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INTERNATIONAL CONFERENCE INTERNATIONAL CONFERENCE
Impacts of Globalization on Quality in Higher Impacts of Globalization on Quality in Higher EducationEducation
SEAMEO RETRAC, HCMC, June 20-SEAMEO RETRAC, HCMC, June 20-21/201321/2013
Academic Problems Academic Problems Faced by Vietnamese Tertiary Faced by Vietnamese Tertiary
Students Students in Australia: Insiders' in Australia: Insiders' perceptionsperceptions
Dr. Le thi Anh PhuongDr. Le thi Anh PhuongNha trang Education Nha trang Education
CollegeCollege
OutlineOutline
1. Rationale2. The study3. Recommendations
RationaleRationaleIncreasing number of Vietnamese sts. in
Western countries. Numerous difficulties (Yan & Berliner, 2009)
academic stress (Kamler & Thomson, 2008; Kwan & Tang, 1999;
Warwick, 2006) a hinderance to their studies (Kwon, 1999).
To explore academic problems of Vietnamese sts and their strategies in coping with these challenges.
The studyThe study
1 Population2 Instruments3 Results4 Discussion
PopulationPopulation+ 24 postgraduates: 14 F (58%) & 10
M(42%)
+ 24 to 48 yrs old (a mean of 33 yrs old)
+ 3 mths to 5 years (a mean of # 2 yrs)
+ 19 PhD (79%) & 5 Masters (21%)
+ natural & social sciences (Computer Science, Chemical engineering, Business Administration,
Accounting, Environmental Science, Aquaculture, Agriculture & Environment, Agriculture & Agriculture business // Education, TESOL, Applied Linguistics, and Management)
+ Seven universities
InstrumentsInstruments+ A questionnaire (9 questions)
+ Six Qs. about 5 regular activities lectures/seminars
readingsessaysdissertationsworking with lecturers.
+ Seriousness ('extremely', 'very', 'moderately', 'slightly & 'not at all')
+ Three Qs. about solutions.
Data collectionData collection+ 1st batch: participants at a conference in Australia (2012)+ 2nd batch: via emails (2013)
ResultsResults+ 22/24 respondents (92%) experienced challenges. + Most common problems
Note: obtaining research support (collaboration for experiments)
Problems Rates
Dissertations 86%
Readings 86%
Lectures/seminars 82%
Working with lecturers 73%
Essays 73%
Dissertations (86%)Dissertations (86%)Problems Rates
Critical thinking skills 58%
Research methods 32%
Reading materials 21%
Text organization 21%
Writing dissertations 11%
Research topic >5%
Assignment deadlines >5%
Organizing & synthesizing information/data
>5%
Readings (86%)Readings (86%)Problems Rates
Volume of reading 63%
Background knowledge 37%
Time 32%
Difficulty of readings 21%
Finding readings 16%
Reading skills 11%
Lectures/seminars (82%)Lectures/seminars (82%)Problems Rates
Note taking skills 44%
Class contributions 44%
Negotiation skills 22%
Understanding readings 22%
Oral presentation s 22%
Poor lecturers >5%
Australian English, esp. accent >5%
Essays (73%)Essays (73%)Problems Rates
Writing skills 50%
Arguments 31%
Text organization 25%
Synthesis & analysis of readings 19%
Lack of adequate readings 6%
Working with lecturers Working with lecturers (73%)(73%)Problems Rates
Academic knowledge
44%
Effective questions
44%
Infrequent communication 44%
Lack of face to face meetings 38%
English competence 31%
Initiatives 31%
Unhelpful lecturers 6%
SeriousnessSeriousnessProblems Rank Rates
Lectures/seminars 22% (very) + 39% (moderately)
1 61%
Readings21% (very) + 32% (moderately)
2 53%
Working with lecturers25% (very) + 25% (moderately)
3 50%
Dissertations 21% (very) + 26% (moderately)
4 47%
Essays 6% (very) + 38% (moderately)
5 44%
Chosen solutionsChosen solutionsSolutions Rates
Help from lecturers (in uni: 82%; other uni: 9%)
95%
Self reliance 86%Help from friends 59%
Help from colleagues 14%
Help from study groups & research community
5%
Best solution: Self reliance Best solution: Self reliance (40%)(40%)
Reasons
-I do more reading as it helps me to understand the problem related to my research topic and to improve relevant knowledge and English.-I spend more time talking and discussing in class and to get more face to face instructions from lecturers.
