different cultures, or ability to communicate
sional construct to guide data collection and effectively and overcome advising challenges with
analysis used to assess the cognitive, affective, international students. Therefore, this qualitative,
and behavioral dimensions of academic advisors’ phenomenological study presents one of the first
experiences with international students. The efforts to offer a description of the lived experi­
findings of the study provide important informa­ ences of community college academic advisors
tion on academic advisors’ knowledge, attitudes, interacting with international students.
motivation, and skills in communicating with
international students and offer implications for Literature Review
practice, policy, and future research. Since the early 1970s, academic advising has
emerged as an important profession in U.S. higher
[doi:10.12930/NACADA-15-007]
education (Tuttle, 2000). Numerous researchers
KEY WORDS: community college, intercultural (Chickering & Gamson, 1999; Frost, 1991;
communication competence, international stu­ Glennen & Vowell, 1995; Pascarella & Terenzini,
dents, multicultural competence, multicultural 1991; Tinto, 1993) have demonstrated a positive
issues association between effective advising and college
students’ success, involvement, retention, and
Academic advising has long been considered a graduation. As the college student population
critical factor to student success. Over decades, becomes increasingly diverse, scholars and practi­
academic advising evolved from routine activities tioners have demonstrated an increasing interest in
to a comprehensive practice that exerts a signifi­ multicultural issues (Sue, Arredondo, & McDavis,
cant impact on students’ motivation, involvement, 1992). The literature shows that lack of multicul­
retention, and personal development (Campbell & tural understanding can undermine communication
Nutt, 2008; Tuttle, 2000). All students benefit from (Locke, 1998; Martin & Nakayama, 2010; Simon
advising regardless of their nationality and types of & Kodish, 2005). For instance, researchers (Sue &
institutions they attend. Sue, 1990) indicated that misinterpretations and
Like 4-year universities, U.S. community col­ conflicts in counseling can be attributed to different
leges continue to accommodate a large population cultural backgrounds. However, most of the
of international students. During the 2013-2014 multicultural studies focus on U.S.-born ethnic
academic year, the total enrollment of international minority students and may not be directly applica­
students in U.S. higher education reached an all- ble to international students’ experiences in the
time record of 886,664, of which 87,963 (10%) United States.
attended baccalaureate/associate’s colleges and
associate’s colleges (Institute of International Advising International Students
Education, 2014). Numerous researchers (Charles-Toussaint &
Despite the numbers enrolled in community Crowson, 2010; Erichsen & Bolliger, 2011; Lee
colleges, issues of advising international students & Rice, 2007; Sato & Hodge, 2009; Yeh & Inose,
are seldom discussed during research and policy 2002) have pointed out that international students
making. Although a tremendous amount of in U.S. colleges and universities bring distinct
research on international students addresses stu­ challenges to academic advisors unlike those
48 NACADA Journal Volume 35(2) 2015
Intercultural Communication Competence
associated with ethnic minority students born in Theoretical Framework
the United States. For example, international Quality advising depends on effective commu­
students may encounter difficulties in learning nication (Harrison, 2009; Heisserer & Parette,
English (Sawir, 2005), experience conflicts be­ 2002). Communication between advisors and
tween U.S. and home cultures (Sodowsky & advisees can support and facilitate students’
Plake, 1992), face challenges in adjusting to sex- learning, but it can potentially impede their
role expectations (Hayes & Lin, 1994), feel academic success as well (Knox, Schlosser, Pruitt,
homesickness and loneliness (Kegel, 2009), and & Hill, 2006), which relies heavily on the quality
harbor concerns about mental health (Mori, of the communication. Advisors must exhibit skills
2000). in interpersonal relationships and intercultural
Because of the variety of issues presented by communication when interacting with nonnative
international students, advisors are encouraged to speakers from different cultures. To guide the
reach out to them on a frequent basis with full analysis of the data on communication of interna­
awareness of the unique matters confronting them tional students and academic advisors, I used the
(Hunter & Kendall, 2011). Priest and McPhee intercultural communication competence model (as
(2000) admonished that advisors must neither per Chen & Starosta, 1996).
