s a dual process that includes not only cultural but also psychological change This shift in personal identification does not change, however, the core of who the student is as an individual (Berry 2005; Smith & Demjanenko 2011; Tran, 2011).
Conclusions and Recommendations
Teacher and student are an archetypal role pair in virtually any society. When teacher and student come from different cultures, complexities can arise due to differences in expected teacher-student interaction or to different social positions of teachers and students.
The findings of this study suggest that there are many positive effects in starting to study in a foreign culture. However, different pedagogical approaches and solutions may be needed to ease the students’ first months in a foreign culture and to facilitate them in their learning processes. It is important to discuss possible problems and the learning culture in Finland: What is expected from students? How to learn academic practices? Is it ok to contact the teachers? It is important to increase feelings of connectedness to studying in a Finnish higher education institution.
Students, teachers and other staff members need to be aware that both positive and negative incidents can provoke feelings of confusion, disappointment and frustration. Listening to international students’ experiences and reflecting on their perspectives creates a basis for co-operation, communication, understanding and support.
Berry, J.W. 2005. Acculturation: Living Successfully in Two Cultures. International Journal of Intercultural Relations 29 (6), 697–712.
Brown, L. & Holloway, I. 2008. The Initial Stage of the International Sojourn: Excitement or Culture Shock? British Journal of Guidance & Counselling 36 (1), 33–49.
Calvez, S.S. 2008. Exploring Knowledge of Canadian Values and Social Axioms in International and Landed Immigrant Students’ Adaptation to Canada. Master’s Thesis, Department of Psychology, University of Saskatchewan, Saskatoon, SK, Canada.
Earley, C. & Ang, S. 2003. Cultural Intelligence: Individual Interactions across Cultures. Stanford: Palo Alto, CA.
Gudykunst, W.B. 2005. An Anxiety/uncertainty Management (AUM) Theory of Strangers’ Intercultural Adjustment. In: Gudykunst WB (ed.) Theorizing About Intercultural Communication. Thousand Oaks, CA: SAGE. 419–458.
Hofstede, G. 1997. Cultures Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations. London: Sage.
Hofstede, G. 2011. Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture 2 (1), 1-26. http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc. Accessed April 10, 2017.
Hu, W. & Zhang, Z. 2013. International Students’ Adjustment Problems at University: a Critical Literature Review. Academic Research International 4 (2), 1-7. http://www.savap.org.pk/journals/ARInt./Vol.4(2)/2013(4.2-41).pdf . Accessed February 11, 2017.
Joy, S. & Kolb, D. A. 2007. Are There Cultural Differences in Learning Style? Working Paper. Department of Organizational Behavior Case Western Reserve University.
Lillyman, S. & Bennett, C. 2014. Providing a Positive Learning Experience for International Students Studying at UK Universities: A Literature Review. Journal of Research in International Education 13 (1), 63 –75. http://journals.sagepub.com/doi/pdf/10.1177/1475240914529859. Accessed March 16, 2017.
Mezirow, J. 1991. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
Smith, C. & Demjanenko, T. 2011. Solving the International Students Retention Puzzle. Windsor, ON, Canada: University of Windsor.
Tran, L.T. 2011. Committed, Face-value, Hybrid or Mutual Adaptation? The Experiences of International Students in Australian Higher Education. Educational Review 63 (1), 79–94.
Wang, J. 2012. Culturally Inclusive Practice: a Case Study of an International Student Support Initiative at an Australian University. Asian Social Science 8 (4): 68–76.
Tampere University of Applied Sciences, Pedagogical RDI
Fields of expertise: Curriculum development, student experien