LITERATURE REVIEW - INTRO TO COMS

Running head: INTERNATIONAL STUDENT INTEGRATION AT SAMFORD UNIVERSITY 1

International Student Integration at Samford University:

Examining Social Interaction Differences Between Cultures

Matthew C Zeiser

Department of Communication Studies at Samford University

[email protected]

mailto:[email protected]

INTERNATIONAL STUDENT INTEGRATION AT SAMFORD UNIVERSITY 2

Abstract

This literature review offers a comprehensive overview of the process of international

student integration in American universities. Specifically, it examines intercultural

communication difficulties at the interpersonal level within the context of Samford

University – a small, Baptist university in a suburb of Birmingham, Alabama. The review

addresses hurdles to successful intercultural assimilation and provides an extensive

compilation of research directed toward remedying these problems. More specifically, the

issues of psychological, social, and academic integration are examined in depth. The needs

of international students are viewed through the lens of Maslow’s Hierarchy of Needs, and

the roots of the problems therein are identified. This research compilation is then used in

conjunction with proven quantitative and qualitative testing strategies to develop a three -

fold school wide integration plan for Samford specific University. The solution provide s a

holistic approach to fixing the core issues, through specific targeting of the international

student, native student, and administration/faculty. Specific recommendations range from

curriculum diversification to orientation program overhauls, all targeting a specific issue

within the program.

Keywords: international, integration, assimilation, communication, interpersonal,

intercultural, Samford University, diversification, social, interaction, culture, students


International Student Integration at Samford University:

Examining Social Interaction Differences Between Cultures

Introduction

Intercultural communication is a vast field of study, with a significant portion of it

specifically focusing on cultural differences and social barriers. Every culture has a unique

set of approaches to social interaction, including, but not limited to, social norms,

expectations, and traditions. With the influx of international students in American

universities totaling 723,277 in 2011 (Sergent, 2011), the focus on positive interaction

between native and international students is of increasing importance.

Problems in social interaction between students of different cultural backgrounds is

a well-documented issue, though solutions to these problems have been largely

unexplored. If international study abroad programs are to continue increasing, additional

efforts and research need to be made to ensure it is a positive experience for both

international and native students. This specific study will focus on Samford University, a

small private Christian university in Birmingham, Alabama. Samford began its

international program in 2011 and has continued to see its program grow to more than

200 students in 2012.

The first portion of this study will look at the traditional problems faced by

international students. Psychological, social, and academic issues will be explored and

assessed. The second portion of this study will examine the specific international student

situation at Samford. More pointedly, the obstacles to successful integration will be

explored from the point of view of American students. In discussing the challenges faced


by native and international students, this information can aid Samford’s administration in

creating a more effective and desirable study abroad program.

The majority of Samford international students are from mainland China, and most

come from large cities therein. Most are wealthy and come from China’s elite government

families, affluent business owners, and other privileged situations. As Samford’s new

Chinese and American students begin to integrate, three social interaction issues have

surfaced. Personal space, social engagement, and violation of accepted social norms, all lay

a foundation for potential problems. In the following pages, the efforts of other institutions

toward achieving social integration will be explored and analyzed. This literature review

will provide a theoretical framework and recommendation for how to improve the

international program at Samford.

Literature Review

Communication norms and expectations are the underlying cause of poor

integration in settings with international students. The concepts of personal space, social

engagement, and social norms form the core of these problems. They indirectly inhibit the

sought after integration desired by school administrators and students alike. The root of

these problems does not lie with the students, but with the lack of social education they

receive. This is not to make the argument that the full burden of social integration lies with

the university. Each international student must make the conscious choice to put forth the

necessary time and effort in order to achieve successful social integration. Likewise, host

students must be willing to accept and reciprocate the actions of the international students.


Overview of International Studies Programs

The rationale behind study abroad programs is twofold. School administrations

benefit from the increase in tuition dollars, while the school body gains cultural diversity, a

quality frequently lacking in smaller universities and private colleges (Galloway, 2005).

While these incentives are advantageous in concept, school administrations often

underestimate the range of responsibility and services these new international students

require (Ping, 1999). Ping warns, “Far too many campuses fail to carefully count the cost of

hosting international students and as a result do not provide adequate services for this

population” (p. 19). If Samford wishes to avoid this trend, an effort must be made to

understand the significant needs of their international students.

