Internationalization in higher learning education has become an increasingly important issue in most countries around the world, of which Malaysia is no exception. Over the past two decades, the international activities of most universities have expanded in volume, scope and complexity.
Besides, the increasing numbers of international students from efferent countries in University Tara Malaysia have inspired the researcher to explore their cultural adjustment in this university. Therefore, this study seeks to investigate a range of variTABLEs that seem to affect the process of adjustment of international students in University Tara Malaysia. The populations for this research were the international students in the College of Arts and Sciences (CASE). A total of 1 86 students have been selected as respondents.
It was found that there are no significant differences in terms of cross cultural adjustment between genders. Whereas, travel experience, level f education, and language proficiency contributed significantly to the differences in cross-cultural adjustment among respondents. Research also found that there is significant relationship between academic factor, personal-emotion as well as environmental factor and cross cultural adjustment. Based on the findings, a few suggestions were made for improvement in university support to facilitate international students’ cultural adjustment.
Keywords: Host country, international students, cultural adjustment, sojourners, support 1. Introduction People who live in a foreign country may face problems of adjustment. International students are not exempted from this process. Understanding the process of adjustment is very important to the success of this sojourner population. From the arrival of international students in the host country, they will encounter many different and unexpected problems. Students may need to adjust to a new educational system, which differs considerably from the methods of study in their own country (Mediated & Scott, 2005).
There can be some difficulties in adjustment for the foreigner in obtaining suiTABLE accommodation and desired food, whether for religious or personal reasons. There could be the probability that the host country may not provide sufficient us port for the overseas students. Recent research suggested that foreign students’ adjustment is influenced by various cross-cultural variTABLEs, such as the amount of contact with host nationals, length of residence, finance, and accommodation. Furthermore, previous studies have suggested that the adjustment 279 of international students differs according to the country’ of origin and country of study.
In addition, a range Of economic and psycho-social factors that affected adjustment has also been identified in the previous research (Mediated & Scott, 2005; Miser & Castillo, 2004). According to Miser and Castillo (2004), all international students go through the process of adjusting to a new educational system and social environment. Adjustment to these new environments can be a stressful process (Lie & Gasser, 2005) since they have to adapt to new cultural values, foods, weather, etc.
Although previous studies have explored adjustment through the measurement of one or a limited number of variTABLEs, this study tries to investigate a range of variTABLEs that seem to affect the process of adjustment of international students in Malaysia. Thus, the present study examines the relationship between academic style, socio-cultural factors, personal emotion, environment and intercultural communication apprehension with cross- cultural adjustment among foreign students at The Northern University of Malaysia (University Tara Malaysia, SUM). 2.
Problem Statement Over the past Ana decades, the international activities of most universities have expanded in volume, scope and complexity. More signs of internationalization are visible today as more students study abroad. More universities from developed countries establish offshore centers in evolving countries and more for-profit providers begin to provide education programs on a global scale. International students are defined as individuals who temporarily reside in a country other than their country of citizenship in order to participate in international educational exchange as students” (Page, 1990, cited in Line & Hi, 1997).
The influx of international students in universities has various benefits. For instance, in economic aspects, it not only profits the economy of students’ countries of origin and the host countries’ economy but also the international students and local dents themselves (Panda, 2008). In addition, international students also contribute to the diversity of higher educational institutions by creating a cultural learning environment for domestic students.
However, this scenario also triggers challenges as well as opportunities in addressing the issues of diversity in educational institutions. While international students provide good opportunities for cross cultural learning and communication, they also may face many barriers that hinder their learning experiences (Panda, 2008). As noted by Tepees and Bartlett (2002), this culturally heterogeneous roof of international students has a tendency to experience various dilemmas in their educational ventures, new environment, and psychological and social context.
Due to their differences in cross-cultural educational background, international students pursuing their studies in a foreign country found that interacting with local students and host environments are potentially challenging (Panda, 2002). This statement was supported by Burnham (2004), who found that American students who traveled to another country faced difficulties over academic issues, language, housing, economic issues, their inability to become socially accepted, health and recreation issues, and racial prejudice. Most of the foreign students feel that they stand as a ‘minority’ and inferior to the new community at universities.
Hence, it is important for them to adjust to the new 280 culture accordingly, which will help them to operate effectively in whatever condition. There are many factors that need to be adjusted by them in the new country such as academic style, environ meet, social-cultural factors, emotions, communication apprehension and also sense of belonging to their universities. As internationalization in higher learning education is becoming a new trend nowadays, the issues of adjustment among the international students should be highlighted as well.