show bias about distinct cultural values nor view Intercultural communication is typically de­
international students as deficient. They can gain scribed as communication between people from
trust and understanding by showing an interest different ethnic groups or cultures (Arasaratnam &
and asking questions about a students’ home Doerfel, 2005; Gudykunst, 2002). It ‘‘occurs
culture (Clark & Kalionzes, 2008). whenever a person from one culture sends a
message to be processed by a person from a
Advising Community College Students different culture’’ (Samovar, Porter, McDaniel, &
Unlike many 4-year institutions, numerous Roy, 2014, p. 7). Correspondingly, intercultural
community colleges adopt a self-contained model communication competence refers to one’s ability
in which advising is provided in a centralized to conduct meaningful, appropriate, and effective
office or center (King, 2002). Previous research­ communication with others of different cultural
ers (Bahr, 2008; Flaga, 2006; Townsend & backgrounds (Chen & Starosta, 1996; Hammer,
Wilson, 2006) found that academic advising Bennett, & Wiseman, 2003; Pope & Reynolds,
benefits a variety of community college students, 1997). Intercultural communication competence
who can be identified as nontraditional on consists of three closely related but separate
multiple measures including age, ethnicity, edu­ dimensions: cognitive, affective, and behavioral
cational goals, preparedness, and work responsi­ aspects. A communicator is unlikely to demon­
bilities as well as first-generation and socioeco­ strate competent intercultural communication if he
nomic status. Working with such a diverse student or she lacks ability in any of the three dimensions
population can create additional challenges for (Wiseman, 2002).
academic advisors and requires sensitivity to the The cognitive aspect is represented by one’s
factors that may negatively affect students’ awareness and understanding of information or
academic performance (King, 2002; Sanford- actions needed for intercultural communication
Harris, 1993; Tuttle, 2000). (Chen & Starosta, 1998/1999; Wiseman, 2002).
The review of the literature revealed the lack of The affective dimension is represented by motiva­
research on advising international students within tion, which refers to ‘‘the set of feelings, intentions,
the community college context. It also demon­ needs, and drives associated with the anticipation
strated a need to further invest in understanding of or actual engagement in intercultural communi­
international students and advance advisors’ cation’’ (Wiseman, 2002, p. 211). The behavioral
awareness, knowledge, and ability to undertake dimension refers to skills and ability needed to
intercultural communication with international conduct effective and appropriative communication
students in community colleges. Without suffi­ in an intercultural context (Chen & Starosta, 1998/
cient knowledge of advisors’ experiences and a 1999).
clear understanding of their challenges, those The framework of intercultural communication
training academic advisors may not offer pro­ competence has been used in higher education, but
gramming that leads to productive advising and most of the research focused on international
communication with international students in the students’ understanding and ability to communi­
2-year institution. cate. For instance, Zimmermann (1995) assessed
NACADA Journal Volume 35(2) 2015 49
Yi (Leaf) Zhang
international students’ perceptions of intercultural international students. To protect the participants’
communication competence and adaptation in U.S. identity, I applied pseudonyms, and regardless of
higher education institutions. Campbell (2012) their given title, I refer to all 20 as academic
evaluated international students’ adjustment to a advisors or advisors.
New Zealand university and sought to determine
whether the students’ intercultural communication Data Collection and Analysis
competence was improved through pairings with I collected the primary data during individual,
native students. face-to-face interviews with the academic advi­
Despite the value of these studies, the way sors. Each interview lasted approximately 50 to
individuals in the host culture interact with 90 minutes and consisted of open-ended, semi­
newcomers from unfamiliar cultures needs atten­ structured questions focused primarily on the
tion. Understanding the views and practices of academic advisors’ interactions with international
natives may prove particularly important for advisees, their awareness of cultural differences,
advisors whose ability to conduct effective inter- knowledge and skills for dealing with cultural
cultural communication directly relates to the diversity, and challenges of advising this popula­
quality of international students’ experiences and tion at NUC.
