Authors: Harri Kukkonen and Taru Owston
Studying in a foreign cultureCulture can be defined as ” the collective programming of the mind that distinguishes the members of one group or category of people from others” (Hofstede 2011). The differences in cultural socialization tend to influence learning preferences and produce different learning styles (Hofstede 1997; Earley & Ang 2003; Joy & Kolb 2007). Thus, international students may find that they need to develop different learning strategies and study patterns from those they used in their own countries.
‘Culture shock’ is explained as a normal reaction to a new environment and cultural differences. Its possible symptoms are tiredness, insomnia, feeling down and homesick, feeling irritated, eating problems, social tiredness and withdrawal. (Brown & Holloway 2008.) Based on a critical literature review, Hu and Zhang (2013) have identified issues that may cause ‘shock’ and hinder international undergraduate students’ adaptation. (Figure 1.)
Figure 1 Problems facing international students (Hu & Zhang 2013)
Adaptation to the new environment is critical for international students’ successful engagement with their learning. However, instead of viewing these problems from a negative perspective, with planning, support and understanding, positive experiences can be provided and developed for the students (Lillyman & Bennett 2014).
This study focuses on the experiences of the students from the International Degree Programme in Energy and Environmental Engineering (IDEE). The research question is: How do international students describe their experiences concerning studying at Tampere University of Applied Sciences (TAMK)?
The study procedure
When the students entering into the International Degree Programme in Energy and Environmental Engineering in 2016 had arrived, they were welcomed by four student tutors and one teacher tutor. Several activities took place to help the members of the group to learn each others’ names, and to become familiar with each other and the practices of TAMK. Some theory of culture shock and learning was conveyed and the students were asked to discuss these and share experiences.
The actual data was produced after two months in TAMK by asking 27 students to write on the topic Learning. They were instructed to choose an aspect of learning that most interested them, to find out about the theoretical background of the topic and to analyze how they were taught earlier in their home country and now in TAMK and what was/is expected of them as a learner The students came from nine countries, a considerable number from Asia.
The students returned their essays in early December 2016. The material was analysed to find out how they viewed their previous experiences, the experience of learning in TAMK and the reactions they have to studying in TAMK: The results are presented below. They are illustrated with short narratives. Each narrative is a compilation of several students’ writings.
A) Studying prior to TAMK
The experiences of learning prior to TAMK varied considerably. Both positive and negative experiences were described. To some the difference with TAMK was not great.
The academic environment of my country and Finland are fairly similar and what is expected of me is essentially the same. Because I know what works for me I am able to pass most courses with ease.
Those coming from Asian countries seemed to notice the greatest differences concerning the roles of a teacher and a student. At its best, learning vast amounts of information by heart and working in a disciplined manner helped them to bear with stress and gave a good basis for studying in another country.
These circumstances really made students study hard in order not to be left behind. This way of education results in hard-working and brilliant students in international environment. I can work under pressure and learn everything the lecturer gives to me.
Aspects that were mostly seen as negative in the previous schools were the competition causing stress and the external motivation that did not supp