How far have these students adjusted themselves to the new environment? And what are the possible factors that may help or hinder them from effectively adjusting in the new place? The issue of cross- cultural adjustment among the international students has become a subject for debate. Much of the literature and exploration of global student mobility is centered on documenting and observing the big five providers of the US, the I-J, France, Germany and Australia. As mentioned earlier, there are also other entrants in what is seen as global competition.
Malaysia has directly benefited from the shift in preference away from the US and UK in the aftermath of the September 1 lath, 2001, attacks on New York. The combined effect of visa restrictions and increased scrutiny of applicants as well as anxieties about the spread of “Claustrophobia” and the harassment of Muslims has enTABLEd alternative destination to emerge. As a nation with a large Muslim population and a reputation as a safe destination, Malaysia has become active in attracting international students.
The Malaysian Ministry of Higher Education has made a recent move to transform the landscape of tertiary education, where one main thrust aims to intensify internationalization and ensure 10%-30% enrollment of international students. This is proved by the vision of the Malaysia Ministry of Higher Education when it had announced its ambition to increase the intake of international students to 60,000 by 2008. In order to highlight Malaysia as a topnotch global educational system in line with its Internationalization Program, the place for international students must increase annually.
The paper by Marshier Shirt September 11 and International Student Flows to Malaysia: Lesson Learned, explores these changes and the way in which Malaysia, once a sending country, has now shifted to becoming a country receiving students to the extent that it can now be considered a “medium level” competitor. The author argues that while the growth has been rapid, its sustainability is dependent on a range of factors that include growing competition from new competitors in the Middle Eastern nations such as Bahrain, United Emirates, Oman and Qatar as well as incentives to students in such countries as Japan.
Marshier Shirt (2008) also argues that the success of Malaysia is related to streamlining bureaucracy and providing autonomy that can enTABLE providers to respond to rapidly changing market conditions more effectively. Given this large number of international students, greater attention has been directed toward the adjustment of students from abroad to Malaysia (Ambiguity, 2008; Marshier, 2008; huskily, 2010; huskily & Shaker, 201 0; Huskily, 201 1 Although the number of international students on campuses continues to increase, only a limited number of recently published studies have examined this topic in Malaysia (Huskily, 2011).
Taking this into consideration, this study is trying to explore the factors that may affect the cross cultural adjustment among international students at SUM. In addition, this study also tries to clarify whether demographic factors also affected their adjustment in the new 281 country. This study was designed to address the following research questions: (1) Is there any difference in terms of cross-cultural adjustment among students of different demographic background?
And, (2) Is there any relationship between students’ adjustment factors and the cross-cultural adjustment among the international students in SUM? . Research Objectives The main objective of this research is to investigate a range of variTABLEs that seem to affect the process of cross-cultural adjustment among the international students in JIM. The specific objectives of this research are: 1) To identify the differences in terms of demographic factors such as gender, level of education, language proficiency and traveling experience and the cross-cultural adjustment among international students at SUM. ) To examine the relationship between students’ adjustment factors such as academic factor, cultural-social factor, personal-emotional factor, environmental factor and intercultural communication apprehension factor with the cross-cultural adjustment of international students at JIM. 4. Literature Review Adjustment is a complex and multi-faceted concept. It refers to the dynamic processes that can ultimately lead to achievement of an appropriate fit between the person and the environment (Ramsey, Jones & Barker 2007).
For students, the period of transition to university represents a separation from patterns and norms associated with experiences, which in the behavioral pattern of the university context have not been established fully (Mile & Berger, 1997). There are a variety of ways in which to go about identifying students who are having trouble adjusting to college. For instance, adjustment may be measured by acquiring students’ self-reports of their attachment to a university, participation in campus activities, psychological well-being, and academic standing.
Most researchers who study adjustment would advocate that all such indicators be used simultaneously so that a more comprehensive picture of a student’s adjustment can be obtained (spade, 1971; -reminder-lie & appeasTABLE, 1977; Tint, 1996). In fact, the student Adaptation to College Questionnaire (SACS) is a self-report instrument created with the intention of capturing such a multifaceted view of adjustment (Baker & Shirk, 1999). There have been various studies that stressed the cases that were faced by the international students who failed to adapt in their new country.
For example, Shads and Carlsbad (1994) studied the case of 1 28 international students who were stressed because of perceived deprivationalienation lonelinesshomesickness, hate, fear, stress due to change, and guilt because of not being TABLE to adapt to the new environment in the host country. Research by Nellie and Mockery (cited in Mockery, 1977) found that sojourners who cannot communicate effectively in their new host county tend to be more passive and engage in communication with others less than the norms.
