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hosts, as well as with other participants.9.2 Disciplinary and interdisciplinary linkagesThis project involves two discipline areas across five universities. In particular,student participants of this study came from Information Technology (IT) andBusiness disciplines. Consequently the outcomes of this study have also given ussome insight into the commonality and differences concerning cross-culturalteaching and learning from these two disciplinary areas.Table 64 on pages 115 – 116 shows the comparison of correlation analyses resultsbetween overall students, IT students and Business students. In general, thelearning difficulties/issues faced by international students were very similar judgingfrom the statistics from the three sets of data. However, three exceptions arose fromthe comparison: 1) Reasons for feeling that the teaching methods of currentsubjects were not suitable; 2) Experience with credit-point systems; and 3) Englishlanguage-related difficulties in understanding lectures. These were discussed indetail in Section 6.3. Recently, the results of our project have been communicated toboth disciplines and we have jointly published papers. Further analysis on thedifferences between IT and Business fields will be conducted.149
10 Results communication, publications and evaluation10.1 CommunicationsResults of this project results have been communicated both nationally andinternationally. Nationally, the following events had taken place:10.2 Publications• 1st workshop on Australian Learning and Teaching Council (ALTC) project(CG7-494), Edith Cowan University, 15-16 July 2008• 2nd workshop on Australian Learning and Teaching Council (ALTC) project(CG7-494), Southern Cross University, 10-12 Sept. 2009• UTS Teaching and Learning Forum 2008• Curtin Teaching and Learning Forum 2008• Workshop on “Investigating the efficacy of culturally specific academicliteracy and academic honesty resources for Chinese students”, 29th August2008.• Panel presentation/discussion in the special panel at the ACE2010conference on the topic of "Internationalisation and Cross Cultural Issues inComputing Education"• Public seminar entitled "Strategies and Approaches to Teaching andLearning Cross Cultures" on 29 Oct., University of Technology Sydney.Internationally the outcomes of this project were presented in the followingconferences:• International Conference on Improving University Teaching (IUT),Vancouver, Canada, 14 – 17 July, 2009• International Academic Conference on Innovation in Teaching andManagement of High Education (ICITM 2009), 22-24 Dec. 2009, Malaysia.And they will also be presented in the upcoming International Conference onComputer Supported Education) which will be held in Valencia, Spain next year, on7 - 10 April, 2010The comprehensive report with two sets of guidelines/suggestions will becommunicated to academics and managers in related universities, and also relevantgovernment departments, through submitting this report to universities and ALTC.We have completed six papers for international conferences and forums to reportour findings of this project and to obtain feedback from experts. We are completinganother three papers for international journals and conferences.This project’s results have been and will be published in the following publications:150
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Strategies and Approaches toTeachin
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Table of Contents0 EXECUTIVE SUMMAR
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0 Executive SummaryAustralian terti
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1 Project OutcomesThe outcomes of t
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The identification information sect
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questions aim to discover their ass
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3.2 Literature reviewCross-cultural
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4 Survey Data AnalysisThis section
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Total Count 380 632 1012Percentage
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2 Count 12 30 42Percentage 3.1% 4.7
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Table 13 shows that nearly all loca
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methods are good, while less than h
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Preferredfewerlectures andmore labs
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Table 26 (Question III.4.D) Preferr
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Maindifferencesbetweenteachingmetho
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Table 33 shows that about half of l
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Table 38 (Question IV.4) Sufficient
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understanding lectures?Table 42 (Qu
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confident Count 301 179 480Percenta
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Table 49 (Question VI.4) Caring abo
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Table 52 shows that more local stud
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Table 56 shows that both local and
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a chi-square test to determine whet
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Significance Level (α= 0.05)Hypoth
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presentations are unrelated (Indepe
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Hypotheses V.2H0: Student category
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encountered at university in 2/3/4
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III.7What are you most concerned ab
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II.6.EII.6.FII.6.GTextbooks you pre
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VII. OtherVII.1.1VII.1.2What are th
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III.6 Do you like lecturers to ask
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distribution of these comments acro
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Figure 4.5 University of Sydney und
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Australia is the environment (11.06
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example, one student said that home
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5 Interview Data AnalysisThis secti
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class?Eight students thought studen
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(1) Did you have any difficulty sel
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5.2 Staff interview data analysisA
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(2) Do you think that the methods y
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is the biggest problem”. One lect
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comments was, “No, I send them to
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lecturer, and one of them like the
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am a shy person I am not comfortabl
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When they have difficulties in read
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(7) Have you been involved in many
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Only two of the graduates had diffi
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Furthermore, I was not familiar wit
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Page 101 and 102: CrosstabDifficultieswhenreadingtext
Page 103 and 104: CrosstabPreferred workingin groups
Page 105 and 106: CrosstabMain differencesbetween tea
Page 107 and 108: CrosstabWhat are the maindifficulti
Page 109 and 110: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 117 and 118: CrosstabWhat are the mainstudy diff
Page 119 and 120: Pearson Chi-SquareLikelihood RatioN
Page 121 and 122: ead lecture notes.2. Regarding the
Page 123 and 124: II.9 0.022 0.097 0.174 0.02 0.135II
Page 125 and 126: From Table 65, we can see that ther
Page 127 and 128: countries peoples. Personally, I fi
Page 129 and 130: perceived by them as something insi
Page 131 and 132: 7. Arrange peer groups for those st
Page 133 and 134: covered (or not covered well) in th
Page 135 and 136: 13. Ask assistance from internation
Page 137 and 138: 11) • Weekly groupcase studies an
Page 139 and 140: 8 Guideline for International Stude
Page 141 and 142: life. However, it is very important
Page 143 and 144: There are ways of maintaining focus
Page 145 and 146: Expect to be nervous initially and
Page 147 and 148: Avoid cheating and plagiarismAustra
Page 149: 9 Disciplinary and interdisciplinar
Page 153 and 154: Visiting Professor Javier Montero f
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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