satisfaction on campus. Therefore, in this study, I The interviews were digitally recorded and
primarily focus on academic advisors and use the transcribed verbatim for analysis. I analyzed the
framework of intercultural communication compe­ data through open and axial coding to identify
tence to guide data collection and analysis. emerging themes, subthemes, and the relation­
ships between them (as per Strauss & Corbin,
Methodology
1990). I used intercultural communication com­
A phenomenological research design was used petence as a guide for my analysis.
to explore lived experiences (as per Creswell,
2014) of international student advising as de­ Trustworthiness
scribed by academic advisors on a multicampus To ensure the trustworthiness of the study, I
community college in Texas. The study was collected data from a wide range of academic
conducted at the North Urban College (NUC) (a advisors who reported extensive experiences
pseudonym) during the 2013-2014 academic year. working with international students on all five
NUC was chosen as the research site because NUC campuses. These professionals have been
enrollments are among the highest of all institu­ working in the college for a varying number of
tions in Texas and include a relatively large years and have diverse personal and professional
international student population. In Fall 2013, backgrounds. Member checking (as per Lincoln
NUC enrolled approximately 50,000 students of & Guba, 1985) was conducted via verification of
whom nearly 400 were classified as international. the recorded transcripts of advisor interviews; I
The following research question guided the study: also gave participants additional opportunities to
‘‘How do academic advisors describe their experi­ edit their narratives via e-mail or through face-to­
ences in advising international students in NUC?’’ face meetings.
The member-checking process was followed
Participant Selection and Recruitment by one-on-one, individual interviews with 11
I used purposeful sampling (as per Maxwell, international students studying at NUC. These
2005) to select full-time academic advisors as students came from six different countries and
participants who specifically fit the parameters of represented diverse cultural backgrounds. They
the study. In addition, full-time counselors who responded to questions about their college
served part of the time as academic advisors to experiences in the United States, at NUC, and
international students were invited to participate more specifically, with their academic advisors. I
in the study. Of the 49 academic advisors and used the findings from the student interviews to
counselors invited, 20 volunteered to participate triangulate the data collected from the academic
in the study. The majority of the participants were advisors.
female, aged from mid-twenties to early fifties, Finally, three external researchers with exten­
and represented a diverse background. Three of sive experiences in investigating topics of aca­
the 20 participants held the title of counselor, but demic advising, international education, and
their responsibilities included academic advising qualitative research methodology lent their ex­
and they had cultivated rich experiences advising pertise to me during debriefing. Conversations
50 NACADA Journal Volume 35(2) 2015
Intercultural Communication Competence
with these experts helped enhance the credibility students’ learning at NUC but also add difficul­
and quality of the study (as per Lincoln & Guba, ties in navigating through NUC academic pro­
1985). grams.
Unfamiliarity with U.S. higher education.
Findings
Students’ insufficient knowledge of U.S. higher
Through a careful, in-depth analysis, four key education added more complications for NUC
themes emerged from interviews with academic advisors, who often spent a large amount of time
advisors at NUC: challenges in advising interna­ explaining general structures of U.S. higher
tional students, awareness of cultural differences, education, such as differences between 4-year
attitudes toward learning other cultures, and universities and community colleges, transfer
strategies employed in advising international processes between different types of institutions,
students. Each theme is supported with quotes and the ways academic advisors can help students.
from the participants and presented with subcate­
The academic advisors indicated that, coupled with
gories that highlight the advising experiences of
language barriers, the need to explain the commu­
the academic advisors.
nity college system and ways it can best facilitate
learning required significant time before any
Challenges in Advising International Students specific advice could be given to the students. As
The academic advisors in the study acknowl­ Mandy described, the process could be ‘‘very
edged the unique challenges that international
overwhelming’’ and ‘‘draining.’’ Betty also shared
students encounter at NUC. They reported low
her thoughts on advising international students:
English proficiency, unfamiliarity with U.S.
higher education, and difficulties in evaluating
I think many of the international students . . .
and transferring credits earned in home countries
come in at a disadvantage because they have
as the most prominent issues that confronted
to learn the way this system is set up. In
international students at NUC; these factors also
many countries, they may not have 2-year
complicate the processes of effective communi­
colleges, okay? In many countries, they may
cation and provision of assistance and guidance to
not have the same requirements. . . .
advisees.