Symptoms of communication apprehension were identified as feeling hopeless, frustrated, shameful, stupid, less assertive, having low selfsame, and being overly sensitive to criticism. These traits can lead to depression if not treated 282 (Mockery, 1977). Cross-cultural adjustment was redefined as the process through which an individual acquires an increasing level of fitness and compatibility in the new lute, including adaptation to culture shock, psychological adaptation and interaction effectiveness (Kim, 1988; Chin, 1990).
Burnham and Boucher (1986) indicated that in order to acclimatize to a new culture, sojourners have to reduce the Symptoms Of culture shock that are caused by the feeling of anxiety, discomfort, embarrassment and uneasiness when they interact with the host nationals. Burnham and Boucher further indicated that effective social and communication skills such as managing friendship, understanding others and being assertive are the key to reduction of these symptoms in the recess of cross-cultural adjustment (Chin, 1990).
Baker and Shirk (1999) identified four factors that influence the cross-cultural adjustment among foreign students in the host country. These are: academic factor, social- cultural factor, personal-emotion factor and environment factor. A study conducted by Line and Hi (1997) showed that academic difficulties are positively correlated with adjustment. Many students who go to the United States find it is very difficult to adjust to the English language and educational system. They have difficulty adjusting to the various accents of the instructors along with their different styles.
Besides, they also have difficulty understanding class lectures, making them feel reluctant to participate in class discussion. Moreover, students find the text constructions difficult to comprehend. Those who have English as a second language often require extra time to read their text books. Further, they are often unTABLE to articulate their knowledge on essay exams or research papers due to their limited vocabulary. Research conducted by Sadomasochism and Hans (1996) found that the major source of problems faced by Indonesian students in Canada and New Zealand was caused by interaction with members of the host society.
Indonesian students in New Zealand admitted that it was not easy to make friends with the New Zealand students. Barriers to active interaction with host nationals, among others, were language (especially the use of slang) and the drinking habits. Different lifestyle, age differences from their classmates, and negative perceptions by New Zealand students of international students were some factors which discouraged Indonesian students from making friends with them.
Research by Burke (1990 cited in Daly and Brown (2004) found that only 15% of overseas students at an Australian University counted local students mongo their close friends, and this pattern continued a decade later with Smart, Evolve and Nag (2000) noting that none of the eight international students interviewed in their study had Australian friends. ComparTABLE findings were reported by Boucher, McLeod and Line (1977) in their investigation of friendship pattern of overseas-born students at the university of Hawaii, and also by research studies in the United Kingdom (Boucher, Hutting & Burnham, 1985; Daly & Brown, 2004).
Between 1 7 and 70% of participants in these two studies indicated that they did not have friends from the host- cultural group. Line and Hi (1997) noted that international students face their own problems. These are the same problems that confront anybody living in a foreign culture, such as discrimination, language problems and accommodation difficulties, financial stress, misunderstanding, and loneliness. Exposure to an unfamiliar environment can create anxiety, confusion and 283 depression. These conditions can lead to complaints of nervousness, loneliness, insomnia and physical illness.
All of this appears to interfere with their studies, friendship, and so on. Another important factor that leads to personal-emotion problems is homesickness. They often feel homesick for their ethnic cuisine. Also, due to the fear of failure to perform, many international students develop performance anxiety and depression, but their problems are often manifested as psychosomatic complaints such as sleep disturbances, eating problems, stomachache, etc. Guardian (1999) stressed that the ability to deal with and/or manage emotional reactions in interactions with people from another culture is vital to successful adjustment.
Anxiety and stress are natural reactions to interacting intensively with members of other cultures or living in another culture. Everyone experiences them to some degree. The degree to which someone adjusts depends upon how they cope with the stress and anxiety, not whether they experience them. The previous research also stated that environment is an important conditioner of culture (Muggers, 1954; Students & Kim, 1984). This is because the environment also influences the process of adjustment among the international students who study abroad.
In the mixed nature of environment in which many strangers find themselves, three environmental conditions are identified in the present theory as affecting the individual trainers’ adjustment process: (a) host receptivity (b) host conformity pressure, and (c) ethnic group strength (Washman, Guttered & Tamer, 1995). In terms of demographic factors, the previous research has shown that there are significant differences Beethoven the demographic factors and cross cultural adjustment. In this study, the researcher also focuses on some demographic factors such as gender, traveling experience, levels of education and language proficiency.
