3 Chapter 2
3.1 Literature review
The purpose of this literature review is to evaluate the study of previous writers regarding the experiences of the international students in Australia. Papers on the most prominent factors like culture, job opportunities, motivational factors and language barrier are explored for this paper.
3.2 Cultural difference for international students
Arkoudis et al. (2013) have discussed in their paper that the Australian government is promoting the interaction between the domestic and international students. This feature is mostly being promoted by the government because they want to enhance the learning experience for the international students. The author has explored through research that the educational institutes are involved in different activities to enhance the interaction. This is mostly because the international students find it difficult to adjust in the culture of the country due to which their focus from the study also diverts. By promoting the interaction, the government is trying to make them comfortable in the country so they could focus on their study. The author could have conducted a survey among the students to know how effective this effort is (Arkoudis, et al., 2013).
Yu & Wright (2016) have deliberated the challenges which the international student face during their journey in Australia. The author has selected five different county students. The mix method approach was used for the collection of data. After analysis of the data, it is suggested that the most of the problems which the students encounter are not related to the education. They are mainly about collaborating with the local students, interaction with the supervisor, assimilation in the community and language problems. Author has also described the methods and procedures by which the universities can help the international students to tackle these problems which is the strength of the paper (Yu & Wright, 2015).
Zabuska et al. (2018) have presented the comparison in their paper regarding the burnout and expectations on the basis of their experiences of the students in three different countries from which Australia is one. After collecting the data from several different resources, the author has evaluated it. After evaluation results are suggested in which it is claimed that the international students from Australia showed very less burnout and emotional stress as they were satisfied with their pathways. The students of Poland have largely displayed the burnout. The author could have explained the factors due to which Australian students are satisfied while others are suffering (Zabuska, et al., 2018).
Kumar et al. (2014) have demonstrated in the paper that how the social support can help the international students to adjust to the new country. For this purpose, the author has selected the Chinese students. He has conducted the semi-structured interview of eight Chinese students. The results of the research have suggested that all those students who received any kind of social support from the community were able to adjust in the country easily as compared to those who did not receive any such type of support. The author has also discussed the limitations, implications as well as the future directions of the topic due to which the usefulness and significance of the paper have increased (Kumar, et al., 2014).
Pham & Tran (2015) have discussed in the paper that intercultural interactions play a very crucial role for the international students in the host country. Intercultural interaction helps in the learning as well as the wellbeing of the students. But it is concluded by the research that the cultural difference plus the language barrier constrains the international students from interacting with the institutional community. The author has conducted the research by the help interviews in which 105 participants were added. The author could have elaborated the problems in detail for the future students who are planning to come to Australia for the study. The author could also have provided the suggestion for the current student so they could tackle the problem effectively (Pham & Tran, 2015).
Pan & Jia-Yan (2015) have stated in the paper that most of the international students who go abroad have to go through from the post-migration growth. This is one of the positive things for them as it helps them to assimilate the new culture. The author has conducted the survey among 227 Chinese students who were studying in the universities of Australia to know their perception about the post-migration growth. The results of the study have suggested that not a just cultural adaptation but also the challenge appraisal, and problem handling are also significant factors which they learn in post-migration growth time period. The author could have described the challenges which they have to face for increasing the worth of paper (Pan & Jia-Yan., 2015).
3.3 Difficulty in finding jobs
Blackmore et al. (2014) have examined that there is a strict policy for the international students in the Australian market. The country is trying to maintain the two things at a time by these policies. One is the share of lucrative incentives in the educational industry while second is getting the skilled labour for the global market. Most of the students just travel to Australia for studying because they believe that after study they can get good employment there. But they could not achieve this target easily as their skills are not good enough due to which they have trouble finding jobs. The author could have purposed the alternative ways of learning the skills (Blackmore, et al., 2014).
Tang et al. (2014) have debated in the paper that most of the international students after getting the degree easily get settled in the rural areas of Australia for the employment. For exploring the factors which persuade this settlement the author has conducted the survey among post-graduate students. From the research, the author has found out that most of the people settle in these areas just because they have previously lived in this type of areas in their homeland. There were not factors like poor English skills, salary and age factors were not involved. The author could have explored more for identifying the more significant factors for the settlement of international students in rural areas (Tang, et al., 2014).