cultural understanding supporting students coming from different … · 2018-10-17 · • in...
TRANSCRIPT
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Cultural understanding
Supporting students coming from
different cultural backgrounds
Kristiina Karjalainen, Senior lecturer
Jaana Häkli, Senior lecturer
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• Internationalization at home
• Definitions for culture
• Diversity of students
• Hofstede’s dimensions
• Culture shock
• Tools to overcome cultural challenges
Contents
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• In August 2018 there were 578 foreignstudents in degree programmes at Saimaa UAS. They form 13% of all students in Imatra.
• These foreign students represent 52 nationalities ranging from Indonesia and Kazakstan to the United States and fromVietnam to Hungary and Nepal.
INTERNATIONALISATION AT HOME
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INTERNATIONALISATION AT HOME
• This autumn about 114 exchange students
from different parts of the world study at
Saimaa UAS. They introduce nationalities
such as Taiwan, Serbia and Belgium to us.
• In student mobilities Saimaa UAS is the
number one in Finland and in teacher
mobilities we are number two in Finland!
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• "Communication is Culture, and Culture is Communication." (Edward Hall, 1959)
• "Culture is a broad concept that embraces all aspects of the life of man." (Seelye, 1984)
• "Culture is the "glue" that binds a group of people together." (Douglas-Brown, 1994)
• Storti (1999) simply states thatCulture is the shared assumptions, values and beliefs of a
group of people which result in characteristic behaviors
• Culture is always learned, even if we are born into a culture
SOME DEFINITIONS OF CULTURE
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IDEAS SENTIMENTS VALUES
OBJECTS ACTIONS TENDENCIES
ACCUMULATIONS
What are some of the things we are
learning? Seven terms
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ICEBERG
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THE REALITY OF MULTICULTURAL
GROUPS?
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STUDENTS ARE STUDENTS
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The ultimate truth, but unfortunately not
a reality in today’s world.
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• Power distance
• Individualism vs. Collectivism
• Masculinity vs. Feminity
• Uncertainty Avoidance
• Long-Term Orientation vs. Short-Term
Orientation
• Indulgence vs. Restraint
HOFSTEDE’S DIMENSIONS
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• HIGH PDI
– Students obey
teachers and
acknowledge their
power
– Respect for elders or
teachers is a virtue.
Teachers are gurus!
– Asking questions
when invited to
• LOW PDI
– Students should think
for themselves
– Teachers treat
students as
equals.Teachers are
guides on student’s
learning path.
– Asking questions in
case of not
understanding
POWER DISTANCE
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INDIVIDUALISM
• ”Me, me, me –thinking”
• Nuclear concept of family
• Students fulfill obligationsto themselves
• Getting your own opinionacross is important
• Students are treated as individuals
• Penalty: loss of self-respect, guilt
COLLECTIVISM
• ”We, we we -thinking”
• Extended concept of family
• Students fulfill obligationsto a group
• Maintaining harmony
• Cheating in an exam = helping a friend
• Penalty: Loss of face and shame for the group
INDIVIDUALISM vs. COLLECTIVISM
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LOW UAI
• Students want to takerisks and are open for new ideas
• Students arecomfortable when not working Are theylazy?
• Students want to havegood conversations
• Lower stress, relaxed
• Poor time management
HIGH UAI
• Students have a needfor certainty and safetyand they want to avoidfailures
• Students have an innerurge to work hard
• Students want to knowthe right answers and are good at memorizing
• Higher stress, anxiety
• Timetables are followed
UNCERTAINTY AVOIDANCE
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MASCULINITY
• Students are ambitious, performance-oriented and need to excel
• Competition throughoutlife
• Students live to study
• Teachers are assertive
• Money and possessionsare valued
• Everything big and fastare beautiful
• FEMINITY
• Students value a highquality of life incl. freetime and want to be of service to others
• Students strive for consensus in decisionmaking processes
• Students live duringstudies
• Women can be found in management positions
• Small, slow and modestare considered beautiful
MASCULINITY vs. FEMINITY
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LOW LTO
• Students areconcerned aboutstability
• Short-term orientationin studies
• Quick results areexpected
• Students spend money once they have it
• The concept of absolute truth
HIGH LTO
• Students acceptchange easily and tradition is not emphasized especially
• Long-term orientation in studies
• Students try to savemoney for tomorrow
• The concept of manytruths
LONG-TERM ORIENTATION
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THE W-CURVE OF CULTURE SHOCK
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• Stages:– Euphoria / Honeymoon (happiness and cheerful excitement)
• Everything is new and exciting.
