Culture Shock on International StudentsEssay Preview: Culture Shock on International StudentsReport this essayIntroductionThis report, based on the three articles by Hellsten&Prescott, Rodan, and Xia, will explain certain issues regarding international students(IS) to face up to reality and to find proper solutions. For the last several decades, a numerous number of IS have come to Australia to enrol in academic courses such as universities and English language academies. However, a rapid increase of the number of IS has brought significant issues to the society; poor quality education of educational providers and high cost of school expenses, and safety of IS are main problems. Therefore, this report will explain the large concerns of students with appropriate examples and provide reasonable solutions regarding the issues. Lastly, it will elucidate how IS and universities possibly can deal with the problems effectively.
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Many people argue that students are being recruited as potential applicants for positions within universities and other organisations as a part of their journey from university to new role by gaining a better understanding of a subject/subject matter related to international relations or their interests in academia. The purpose of the study is to highlight these concerns and the ways in which international students can gain a wider understanding of and apply the concepts of cultural shock to the student’s education. The objectives in this report are: • (a) To provide a comprehensive overview of cultural shock as part of a student’s academic plan based on a review process and assessment of the literature and case studies of cultural shock developed by both international students and students from various countries that have been studied, examined, or translated in academic journals such as Oxford English Dictionary, Princeton, Berkeley Studies. • (b) To provide a detailed approach that provides an overview of the topics of cultural shock in relation to the student, the focus is on the following: • a comprehensive definition of cultural shock, such as the concept of cultural shock; • a systematic definition of cultural shock and a general purpose definition of cultural shock and related effects and consequences, such as loss of a social function and changing status of people; • an understanding of the implications of cultural shock for a person’s ability to understand foreign relations and foreign government decisions as a whole; • a theory of social impact of cultural shock, such as the theory of global economic change; • a theory of cultural shock, such as the theory of globalization, related to the concept of global change in the way people see and act, as well as a theory of global security; • an understanding of cultural shock and related topics, such as the concept of social contagion; • the extent to which the academic practice of knowledge and learning contributes and shapes the students’ academic outcomes. • (c) To address some of the many questions facing students of international educational institutions (IS) and other international schools (ISAs), which could be addressed below. • (d) To provide a conceptual framework for understanding certain issues related to cultural shock in international educational institutions (ISAs); • (e) An overview of the most commonly cited issues and their potential applicability in international educational institutions and the potential impact of cultural shock on the international student experience; • an interpretation of cultural shock, such as the concept of cultural shock, and the effects, such as loss of social function; • an understanding of these issues of international educational institutions and their implications within the International Programme for International Student Education, (i.e., the Programme for International Student Education (PILLE) and internationally recognized international standards for international student learning); • discussions of issues of international education, including the role of cultural shock and the role of the cultural process in fostering international students’ ability to learn, to better understand and apply international standards for international students to better promote their academic interests; • a theory of cultural shock, such as the theory of cultural shock and related topics and theories; • a detailed understanding of international educational institutions’ activities related to international studies (U, IB), and other international institutions relating to global and International student learning; and • a list of international students that have received degrees, degree-granting institutions or international institutions in which international education has been accepted, and which currently are attending international studies. 2
In this report
The objectives of this report are to provide an understanding of how the problem, cultural shock, and social impact of cultural shock have affected international students in terms of gaining the best understanding to prepare them for and cope with their international education, and to provide a foundation for further research regarding cultural shock and social impact of cultural shock.
The objectives in this report are intended “to define what can be called an intellectual issue of cultural shock”. As
A Brief History of Globalisation The globalisation of the world is the result of a globalized market economy, which has developed progressively as a result of the emergence of economies to the extent that there is competition from the developed world. For instance, from about 1580 the first industrialised countries in the world followed, followed by Korea and China in the early 20th century. From 1818 onwards, world commodity prices soared from the pre-war levels of 1,100 per cent to 2,000 per cent.
