Are we Ready for International Students? Our University as Window and Mirror

Abstract

The sharp increase related to the number of students learning outside the borders of their home countries in recent years, challenges constantly and simultaneously both sending and hosting institutions. Being prepared for improving learning opportunities and enhancing career options for such an increasing diversity of exchange-program students represents a serious challenge for the universities. The present paper explores students and faculty‘s perceptions on experiences provided by international exchange programs. For the last years, Faculty of Psychology and Educational Sciences from the University of Bucharest developed several programs: mobility exchange for undergraduate and graduate students (master degree and PhD) developed in partnership with over ten countries from Europe or United States of America. Additionally, a Double Degree program was developed together with VIA UC Denmark. Experienced gained with the first group of the Double Degree students raised issues like expressing expectations, the importance of student perceptions and the interpersonal teacher behaviour in international education. At one hand, we investigate international students’ willingness and readiness for international education programs. More specifically, we explore perceptions on academic opportunities, learning environment (resources, facilities, timeframe), approach to relationships, learning outcomes, accommodation and quality of life in host country, overall satisfaction etc. At the other hand, besides the shared understanding on teaching, pedagogy and curriculum that enhance multiple perspectives and students development, faculty working with international students face challenges (communication, discrepancies on how learners manage and direct their learning, cultural influences on learning). Data have been collected by individual and focus group interviews, questionnaires, document analysis (e.g. narratives, students’ portfolio). We use Brok and Koopman model for international teacher behaviour (2007) for the interpretation of data provided by faculty members. It highlights two dimensions: influence (the degree to which the teacher is in control in the teacher students relationship) and proximity (the degree of cooperation between teacher and student). Conclusions of the study represents a common ground for improving own institutional practices and cooperation with partner universities.

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