• Beautiful country. Blue sky, wonderful forests.
• Teachers remember my name.
• I can drink tap water.
• I am so happy to be here, everything is great.
• I’m going to get a great education here and everything is possible then.
5 STAGES OF CULTURE SHOCK
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– Culture shock (unpleasant feelings, disappointment)
• Why do people behave like that?
• The food and the weather are horrible.
• I miss my family and my ”real” friends.
• Everything in my home country is so much better.
• Why do people stare at me all the time? Is something wrongwith me?
• I have lost a lot of weight because I need to walk everywhere.
• I don’t have anybody to talk to. There’s nothing to do.
• Am I going to loose my own culture while being here?
• I can’t sleep well.
5 STAGES OF CULTURE SHOCK
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– Initial adjustment (adaptation to the culture)
• I am going to make it.
• I am going to make the best out of this experience.
• I can keep my own culture but I can operate in this new culturalenvironment as well.
– Stable state (positive, neutral or negative feelings)
• I have my routines and this is my life now.
• I have made friends with local people.
• This is better here in the new culture, but that is better in my home country.
• Countries and cultures are different.
5 STAGES OF CULTURE SHOCK
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– Mental isolation or a e-entry shock after returning to home country
• Why do people drive with so dirty cars in my hometown?
• Why can’t I communicate directly like in Finland?
• Why does it take such a long time to take care of practicalmatters?
• Why don’t my friends and relatives understand me?
5 STAGES OF CULTURE SHOCK
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How do we try to solve these
challenges?
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STUDENTS ARE STUDENTS
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• Partners: LUT, Saimaa UAS, Evangelican
Lutheran Church of Lappeenranta and
Imatra
• Building bridges between international
students and Finnish families
MEET A LOCAL FAMILY PROGAMME
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CO-OPERATION WITH IMATRA AND
LAPPEENRANTA CONGREGATION
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• Encourages international students to
speak Finnish in everyday situations.
• 15 partners inside and outside of the
university life.
• Co-operation between Lappeenranta
Town, LUT and Saimaa UAS.
• Digital version will be published in 2019.
FINNISH LANGUAGE PASSPORT
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FINNISH LANGUAGE PASSPORT
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• At LUT doctorate students get paid during
their doctorate studies.
• DuuniDay – Recruitment Fair organized on
campus to bring companies and students
together
PLACEMENT IN FINLAND
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• Tourism and hospitality students complete
3 ects of their basic placement at Campus
Restaurants in Imatra and Lappeenranta.
to learn how Finnish worklife works
COMPULSORY PLACEMENTS IN
FINLAND
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• Tutor teachers have a personal development
discussion with every student once a year.
• Discussion topics: adaptation to Finland,
success in studies, study motivation,
internationalization, placement, career goals,
further studies.
– Challenges to the tutor teacher? Who can be a
tutor teacher and where do you set the limit
regarding guidance
PERSONAL DEVELOPMENT
DISCUSSIONS
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• Tutoring system
• Freshmen parties
• Excursions to Tallinn, Lapland, St.
Petersburg
STUDENT UNION ACTIVITIES
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• Theme evenings
• Free time excursions and activities
• Performances in different events e.g.
international week etc.
SAIMIA EVENT CLUB
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A SUCCESS STORY OF 23 STUDENTS
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What kind of practises do you have
to integrate international students?
Collection of best practises
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We’ll find the way to tomorrow! –
saimia.fi