Challenges and Strategies for International Students in Welsh Universities

This academic research by Supachai Chuenjitwongsa explores the challenges faced by international students in Welsh university settings, focusing on academic and cultural adaptation, teaching strategies, and learning experiences. It highlights the increasing number of non-UK students and discusses competing expectations, university adaptation, economic issues, and the value of Welsh education for international students. The study provides insights into effective teaching methods and the overall development of international students in a Welsh educational context.

• International Students
• Welsh Universities
• Teaching Strategies
• Academic Adaptation
• Cultural Diversity

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1. Effective Teaching and Learning for International Students in Welsh University Settings Supachai Chuenjitwongsa CertHE, CertGenEd, BPA, DDS, MSc, PhD, FHEA Prifysgol Caerdydd, Cymru, Y Deyrnas Unedig Prifysgol Chulalongkorn, Gwlad Thai

2. Nice to Meet You All International students and a Welsh university Challenges for a Welsh university Students learning styles Academic and cultural adaptation Helping international students learn in a Welsh university setting Moving forward Supachai Chuenjitwongsa

3. International Students and A Welsh University Supachai Chuenjitwongsa

4. The Number of Non-UK Students 2013-14 Total non-UK EU students 125,300 Total non-EU students 310,190 Total international students in Wales 19% of international students in the UK Total increasing since 2005 (in Wales) Sources 73% UKCISA (2015) www.wales.com (2015) Supachai Chuenjitwongsa

5. Competing Expectations University Adaptation Income/Economic Issues Research and Teaching Development Value of Welsh Education International Students Knowledge and Qualification Personal and Professional Adaptation Development Experience and Networking Supachai Chuenjitwongsa

6. Challenges for A Welsh University Supachai Chuenjitwongsa

7. Concrete Experience (Feeling) Grasping via Apprehension - Activist Learning Styles Diverging Accommodating Active Reflective Observation (Observing) Transformation via Intention - Reflector Experimentation (Doing) Transformation via Extension - Pragmatist Converging Assimilating Adapted from Kolb (2005); Hawk and Shah (2007); Abstract Conceptualisation (Thinking) Grasping via Comprehension - Theorist Supachai Chuenjitwongsa

8. Top Sending Countries EU Non-EU 1. Germany 2. France 3. Ireland 4. Greece 5. Cyprus 6. Italy 7. Spain 8. Romania 9. Bulgaria 10. Poland 1. China 2. India 3. Nigeria 4. Malaysia 5. USA 6. Hong Kong 7. Saudi Arabia 8. Singapore 9. Pakistan 10. Canada Sources UKCISA (2015) Supachai Chuenjitwongsa

9. Perception towards Learning E-European/Latin/Asian Students Western Students Active learning and engagement Repetitive learning and memorising Student-centeredness Practice and exercise Skill-dependent Time-dependent Feeling, acting, and experimenting Reflection and cognitive process Adapted from Watkins (2000); Phuong-Mai et al. (2005); Park and Kim (2008); Urubshurow (2008); Hofstede (2011) Supachai Chuenjitwongsa

10. Adapted from Concrete Experience (Feeling) Grasping via Apprehension - Activist Kember (2000); Watkins (2000); Park and Kim (2008); Urubshurow (2008); Hofstede (2011) Chinese Anglo-White Diverging Accommodating Active Reflective Observation (Observing) Transformation via Intention - Reflector Experimentation (Doing) Transformation via Extension - Pragmatist Converging Assimilating Asian, African, Middle Eastern, Eastern European, Latin Germanic- White Abstract Conceptualisation (Thinking) Grasping via Comprehension - Theorist Supachai Chuenjitwongsa

11. PBL Triple Jump Active Lecture Flipping Lecture Story Telling Flashcards Videos SDL with Guidance PBL Triple Jump Inquiry/Research -Based Collaborative Learning Creative Method Learning Station Feeling Accommodating Diverging Observing/ Reflecting Doing Coaching Mentoring Consequence Flip Chart Flipping Lecture T-S-D Converging Assimilating Guided Discovery Active Lecture Flipping Lecture E-Learning (Apps) SDL with Guidance Thinking Supachai Chuenjitwongsa

12. Learning Engagement Western Students Engagement Eastern Students with Support Eastern Students without Support Adapted from Phuong-Mai et al. (2005) Time Supachai Chuenjitwongsa

13. Key Issue Academic Environment International students can adapt themselves into new learning environments within the first few months (Kember 2000; Holtbr gge and Mohr 2010). BUT in the first few months Students may already: Study most of the first semester modules Have done several assignments/group works Have done several examinations Students may be struggling with adapting their learning styles or may already develop learning difficulties! International students definitely need appropriate and adequate academic and personal support Supachai Chuenjitwongsa

14. English Language Courses/Support for International Students Supachai Chuenjitwongsa

15. Academic Skills Courses/Support for International Students Supachai Chuenjitwongsa

16. Key Issue Cultural Environment Cultural support ??? Support for overcoming cultural shock Learning with local students Extracurricular activities relating to Welsh culture Cultural tolerance and cultural diversity Supachai Chuenjitwongsa

17. British Culture for International Students Supachai Chuenjitwongsa

18. Appropriate Welsh Language/Culture Support for International Students Supachai Chuenjitwongsa

19. Welsh for Adult Courses Literature (Speaking/Listening) Grammar Conver. Culture History Vocab. Issues Daily Year (FT) Level 1 2 3 4 5 Entry Foundation Intermediate Advanced 1 Advanced 2 Gloywi Cefndir Siawns am Sgwrs Cau Pen y Mwdwl O O O O O O O X X X X X X X X X X O O X O O O X X X O X O X X O X X O 6 PT = Year x 2 O = Included, = Partially Included, X = Not Included Supachai Chuenjitwongsa

20. Cultural Support for International Students Language Culture Integration Supachai Chuenjitwongsa

21. Effective Teaching and Learning for International Students Supachai Chuenjitwongsa

22. (1) Use Mixed Educational Methods Student-Centred Teacher-Centred Flipping Lecture Repetitive Practice SDL with TEL VDO Lecture PBL/CBL Guided Discovery Small Group Active Lecture Supachai Chuenjitwongsa

23. (2) Focus on Reflection Feeling Accommodating Diverging Observing/ Reflecting Doing Converging Assimilating Thinking Supachai Chuenjitwongsa

24. (3) Provide Adequate Time and Support Eastern Students with Support Engagement Eastern Students without Support Time Supachai Chuenjitwongsa

25. (4) Learn with Local Students Western Students Engagement Eastern Students with Support Time Supachai Chuenjitwongsa

26. (5) Support Cultural Integration University Students Welsh Culture Welsh Language Supachai Chuenjitwongsa

27. Moving Forward Supachai Chuenjitwongsa

28. University Context and Academic Environment Support for Academic Adaptation Mutual Respect International Students Needs and Expectations Cultural Awareness and Integration Supachai Chuenjitwongsa

29. Supachai Chuenjitwongsa Supachai.C@Hotmail.co.uk Chuenjitwongsas@Cardiff.ac.uk http://cardiff.academia.edu/SupachaiChuenjitwongsa Supachai Chuenjitwongsa

30. Thank you for your attention