Specific Needs of International Students

There are numerous reasons cited for the failure of international students to

successfully integrate into their host culture. Of these issues, ranging from lack of family

support to financial struggles, one point of the literature sticks out as something the

university can aid in remedying: social integration. Though an argument can be made that

academic preparation is the most valuable thing an international student should prepare

for, it is within reason to assume that if psychological and social needs are not met first,

academics will be affected accordingly. As Owens and Loomes describe it, “If fundamental

physiological and psychological needs are not met, not only can international students fail

to meet their full academic potential, but they may fail to achieve a sense of well-being and

may become at risk of personal harm” (2010, p. 278).


Maslow’s Hierarchy of Needs

It goes without saying that going to college is a major process of adjustment for

everyone. When an American attends an American university, this individual must learn to

be responsible in many areas of life. Now take, for example, a Chinese student and put that

individual in an American context. In addition to the normal responsibilities of a college

student, the international student must cope with a different language, different cultural

norms, different communication styles, etc. The international student is presented this

daunting task without the aid of their family and friends, exacerbating the problem.

Maslow’s hierarchy of needs is a motivational theory that has been used to

differentiate and delineate the challenges of international students (Frances, n.d.). The

theory stipulates that students have an order of needs that must be met in that order for

positive progress to be made. In this model, physiological needs like food, clothing, and

accommodation are of the utmost importance. Once these needs are met, safety needs like

security of a home, adjusting to a new or no family environment, and feeling safe and

secure can occur. Both physiological and safety needs can be remedied within an

international student’s first few weeks in America. The next level, belongingness and love

needs, can take longer to achieve. This level involves belonging to a group, feeling part of a

community, feeling accepted, and being able to communicate in an effective manner

(Owens, 2010). Finding a successful solution to this level of need is the basis of this study

and will be explored in the following sections.

Social Integration

Social integration is an under-researched area of study within the university context

when it comes to acclimating international students. This is due to the number of variables


in the process, as the formula for successful integration lies somewhere between the

international students, the administration, and the native student population. Even if two

out of three variables are perfect, the third variable may hinder success. For example, even

if the administration is receptive to providing opportunities for native and international

students to mix, if native students have no interest in meeting international stu dents, the

program will inevitably fail. This is clearly a critical step to achieve, as Maslow stipulates

that a student cannot move to esteem needs until these social needs are met. Esteem needs

include competence in mastering tasks such as coursework (Owens, 2010).

Variables Involved in Successful Social Integration

Initially, social integration seems as simple as becoming involved with the student

body, but previous research suggests that there are many variables involved within this

process. The first problematic cycle that arises centers around language proficiency.

International students desire friendship with native students but often lack the ability to

effectively communicate with them (Ramachandran, 2011). At this point, two problems

must be addressed. In Campbell’s study, 55% of their 140 Chinese student survey

respondents reported being dissatisfied with the availability of opportunities to make new

native friends (2012). Furnham and Alibhai’s research suggests, “the degree of social

interaction between the host national and the sojourner is related to the latter’s

adjustment” (1985). Though Furnham does not specify what “the latter’s adjustment”

entails, the implication that it is international student’s job to initiate social interaction puts

them at a disadvantage. Common sense would imply that one who is new to a culture,

language, and country will likely have a great need for social interaction but have little idea

how to initiate it.


Unfortunately, lack of initiative on the part of native students is not the biggest

challenge international students may encounter. In a study done on the integration of

international students at a large public university in Australia, Marginson suggests that the

problem lies in part with the native student population (Owens, 2010). He states that the

Australian students’ lack of overseas experience and study of secondary languages may

be connected with their reluctance or inability to effectively engage international students.

If the native student population is not perceived to be friendly or interested in cross -

cultural relationships, it is likely that international students will gravitate toward other

international students from their own culture (Lin, 2006).

Plentiful Diversity: Lacking Initiative

It can now be considered as established that the success of social integration rests

not with one group, but with many. International students, native students, and school

administration all have key roles to be played in the process. As addressed in the previous

sections, the issue is not the lack of diversity on campuses, but the lack of initiative or

knowledge in how to bridge cultural barriers. As a study in New Zealand suggests, “The

presence of a large number of international students on campus does not mean that contact

will occur” (Campbell, 2012; Leask, 2009). The following will include a discussion of ways

to initiate contact between international students and their host communities.