-Asking questions every time I don’t understand is useful. “Better stupid questions than stupid mistakes”.
- I adjust my method of learning to get better achievements.
Notes:Response rate (15/22, 62%)No response rate (7/22, 32%)
Best solution: Asking for help Best solution: Asking for help (33%)(33%)
Reasons+ We are friendly enough to share experiences and difficulties.
+ We have similar experience. + Help from friends/colleagues often comes in time and saves my time and effort.+ Help from senior postgraduate students from my country is the best solution. First, they speak my language. econd, they have studied similar or related courses so they understand what to do to overcome problems.+ My lecturer understands my problems and he is an expert on the field so he knows what is necessary for me.+ My lecturers can tell me what to do and how to do it well.+ Active lecturers have helpful responses.+ Advice from the supervisors is very useful.
FindingsFindings
Three main types
English proficiency Cultural differences in academic settings Research-related skills
English proficiencyEnglish proficiencyComments EvidenceWell reflected in previous studies
(Alazzi & Chiodo, 2006; Araujo, 2011; Halic, Greenberg & Paulus, 2009; Kwan & Tnag, 1999; Kwon, 1999; Mittal & Wieling, 2006; Sherry, Thomas & Chui, 2010; Warwick, 2006; Yan & Berliner, 2009).
Manifested in various skills
writing, reading, note taking, oral presentation & negotiation
Limitations of English exams
failure to respond to specific requirements for academic purposes
Cultural differencesCultural differencesComments Evidence
Unfamiliarity with Western interactive classroom communication (Yan & Berliner, 2009)
lectures/seminars & lecturers lack of questions, initiatives, autonomy (Yan & Berliner, 2009), understanding of expectations (Wang & Li,2008)
Unfamiliarity with conventions
in written academic English
(Wang & Li, 2008; Zhou, Frey
& Bang, 2011)
dissertations & essays
Research related skillsResearch related skillsComments Evidence
Vietnamese culture of accepting ideas from teachers and books.
Weak in critical thinking skills
This deserves proper attention because they are necessary for research
Weakness in critical thinking skills (50%)
More theoretical, rather than research based.
Weaknesses in research methods & relevant materials
Seriousness of problemsSeriousness of problemsData Reasons
Lectures/seminars Working with supervisors
more serious
More frequent Face to face Immediate thinking & response
Essays or dissertations
less serious Less oftenExtended period of timeMore preparation
RecommendationsRecommendations1. Individual preparation for overseas studies
1.1 Strong English competence for studies and research purposes. 1.2 Comprehensive understanding of social and cultural values1.3 Research skills and passion for one’s own research. 1.4 Establishment of networks for academic and social purposes.
2. Vietnamese educators and authorities’ involvement2.1 Adequate adjustments in education system for development of high order thinking skills .2.2. Higher education oriented towards research work.
RecommendationsRecommendations3. Overseas universities’ responsibilites
3.1 Survey of international students’ academic needs (Wang & Li, 2008; Zhou, Frey & Bang, 2011).
3.2 Establishment of learning communities3.3 Seminars on cultural and academic differences (Yan &
Berliner, 2009; Zhou, Frey & Bang, 2011). 3.4 Tutoring services & lecturers’ availability for
consultations (Burke & Wyatt-Smith, 1996).
ConclusionsConclusions+ Vietnamese postgraduates' academic challenges. + Awareness of possible problems and solutions for studies
overseas. + Responsibilities of Western educators & institutions in
helping international students in their studies. + Policies and measures for capacity building, especially at
higher levels in Vietnam.
Further investigations need to explore lecturers' perceptions about their students' academic challenges and what they do to help.
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Thank you for your listening!