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Strategies to promote integration between domestic and international students

and achieve the purpose of internationalization at home: focusing on student

housing.

Compiled by:

Mbali Buthelezi

International Academic Programmes Office

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Contents

Introduction ................................................................................................................................ 3

Problem Statement: .................................................................................................................... 3

Student Housing & Residence Life Semester Study Abroad Integration Plan .......................... 4

Methodology .............................................................................................................................. 5

Research Design: ....................................................................................................................... 5

Data Collection .......................................................................................................................... 5

Data Analysis ............................................................................................................................. 6

Findings...................................................................................................................................... 6

Literature Review....................................................................................................................... 8

Recommendations: ................................................................................................................... 12

Conclusion ............................................................................................................................... 14

References ................................................................................................................................ 15

Glossary ................................................................................................................................... 16

Conceptualization: ................................................................................................................ 16

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Introduction

This paper seeks to reveal and recommend the different approaches applied by institutions to

promote integration between domestic and international students in student housing.

Integration is fundamental in promoting internationalization at home, which aims to enrich

the University of Cape Town (UCT) domestic students’ international experience without

having to travel outside South African borders. Therefore, integration is important in

achieving this, not only to enrich domestic students, but to improve international students

experience in the University of Cape Town.

This paper will be based on the findings of the University of Cape Town Student Housing

and Residence Life’s (SH&RL) integration project. The findings of the integration project

will act as guidance on how the project challenges can be avoided or improved for the Short

Term International Programmes’ (STIP) plan to include its’ students in student housing.

The integration project focused on UCT student residences and allocated 91 rooms to

international students that were in the University of Cape Town for the second semester of

July – November 2015. The project included the semester study abroad residence orientation

and other social, academic and cultural programs that served a purpose of instilling a sense of

belonging to all students, specifically international students in student housing.

Problem Statement:

The University of Cape Town faces a challenge in promoting integration between domestic

and international students in residences, even after the initiation of the integration project.

After conducting surveys and interviews with semester study abroad students, residence sub-

wardens, wardens and residence assistants, the SH&RL learned that the project struggled to

integrate domestic and international students within the residence system.

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The Short Term International Programme (STIP) within the International Academic

Programmes Office (IAPO) plans to accommodate its students in UCT student housing.

According to previous reports by SH&RL, housing students that are in UCT for a short term

has been a challenge to date. Therefore this research aims to provide feasible strategies that

can be implemented to achieve STIP’s plan.

Student Housing & Residence Life Semester Study Abroad

Integration Plan

The 6 month Integration plan for SSA students included the following activities:

1) A welcome Orientation program for SSA students into residences was held at Baxter

Dining Hall on 13 July 2015 (Present: Director of SH&RL, Manager Residence Life,

Wardens, SH&RL staff, Semester Study Abroad students and Resident Assistants).

2) Monitoring and Evaluation was applied, whose purpose was to ascertain the degree of

success concerning integration of SSA students in residences through One-on-One meetings

by Frank Karigambe (Senior Coordinator: Academic Development) with each SSA

Residence Assistant.

3) The Semester Study Abroad Vula Site was set up for SSA students and Residence

Assistants to get residence activity updates and connect with each other.

3) A wrap up workshop event on the 9 October took place to explore SSA students’

integration opportunities in residences with SH&RL staff, wardens, Residence Assistants and

SSA students concerned.

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Methodology

Research Design:

This research will employ an exploratory, qualitative and quantitative research design and

methodology. To elaborate, according to Collins Cobuild English Dictionary for Advanced

Learners (2001:540), “exploratory actions are done in order to discover something or to learn

the truth about something.” Burns and Grove (2003:313) define exploratory research as

research conducted to gain new insights, discover new ideas and/or increase knowledge of a

phenomenon. Therefore, this design will reveal previous research to assist in gaining new

insights, discover new ideas and increase knowledge on the strategies of domestic and

international students’ integration in the student residence system.

Moreover, the qualitative research design is employed through the interviews that were

conducted by the SH&RL staff and the residence wardens, sub-wardens and residence

assistants. Whereas, the quantitative research design was employed through the surveys that

were combined and sent to the semester study abroad students that were allocated 91 rooms

in the UCT student housing system.