School Administration Involvement

International students have indicated many struggles they face during the

integration process, but few would fall under the responsibility of the school’s

administration. Of the issues noted in a study consisting of United Kingdom international

students, school administrations have the greatest influence over fostering social


relationships. As Ramachandran puts it, “Spontaneous, genuine, intercultural interaction

between international students and their host community is unusual, and simply being

exposed to people from different cultures does not lead to internationalization any more

than living in the same street creates a community” (2011 , p .206). Though this may be

true, there are strides that can be made by university administration to create community

from the already existing diversity.

The Buddy Program

Campbell describes an excellent model for this in her research paper, “Promoting

Intercultural Contact on Campus: A Project to Connect and Engage International and Host

Students.” The study paired students in an intercultural communication class with an

international student for a twelve-week period. They called this “The Buddy Program.”

Throughout the program, students were required to spend time with their buddy doing

various social activities. Participants in the program reported overwhelmingly positive

results. Four major themes emerged from the study: students reported increased

knowledge of their buddy’s culture, practical experience in intercultural communication,

inspiration to continue international involvement, and feelings of increased communication

competence (Campbell, 2012).

The program was not an empirical study, but the opinions and, in many cases,

changed attitudes toward cross-cultural involvement from host students speak volumes to

the success of this project. This confirms the theory that many native students are not

lacking in compassion or care, but rather lack the necessary tools and confidence to start

cross-cultural friendships.

Recommendations for Improvement at Samford University


In the second portion of this literature review, the comprehensive research from the

previous sections will be used to help define a framework from which Samford University

can restructure its current international student program. The recommendations, though

not comprehensive, will provide a springboard for change and discussion on how the

university can implement much needed changes for the benefit of international students

and Samford as a whole. The following pages are separated into specialized

recommendations for each group within Samford University, from students all the way to

administration.

International Student Pre-orientation Process

Fundamental changes must be made to address the issues international stud ents

face before they leave their home country. When considering the effort that is involved in

uprooting one’s life from one place and moving it to another, Samford should ensure that it

does everything possible to make the process streamlined and stress-free. This begins with

providing incoming international students with the correct information they will need to

prepare for their travel to the United States. This information should be precisely checked

for accuracy, and available in the students’ native language, as many of them only have

basic English skills.

This project can be most effectively tackled through a dedicated international

student online portal. This portal will serve as a hub for all international student

communications prior to their arrival at Samford. While the features of this portal are

negotiable, at minimum it should include the following: access to Samford email; frequently

asked questions; information on transitioning to American culture; information about

Birmingham, Samford, and the surrounding area; a form of direct communication with the


school; and a timeline which illustrates various requirements for moving to the United

States and clearly explains their deadlines. Though not essential at launch, it may prove

beneficial to provide students with videos about Samford, its culture, its student life, and its

opportunities. This will be an important step in easing the minds of students who do not

know what to expect from an American university. It is important to reiterate that this

information will only be used to its greatest potential if it is available in the student’s home

language.

This portal should be maintained and updated regularly by a dedicated team

member within the international program. Throughout the year the site must be actively

monitored by this individual whose primary goal will be responding to questions posed by

the incoming students and ensuring that information is up to date.

The addition of a comprehensive pre-orientation process will greatly ease the

process of orientation that must take place upon the student’s arrival to the United States.

Previously, successful orientation was hindered by inexperience, unpreparedness, and a

general lack of understanding regarding what needed to be done (fro m both incoming

students and Samford’s administration). All of these issues will be addressed by the pre-

orientation process, allowing orientation to be a time focused on meeting the tangible

needs of new students.

International Student Orientation Process

The orientation process plays a major role in social integration and in easing anxiety

upon coming to a new culture. This time should be used for meeting the practical needs of

students and ensuring they are prepared for emotional, social, and educational success in

their new environment. Because students will have many of their questions answered


prior to arrival (via the international student web portal), this time should be largely

stress-free and focus on promoting comfortable transition.

The primary requirement for successful orientation is adequate time. A window of

arrival time should be set well in advance for incoming international students. It should be

stressed that arriving prior to this date is unacceptable and arrival after this date will result

in significant disadvantages to the incoming student. With proper time management, a

period of a week to ten days should be adequate to accommodate the needs of most

students.

