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Research informing practice and
practice informing research
ByJudy Wright: Counsellor, ACU National,
MacKillop Campus, North Sydney, NSW. [email protected]
A research project
Researching the psycho-social needs of International students enrolled in Degree & Diploma courses at ACU National, MacKillop Campus, North Sydney: August ‘06 – Dec.’07.
Acknowledgements
Melinda Gollan made a significant contribution to the research during her final ACU National Social Work student placement: July – Dec ‘06.
The Research Reference Group at MacKillop Campus representing key stakeholders was invaluable to the
quality of the research project.
Research Rationale & Purpose
Rationale
55% of students (N=1,683) at MacKillop Campus are International students from 61 countries.
Purpose
To identify International students’ psycho-social needs
To enhance the University’s response to these needs.
Major Research Findings
International students identified significant psycho-social needs across a number of domains
MacKillop Campus is responding well to these needs but can do more
Strong stories of resilience and determination emerged from participants.
Qualitative research methodology
Used to ensure that the stories & experiences
of International Students could be heard Australian & International Literature reviews
Grounded theory methodology. Individual and focus group interviews.
Thematic analysis of participant comments: key stakeholders (KS) & International students (IS)
Cross analysis of participant interviews & literature
Recommendations made, with some significant outcomes achieved during the life of the research
Research Participants
Total of 71 interviews conducted:
23 key stakeholders (across the Campus)
48 international students (individual & focus groups)
Demographic Data
IS Home Country: Representing 17 countries
Indian S-C
China & HK
Sth East Asia
Japan
Europe
Africa
Sth America
West Indies
Home Countries
Indian sub-continent: India; Pakistan; Bangladesh; Nepal
South East AsiaThailand; South Korea; Indonesia; Malaysia
Europe: The Czech Republic; Germany
Africa: Kenya; Uganda
South America: Brazil
+ Japan; China & Hong Kong
Participant Demographic data
Course
B. NursingDiploma CoursesB. BusinessB. Environmental Science
GenderMalesFemales
RESULTS:5 major themes identified
Theme IS KS
1. Personal & Interpersonal issues
2. Basic needs
3. Risks to psychological & physical
well-being
4. Organisational / Campus issues
5. Stories of resilience
RESULTS: Theme 1
Personal & Interpersonal Issues
Codes IS KS
Experiences of loneliness, isolation, lack of connectedness & belonging
76%
Life/work/study balance stress 63%
Communication / language challenges 61%
Pressure to succeed (self / others); Academic issues
54%
Cross cultural issues eg culture shock, grief & loss, reduced supports
41%
Results: Theme 2
Meeting Basic Needs
Codes IS KS
Financial challenges (see quotes next slide) 65%
Transport issues (no IS travel concessions) 56%
Accommodation matters ( rent / housing) 35%
Navigating cultural differences: eg life skills, ‘Aussie’ culture, different food.
27%
Employment assistance 14%
RESULTS: Theme 2
Some student comments on financial stressors
“There is always financial pressure”
“I have thought of doing prostitution
to pay the fees”
“I worry about finances all the time”
Results: Theme 3 Risks to psychological & physical well being
Codes IS KS
Personal safety concerns (assault, robbery) 27%
Experiences of discrimination on Campus 18%
Health concerns (physical & psychological) 12%
Childcare & parenting issues 11%
Exploitation (eg work, rent, sexual safety) 2%
44% 30mins -59mins
37% 1 hr – 2 hrs
19%Under 29 mins
MacKillop Campus
Nth Sydney
IS travel to Uni: one way only
Safety Issues
Results: Theme 4 Organisational / Campus issues
Codes IS KS
Campus facilities / resources 55%
Positive experiences of support on Campus
52%
Transitional issues in adjusting to University: ‘the 1st year’.
39%
Cross-cultural staff communication issues 14%
Literature ReviewsAustralian & Overseas
Overall resonance with other research / literature
Vital importance of the notion of
“proactive response rather than reactive response” essential for Universities to meet International students’ needs.
Source: Butcher, A & McGrath, T (2004) International
Students in New Zealand: Needs and Responses in International Education Journal Vol 5, No 4.
Issue: Developing a University wide
pro-active response to the needs of IS
University-wide ownership including University strategic plan & funding
Campus working groups to maintain & sustain focus & action
Consideration of community engagement & other achievable options
Source: Gresham, Ruth (2003): University of Newcastle.
Interaction between International Students and Local Communities in JANZSSA No.21, April 03: 20–35.
Outcomes achieved and plansfor implementing the recommendations
Issue: Promoting caring & a sense of belonging
Increase in country flags on Campus (80% of IS)
“having the country flags up would make
me feel like I’m part of Australia”
Prioritise shared cultural activities to celebrate cultural diversity
Increase the number of groups, clubs & sport on Campus for all students
Consider development of a mentoring system
Outcomes achieved and plansfor implementing the recommendations
Issue: Promoting caring & a sense of belonging + other issues
Supportive response to different faiths in place
Purpose built kitchen facilities available
New Career Adviser position created
IS now included in ACU loan scheme &
fee instalment scheme in place for some time
The MacKillop CampusCounselling Service
Of all students who accessed counselling:
36% were IS in 2005
45% were IS in 2006
58% were IS in 2007
* The Counselling Service flyer at MacKillop Campus has the Counsellor's photos on it, and feedback from International students is that seeing what we look like
makes it easier for them to come to counselling.
Links with counselling practice
Familiar issues – practice informs research !
Moves individual issues to community ownership & response
Reflects social justice principles
Locates research as a legitimate counsellor activity
Research skills are part of a counsellors skill base,
with research especially qualitative research methods such as interviewing participants.
•A large number of IS participants commented at the end of the interview that they:
“felt valued by being in the research project and in being heard”.
Taking a research role on Campus develops & extends the counselling profile & strengthens partnerships.
Counsellors as researchers
Strengths
Research time:
Having allocated research time with funding is vitally important to enable counsellors to
undertake research activities.
Possible conflict of interest:
Ethical practice ensuring that possible conflicts of interest are named & addressed to protect the rights
of both student counselling clients and student research participants.
Counsellors as researchers
Challenges
Theme 5: Resilience: The following 14 quotes from International students give a
real reflection of the comments made by all of the IS participants in response to the question:
When things get hard, how do you keep going?
“I say to myself I can do it & it keeps me strong”
I look at what I’ve done already and that helps me keep going”
“I tell myself that problems can be solved”
“I keep going to finish – it’s a long journey”
“I want to study hard to build my future”
“Friends have helped me get through”
“I think positive”
“I have a passion to be a Nurse and power to keep going”
“I will not give up - I want to complete this”
“I want to do this for my family and for me“
“I really want to achieve my goals”
“The effort is worth it”. “It’s a great opportunity”
“Hardship is a time when you learn a lot - it is a passage of time”
“I know how to survive”