Data Collection

The data for this research was obtained from the SH&RL SSA students’ responses to Google

online evaluations sent through the Study Abroad project on the Vula site, the residence

assistant’s, sub-wardens and wardens interviews and reports, the student associations’

feedback and observations. It is also obtained from past research conducted on

internationalization at home and integration strategies for international and domestic students

in residences, and from the strategies applied by other institutions.

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Data Analysis

In analysing the data, content data analysis was employed by reading the summarised reports

by SH&RL staff to identify the themes and patterns, and by reading all the students response

from conducted surveys.

Findings

The findings below will be based on the SSA students’ response in a survey they completed,

the interviews and discussions with sub-wardens, wardens and residence assistants and a

report by SH&RL.

According to the report compiled by SH&RL (2015), the challenges experienced by the

Student Housing and Residence Life in accomplishing the objectives of the integration

project were mainly a result of poor communication between SSA students support service

providers and students’ (international and domestic) lack of cooperation in the set activities

that promoted integration.

To begin with, according to the SH&RL report based on the interviews with residence

assistants, residence sub-wardens and wardens, international students tend to remain in their

American student grouping due to being away from home. As a result, they are hardly

interacting with domestic students, thus defeating the purpose of promoting

internationalization at home and increasing the students’ South African experience and

knowledge. According to my experience as a former student, it is with my perception that

more integration activities need to be employed for international students to form friendship

with domestic students.

According to SSA students’ response when they were asked about their experience in

interacting with domestic students, she stated;

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“I feel like I don’t make deep friendships, and it’s really lonely here”

“It has been easy to make acquaintances, but harder to make friends who will invite you to

socialize with them”

This is a clear indication that integration activities are necessary for students in residences to

feel welcome, form friendship and to eradicate the low interaction between SSA and

domestic students (SH&RL Report, 2015).

Secondly, lack of communication between SSA service providers has been a contributing

factor for the challenges in the integration project. To elaborate, SSA students have a tight

calendar of activities pre-planned, thus students are usually away most weekends and

evenings and unavailable for most residence events. According to the SH&RL report, SSA

students missed their residence Welcome or Orientation event as a result of being exhausted

after other activities that were catered to them by their respective faculty and their

programme (CIEE, ISA, IES, Arcadia, Ada Cooper etc). The calendars would have been of

assistance if they were made available to avoid double booking of students. Therefore, lack of

communication between the SSA student service providers was reported as one of the

challenges that made the integration project struggle in achieving the project goals.

Furthermore, one of the students responses on the following question “what have been the

main obstacles of integration within your flat or broader residence?” a student responded

“Busy schedules - you are not always in the flat at the same time as your flatmates, and it can

be surprising how little you see someone that you live with”. This indicates that the

scheduling and double booking of activities for SSA students is something that needs special

attention for integration in residences to be successful.

Nonetheless, some SSA students responded positively about being in student residences. To

elaborate, the students felt meeting their kitchen mates and learning about their lives growing

up in South Africa was a great way to learn more about South African history and the

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students’ experience. To elaborate, SSA students’ appreciated having support from domestic

students by showing them around and assisting them through-out their stay in residence. This

indicates that the purpose of internationalization at home and the international students

experience was better by simple interaction with domestic students. However, this also raises

a flag that students do not have to meet only in the kitchen and laundry room but have

activities catered to them for the purpose of promoting interaction between students.

Literature Review

Below I will reflect the strategies that are used by institutions to promote integration, it will

also include various research conducted on integration and internationalization to further

reflect feasible strategies that STIP can implement in the University of Cape Town residences

for its short term international students.

Although there is an extensive literature on interactions between international and domestic

students, research has been undertaken almost exclusively from the perspective of the

international students. These studies have considered the quality and quantity of contact,

friendship patterns, social support networks, and the functional roles of intercultural

interactions. The results of the research converge to indicate that the amount of cross-national

interaction is generally low, that international students expect and desire greater contact, and

that interaction with domestic peers is generally associated with psychological, social and

academic benefits for the international student (Ward, 2006).