To maximize efficiency and minimize stress, the school should arrange for as much

of the process as possible to take place on campus. Activities such as filling out

immigration forms, driver’s license forms, and banking forms should be facilitated on

campus. Additionally, it is plausible that representatives from apartment complexes,

furniture suppliers, and car dealerships be available on campus to field questions, show

options, and take orders for these services. Students should be encouraged to take

advantage of the options the school has provided rather than attempt to complete these

activities by themselves.

International Student Cultural Orientation

Although students should have basic information about what to expect prior to their

arrival, the cultural climate of the United States should be reiterated early in the

orientation. This will set the tone for expected behaviors throughout the orientation

process. Among the most important things to portray to them is the American value of

time and schedule. It must be stressed that failure to be punctual and follow directions will

not be tolerated and may hinder the student from receiving necessary information.


Additionally, practical information such as how to commute without a vehicle, how and

where to get groceries, and other related topics should be clearly explained. Sessions on

American culture should inform students about what is expected of them, what th ey can

expect from Samford University, and steps to successful social integration at an American

university. Finally, students should be directed to the proper services for aiding emotional,

social, and academic development. If these steps are carried out correctly, the

aforementioned issues with personal space, social engagement, and violation of accepted

social norms, should (in theory) be effectively solved.

The orientation process is far less rigid than the previous pre-orientation and can be

adjusted to meet the needs of the students as necessary. The previous suggestions serve as

basic guidelines for success, but the actual implementation may vary depending on the type

of students (undergraduate or graduate) and their preparedness.

Administration and Faculty Orientation

If diversification at Samford is meant to touch all aspects of the university (including

the classroom), administration and faculty buy-in will be paramount. Through educating

Samford’s decision makers and educators, the school will be able to progress as a whole.

One of the greatest hindrances to the international program at Samford is the lack of

cohesive support. If administrators are leading one way and faculty another, progress will

come slowly and painfully. The faculty, administration, and student body must work

together to meet common goals if the project is going to move forward. Administrators

who oversee the international program should not be immutable, immovable decision

makers. They must work in conjunction with those who are daily involved with


international students to ensure that they understand a comprehensive picture of the

program rather than just striving for the bottom line.

Practically, changing the campus norms to facilitate a more diverse and integrated

experience is going to cost money. Though initially the program is going to draw resources,

the payoff in diversification will make the university more desirable to both American and

international perspective students. Among the projects the school should consider

undertaking are curriculum changes and programs that aid and encourage intercultural

communication and friendship.

Changes to the curriculum will be the greatest struggle to implement and draw the

most resources, but have potential for the greatest payoff. In a world where globalization

is rapidly increasing and intercultural communication becoming a necessity, it is important

that Samford’s curriculum pushes students to be competent in a variety of cultural

contexts. Samford should implement intercultural communication into its popular

Foundations course, which will set the tone for the school’s emphasis on diversity and

integration. Additionally, each department should be responsible for researching and

developing methods that will effectively integrate other cultures and contexts into the

classroom. Though this will likely not apply to certain fields such as mathematics or

sciences, it is clear that cultural issues should be explored outside of language and

intercultural communication classes.

If students are being led to consider the multi-cultural context in which they live in

from the classroom, they are more likely to desire intercultural connections outside of

academic life. By providing a setting and opportunities that foster cross-cultural

friendship, Samford can create an environment that will result in true integration of


American and international cultures. A “Buddy Program” is a program that offers native

students an opportunity to befriend an international student for a set period of time. They

are responsible for initiating conversation and activity with this international friend, as

well as aiding them in the adjustment process. This program (while already active in the

Birmingham community) should be adapted for the purpose of linking Samford students

with Samford students. If this program is correctly implemented, it will result in friendship

circles expanding and becoming more diverse. It would be desirable for this program to be

offered for credit within the Foundations course already offered at Samford, or within

other classes as the faculty deems fit.

Reception to these activities will likely grow more favorable with time. Initially, it

may be preferable to focus on the implementation of the above two recommendations, as

they will function together to both educate and integrate students. As acceptance and

diversity begin to increase, the administration can begin to make more specialized changes

to the university. Important changes that are not as proprietary could include (but are by

no means limited to) a more diverse cafeteria menu, a student government position

specifically for international students, and more frequent cultural events on campus. The

culmination of these changes (and others like them) will help aid the cultivation of a more

open mindset for Samford students, faculty, and administration.