Some researchers noted that adjustment toward the culture is mainly dependent on gender; for example, females were found to be more favorTABLE award the Dutch culture than males (Seafaring, 1 987; Arouses & Vizier, 2005). However, this is contrary to the findings by Arouses and Vizier (2005) which found no gender differences in the adjustment of Moroccan people in the Netherlands. As for traveling experience, research showed that students who had previously spent between three and twelve months abroad felt they were better TABLE to facilitate the communication and were more aware of themselves and culture (TABLE, 2008).
Others have linked prior experience with work adjustment (Black, 1 988); interaction adjustment (Yaps & Boded, 1 999) ND general adjustment (Parker & McElroy, 1993). To some extent, prior research has indicated that previous travel experience was not a predictor of study abroad participation. Yet, in other studies, travel experience was found to be associated with study abroad as well as sojourners’ greater perceived intercultural competence (Goldstein & Kim, 2006). In general, previous research indicates that foreign students tend to experience a magnification of common student problems, e. . , personal doubts about academic ability, difficulties with academic work, social isolation, homesickness and support deeds (Burnham & Boucher, 1986; Mullions, Quintuple & Hancock, 1995). Furthermore, while international students may have friendships and academic supports within their cultural groups, many do not appear to make viTABLE links with local students, which can limit their access to support 284 within and beyond the university and impede the acquisition of important culturally specific information, with a negative impact on adjustment outcomes (Evolve & Nag 1 998; Burnham, 2004).
Additionally, a study conducted at Universities Putter Malaysia on Indonesian students revealed that students who are unTABLE to adapt to the new culture suffered higher stress bevel and tended to adjourn their studies to go back to their hometown for a while (Haying, 2004). Therefore, understanding cross-cultural adjustment is an important key for the international students to ensure that they can get the best experience and enjoy their learning in the new different environment.
Based on the literature reviewed, we can also conclude that the field of international students’ adjustment has done tremendous work examining various factors, antecedents, determinants, and outcomes and has led the way in the area of multiculturalism on university campuses. However, based n the literature reviewed, relatively little is known about students’ learning experiences at university in a Malaysian context.
Recently, the need to examine factors that facilitate or impede foreign students in Malaysian contexts has also been highlighted (Huskily, 2011), while strong arguments have been made for a more detailed analysis Of the needs Of international students, along with more proactive strategies to assist them (Burnham 2004). This study is an attempt to fill in a gap in international students’ adjustment literature, especially in Malaysian contexts. 5.
Research Hypotheses Several hypotheses were formulated for this study: HI: There is a significant difference between genders in terms of cross cultural adjustment. H2O: There is a significant difference between levels of adjustment among respondents who have different traveling experiences. HA: There is a significant difference between level of education and cross- cultural adjustment. HA: There is a significant difference between level of language proficiency and cross-cultural adjustment.
HA: There is a relationship between academic adjustment, social-cultural factor, personalization factor, environmental factor, and intercultural communication apprehension and cross-cultural adjustment. . Method The method employed in this study was quantitative design. According to Ipso (2008), quantitative research is a method of study that aims to quantify attitudes or behavioral patterns, measure their underlying variTABLEs, compare responses and highlight correlation.
This type of survey often involves questioning sample populations that are representative, so that the results can be extrapolated to the entire population studies. Therefore, this study was conducted by distributing questionnaires to the sample of population. The quantitative survey method is appropriate to obtain exact information room respondents in time. Questionnaires reduce bias given that the researcher’s opinions will not influence respondents’ answer to questions 285 in a certain manner, since there are no verbal or visual clues to influence them.
Besides, the questionnaires are easy to analyze. Data entry and tabulation for nearly all surveys can be easily done with many computer software packages. When the respondents receive the questionnaire, they are free to complete the questionnaire on their own timeTABLE. 6. 1. Population and Sampling The population for this research was international students at the College of Arts and Sciences (CASE), The Northern University of Malaysia (Universities Tara Malaysia, SUM). The total population was 368 and 186 students were selected as a sample.
The sample size was chosen based on sample size determination introduced by Creakier and Morgan (1970). From the 186 sets Of questionnaires distributed by the researcher, 135 sets (constituting a sample of 36% of the total international student population at CASE) were returned. The participants in this research consisted of undergraduate and postgraduate students. Besides, participants represented students from different countries such as he Middle East, Indonesia, China, Thailand, Somalia, etc.
The sampling technique used in this research was purposive sampling. This method required the researcher to select the sample that is known to possess a particular characteristic under investigation (Reinhardt, 2006). 6. 2. Measures The demographic variTABLEs measured were gender, level of education, and traveling experience. To assess the cross-cultural adjustment, this study employed an instrument proposed by Baker and Shirk (1999), Student Adaptation to College Questionnaire (SACS)*. The questionnaires were administrated in English language.
