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offer both encouraging and discouraging elements. The encouraging element is thatthe family is highly valued in Chinese culture. Three or more generations livingunder one roof is considered a very good indication of harmony and happiness inthe family. The discouraging element is the expectation of their children: “to benumber one in the school/university” is common among Chinese parents. To enableChinese students to successfully complete group projects, a balanced approachtaking into consideration these two cultural elements would be appropriate.Universities in Australia could start working on language challenges for internationalstudents before they arrive in Australia (even before they are offered a place inAustralian universities). The authors/researchers would like to suggest a multichannelstrategy, which involves many relevant parties, and both technological andnon-technological tools/solutions. Australian universities could work through theirown overseas offices and staff, collaborate with their overseas partners (includingagents, educational partners and other associated organisations), and work withgraduates who return to their home countries or with graduates who are residing orworking in the overseas countries.In consideration of the issues raised above, we offer the following suggestions forAustralian universities:1. Produce digital (i.e., CD, DVD) and printed materials, such as academicskills booklet for first year students covering various perspectives of teachingand learning in Australian universities (such as the use of textbooks andstudy materials, student-centred approach, different credit points systemsand course/subject selection processes, group activities), Australian cultureand social environment information, university life in Australia, and someunique words and Australian English slang. Such materials should bedistributed to international students in their home countries via theuniversities’ own offices and/or representations as well as agents andpartners in their home countries.2. Establish an online repository to store and distribute the informationdiscussed in the last point. This repository should be available to everyone.3. Operate academic preparation and orientation week programs in their homecountries before they depart. Such programs could be run by universitiesthemselves and/or through their overseas partners.4. Use graduates in the home countries of international students to educatethem on teaching, learning and living in Australia. The real life experiences ofAustralian graduates are much better and much more effective than otherinitiatives (i.e., all forms of publications and databases, various academicand orientation programs) in helping international students understandAustralia and its education system.5. Put in place mentor programs in the home countries of internationalstudents. Those graduates are very good mentors for students who aregoing to Australian universities to study in the home countries.6. Provide assistance to international students before they leave their homecountries through Australian university offices, representations and theirpartners, as well as via multiple touch points (i.e., fax, telephone, Internet,face-to-face, post, email, SMS). This assistance includes airport pickuparrangements (via working with internal staff and travel firms),accommodation booking (via working with internal staff and real estateagents), and banking services (via working with banks).129