Academic adjustment of Japanese students to an Australian learning environment

© 1997 Kath T. LynchThe purpose of the investigation is to identify factors that influence the successful academic adjustment of students coming from a Japanese learning environment to an Australian academic institution. This thesis examines the academic adjustment of two Japanese students studying an undergraduate degree in computer science at an Australian university. Research data was utilised from a six-month case study and an interview was conducted with the Japanese students. A group of English as a Second Language teachers and a group of academics were interviewed about their perceptions of the factors influencing this cultural and learning transition. The findings indicate that there are a considerable number of factors influencing the academic adjustment of Japanese students studying in Australian institutions including language and communication style, learning style, student/teacher relationships, assessment, concepts of success and failure, course content, the impact of local students and institutional differences between Japan and Australia. The recommendations of this study suggests a three-pronged approach. Programs are needed to assist Japanese students in their transition to Australian learning environments, informed by further research into their cultural and educational background. The second strategy should support the Australian academics and local students with whom the Japanese students interact. The third recommendation relates to the need for changes in institution's attitudes and policies to the international student market