Low English proficiency. Because many inter­
The transfer situation is unique to the U.S.
national students at NUC enrolled in English-as-a­
community college and typically not fully
second-language programs, academic advisors
understood by international students from a
expressed the expected concerns over effectively
different education system. For example, Emily
communicating with international students from
needed to explain the transfer function and ways
non-English speaking countries. For instance,
the student could take advantage of it:
Crystal indicated that language barriers signifi­
cantly affected her experiences of advising inter­
national students: [The student] was so relieved to hear that she
could complete courses here and then
continue on without having to start at a
Sometimes it’s challenging to advise a
university so soon and having to pay all the
student in a communication breakdown
there; [the advisor is] having a hard time. money so soon. So she was very relieved and
[The student is] having a hard time under­ happy about that.
standing, and sometimes you feel helpless to
know what to do to help a student that’s Credit recognition and transfer. Many inter­
having a hard time understanding. national students at NUC struggled to transfer
credits obtained from institutions outside of the
Similar to Crystal, Kelly expressed deep United States. They felt frustration because of the
concern about her effectiveness of disseminating lengthy process and strict requirements on types of
information to international advisees. One of her credits accepted at NUC. Alice shared her
students demonstrated difficulty understanding observation:
the course sequence in a nursing program and
kept returning to her with the same or similar [International students] have taken courses in
questions. Kelly’s experience reveals that lan­ their home country and they’re not being
guage barriers not only challenge international transferred here. . . . They’re not looking at
NACADA Journal Volume 35(2) 2015 51
Yi (Leaf) Zhang
those credits as equivalent credits so that’s In addition, NUC female advisors discussed
been burdensome for some students who difficulties in advising male students from certain
have received degrees or who have taken cultures, citing a feeling of rejection during the
classes elsewhere. . . . communication, and they each handled the
situation in different ways. For example, Tina
Molly recalled scenarios similar to the one indicated that when advising Caribbean male
Alice described. Some of her international students she changes her tone to sound particu­
advisees held professional positions in their home larly assertive. Joy shared that she has employed
countries, but despite their record of achieve­ the assistance of others when addressing male
ments, NUC failed to recognize their academic advisees from Iran, India, or Israel:
accomplishments. Molly commented that the
students encountering such disappointment may There have been a handful who simply don’t
experience particular difficulty adjusting: want to listen to what I have to say or feel I
don’t know what I’m talking about because
of my gender. And I’ve picked up on that,
I had one lady that was an English professor
and I would call in a male colleague to come
in her country, and they come here and then
in and share the information the same way,
they have to just start completely over
and it was better received in that regard. It
almost. You know, they don’t get hardly
didn’t offend me any. I understood it was a
any credit for the credits that they had in
cultural thing.
their country. And they have to deal with not
only the language barrier, then learning a
Paige explained some challenges in commu­
new system, but then the ego I’m sure.
nicating with male students from Uganda.
Because she considers herself a ‘‘very shy
person,’’ she felt that she needed to accommodate
Awareness of Cultural Differences
her communication style to interact with this
All of the study participants recognized
group of students:
cultural differences, in varying degrees, in their
interactions with international students. In partic­
The men are just very boisterous and very
ular, the advisors discussed cultural differences
outgoing. And I have to not take that as a
concerning gender and negotiations.
personal thing onto me, but that’s just how
Gender differences. Defined by culture, the
they are. And so, I just have to be able to
treatment of people by gender adds complexity to work with them and laugh with them and
advising sessions with some international students. take it as it is.