Research has shown that the presence of international students, even in large numbers, is

insufficient in itself to promote intercultural interactions, to develop intercultural friendships

and to result in international understanding. Rather, situations must be structured to foster

these processes. Studies have also revealed that students, both local and international,

perceive it as the responsibility of educational institutions to increase and enhance

intercultural interactions. However, three strategies that have been used, evaluated and

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proven to foster positive intercultural perceptions and relations are mentioned by Ward

(2006) to be peer-pairing, cooperative learning and residential programmes.

According to Mullins, Quintrell and Hancock (1995) one clear advantage of residential

programmes is that they may be implemented in the earliest stages of transition to a new

educational institution. This is a period at which students are most receptive to forming new

friendships. This point should also be borne in mind in developing orientation programmes

with a particular view to bringing domestic and local students together for these activities, at

least for a portion of the programmes (Mullins, Quintrell & Hancock, 1995).

Smart, Volet and Ang (2000) have described Murdoch University's initiatives in their Student

Village. Students who are admitted to the residence are assigned to 6-8 bedroom flats with

shared common room, kitchen and bathrooms. The flats are mixed by race, gender and

nationality, and students are required to accept assignment rather than choosing their own

flatmates. Despite initial uneasiness about these arrangements, students reported long term

friendship formation, removal of racial stereotypes and social cohesion. Although the

students acknowledged that they would not have voluntarily selected these culturally mixed

groups at the outset, they are nonetheless more receptive to forming friendships in the early

stages of their university careers (Volet & Ang, 1998).

According to the American Council of Education (2015) involving local residents in

programs to support international students can augment the university’s services and enhance

the students’ experience. It can also increase global understanding in the local community,

particularly in rural areas where fewer immigrant groups are likely to settle. Ross Jennings,

executive director of international programs at Green River Community College, notes that

international students’ relationship to the local host is often the most important one they

form. For Green River’s international students, many of whom reside with local families, it

means they have a place to stay when they first arrive. Local friendship and homestay

programs are organized with varying levels of activity and structure. The college or

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university may organize events on campus (e.g., ice cream socials, game nights, and

Thanksgiving dinners), or the host and student may be matched and then arrange their own

activities together.

According to the Tokyo Tech report, the institution has a residence allocated to international

students who are on a full degree programme and the semester study abroad programme

named the International House. The Tokyo Tech International House consists of both

international and domestic students who have applied with procedures that need to be

followed for students to be granted a room in that accommodation. According to the Tokyo

Tech report, domestic students are accepted based on their motivation stating the way they

will contribute in making the international students experience better. Therefore, it is

emphasized for domestic students to apply for the residence and note the importance and the

need of contributing and learning as much as they can from international students (Spencer-

Oatey, Dauber & Williams, 2014).

Alternatively, some international living-learning communities require residents to enrol

together in language and cultural courses, where they share readings, assignments, and

discussion. The structure of the courses can provide the conceptual foundation and cultural

skills to help them get the most from, and contribute to, the learning environment. Residents

may be required to participate in, or organize, programs in the learning community, such as

films, holiday celebrations, dinners, or voluntary service. Therefore, this strategy can be

another way to promote integration within residences for students (American Council of

Education, 2015).

According to Nesdale and Todd’s (1993) research in an Australian University, residential

programmes should include the three areas of student life such as the orientation programme,

college tutorials and floor group activities to promoting interaction between students in

student housing. In discussion of their work, Todd and Nesdale (1997) argue that the three

factors mentioned above were critical for the success of the intervention, and these should be

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borne in mind by educators and administrators. First, the programme is based on the

assumption that the more an intervention programme overlaps or coincides with the full range

of a student's daily routine, the more likely it is to be successful. Second, the success of such

programmes is dependent upon the skills and commitment of student leaders and support

persons. And third, the programme's success is dependent upon the positive involvement and

active participation of the students themselves.

