Foreign students and their experiences - Coursework Example

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MANAGEMENT SCHOOL PhD ULMR601 Qulitative Research In Business And Management Assignment - Proposed Research Project Semester 02 Name: Jwharh Madgali Student ID Number: 200700573 Word account 2770 Table Of Contents Literature Review .................................................................................................................. ...........4 2 Ethical Implications and ethical approval of the Research .............................................................8 2 Securing Ethical Approval 10 Introduction 3 Literature Review .................................................................................................................. ...........4 Research Aims And Purpuse 5 Methodology....................................................................................................................................6 Strengths & Weaknesses Of Methodology 7 Ethical Implications and ethical approval of the Research .............................................................8 Field-relations challenges 10 Quality Of The Research Evaluated 10 Qualitative Research In Social And Management Sciences 11 References 12 Apendix ........................................................................................................................................14 Introduction Foreign students, otherwise known as international students, continue to form a greater percentage of the learning elite in countries with world-renowned educational systems in the West. Over the last one decade, the number of foreign students in the world has more than doubled, and analysts expect the figure to reach about 7 million by the year 2020 (UNESCO, 2009). Some of the key destinations for international students are the major English speaking countries: UK, US, and Australia, which enrol nearly 1.5 million students every year, according to 2009 statistics. The major sources for the international students are the emerging economies, where improvement in the economic situations in has led to an unprecedented rise in the number of enrolments in western higher learning institutions. Major non-native English speaking source countries for the foreign students are India and China. Given the differences that exist in the English proficiency between non-native and native English speakers, many analysts believe that English proficiency affects the way students relate with their supervisors. A number of factors push the demand for foreign education. Likewise, a combination of issues and challenges are attributable to non-native English students. Besides issues to do with visa acquisitions, student loans, and cultural clashes, foreign non-native students face significant hardships adjusting to the use of native English as the dominant mode of instruction (Wehrly, 1986). The challenges of non-native speakers and their use of English language defines the premise for this research, with a particular bend on understanding how English language proficiency affects the way students relate to their supervisors. Consequently, the cultural inclinations of native English speaking supervisors with regard to their teaching methods have overarching implication on the process, and effectiveness of learning for non-native English speaking students (De Wit, 2004). With such an intricate interplay of factors the significance of English language use, against a backdrop of other factors forms an area of concern for many researchers on the subject. The goal of this report is to discuss the importance of English language for non-native students in their communications with their supervisors. Literature Review Previous research on the issues on foreign students and their experiences in Western higher learning institutions offer a good backdrop for subsequent research interest on the subject. For instance, Schmitt (2005) observes that non-native English speaking university students have about 10% the English vocabulary native speakers possess. On the other hand, non-native English speakers entering Western colleges average at a bare 4,600 words against the native student’s 40,000 words (Schmitt, 2005). It is highly conceivable that the limited vocabulary adversely affects the academic progress of the students, resulting in dismal performance, especially in the first years of learning in the foreign institutions. Shanahan and Meyer (2003), who confirmed that lower English proficiency in a group of foreign economic students had a crippling impact in their learning process, confirmed the assertion. Further research indicated that lack of adequate language tools, exacerbated by heavy accents, result in lack confidence to participate actively in the learning process, and inhibits the interactions between the students and their supervisors and tutors (Bernardo & Gaerlan, 2011). Sharp highlights the ways foreign students expect their supervisors to treat them vary. Some of the differences in perspectives are as a direct result of cultural variations. In fact, Kingston and Forland (2004) claim that acquisition of foreign education by Asian students in western universities as a case for reconciliation of Asian collectivist culture and western individualistic culture. The insightful study unveiled wide variations in opinions of oversee learners and their lecturers, some claiming detachment of western supervisors with the students and others expressing unreserved comfort with the teaching styles of their tutors (Kingston & Forland, 2004). The opinions bore a strong correlation to the cultural ideologies particular to the foreign students and the supervisors. However, a larger majority expressed concern over language problem, although its interplay with cultural inclinations was arguably highly relatable. Researchers have long debated the relationship between language development, social interactions, and culture. In a research by Brooks (1968), people may exhibit similar physical and mental characteristics, but differ with