Studying abroad has become a notable pattern in present higher education context. Indeed, more and more students are opting for an international education for very different reasons. However, if anything, one most notable reason for studying abroad for students is a different cultural experience. This is, in fact, an interesting pattern by which students are not only seeking better education in more developed educational systems but are also looking for more fulfilling personal as well as social life experiences. These decisions are not, in fact, free of challenges. Indeed, international students face growing pressures, particularly during first months. Therefore, in order to appreciate international student dilemma, so to speak, on foreign campuses, experiences of international students could be compared to experiences of local student sojourners who opt for a different educational experience outside own state or region but who remain still in same cultural context. This paper aims, hence, to compare student sojourners' experiences – international and local – for locale, communication skills and cultural novelty.
For locale, international students experience a dramatic shift in not only educational context but also overall learning experience. Compared to local student sojourners – who only experience partial shift in learning context by opting for a different campus in a different state – international students have to adapt to completely new communicative situations in different physical contexts which impact negatively on learning experiences, particularly during first three months (Hechanova-Alampay, Beehr, Christiansen and Van Horn). Interestingly, further support is confirmed as an asset for international students – as compared to local student sojourners – for a more fulfilling learning experience. Thus, compared to local student sojourners, international students are far removed physically from familiar cultural contexts – and hence miss necessary support – of which local student sojourners have more resources.
On a cultural novelty platform, international students appear to be much disadvantaged, compared to local student sojourners, in daily interactions on campus. Indeed, international students experience cultural shock as one most defining learning experience on foreign campuses (Lewthwaite). This is attributed to not only differential educational and learning contexts – which might also be similar in novelty to local student sojourners – but also to broader social and cultural contexts international students have to experience on a regular basis during sojourn period. The case for cultural novelty becomes far more acute if international students happen to belong to a culture which is far removed from host culture. Compared to local student sojourners, international students need to adapt to too many cultural variations. Further, in lack of adequate support – particularly if international student offices are not active enough, understaffed or lack experienced counselors – international students are in much disadvantaged position compared to local student sojourners who enjoy family and friend support at much closer distance. Therefore, compared to local student sojourners, experiences of cultural novelty for international students are characterized by more intensity, psychological impact and social implications for overall educational experience.
On an intercultural communication competency platform, international students experience very different communication situations compared to local student sojourners. For example, international students on U.S. campuses appear to feel much more confident communicating with American students and hence show more intercultural competence (Zimmermann). Admittedly, local student sojourners are less removed from host campus communication styles and situations compared to international students who might belong to a completely different culture and hence cannot compete communicationally with local student sojourners. Accordingly, international students and local student sojourners experience differential intercultural communication competencies based primarily on both student category's cultural background and communication styles.
In conclusion, international students and local student sojourners experience different educational and learning contexts. If both categories relocate away from home, international students and local student sojourners can be compared based on educational locale, cultural novelty as well as intercultural communication competency. Compared to local student sojourners, international students experience a physical relocation which more acute and unsettling, particularly if international students belong to an educational system which varies considerably from host country's comparative one. For cultural novelty, international students experience far more novel cultural experiences than local student sojourners. This is manifest in not only different educational and learning institutions which both category of students experience but also broader social and cultural contexts in which both international and local student sojourners interact on a regular basis. Finally, from an intercultural communication competency perspective whereas international students need to feel confident interacting with local students in order to feel more integrated into a host campus culture and beyond, local student sojourners interact in much familiar communication contexts and need only adapt to minor differences compared to international students particularly ones whose cultural background vary considerably from host campus. If anything, international student status compared to local student sojourners' needs to be further investigated for educational, social and, not least, re-entry cultural implications.
Works Cited
Hechanova-Alampay, Regina, Beehr, A. Terry, Christiansen, D. Neil, and Van Horn, K. Roger. " Adjustment and Strain among Domestic and International Student Sojourners: A Longitudinal Study." School Psychology International 23.4 (2002): 458-474. Sage Journals. Web. 19 Apr. 2015.
Lewthwaite, Malcolm. "A study of international students' perspectives on cross-cultural adaptation." International Journal for the Advancement of Counselling 19.2 (1996-7): 167-185. Springer Link. Web. 19 Apr. 2015.
Zimmermann, Stephanie. "Perceptions of intercultural communication competence and international student adaptation to an American campus." Communication Education 44.4 (2009): 321-335. Taylor & Francis Online. Web. 19 Apr. 2015.