American Student Orientation

Samford University is committed to providing a comprehensive international

program that benefits the entire student body and faculty. Because successful integration

relies on the cooperation of all parts of the student body, it would be beneficial to inform

American students of upcoming changes discussed in the previous sections.


American students are the most key but the least controllable variable in achieving

successful integration. Samford can change the curriculum, increase funding, and even the

food, but they cannot change the culture without student acceptance. Therefore it is

necessary that American students be informed of all the options available to them. The

ideal method of education for American students is not a formal orientation session like

that of the faculty or international students.

American students desire genuine friendships with others, which will not be

achieved through an orientation session. This is why Samford must make a holistic move

towards fostering diversity. If Samford students are enriched by a diverse curriculum that

encourages intercultural communication, surrounded by opportunities to be involved with

students from another culture, and offered opportunities to specifically connect with those

students, Samford will have done its part. Students will naturally be drawn to international

students as the perceived gap to cultivating these relationships is closed by the work of the

school. As the Samford administration and faculty work to weave culturally relevant

material throughout the fabric of the school, students will respond with enthusiasm.

As native students become more interested in international students, the creation of

a Samford international involvement web portal would be beneficial. This portal can

provide a platform from which to learn about current events, opportunities, and projects.

In theory, this project could take the form of a social connecter, a bulletin board, an event

planner or any number of uses. The need for this portal may be short-term or long-term

depending on how eagerly it is adopted, but initially it can provide another connecting

point for students to learn about opportunities and initiatives. It would include


information on projects such as “The Buddy Program,” cultural events open to the public,

new culturally focused classes being offered, etc.

Conclusion

This is a crucial time for Samford University – a time of much growth, yet there is

still much to be improved upon. Though this literature review provides a lengthy list of

recommendations, these are only tools to ultimately foster group cohesion and diversity.

In these beginning stages, change will come slowly and progress will at times appear

lacking. With time, Samford University will adapt and embrace the changes made by the

administration and faculty, and the ultimate goal – true diversity – will be achieved. If this

framework is adopted and improved upon, it is likely that Samford will see a cultural

revitalization, and diversity will be something demanded by the student body, not

something the university must work to cultivate.


References

Campbell, N. (2012). Promoting intercultural contact on campus: A project to connect and

engage international and host students. Journal Of Studies In International Education,

16(3), 205-227.

Freitas, F., & Leonard, L. (n.d). Maslow's hierarchy of needs and student academic

success. Teaching And Learning In Nursing, 69-13. doi:10.1016/j.teln.2010.07.004

Furnham, A., & Alibhai, N. (1985). The friendship networks of foreign students: a replication

and extension of the functional model. International Journal Of Psychology, 20(6), 709.

Galloway, F. J., Jenkins, J. R. (2005). The adjustment problems faced by international students

in the United States: A comparison of international students and administrative

perceptions at two private, religiously affiliated universities. NASPA Journal. 661-673.

Leask, B. (2009). Using formal and informal curricula to improve interactions between home and

international students. Journal of Studies in International Education, 13(2), 205-221.

Lin, C. (2006). Culture shock and social support: An investigation of a Chinese student

organization on a US campus. Journal of Intercultural Communication

Research, 35(2), 117-137.

Owens, A. R., & Loomes, S. L. (2010). Managing and resourcing a program of social integration

initiatives for international university students: What are the benefits?. Journal of Higher

Education Policy & Management, 32(3), 275-290. doi:10.1080/13600801003743364

Ping, C. J. (1999). An expanded international role for student affairs. New Directions For

Student Services, (86), 13-21.


Ramachandran, N. T. (2011). Enhancing international students' experiences: An imperative

agenda for universities in the UK. Journal of Research in International Education, 10(2),

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Sergent, T. (2011, November 14). Open doors 2011 international students press release.

Retrieved from http://www.iie.org/Who-We-Are/News-and-Events/Press-

Center/Press-Releases/2011/2011-11-14-Open-Doors-International-Students

http://www.iie.org/Who-We-Are/News-and-Events/Press-Center/Press-Releases/2011/2011-11-14-Open-Doors-International-Students

http://www.iie.org/Who-We-Are/News-and-Events/Press-Center/Press-Releases/2011/2011-11-14-Open-Doors-International-Students

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LITERATURE REVIEW - INTRO TO COMS