regard to social interaction because of culture and language. Therefore, fundamental change in culture and language has serious implications on the interaction behaviours among non-native English speaking students and their supervisors. In many associated studies, researchers claim that international students face loneliness, isolation and irritability, especially in unwelcoming and alien societies (Wehrly, 1986). The observations are consistent with those seem in many ethnographic studies, where social scientists generally concede that culture and language, greatly influence social and interaction behaviour. Non-native English students face challenges that inhibit their ability to develop their English language proficiency and become part of their new social environments. According to Edwards and Ran (2006), foreign students face vulnerability due to isolation and social anxieties, which exacerbate their English language development process, and ruins their ability to create relationships with their academic supervisors. With acknowledgement of these challenges, many institutions try to offer emotional support, although it is generally ineffective because it is mostly sparse and incoherent. Another significant challenge to social integration of foreign students in non-native speaking learning environments in Western institutions is the irresistible desire by many international students to stay with their own even in highly diverse cultural settings. Research Aims and Purpose Many scholarly sources have explored at length the issues affecting education of foreign students in native English speaking countries. While many studies discuss issues pertaining to trends in pursuit of education by foreign students, few academics related aspects of foreign students with regard to language proficiency. Noticeably, foreign students face a number of challenges, and the documentation and inquiry with the goal of resolving these relevant issues is necessary, and defines one of the purposes of this research. Many organizations and learning institutions have put considerable focus on the demographic aspects of foreign students over time, specifically the size and cultural diversity. However, few studies have put their focus on the highly imperative learning challenges specifically attributable to the communication process between foreign students and their native English-speaking supervisors. This study seeks to analyse the issue in greater depth, with regard to it increasing speculation as to the quality and efficiency of foreign learning, an issue that continues to reveal itself as the number of foreign student enrolments rises globally. Furthermore, the research explores the background that defines social interactions of non-native English students in academic settings. Prior studies have already hinted at the possibility of there been a high relationship between social ideologies and social interactions. Therefore, the interplay of social and cultural aspects in the supervisor-student relationships, may offer challenges with regard to language development, which may by extension affect the relationship between non-native English students and their supervisors. Methodology Conducting interviews is one of the best methods of collecting qualitative research data. There are obvious advantages that accrue from the use of interviews in research, including the ability to make additional inquiries to get more information. In addition, interviews give the respondent more confidence in participating the research and the researcher can better present his/her case for the research, an attribute that helps immensely in obtaining reliable information for the research (Scheuren, 2004). Since the study focuses on a unique student group, many respondents would be easily available for this form of research since geography does not present too much of a challenge as the research happens in institutional conditions. Interviews are very robust in collecting qualitative information, which is the main type of information this relies on. In addition, interviews can be done face to face or through the phone, which increases the convenience of the method in research with regard to cost, travelling huddles, and time (Scheuren, 2004). This study will use interview method to obtain information on the relationship between foreign students and their supervisors. Many institutions admitting foreign students into their community ask them a number of interview questions to find out how well they will perform in the learning institutions. All the interviews touch on the student’s proficiency in the use of the English language, particularly the spoken aspect. Some of these questions are asked during the application for the student visa to the UK. Some of the questions are relevant to this research while others are not. For instance, the following questions are asked during the application for the student visa: Do you need an interpreter? Why did you choose the institution? What course are you taking? Other questions touch on subjects beyond the scope of this research, particularly those relating to the family of the respondent. Strengths and Weaknesses of Interview The strength of interviews in qualitative research is indisputable. Interviews are able to quantify aspects which quantitative and conventional statistical analysis tools may not have the ability to collect and analyse. Through interviews, the researcher gets more ability in determining the validity of the information from the behaviour of the respondent (Scheuren, 2004). Some research methods are more passive and may miss these important aspects, which touch on data integrity. Interviews also offer flexibility as they can be conducted through the phone where the respondent lacks time to meet physically with the researcher. On the other hand, Interview method presents some challenges in conducting the research, a few of which are attributable to the use of the method. Some target respondents may feel that interview method of data collection is invasive to their privacy