Specifically, many women from Middle Eastern
countries came to advising meetings accompanied
Negotiation. Advisors noticed that international
by a male family member, such as a father, brother, students from certain cultures try to negotiate
or husband. Furthermore, in many cases, the male courses and credit hours. Some returned to the
relative commandeered the conversation. The male same advisor several times to discuss the same
asked many questions on behalf of his female questions. Linda recalled:
relative and made decisions for her. As a result,
advisors struggled to understand the advisee’s The students will come here and not really
thoughts while trying not to offend or ignore the believe, I guess, that the policies that the
male holding the conversation. Maria shared her institution has are really hard and firm. Some
observation of Middle Eastern advisees she has students will think, ‘‘Well, we can negotiate,’’
advised: or, ‘‘If I just come back every day and ask
you the same question in a different way that
A lot of times, women from Middle Eastern somehow I will get a different answer.’’
countries, they’ll come in with their hus­
bands or significant others and they [the Through these examples, the academic advisors
men] tend to dominate the conversation. The demonstrated cognizance of cultural differences
woman will just sit there and not really say and had experienced difficulties advising cultur­
much even though they are the student. ally differed students.
52 NACADA Journal Volume 35(2) 2015
Intercultural Communication Competence
Attitudes Toward Learning Other Cultures NUC. Alice also stated that ‘‘all employees
The advisors not only gained awareness of working with international students should go
cultural differences but also appreciated opportu­ through diversity training . . . to inform them on
nities to learn about other countries from their best practices.’’ The academic advisors in this
international advisees. In fact, almost all of the study expressed an openness to learning about
advisors stated that learning topped the reasons other cultures and showed interest in participating
they enjoyed working with international students. in diversity and intercultural training programs.
For instance, Sarah loves talking to international
students because their conversations motivate her Strategies Employed in International Student
to reconsider once-neglected facets of her every­ Advising
day life. Similarly, Paige felt that communication To overcome the challenges of advising
with international students helped her learn about international students, the academic advisors in
other parts of the world. She shared: the study employed a wide variety of strategies to
engage advisees and maximize their learning
I love to learn about cultures, and so I’ll ask outcomes. Being respectful, demonstrating great
questions about ‘‘How is this different in patience, showing empathy, and establishing
relationships with international students emerged
your country? Or how long have you been
as the most important strategies that participating
here?’’ I love however long people have been
advisors used to advise international students.
in America and how different they feel it
Respect. Showing awareness of different cul­
is. . . . So I enjoy it a lot, because it gives me
tures and respecting international students’ deci­
little pictures into the world I don’t get to
sions emerged as the most widely used strategy of
see.
participants advising international students. For
example, Betty believes that respecting other
Maria indicated that understanding cultural
cultures could narrow the gap between peoples
differences and knowing the unfamiliar envi­
and help advisors better serve students with diverse
ronment that international students encounter in
backgrounds. She commented, ‘‘All people want to
the United States made her ‘‘more of a humble
be . . . accepted and heard . . . and respect[ed]. . . .
person.’’
And I think once we do that, it doesn’t really matter
Mandy acknowledged the importance of
what the culture is.’’ When advising students who
culture and was mindful of the role that her
were constantly trying to convince her to bend
own culture plays in advising international
rules, Linda understood this might be ‘‘a cultural
students:
thing’’ and responded to the repeated requests with
respect and questions related to the students’ home
Culture framed how we view the world, and
countries, such as ‘‘Hey, what was it like at home
so this person is coming, we all have culture. where you came from? . . . To get things to happen,
So I have my own culture that I’m bringing how did you move forward when you needed to
to the table as well as the student and for me work with a large institution?’’ She also explained
. . . I’m always aware of my culture. . . . ‘‘how things might be different here and how they
might be perceived.’’
In addition to learning about other cultures Using cultural awareness and respect for
directly from international advisees, the academic differences, Laura cited the need to educate a
advisors expressed their willingness to attend very assertive female student from Africa, who
courses or participate in activities that can enrich wanted to take courses for which she was
their intercultural understanding and communica­ ineligible, about the curriculum policy:
tion. Calvin addressed the need for academic
advisors in the community college to learn about I have to respect that part of her culture, and
other cultures through professional training. try to then say, ‘‘Okay. I see what you’re
Linda contended that U.S. higher education pays saying, but let me show you this.’’ And then,
close attention to differences among American once I showed her not only on a paper, but I
students but not enough on students from other showed her on the computer—I pulled it up
countries. She believes advisors and other and I showed her. I said, ‘‘So, now that you
educational practitioners would benefit from see this, do you see why it would be
additional training on international students at important for you to take this developmental
NACADA Journal Volume 35(2) 2015 53
Yi (Leaf) Zhang
class?’’ And she says, ‘‘Oh, yes.’’ . . . Claiming that advisors should put themselves
Because I have to realize I could just force in the students’ shoes, Kelly suggested academic
the information on her, but she wouldn’t advisors should not only be empathetic but also
accept it. So, I had to go about it in a ‘‘figure out a way to explain things differently’’
different way. when international students come back with
identical questions. Kelly maintained that stu­
Patience. Laura demonstrated patience in dents gain little insight from repeated answers to
offering an in-depth explanation to a demanding repeated questions.
