Cross-cultural challenges in teaching and supporting Sub-Continent students: Views of academic and professional staff

The growth of higher education students from sub-continent backgrounds in Australia necessitates that universities provide ongoing professional development to staff on cross-cultural issues. Apart from institutional responsibilities, the Higher Education Standards Framework requires teaching staff to engage in continuing scholarship and ensure the educational needs of specific student cohorts are met (TEQSA, 2015). However, before developing an institutional response, it is important to understand the cross-cultural challenges that both academic and professional staff face in teaching and supporting sub-continent students. To meet this aim, semi-structured focus group interviews of 29 academic and 21 professional staff from a regional university in Australia were conducted. The study found that both teaching and professional staff had similar views on the characteristics of sub-continent students. The significant characteristics were respect for teachers; continual guidance; a tendency to group; a propensity to negotiate; and male dominance. The study identified several challenges faced by sub-continent students that have the potential to inhibit their academic success. Overwhelmingly, the inability to develop appropriate study skills was the biggest inhibitor of student success. Other areas of identified challenges were a lack of communication skills, a lack of independent thinking and engagement with faculty and staff; and unrealistic student expectations. Academic integrity was also highlighted as a significant problem by academic staff. Staff also showed awareness of permanent residency status as an important motivator for sub-continent students to seek study opportunities in Australia. As a result, particularly for academic staff, the issue of how to motivate sub-continent students to seek success in their studies as an end goal to their time in Australia is also an important challenge. From a practical perspective, the demystification of cultural assumptions and biases will help to develop strategies to better support student learning. References:Tertiary Education Quality and Standards Agency (TEQSA). (2015). Higher Education Standards Framework 2015, Retrieved from https://www.teqsa.gov.au/higher-education-standards-framework-201