and confidentiality, a factor that was inhibitory to their participation, especially in sensitive issues (Scheuren, 2004). In addition, never had the commitment and dedication to work within the research constraints with regard to deadlines. Finally, interview method, especially for face-to-face situations, involves cost overruns, which are limiting on the use of the method for small studies. Ethical Implications and ethical approval of the Research Research ethics promote the agendas of research and increase the reliability of research in promotion of the subject areas under study. Many organizations have a set of ethical norms against which they gauge the validity of research. Some of the ethical principles relate to honesty, objectivity, integrity, and preservation of respondent confidentiality (Resnik, 2009). Some ethical principles conflict and many times researchers have to struggle with ethical dilemmas. In many situations, researchers have to secure ethical approval to have the ethical backing for their research projects (Greener, 2008). The overarching aim of research ethics is to preserve the dignity and the rights of human participants in the research, in a way that maximizes benefits and minimizes the risks associable with the research (Resnik, 2009). To ensure the preservation of ethics of research, ethics committees review the ethical implications of the research. The committee consists of includes many stakeholders including members of the public. Participant observation raises many ethical concerns, especially with regard to the covert version of the research tool; many ethicists recommend that researchers obtain informed consent from the participant. The responsibility spreads to protection of the identities of the participants, and giving them the choice to opt out of the research if they so wish (Greener, 2008). Obtaining ethical approval ensures the insurance of the researcher and the participants in the research, and takes the burden of personal liability from the researcher (Orb et. al, 2001). Ethical approval is also paramount for easy backing by sponsors, and for publication by most scholarly journals. According to the UoL research code of ethics (UoL, n.d), which underlays this research; students need to apply for ethical approval through their supervisors. Ethical approval takes up to maximum of three years on average, and at times requires annual review. Inducement of participants to take part in the research is highly restricted, and cannot be advertised as recruitments. Ethical approval from NHS Research Ethics Committee or NRES sufficiently precludes the necessity to apply for ethical approval from University of Liverpool. Qualitative research, especially in social sciences, inspires considerable debate with regard to ethical issues. The social research field increasingly has to obtain ethical approval from various bodies offering differing perspectives on the issue. Some of the entities researchers seek the approval of are university ethics committees and other profession-based ethics and regulatory bodies (UoL). The process can consume time and seemingly unnecessary for some research scenarios, especially where a small research is underway in an academic situation where the scope of the research faces numerous limitations with regard to time and other resources. Securing Ethical Approval Code of research ethics requires that ethical principles relating to access and acceptance, informed consent and confidentiality, and anonymity be observed during research. While research ethics do not overrule what is morally permissible, rule out what is morally permissible, allow illegal activities, or representations of legal statements, they are publicly acceptable codes whose enforcement should be impartial and interpretation clear and concise. Usually ethical practice is backed by sound ethical theory. For instance, Aristotle proposed that morality is about doing the right thing and not blindly following principles, and also includes following in the example of those who have knowledge regarding the issue at hand, while keeping in mind that every situation is unique (Archard, 2010). Moral theory further splits into three groups: consequentialism, which focuses on the outcomes, deontology, which focuses on the actions, and virtue theory, which considers the character and nature of the person. This research weighs heavily towards the deontological perspective on research, where the actions of the research should meet the necessary code of research ethics and pass the moral value system of all stakeholders on whom the research has implications. Many social settings have particular moral or ethical settings, code that distinguishes acceptable from unacceptable behaviour (Resnik, 2009). To conduct the research, the university offers the first level of approval to conduct the research. The permission offered by the supervisor with regard to conducting of this research settles the initial ethical basis for the research, from whence it is possible to proceed with the research. Ethical guidelines further help in the way the ethical is conducted through the interview method. The guiding principles for the greater part of the research will be obtaining of informed consent of the participants and retaining the confidentiality and privacy of the participants. These three facets of research code of ethics: acceptance, informed consent, and privacy and confidentiality lay the right foundation for an empirical and objective qualitative research. Field-relations challenges The research posed a number of challenges, some inherent in the use of the interview method itself, and others particular to the special circumstances pertaining to different aspects of this research. Interview method, especially for face-to-face situations, took considerable amount of effort in persuasion to have the respondents agree to participate in the research. In addition, ethical concerns with regard to confidentiality of the respondent’s identity could be a source of suspicion to the respondents. Finally, with