student, and other participants reported extending Connection. Advisors adopt a strategy of
patience as an essential strategy for international building connections with international students.
student advising. The interviewees indicated that To integrate this tactic into practice, advisors must
they need to show more patience with international first gain a deeper understanding about the
students than their domestic student counterparts. international students’ needs and goals. Sarah
For instance, Beth gave international students shared that she always strives to view her students
as unique individuals rather than general represen­
sufficient time to express themselves and describe
tatives of specific cultures, which helps her develop
their academic goals. Relying on multiple resourc­
a rapport with each advisee. Creating an environ­
es, Harry used as much time as necessary to
ment of trust and support, Adam reported that
explain rules and regulations that apply to NUC
many international students returned to him for
international students. Echoing Harry, Paige said
future advising. In a similar fashion, Alice
that advisors should use a variety of tools to help
established close relationships with numerous
international students, especially those with low
international students and indicated that many of
English proficiency. She offered examples she
them came back just to visit:
often uses:
Like, it’s almost as if they’re coming in
Draw pictures—I draw pictures all the time.
because they kind of want that just human
Or draw tables to show. . . . You’ve just got to
bond, just coming in and saying ‘‘hey, how’s
be patient. I think that’s the biggest thing,
it going?’’ and seeing what’s going on with
patience, because language barriers are
me and filling me in on everything that’s
difficult sometimes. And if you’re not
going on with them, but usually they do have
patient, you just give up, and then you both
at least one question about their academics
lose.
or classes.
Empathy. The participants often shared their
own experiences in the process of advising Limitations of the Study
international students. The self-disclosed informa­
Several limitations should be considered for
tion provides an environment where students may
those drawing conclusions from this study. First,
no longer feel alone as they experience empathetic
intercultural communication competence continues
support; for example, Tina shares her stories and
without end as advisors improve their understand­
advocates for students trying to navigate the often
ing and ability to conduct effective communication
aggravating U.S. education system. When encoun­ with international students. The data from the
tering international students irritated with the study were collected at one juncture, but the
runaround, Betty passionately suggested, advisors’ perceptions of and experiences with
advising international students may change such
We just have to slow down and let them say that the length of time working as an academic
what they need to say, and listen to what they advisor may affect results. Second, although I did
have to say, and then to try to redirect not assume international students as a homogenous
accordingly. And many times apologize. I group, I neither explored cultural differences
find myself many times I will apologize. . . . among subgroups of the international student
Because when someone is frustrated and you population nor examined ways advisors’ experi­
can understand why they’re frustrated. If it ences may differ per specific culture.
were reversed and I were in another country The third potential limitation of the study is
trying to go through this process, I probably related to my own identity. As a former interna­
would feel frustration as well. tional student and a researcher of international
54 NACADA Journal Volume 35(2) 2015
Intercultural Communication Competence
education, my presence and communication with results also imply that advisors were unfamiliar
the participants may have affected their responses with educational systems in the students’ home
to the interview questions; for example, the countries. None of the academic advisors dis­
academic advisors may have altered their behavior cussed or provided examples regarding educa­
and unintentionally provided more favorable infor­ tional requirements in other countries nor did they
mation to me than they may have offered a indicate knowledge about the specific academic
researcher with a different background. preparations of international advisees.