Globalisation of labour: what is it? How did globalisation begin? The theory developed by the late Sir J.W. Mill and the late E.W. Jackson as the ‘world market’, a term that today includes all forms of trade. During the early 20th century, the global economy was largely dominated by the sale of large quantities of labour in many countries and the use of labour-intensive products such as rubber, steel, and glass. In this regard, the origins of the global market economy was based on a theory that the global market forces were the ultimate arbiter of the goods that were produced by human labour. The most obvious example of this was the trade in car parts and other labour goods and the increasing use of labour substitutes, in the early 1970s this idea was recognised as the key link between the global market economy and labour in the industrial world through the exploitation of labour (Carol A. Hart, ‘Industrial Production and Importation from the Industrial World and Globalization in the World of Industrial Capitalism’, Journal of Economic History, Vol. 38, Issue 5, January 1974, pp. 2123-2249). This view was often expressed in the words of E.H. Smith in his 1971 book ‘The Industrial World’, in which he wrote: It is evident that the early history of international markets in which the market became a central arbiter of the entire world system consists in both a period of high globalisation and a period of relatively little competition for capital. It is therefore quite clear that the emergence of markets around the world from the introduction of capital into the market economy of the late 19th century was not a process in progress, but an evolutionary process, and the process of globalisation was the result of the fact that the world markets were increasingly replaced by capitalist competition in the form that capital could be increasingly sold to other countries through direct market access. In short, while it was true that this was the natural evolution of the market economy and trade, it became increasingly clear that this was only occurring and was not changing. Hence, the emergence of the international market economy was the result of the same mechanisms that have led to the rise of commodities and labour, such as the exploitation of labour by a great many people through the global capitalist system (Joseph S. Lippincott, ‘Industrial and Domestic Markets for the Development of International Life’, in E. C. Thompson, ‘Historical Development of the Global Economy: A Case Study of World Capitalism’, Journal of Economic Theory and Practice, pp. 3-29). The development of global markets was not by accident. It was developed by an increasingly ‘non-capitalist’ and increasingly ‘democratic’ international economic society (e.g. C. Smith & M. Jones, ‘The Industrial World; The Origins of the International Economy’, in E. C. Thompson, ‘Historical Development of the Industrial World: A Case Study of World Capitalism, a Review of Economics, and other Papers’, (pp. 44-47). The development of global markets was not by accident. It was developed by an increasingly ‘non-capitalist’ and increasingly ‘democratic’ international economic society (e.g. C. Smith & M. Jones, ‘International Trade of Goods and Services
A Brief History of Globalisation The globalisation of the world is the result of a globalized market economy, which has developed progressively as a result of the emergence of economies to the extent that there is competition from the developed world. For instance, from about 1580 the first industrialised countries in the world followed, followed by Korea and China in the early 20th century. From 1818 onwards, world commodity prices soared from the pre-war levels of 1,100 per cent to 2,000 per cent.
Globalisation of labour: what is it? How did globalisation begin? The theory developed by the late Sir J.W. Mill and the late E.W. Jackson as the ‘world market’, a term that today includes all forms of trade. During the early 20th century, the global economy was largely dominated by the sale of large quantities of labour in many countries and the use of labour-intensive products such as rubber, steel, and glass. In this regard, the origins of the global market economy was based on a theory that the global market forces were the ultimate arbiter of the goods that were produced by human labour. The most obvious example of this was the trade in car parts and other labour goods and the increasing use of labour substitutes, in the early 1970s this idea was recognised as the key link between the global market economy and labour in the industrial world through the exploitation of labour (Carol A. Hart, ‘Industrial Production and Importation from the Industrial World and Globalization in the World of Industrial Capitalism’, Journal of Economic History, Vol. 38, Issue 5, January 1974, pp. 2123-2249). This view was often expressed in the words of E.H. Smith in his 1971 book ‘The Industrial World’, in which he wrote: It is evident that the early history of international markets in which the market became a central arbiter of the entire world system consists in both a period of high globalisation and a period of relatively little competition for capital. It is therefore quite clear that the emergence of markets around the world from the introduction of capital into the market economy of the late 19th century was not a process in progress, but an evolutionary process, and the process of globalisation was the result of the fact that the world markets were increasingly replaced by capitalist competition in the form that capital could be increasingly sold to other countries through direct market access. In short, while it was true that this was the natural evolution of the market economy and trade, it became increasingly clear that this was only occurring and was not changing. Hence, the emergence of the international market economy was the result of the same mechanisms that have led to the rise of commodities and labour, such as the exploitation of labour by a great many people through the global capitalist system (Joseph S. Lippincott, ‘Industrial and Domestic Markets for the Development of International Life’, in E. C. Thompson, ‘Historical Development of the Global Economy: A Case Study of World Capitalism’, Journal of Economic Theory and Practice, pp. 3-29). The development of global markets was not by accident. It was developed by an increasingly ‘non-capitalist’ and increasingly ‘democratic’ international economic society (e.g. C. Smith & M. Jones, ‘The Industrial World; The Origins of the International Economy’, in E. C. Thompson, ‘Historical Development of the Industrial World: A Case Study of World Capitalism, a Review of Economics, and other Papers’, (pp. 44-47). The development of global markets was not by accident. It was developed by an increasingly ‘non-capitalist’ and increasingly ‘democratic’ international economic society (e.g. C. Smith & M. Jones, ‘International Trade of Goods and Services
A Brief History of Globalisation The globalisation of the world is the result of a globalized market economy, which has developed progressively as a result of the emergence of economies to the extent that there is competition from the developed world. For instance, from about 1580 the first industrialised countries in the world followed, followed by Korea and China in the early 20th century. From 1818 onwards, world commodity prices soared from the pre-war levels of 1,100 per cent to 2,000 per cent.
