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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 and the pilot survey provided opportunities for revisingthe survey questionnaire before conducting the survey across five universities (forexample, there was an opportunity to improve the quality of the survey questions andexpand their scope/coverage, as well as to gain experience or an understanding ofareas that might need attention when undertaking the survey).9) We organised two main workshops, providing timely face-to-face discussionopportunities for all team members to work together on particular tasks and/or keyissues, and to exchange thoughts/experience and get feedback.10) Team members attended various teaching and learning forums and conferences,and also gave seminars to lecturers and students to obtain useful feedback to improveour outcomes.11) We invited a set of researchers to review and evaluate this report and received veryuseful feedback.153
11 ReferencesAsmar C. (1999), Scholarship, experience, or both? A developer’s approach tocross-cultural teaching, International Journal for Academic Development, Vol. 4Issue 1, 18-27.Baumgart, N. and 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 and contextual influences, CERC and Australian Council forEducational Research, Hong Kong and MelbourneBriguglio, C. (2000), Language and cultural issues for English-as-a-second/foreignlanguage students in traditional educational settings, Higher Education in Europe25(3), 425-434Chalmers, D. and Volet, S. (1997), Common misconceptions about students fromSouth-East Asia studying in Australia. Higher Education Research andDevelopment, 16(1), 87-98.Chen, H. (2003), Contextualizing citation behavior: Chinese graduate students’thesis writing, language and 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. and Trevaskes, S., (2003), Teaching intercultural communication inthe university setting: An Australian perspective, International Education 14(4), 397-408.Fussell S. R., and Zhang, Q. (2007), Culture and collaborative technologies. CHIExtended Abstracts 2007: 2845-2848Hofstede, G. (1986), Cultural differences in teaching and learning, InternationalJournal of Intercultural Relations, 10, 301-320.Hofstede G., (2001), Cultures consequences: Comparing values, behaviors,institutions, and organizations across nations. Sage Publications, Thousand 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. and Trauth, E. M. (2007), Cultural influences and globally distributedinformation systems development: Experiences from Chinese IT professionals. InProceedings of the 2007 ACM SIGMIS CPR Conference on Computer PersonnelResearch: the Global information Technology Workforce, April 19 - 21, 2007, St.Louis, Missouri, USA.Li, M. S, and Campbell J. (2008), Asian students' perceptions of group work andgroup assignments in a New Zealand 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
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 and 150: 9 Disciplinary and interdisciplinar
Page 151 and 152: 10 Results communication, publicati
Page 153: Visiting Professor Javier Montero f
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