the limited scope of the research, resources to conduct the research on a broader scope might be infeasible. Quality Of The Research Research into the intricacies that define academic life of foreign students is still in the initial stages, and gaps in the research need addressing in future research. Factors such as challenges in conducting surveys affect research quality, sometimes critically (Scheuren, 2004). In addition, the specific viewpoints of the educators themselves have to be taken into consideration in future studies for a complete perspective on the topic, which help enhance the quality of the survey. Overall, the studies give a unified perspective on issues affecting foreign students in English speaking Western states, and rely heavily on discrepant cultural ideologies to explain the challenges facing foreign students. Therefore, factors critical to research validity were of little consequence to the quality of the survey. Qualitative Research In Social And Management Sciences The importance of qualitative research in social and management sciences is indisputable. Qualitative research is in wide and growing usage in the fields of business, education, government sector, management, information systems and so on. Ethical issues define the basis for many social researches, and many organizations have particular code of ethics pertaining to their research projects (Greener, 2008). However, the importance of qualitative research in social and management sciences defines most research ventures in management sciences. References Bernado, A and Gaerlan, J, 2011, ‘Non-Native English Students Learning in English’, De La Salle University, Philippines, Last accessed March 28, 2012 http://www.nus.edu.sg/celc/research/symposium_proceedings/01-bernardoREV.pdf Brooks, N, 1968, ‘Teaching culture in the foreign language classroom’, Foreign Language Annals, 204-217 Carroll, J. 2002, ‘Suggestions for Teaching International Students more effectively, Learning and Teaching Briefing Papers Series’, Oxford Brookes University, www.brookesac.uk/services/ocsd De Wit, H, 2004, ‘A rationale for Internationalization’, OECD 2004, last accessed on March 28, 2012 from http://www.aare.edu.au/07pap/han07418.pdf Deressa, B., & Beavers, I. 1988, ‘Needs assessment of international students in College of Home Economics’, Educational Research Quarterly, 12, 51-56. Edwards, V and Ran, A, 2006, ‘Meeting the Needs of the Chinese Students in British Higher Education’, The University of Reading. Greener, S, 2008, Business Research Methods, Ventus Publishers, Pp. 40-45 Handa, N, 2008, ‘Proving, improving and (dis)approving internationalisation of Higher Education’, University of Western Sydney, Last accessed March 28, 2012 http://www.aare.edu.au/07pap/han07418.pdf Introna and Hayes, 2000, ‘Plagiarism detection systems and international students: detecting plagiarism, copying, or learning?’ Centre for the study of technology and organization, last accessed March 28, 2012 http://www.sdaw.info/lecturers/Plagiarism%20detection% 20systems%20and%20international%20students.pdf Kingston, E, and Forland, H, 2004, ‘Bridging the gap in expectations between international students and staff’ Roehampton University, London, Last accessed March 28, 2012 from http://www.leeds.ac.uk/educol/documents/00003751.htm Li, H, Fox, R, and Almarza, 2007, ‘Strangers in Stranger Lands: Language, Learning, Culture’, International Journal of Progressive Education, Vol 3 Number 1, Last accessed March 28, 2012 http://inased.org/v3n1/lifoxal.htm Orb, A, Eisenhauer, L and Wynaden, D, 2001, ‘Ethics in Qualitative Research’, Journal of Nursing Scholarship, 33(1), 93-96 Resnik, D, 2009, ‘What is ethics in research and why it is important’, National Institute of Environmental Health Sciences, Last accessed March 28, 2012 from http://www.niehs.nih.gov/research/resources/bioethics/whatis/ Scheuren, F, June 2004, ‘What is a Survey?’ The American Statistical Association, Pp. 21-27 Schmitt, A, 2005, Writing in the international classroom, in J. Carroll and J. Ryan, Teaching International students: improving Learning for all, London: Routledge. Shanahan, M. P. and Meyer, J. H. F, 2003, ‘Measuring and responding to variation in aspects of students’ economic conceptions and learning engagement in economics’, International Review of Economics Education, 1, 9–35. Turner, Y. 2000) ‘Chinese Students: Teaching, Learning and Equality in UK Higher Education’, Higher Education Equal Opportunities Network, National Network, Newsletter for Equal Opportunities Practitioners, Spring 2000, Issue 13, http://www.worc.ac.uk/services/equalopps/HEEON/newsonline.htm#Yvonne%27s ) UNESCO, 2009, ‘Comparing Educational Statistics around the world’, UNESCO, Last accessed on March 28, 2012 http://www.uis.unesco.org/Library/Pages/DocumentMore Page.aspx?docIdValue=210&docIdFld=ID University of Edinburgh, 2007, ‘Qualitative Research and Ethical Approval’, University of Edinburgh, Last accessed March 27, 2012 from < http://www.cardiff.ac.uk/socsi/qualiti/Workshops/Edinburghflyer1.pdf> UoL, n.d. ‘UoL Research Code of Ethics’, UoL, Wehrly, B, 1986, ‘Counselling international students: issues, concerns and programs’, International Journal for the Advancement of Counselling, 19, 11-22. Appendix Do you need interpreter? Are you ready for interview? Why did you choose this institute and how did you find about it? Why did you select this course? Is it relevant to your previous studies? Can you tell me the location of the university/college? Why did you select UK for higher studies? Isn't this course offered by any university or college in Pakistan? What if you get a UK degree here, would you like to go to UK again for higher Studies? What course are you going for? What is the scope of your course? Why are you taking this course? What is the course structure? What are the course contents? Do you intend to work in UK after completion of your studies? What do you intend to you after completion of your studies? What is your future plans? What benefit will bring this course to you? Read More