Regional campus and global interchange: taking off the monocultural blinkers

Whyalla Campus, University of South Australia.

Keywords: University of South Australia, cross-cultural learning, intercultural learning program, staff and student exchange, international perspectives, graduate students.

Article style and source: Peer Reviewed. Original ultiBASE publication. Paper originally presented at the Seventh International Literacy and Education Research Network (LERN) Conference on Learning, Melbourne, Australia, 5-9 July 2000.

Contents

• Abstract
• Introduction
• Graduate qualities
• Achieving 'international perspectives'
• Whyalla Campus: spectrum of intercultural experiences
• A model of good practice: student international experience
• A mini-case study:  the impact of exchanges between Whyalla Campus and Ezhou University
• Awareness-raising in those involved in international exchanges
• Exchanges and developing 'international perspectives':  in-country factors
• Conclusion
• References

Abstract

One of the seven qualities that identify a graduate of the University of South Australia is the demonstration of 'international perspectives as a professional and as a citizen'.  The programs studied have this as one of their outcomes.  Exposure to the diversity brought to the institution by its international students also contributes to developing this quality in local students, as does the Australian experience for the international students themselves.  Opportunities for student and staff exchanges are likewise a valuable means of widening the international perspectives both of those directly involved and those with whom they are in contact.  This paper outlines the variety of such international initiatives and experiences of a regional university campus, and describes the learning experiences of staff involved in staff and student exchanges.  It highlights the wider cross-cultural learning and potential opportunities, and considers implications for future intercultural learning programs.

Whoever wants to know a thing has no way of doing so except by coming into contact with it, that is, by living (practising) in its environment. ...  All genuine knowledge originates in direct experience.  (From 'On Practice' (1937), Selected Works, vol. 1, pp. 299-300, in Quotations from Chairman Mao Tse-tung 1966, p. 209) back

Introduction

As demonstrated by the results of a study on employer satisfaction and dissatisfaction with the skills presented by new graduates (ACNielsen Research Services 2000), prospective employers of university graduates are increasingly looking for more than expertise in the content areas of a discipline.  They want employees who have the qualities that will enable them to continue to contribute in an ever-changing work environment.  Universities are conscious of the need to enable students to graduate with a range of such qualities and skills.  The University of South Australia proclaims in its positioning statement that it is 'Educating Professionals - Creating and Applying Knowledge - Serving the Community' and so acknowledges, in addition to its research and community service aspirations, a responsibility to produce employable graduates.

Over recent years a list of 'graduate qualities' has been developed by the University, along with guidelines for implementing these in the curriculum and indicators to assess whether or not these qualities are being achieved.  As in other universities (Hamilton 1998; Pratt & Poole 1998), internationalisation of the curriculum has been a concern for some time, with a recognition of the reality of globalisation and the need for capabilities that enable graduates to live and work in a wider setting than only within Australia.  The University has had corporate internationalisation targets set for some years: for example, a target of 5 per cent of students taking part of their programs at institutions abroad by 2005, and 10 per cent by 2010.  There has been an imperative 'to promote an institutional culture of cross-cultural empathy and positive orientation towards internationalisation' with the provision of 'high quality university education on an internationally aware, cross-culturally sensitive and globally competitive basis' (Luong, Crockett, Lundberg & Scarino 1996, pp. vii & iv).  In this climate, the possession of 'international perspectives as a professional and as a citizen' has been an essential inclusion as one of the graduate qualities.

Market demands are particularly strong with regard to Asia.  As Australian companies increasingly move into Asian and other markets, recruitment agencies are seeking graduates with 'Asia skills', that is, graduates with an understanding of the social and cultural context of Asian business and society.  Furthermore, these skills are no longer seen as merely part of an isolated developmental stage in an employee's career path, gained offshore en route to a more senior position back in Australia.  Instead, Asia skills are being seen as a fundamental part of a whole-of-career skill set (Carson 2000).  Asia skills have gone beyond the preserve of diplomats, aid workers and export/import businesses and have become a necessity for functioning at a high level in a wide range of occupations.

This paper focuses on the international activities of one regional university campus, activities that are contributing, we assert, to the development of this quality in its graduates.  In addition, these activities widen the cultural, disciplinary, organisational and pedagogical perspectives of staff at the campus, thus building its capacity for further international activities.  While these outcomes in themselves might not be surprising, the extent of the apparent shift in attitudes of some of the staff and the impact on participating students has been substantial, perhaps highlighted by the small size of the campus.  The changes stand out in stark contrast to characteristics such as the geographical and historical insularity of the campus and its surrounding town, which also has been affected by these activities and an awareness of their economic potential.

After putting the 'international perspectives' graduate quality into the context of the other qualities and their implementation, we outline the history and context of Whyalla Campus and the impetus for change.  We then discuss particular Whyalla Campus initiatives that we believe have played a role in producing graduates with a global outlook and in inculcating sustainable culture change at the Campus.  These initiatives are considered with reference to a proposed model of good practice for student international experiences.  Particular attention is given to staff and student exchanges, primarily with a Chinese university, and the opportunities and cross-cultural learning experiences these have provided.  Implications for further intercultural learning opportunities and the need for future research on international alliances and associated processes in the tertiary sector are also briefly considered.

