An investigation into culture shock and its effect on international students in a tertiary environment in New Zealand : a thesis presented in partial fulfilment of the requirements for a Master of Education, Massey University, Albany Campus, New Zealand
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Date
2020
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Massey University
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Abstract
Culture shock is a term associated with the adjustment that one experiences when exposed to a culture different to one’s own. In the context of this research, culture shock experienced by international students travelling to New Zealand for the purpose of education is examined. The research questions explored are: What are the components of culture shock, and how does this affect the learning experience for international students? What is the gap between student expectations and reality in the teaching and learning environment? What are the tensions for academics and other key institutional staff in supporting international students? A mixed method approach was adopted with a questionnaire used to inform the questions for a small focus group. The key findings showed that although students were generally satisfied with their international education experience, there were areas which created challenges for both students and academics. Different expectations about how education occurs and the job role of academic staff, along with challenges settling into a new community impacted on feelings of anxiety and dissatisfaction experienced due to culture shock. Finance and English language challenges were the most prominent components of culture shock experienced by international students. The need to find a part time job to reduce financial pressure; challenges created by translating information between mother tongue and English; and cultural distance were experienced by many students. Students experienced freedom of expression which was new for them, and unexpected in their learning sojourn. The practical element of teaching and the use of business examples exceeded student expectations. Aspects of Fanghanel’s three types of academics – productive, reproductive and transformative were all present in the minds of the students, which, on some level created tensions between staff and students over the role of an academic. Aspects of culture shock such as accommodation and financial pressures were noted as tensions affecting the educational experience for international students. Components of culture shock were experienced to some degree by all students in this study. Differences in the expectations of the role of academics were experienced by students, particularly by those from an Asian cultural background where the teaching and learning environment in their home country is quite different from New Zealand. Students felt that academic staff on the programme showed traits of all Fanghanel’s categories reinforcing gaps in expectations and reality within the student experience in the programme and perceived ambiguity of the role of an academic in postgraduate education.