Moreover, Spencer-Oatey, Dauber and Williams (2014) revealed practical activities

employed by the University of Leeds in the United Kingdom. According to Spencer-Oatey,

Dauber and Williams (2014) the University of Leeds hosts a week long intercultural welcome

programme deemed successful in serving the purpose of integrating domestic and

international students. The week long intercultural welcome programmes are catered to

support interaction and friendships between all residents, create a home and a community and

connect people with similar interests (ibid). The activities catered by the University of Leeds

to achieve integration are as follows:

- Student residence halls host events that encourages community spirit such as the

“meet to eat” activity for students to go out as a group through-out the year;

- Residences added cultural interests by hosting Bollywood dance workshops that

involved all students within the residences to participate;

- Residences catered social engagements and leadership programs for both international

and domestic students to build their soft skills that are highly valued by employers.

For instance, problem solving skills, communication skills and interpersonal skills;

and

- Involved both domestic and international students into a voluntary involvement in

community organisations.

According to Spencer-Oatey, Dauber and Williams (2014) the above activities were

successful in promoting integration between domestic and international students and in

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instilling students to be global. The activities were evaluated through a survey that was sent

to all students in residences and was monitored by observing the number of students that

attended during the events and activities.

Interestingly, Quaye and Harper (2015) published a book that includes strategies that

promotes integration and internationalization at home. In the book, there is an emphasis on

increasing the number of international students in the residence system. To achieve that

purpose, Quaye and Harper (2015) state that student residences should increase a number of

international students serving as residence assistants or student academic mentors and/or

academic mentor assistants, because enabling international students to participate in

residence leadership does promote interaction between students.

Furthermore, Quaye and Harper (2015) further suggest that residences should have a

domestic student mentoring program those incoming international students can be paired

with. The mentorship programs include domestic students (mentors) invite of an international

student home for dinner, and include an ‘international theme week” that will focus on a

particular country with both domestic and international student-led activities (ibid).

Recommendations:

The recommendations will be based on the findings and the literature reflected above. It will

be feasible strategies that can be applicable at the University of Cape Town Short Term

International Programmes (STIP).

To begin with, Tokyo Tech has an integration strategy that can be feasible within the context

of the University of Cape Town, Short Term International Programme. The Tokyo Tech

International House applies a strategy that can integrate international and domestic students.

Therefore, it would be highly recommended if the University of Cape Town allocates housing

that will accommodate international students and include procedures that the students need to

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follow to be granted a room in that accommodation. For instance, the University of Cape

Town domestic students should apply for a place in that residence and be accepted based on

their motivation stating the way they will contribute in making the international students

experience better. This will not only benefit international students, but will benefit the

domestic students in the matter of internationalization at home (Spencer-Oatey, Dauber &

Williams, 2014).

On the other hand, the University of Cape Town can apply what Smart, Volet and Ang (2000)

have mentioned on the Murdoch University's initiatives in their Student Village. To

elaborate, the students’ should be assigned bedroom flats with shared common room, kitchen

and bathrooms, mixed by race, gender and nationality. Noting that students are required to

accept assignment rather than choosing their own flatmates. The appropriate residence for

this would be Forest Hill, Obz Square and Liesbeek gardens in the University of Cape Town.

I believe that with this room assignment system, integration will be achieved, with long term

friendship formation, removal of racial stereotypes and social cohesion.

However, the achievement of integration using the above mentioned strategies will depend

largely on the activities provided within those residences to promote interaction. To

elaborate, practical activities should be employed in residences to promote integration. For

instance, the orientation programme in residence should be conducted to support interaction

and friendships between all residents, create a home and a community and connect people

with similar interests (ibid). As applied by the University of Leeds, the following activities

can be applied with success at the University of Cape Town residences:

- The “meet to eat” activity for students to go out as a group through-out the year can

encourage a sense of community between students;

- Cultural activities can help integrate the students through hosting dance workshops

that will involve all the students, and encourage participation;

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- Social engagements and leadership programs for both international and domestic

students can be employed with success at UCT to build the students soft skills that are highly

valued by employers. These services can be provided by the UCT careers services; and

- Involve both domestic and international students into a voluntary involvement in

community organisations for instance SHAWCO, Ubunye and more within residences.

Moreover, the UCT Housing Department should cater cultural and/or language courses as

part of the residence academic development. This system will encourage students to share

readings, assignments, and discussions and further broaden their knowledge on the different

cultures in South Africa and around the world. This strategy can be another way to promote

integration within residences and promote common academic interest (American Council of

Education, 2015).

