1. RESEARCH POSTER PRESENTATION DESIGN © 2015
www.PosterPresentations.com
Abstract
There is considerable research being carried out on the changing face of
higher education and its increasing internationalization in the twenty first
century and the challenges which this brings to institutions.
However, almost all these studies are done in the USA, Canada, Australia
and the UK, and focus on “home” students versus international students.
Glion is a unique and truly international institution, currently with 102
nationalities.
What kind of acculturation problems exist in multicultural institutions?
How can they be resolved to facilitate transformative learning? This work
builds on an earlier Master dissertation.
Objectives
Conclusions
Results from qualitative comments indicate that culture has an influence
on academic stressors; however, the statistics from this study were
inconclusive due to the low numbers of participating Asian students
(n=15).
The main difficulties for students were, “group work, referencing, English
levels, time management and assignment writing”
Many of the academic stressors students experience in first semester are
closely linked, such as critical thinking, referencing and insufficient English
levels. Considerable difference of opinion was found between faculty and
students on these points. Critical thinking skills are important for life long
learning. Much more effort needs to be made to explain and practice
critical thinking throughout the curriculum to embed these skills.
References
Charlesworth, Z. (2007). Educating international hopitality students and managers: the role of
culture. International Journal of Contemporary Hospitality Management , 19 (2), 133-145.
Gill, S. (2007). Overseas students' intercultural adaptation as intercultural learning: a
transformative framework. Compare , 37 (2), 167-183.
Meza, V. E., & Gazzoli, G. (2011). International students' acculturation and adaptation: The
case of an indigenous group studying in Switzerland. Journal of Hospitality & Tourism
Education , 23 (2), 14-23.
Mezirow, J. (1997). Transformative learning: theory to practice. New directions for adult and
continuing education , 74, 5-12.
Yan, K., & Berliner, D. C. (2009). Chinese students' academic stressors in the United States.
College Student Journal , 43 (4), 939-960.
Contact
susan.warburton@glion.edu
This poster illustrates the academic stressors of international students in a
hospitality school in Switzerland during their first semester .It also
endeavours to determine the most acute challenges from the student and
faculty perspectives. Furthermore, it attempts to determine the
relationship with culture.
Methodology
This study uses quantitative methods, i.e. surveymonkey.com. Students
completed a questionnaire, n =79. A faculty survey was used to compare
views n=23. MBA, PG and undergraduate students were surveyed in this
study. European, Asian and rest of the world student groups were
compared
Glion Institute of Higher Education, Switzerland
Susan Warburton MED
Academic Stressors of International Students: A Study in a
Hospitality School in Switzerland
QUANTITATIVE DESCRIPTIVE STATISTICS: OVERVIEW OF QUESTIONNAIRE RESULTS
Question Teachers Students
Agree Disagree Agree Disagree
Cultural diversity is a positive aspect
of the school
100% 0% 96.8% 0%
Teachers show cultural
understanding
88.9% 2.2% 85.6% 2.2%
Many students do not form
friendships outside their cultural
groups
59.3% 18.5% 53.7% 19%
Most friends speak the same mother
tongue as me
16.8% 57.9%
Students mix with many nationalities 88.9% 7.4% 90.5% 1.1%
Learning styles are the same as my
country
17.2% 52.6%
Teaching styles are the same as my
country
23.8% 56.3%
Know how to use APA referencing 16.7% 50% 63.8% 17.5%
Know how to use references to
support my argument
16.7% 50% 56.3% 16.3%
Understand how to do
argumentative writing
4.2% 58.3% 61.3% 17.5%
Understand how to read critically 12.5 70.8% 55.1% 15.1
Critical analysis is a skill to be
improved
95.8% 4.2% 41.3% 20%
English Reading skills are sufficient 0% 75% 60.8% 13.9%
English writing levels are not
sufficient
54.2% 12.5% 22.5% 55%
Classmates do not all have sufficient
English skills
75% 4.2% 48.1% 26.6%
Other students English level affected
my learning/group-work negatively
75% 4.2% 31.7% 45.6%
Table 1: Overview of questionnaire
results; Teachers v students
Figure 3: The process of intercultural learning
(Adapted from Kolb and Fry (1975) from Gill (2007)
Asia
47%
Europe
17%
Rest of the
world
36%
Student body: MBA students
Asia Europe other
Figure 2: Academic Stressors in Semester1
1= least difficulty, 8 = most difficulty. (n = 77)
Asia
26%
Europe
59%
Rest of the world
15%
undergraduate students
In later studies, other
semesters will be studied
in order to investigate if
transformative learning
takes place
Results
Limitations
This is a small study, n=79, carried out in only one institution.
.
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
Assignment writing
Referencing
Time management
Exam stress
English level
Understanding lectures
Self-motivation
Groupwork
Understanding the academic learning style
MBA
PG Course
Undergraduates