A fourth limitation of the study involves the To advance their knowledge about internation­
sampling process. Although I invited every advisor al students, academic advisors can examine
experienced in advising international students to published statistics (e.g., from the United Nations
participate, perhaps a disproportionate number Educational, Scientific and Cultural Organization
with favorable experiences volunteered to take part reports) on the quality of work and rigor offered
in this study. To limit the influence of my identity by different academic systems. In addition to
as well as the self-selection bias on data collection, knowledge of students’ academic preparation,
I utilized students’ interviews to ensure the advisors can strive to integrate students’ goals of
findings likely reflected the advisors’ lived expe­ academic achievement, career development, and
riences, and I conferred with peer researchers. life desires in guiding international students
(Allen & Smith, 2008).
Discussion and Implications
The study sheds light on experiences of Affective Aspect
academic advisors in communicating with interna­ With respect to the affective dimension of
tional students in a community college context. intercultural communication competence, the
Specifically, I used intercultural communication advisors interviewed for this study held a positive
competence as a multidimensional construct to attitude toward other cultures and advisees from
guide the analysis of community college advisors’ different nations. They were interested in learning
experiences of interacting with international stu­ about different cultures, open to opportunities for
dents. The assessment of the cognitive, affective, enhancing their intercultural understanding, and
and behavioral dimensions of academic advisors’ willing to take extra steps to improve their
intercultural communication competence provides communication skills in a cross-cultural context.
important information on their knowledge, atti­ The findings also suggest that advisors recog­
tudes, motivation, and skills in working with nized a lack of formal training on diversity and
international students and suggests implications intercultural communication, and they called
for practice, policy, and future research. attention to the need to improve advising
professionals’ understanding of other cultures
Cognitive Aspect and ability to advise international students.
The findings of this study suggest that However, the majority of the participants did
academic advisors in the community college not report enforcing a plan for further education
understand that international students are con­ in intercultural understanding and communica­
fronted with unique sets of challenges, such as tion. This may suggest that academic advisors
language barriers, limited knowledge about U.S. need additional encouragement and time release
higher education, and difficulties in transferring to engage in training. Community colleges should
credits earned from their home institutions. These make professional development opportunities
obstacles hinder international student advising accessible for academic advisors and consider
and advisor–advisee interactions. The interviewed incorporating cultural training as a part of their
advisors also expressed awareness that cultural job responsibilities.
differences added complexity, and sometimes In addition, ideally with community college
difficulty, to the practice of advising international support, advisors may wish to obtain firsthand
advisees. experiences in activities that enhance intercultural
The findings of the study indicate that understanding, such as auditing courses on
understanding the types of challenges faced by multiculturalism, attending conferences on inter­
international students helps academic advisors national education, participating in international
conduct effective communication and develop student organizations, and traveling abroad for
strategies for assisting students transitioning to business or for pleasure. Through their participa­
the college and the culture. However, the study tion, academic advisors may gain a better
NACADA Journal Volume 35(2) 2015 55
Yi (Leaf) Zhang
understanding about themselves as well as other Academic advisors may consider embracing
cultures, beliefs, and values. both synchronous and asynchronous technology,
Community college administrators may want including streaming video, advisors’ personal
to create workshops or other professional devel­ web pages, and real-time chat rooms, to advance
opment programs through which academic advi­ international students’ experiences. As Jordan
sors can collaborate with other professionals who (2000) indicated, technology integrated into
work closely with international students. Through developmental advising practice allows advisors
teamwork with others in international programs, to provide both individualized attention and
academic advisors can better address students’ sources of information that advisees can access
needs and refer them to other helpful resources independently. Nonnative speakers, in particular,
when necessary. Through their contacts, academic may benefit from use of a relaxing environment,
advisors can advocate for international students where spoken English is not required, as created
as well as share their knowledge with education through Internet-based tools. International stu­
practitioners in other departments. Collaboration dents could also spend additional time reading
efforts elevate the voices of international students posts, responding to questions, and exploring
so they can be heard. information online at their own pace (McLough­
lin, 1999). Technology makes information acces­
Behavioral Aspect sible to students and can serve as an alternate
The behavioral dimension of intercultural format that strengthens relationships between
competence refers to the abilities and skills advisors and students.
