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countries peoples. Personally, I find the teachers need to teach the same due tomulticulturalism”.None of the international graduates asks questions in class often. For example, oneof them said, “I am very shy. Sometimes I go to the lecturer directly to askquestions, but not usually in class. In India, we don’t really ask many questions inclass, maybe it’s more of a cultural thing, as well as the fact I’m shy”. However, theysupport the notion that it is necessary to encourage students to ask questions inclass. Moreover, they all think it is important part of learning for students to activelyengage in classroom discussions.The international students have been involved in many assignments and believe it isan important leaning method. For example, one of them said, “There are someadvantages in group assignments. When you work in a group, aimed at an issue, itwill help you broaden your ideas and your knowledge because everyone in yourgroup will have their own opinions. When people work together and when youdiscuss with your group members, you will all gain a more comprehensiveunderstanding on the issue”. However, they are satisfied with the current number ofgroup assignments and do not need more. They have the same attitude topresentation. The main problem of presentation for them is language.When talking about system management in Australia, the students like the creditpoint system very much. However, with regard to referencing systems and selectingsubjects, these students have some problems when they commence study inAustralia.The language problem is the main issue for almost all international graduates whenthey begin their study in Australia. However, they do not feel it is hard tocommunicate with their fellow students and lecturers, despite the fact that theirEnglish is not very good in the beginning. Generally, they are satisfied with what theuniversity has done to help them improve their English.126