sufficient number of students studying in a particular major, such as IT or Business, toallow us to conduct meaningful analyses on these groups of students.8) The preliminary questionnaire <strong>and</strong> the pilot survey provided opportunities <strong>for</strong> revisingthe survey questionnaire be<strong>for</strong>e conducting the survey across five universities (<strong>for</strong>example, there was an opportunity to improve the quality of the survey questions <strong>and</strong>exp<strong>and</strong> their scope/coverage, as well as to gain experience or an underst<strong>and</strong>ing ofareas that might need attention when undertaking the survey).9) We organised two main workshops, providing timely face-to-face discussionopportunities <strong>for</strong> all team members to work together on particular tasks <strong>and</strong>/or keyissues, <strong>and</strong> to exchange thoughts/experience <strong>and</strong> get feedback.10) Team members attended various teaching <strong>and</strong> learning <strong>for</strong>ums <strong>and</strong> conferences,<strong>and</strong> also gave seminars to lecturers <strong>and</strong> students to obtain useful feedback to improveour outcomes.11) We invited a set of researchers to review <strong>and</strong> evaluate this report <strong>and</strong> received veryuseful feedback.153
11 ReferencesAsmar C. (1999), Scholarship, experience, or both? A developer’s approach tocross-cultural teaching, International Journal <strong>for</strong> Academic Development, Vol. 4Issue 1, 18-27.Baumgart, N. <strong>and</strong> Halse, C. (1999), Approaches to learning across cultures: the roleof assessment, Assessment in Education 6(3), 321-339Biggs, J. B. (1996) Western misperceptions of the Confucian-heritage learningculture, in: D.A. Watkins & J.B. Biggs (Eds), The Chinese learner: Cultural,psychological <strong>and</strong> contextual influences, CERC <strong>and</strong> Australian Council <strong>for</strong>Educational Research, Hong Kong <strong>and</strong> MelbourneBriguglio, C. (2000), Language <strong>and</strong> cultural issues <strong>for</strong> English-as-a-second/<strong>for</strong>eignlanguage students in traditional educational settings, Higher Education in Europe25(3), 425-434Chalmers, D. <strong>and</strong> Volet, S. (1997), Common misconceptions about students fromSouth-East Asia studying in Australia. Higher Education Research <strong>and</strong>Development, 16(1), 87-98.Chen, H. (2003), Contextualizing citation behavior: Chinese graduate students’thesis writing, language <strong>and</strong> academic skills, Latrobe University.Chiu, Yi-Ching Jean. (2009), Facilitating Asian students' critical thinking in onlinediscussions, British Journal of Educational Technology 40, no. 1:Eisenchlas, S. <strong>and</strong> Trevaskes, S., (2003), <strong>Teaching</strong> intercultural communication inthe university setting: An Australian perspective, International Education 14(4), 397-408.Fussell S. R., <strong>and</strong> Zhang, Q. (2007), Culture <strong>and</strong> collaborative technologies. CHIExtended Abstracts 2007: 2845-2848Hofstede, G. (1986), Cultural differences in teaching <strong>and</strong> learning, InternationalJournal of Intercultural Relations, 10, 301-320.Hofstede G., (2001), Cultures consequences: Comparing values, behaviors,institutions, <strong>and</strong> organizations across nations. Sage Publications, Thous<strong>and</strong> Oaks,CA.Hong. P. Z (1991), A thorny journey: A study of the acculturation process of someChinese ELICOS students in Brisbane, Australia. Griffith University: Brisbane,Australia.Huang, H. <strong>and</strong> Trauth, E. M. (2007), Cultural influences <strong>and</strong> globally distributedin<strong>for</strong>mation systems development: Experiences from Chinese IT professionals. InProceedings of the 2007 ACM SIGMIS CPR Conference on Computer PersonnelResearch: the Global in<strong>for</strong>mation Technology Work<strong>for</strong>ce, April 19 - 21, 2007, St.Louis, Missouri, USA.Li, M. S, <strong>and</strong> Campbell J. (2008), Asian students' perceptions of group work <strong>and</strong>group assignments in a New Zeal<strong>and</strong> tertiary institution. Intercultural Education 19,no. 3: 203-216.154
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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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ased communication style such as e-
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CrosstabDifficultieswhenreadingtext
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