needed for effective and appropriate intercultural Finally, academic advisors can incorporate
communications. The advisors in this study used empirical research into their daily practice of
multiple resources to overcome the challenges assisting students as well as developing advising
confronting the students as well as themselves. programs. Research in academic advising and
They provided both emotional and informational intercultural communication provides guidance to
support to assist international students in navi­ frontline practitioners. It can also broaden their
gating the U.S. community college. Specifically, understanding and enrich their knowledge of
when international advisees felt frustrated, the academic advising (Aiken-Wisniewski, Smith, &
advisors demonstrated sincere concern and pro­ Troxel, 2010). Advisors may use their firsthand
vided detailed information to explain unfamiliar experiences as bases for empirical investigation,
processes and structures to students. which can inform other advisors with valuable
Despite their successes in communication with and practical understanding in helping interna­
international students through trying circumstanc­ tional students.
es, advisors developed strategies case by case. In
other words, they relied entirely on their own Summary
knowledge, experiences, and motivation, which Through this phenomenological study, I sought
varied from one practitioner to another. This to better understand the lived experiences of
finding supports calls for training on procedures academic advisors in communicating with interna­
for avoiding misunderstandings and resolving tional students in a multicampus community
conflicts with international students. Learning college in northern Texas. The findings indicate
communities composed of academic advisors that the interviewed academic advisors clearly
who share experiences and useful tips may also demonstrated intercultural communication compe­
prove helpful. tence: They showed awareness of unique experi­
In addition, the interviews with the academic ences of international students and their diverse
advisors focused primarily on face-to-face com­ cultural backgrounds; they expressed an openness
munication and advising international students. to learn about other cultures and wanted to spend
None of the participants discussed using the more time and effort in professional development
Internet or other online tools to advise interna­ opportunities; and they had developed and used
tional students. However, many students, regard­ multiple resources in guiding international stu­
less of their nationalities and generations, rely on dents, overcoming language barriers, and success­
computers and the Internet for communication, fully avoiding or resolving conflicts based on
social networking, information searching, online intercultural differences.
courses, and many other tasks in their daily lives However, the study findings also imply that
(O’Hanlon, 2007). systematic training on intercultural communication
56 NACADA Journal Volume 35(2) 2015
Intercultural Communication Competence
and cross-cultural understanding should be created student engagement and learning outcomes
for academic advisors, and collaboration opportu­ achievement. Peer Review, 10(1), 4–7.
nities with other professionals on campus could be Charles-Toussaint, G. C., & Crowson, H. M.
strengthened. Educational technology and research (2010). Prejudice against international stu­
studies on advising and intercultural communica­ dents: The role of threat perceptions and
tion may be applied to improve advising interna­ authoritarian dispositions in U.S. students.
tional students in community colleges. Future Journal of Psychology, 144(5), 413–428.
researchers are encouraged to study the extent to Chen, G. M., & Starosta, W. J. (1996). Intercul­
which advisors’ intercultural communication com­ tural communication competence: A synthesis.
petence affects the quality of advisor–advisee In B. Burleson (Ed.), Communication year­
communication. The field would benefit from a book 19 (pp. 353–383). Thousand Oaks, CA:
longitudinal study used to explore development of Sage.
advisors’ intercultural communication competence Chen, G. M., & Starosta, W. J. (1998/1999). A
and its influence on international students’ expe­ review of the concept of intercultural aware­
riences of and satisfaction with academic advising. ness. Human Communication, 2, 27–54.
As international students continue discovering Chickering, A. W., & Gamson, Z. F. (1999).
community colleges as pathways to U.S. higher Development and adaptations of the seven
education, academic advisors should improve their principles for good practice in undergraduate
intercultural communication competence to pro­ education. New Directions for Teaching and
mote international student academic success. Learning, 1999(80), 75–81. doi: 10.1002/tl.
Therefore, community colleges should encourage 8006
and ensure that academic advisors have gained the Clark, E. C., & Kalionzes, J. (2008). Advising
necessary understanding, knowledge, and skills to students of color and international students. In
communicate effectively and appropriately with V. N. Gordon, W. R. Habley, & T. J. Grites
culturally differed students. (Eds.), Academic advising: A comprehensive
handbook (2nd ed.) (pp. 204–225). San
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