Post by NZBC on May 12, 2007 16:03:00 GMT 12
www.minedu.govt.nz/index.cfm?layout=document&documentid=5643&CFID=4620974&CFTOKEN=52672962
ABSTRACT
The review considers the educational, social and cultural impacts of international students on domestic students, educational institutions and host communities. Research is patchy, and most studies on internationalisation have been conducted from the perspective of the overseas students. Far less is known about the viewpoints of either domestic students or members of the receiving community. On the whole, research suggests that international students expect and desire contact with their domestic peers, and positive social, psychological, and academic benefits arise from this contact; however, the amount of interaction between international and domestic students is low. The presence of international students alone is insufficient to foster intercultural friendships. Although a range of cross-cultural differences in teaching and learning have been identified, research has documented few changes in the content or process of educational activities in multicultural classrooms. Strategic interventions, e.g., peer-pairing and cooperative learning, must be undertaken to maximise the benefits of internationalisation. Further research is required, particularly with domestic students and in secondary schools, for New Zealand to establish evidence-based practice in policy and programme development.
ABSTRACT
The review considers the educational, social and cultural impacts of international students on domestic students, educational institutions and host communities. Research is patchy, and most studies on internationalisation have been conducted from the perspective of the overseas students. Far less is known about the viewpoints of either domestic students or members of the receiving community. On the whole, research suggests that international students expect and desire contact with their domestic peers, and positive social, psychological, and academic benefits arise from this contact; however, the amount of interaction between international and domestic students is low. The presence of international students alone is insufficient to foster intercultural friendships. Although a range of cross-cultural differences in teaching and learning have been identified, research has documented few changes in the content or process of educational activities in multicultural classrooms. Strategic interventions, e.g., peer-pairing and cooperative learning, must be undertaken to maximise the benefits of internationalisation. Further research is required, particularly with domestic students and in secondary schools, for New Zealand to establish evidence-based practice in policy and programme development.