Lastly, Quaye and Harper (2015) participation and inclusive approach can be applicable in

the University of Cape Town to achieve the purpose of international and domestic students’

integration. Quaye and Harper (2015) emphasize that student residences should increase a

number of international students serving as residence assistants or student academic mentors

and/or academic mentor assistants. Therefore, including international students in the

residence system governance is another way to achieve interaction, integration and the

international students’ experience.

Conclusion

To conclude, above I mentioned feasible strategies that can be applied by the University of

Cape Town to promote integration between international and domestic students. The findings

from the SH&RL have been considered as a guideline to note the successes and failure of the

project. I believe this paper has fulfilled its’ purpose by bringing feasible approaches to

promote integration in student housing.

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References

Burns, S. N & Grove, S. K. (2003). Understanding nursing research. 3rd edition.

Philadelphia: Saunders.

Collins Cobuild English Dictionary for Advanced Learners. (2001). In: Collins Cobuild

English Dictionary for Advanced Learners.

Karigambe, F. (2015). Student Housing & Residence Life Integration Plan Report. University

of Cape Town.

Mullins, G., Quintrell, N., and Hancock, L. (1995). The experiences of international and local

students at three Australian universities. Higher Education Research and Development, vol.

14, pp. 201-231.

Nesdale, D., & Todd, P. (1993). Internationalising Australian universities: The intercultural

contact issue. Journal of the Tertiary Education Administration, vol. 15, pp. 189-202.

Smart, D. Volet, S. & Ang, G. (2000). Fostering social cohesion in universities: Bridging the

cultural divide, AEI and DETYA, Canberra.

Spencer-Oatey, H., Dauber, D. and Williams, S. (2014). Promoting Integration on Campus:

Principles, Practice and Issues for Further Exploration.

Volet, S., & Ang, G. (1998). Culturally mixed groups on international campuses: An

opportunity for intercultural learning. Higher Education Research and Development, vol. 17,

pp. 5-23.

Ward, C. (2006). International students: Interpersonal, institutional and community impacts.

Report for the New Zealand Ministry of Education. Retrieved on November 14, 2015, from

http://cacr.victoria.ac.nz/__data/assets/pdf_file/0017/3374/Ward-2006-lit-reviewintl-

students.pdf

Ward, H., (2015). Heather H. Ward, in American Council on Education. Internationalization

in Action. Retrieved on November 10, 2015 from

https://www.acenet.edu/news-room/Pages/Internationalization-in-Action.aspx

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Glossary

Conceptualization:

Integration: The process of getting people of different races to live and work together instead

of separately by;

Spending time with members of other groups and developing habits like theirs;

The combining of two or more things so that they work together effectively;

Therefore, integration entails intermixing; personal adaptation; synthesising, mutual

adjustment and change; and a sense of belonging. All of these elements are important

considerations as we explore the concept of integration as it applies to higher and further

education.

Internationalization: The process of integrating an international, intercultural, or global

dimension into the purpose, functions or delivery of postsecondary education.

Internationalisation at Home: Activities targeted to develop international skills and

competences within the academic community that can be performed at the home institution

using available resources. These activities are intended to provide competencies and skills to

develop an international vocation, an international mind, an international insight, for the

majority of students, and academic and administrative staff that will not travel abroad.

The Integration project: The integration project is deemed important to ensure a positive

social and intellectual exchange between local students, residence staff and international

students. This will allow international students to become involved in the residence as a

meaningful partners thereby gaining an understanding of UCT residence activities and

sharing their own experiences from their home universities.

Semester Study Abroad Students (SSA): Are students coming to the University of Cape

Town from another university “the home institution” under the auspices of a specific

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collaboration agreement between the two universities. The period of the exchange is six

months or more, depending on the terms of the agreement.

Student Residences: A building primarily providing sleeping and residential quarters for large

numbers of people, often boarding school, college or university students.

Short Term International Programmes (STIP-UCT): provides customised short courses to

international delegates. The programmes are designed in accordance with specialised topics

to cover a broad range of strategic academic areas that are innovative, relevant and educative

incorporating a multidisciplinary or discipline-focussed approach within the African and

global context.

Homestay system: a system whereby students visiting a foreign country to study board with a

local family at an affordable price.