Globalisation of labour: what is it? How did globalisation begin? The theory developed by the late Sir J.W. Mill and the late E.W. Jackson as the ‘world market’, a term that today includes all forms of trade. During the early 20th century, the global economy was largely dominated by the sale of large quantities of labour in many countries and the use of labour-intensive products such as rubber, steel, and glass. In this regard, the origins of the global market economy was based on a theory that the global market forces were the ultimate arbiter of the goods that were produced by human labour. The most obvious example of this was the trade in car parts and other labour goods and the increasing use of labour substitutes, in the early 1970s this idea was recognised as the key link between the global market economy and labour in the industrial world through the exploitation of labour (Carol A. Hart, ‘Industrial Production and Importation from the Industrial World and Globalization in the World of Industrial Capitalism’, Journal of Economic History, Vol. 38, Issue 5, January 1974, pp. 2123-2249). This view was often expressed in the words of E.H. Smith in his 1971 book ‘The Industrial World’, in which he wrote: It is evident that the early history of international markets in which the market became a central arbiter of the entire world system consists in both a period of high globalisation and a period of relatively little competition for capital. It is therefore quite clear that the emergence of markets around the world from the introduction of capital into the market economy of the late 19th century was not a process in progress, but an evolutionary process, and the process of globalisation was the result of the fact that the world markets were increasingly replaced by capitalist competition in the form that capital could be increasingly sold to other countries through direct market access. In short, while it was true that this was the natural evolution of the market economy and trade, it became increasingly clear that this was only occurring and was not changing. Hence, the emergence of the international market economy was the result of the same mechanisms that have led to the rise of commodities and labour, such as the exploitation of labour by a great many people through the global capitalist system (Joseph S. Lippincott, ‘Industrial and Domestic Markets for the Development of International Life’, in E. C. Thompson, ‘Historical Development of the Global Economy: A Case Study of World Capitalism’, Journal of Economic Theory and Practice, pp. 3-29). The development of global markets was not by accident. It was developed by an increasingly ‘non-capitalist’ and increasingly ‘democratic’ international economic society (e.g. C. Smith & M. Jones, ‘The Industrial World; The Origins of the International Economy’, in E. C. Thompson, ‘Historical Development of the Industrial World: A Case Study of World Capitalism, a Review of Economics, and other Papers’, (pp. 44-47). The development of global markets was not by accident. It was developed by an increasingly ‘non-capitalist’ and increasingly ‘democratic’ international economic society (e.g. C. Smith & M. Jones, ‘International Trade of Goods and Services
Problems1. Poor quality and high cost of educationAccording to Rodan(2009,pp27-31), some education providers are offering IS inappropriate education and poor student services though high cost of education still imposes a heavy burden on IS. For this reason, IS are now considered as victims of circumstances. Educational academies may not give as good quality as IS expect. On the contrary, institutions may be just taking the money from IS and misleading IS about some realities of life and study. In addition, it is obvious that there are families which help their children with funds while staying in Australia because of expensive school fees. That may be the reason why a significant number of IS are being forced to work a part-time job after school and weekends to help out their living cost and, what is worse, they are not allowed to have over twenty working hours per week. If a student works more than twenty hours, it could be a direct cause for visa cancellation. Moreover, some IS who do both study and work are less likely to pay attention during class and to have time to spend on study compared to those who only study.
2. The effects of Culture shock on international students.Subsequently, Xia(2009,pp97-101) states that culture shock happens when most of IS encounter a new culture and different life styles. Culture shock may cause stress. IS are affected by psychological confusion and emotional discomfort coming from numerous sources of psychological stress. Representative symptoms are depression, anxiety and feeling of helplessness. Furthermore, IS suffering from these psychological effects may not only find it hard to focus on learning in new cultures but also to solve problems, and to make decisions. As a result, when the people can not overcome the symptoms of culture shock, they may dislike locals and therefore they are more likely to have difficulties to relate to others. Consequently, to deal with psychological stress brought by culture