The perspective taken here is that of participant-observers.  While this paper includes opinion, it is the opinion of staff members who have been significantly involved in the internal and inter-institutional processes of the Campus's international activities, but from within very different roles and functions. One author (Heffernan) is Business Development Manager for the Campus and works to support and develop revenue-generating activities, and also those activities that have the potential to expand Campus capabilities in strategic directions, such as exploratory international activities.  Hence his focus is predominantly on securing funding, linkages and operational and project management that enable these activities to be successfully established.  On the other hand, the co-author (Ellis) is a lecturer based in the Student Support Centre, providing language and academic skills support and working closely with students and staff on a range of issues to do with improving learning outcomes.  Hence she has been particularly interested in the learning processes and cross-cultural issues evident when staff and students from different language and cultural worlds seek to produce meaningful assessable outcomes, perhaps with only minimal preparation and with little prior exposure to each other's language or range of preferred teaching and learning styles.  While the two authors work within different paradigms, both are constrained by University strategy and policy and hence by the University's drive towards the global market and diversity, albeit with different specific objectives. Back

Graduate qualities

Following a call by the Chancellor's Working Group for 'a debate within the University about the institution's responsibility to prepare students for a complex and rapidly changing world', the Academic Board in July 1995 resolved to begin this process.  After widely circulating a draft statement of graduate qualities (an outcome of a workshop attended by 100 staff) for comment by the University community, the statement on the Qualities of a University of South Australia Graduate was adopted, in accordance with recommendations from the Academic Policy and Planning Committee, by Academic Board in May 1996 and 'a broad process of implementation' was agreed upon (Academic Board papers, June 1996).  To facilitate the adoption and acceptance of these graduate qualities in the University, a project officer was appointed in 1999 for eighteen months with the specific responsibility of educating the University community about the qualities, their implementation in programs and procedures for students to record their achievement of the various qualities.  (Further details can be obtained from the University's website:  URL: http://www.unisa.edu.au.)

The University of South Australia's concern that its graduates have certain demonstrable qualities is of course widely shared by other institutions (for example, Curtin University:  Liston 1998).  Moreover the University has been involved with the other four universities comprising the Australian Technology Network (ATN) in a project on 'generic capabilities' of graduates (Australian Technology Network 2000).  The University's current statement of graduate qualities is as follows:

A graduate of the University of South Australia:

• Operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice
• Is prepared for lifelong learning in pursuit of personal development and excellence in professional practice
• Is an effective problem solver capable of applying logical, critical and creative thinking to a range of problems
• Can work both autonomously and collaboratively as a professional
• Is committed to ethical action and social responsibility as a professional and citizen
• Communicates effectively in professional practice and as a member of the community
• Demonstrates international perspectives as a professional and as a citizen. (Graduate qualities 2001)

For an ATN university, indeed for any university, it is important that these qualities not be merely idealistic.  Obviously they are not independent of one another.  For example, professional practice in globalising markets requires international perspectives; problem solving requires working with a body of knowledge, and any kind of knowledge work is likely to require both autonomous and team skills, which in turn necessitate effective communication and professionalism; ethical and social responsibility are increasingly linked to organisational and professional effectiveness (and indirectly to financial cornerstones such as the stability of share prices); and an attitude of lifelong learning will be essential for all of the above in an environment of escalating change.  The qualities thus imply an interdependent set of relationships that describe what the university is seeking to develop in its graduates.  All have their underpinning in a picture that has emerged during the past decade, certainly in the academic literature but perhaps more widely in the writings of visionaries such as Peter Drucker or Charles Handy (for example, Handy 1996 a & b), of the changing future of work and in the treatment of knowledge itself. back

Achieving 'international perspectives'

Here we are discussing the implementation of the seventh graduate quality concerning 'international perspectives' at our small and relatively isolated campus.  What are the indicators of this quality and how is it deemed to have been achieved?  Graduates of the University are considered to demonstrate this if they:

• Display an ability to think globally and consider issues from a variety of perspectives
• Demonstrate an awareness of their own culture and its perspectives and other cultures and their perspectives
• Appreciate the relation between their field of study locally and professional traditions elsewhere
• Recognise intercultural issues relevant to their professional practice
• Appreciate the importance of multicultural diversity to professional practice and citizenship
• Appreciate the complex and interacting factors that contribute to notions of culture and cultural relationships
• Value diversity of language and culture
• Appreciate and demonstrate the capacity to apply international standards and practices within the discipline or professional area
• Demonstrate awareness of the implications of local decisions and actions for international communities and of international decisions and actions for local communities. (Graduate qualities 2001)

Within Campus programs components of many courses (formerly 'subjects') do in fact specifically target this 'international perspectives' outcome.  As a sample, the course outline for 'Communication and the Media' states that a weighting of 0.5 of its 4.5 units (formerly 'credit points') is devoted to achieving this outcome, that is, 11 per cent of the assessment.  Higher weightings for 'international perspectives' are allocated, not surprisingly, in courses such as 'International Marketing Management' (1.5 or 33 per cent).  The Campus's School of Social Work and Social Policy has mapped the learning outcomes of each stage of its degree program, relating them to each of the graduate qualities.  For example, with regard to 'international perspectives', an outcome for third year students is that they will 'have the ability to understand a broad range of practice approaches from an international perspective' (Graduate Qualities Exemplar 2001).  A similar mapping exercise is being carried out by the Campus's School of Nursing.

However worthy in themselves, these details are matters of the architecture of curricula and content.  Our focus in this paper is on less structured factors that are derived experientially through undertaking international activities.  These alter the environment in which students learn and the attitudes and approaches of their teachers, thus contributing to the development of students' international perspectives.  In this sense we are not so much interested in discussing the internationalisation of the curriculum, but rather, we are talking about internationalising the Campus as an enterprise and as an indispensable part of the way education is.  This is a different mindset for many Campus academics and general staff, who seem in the past to have fallen back on an (often artificial) idea of a parochial Campus and market, despite the presence of international students, and to a separation between the 'international' of textbook and literature content and the working processes that must change for an academic to become, in any genuine sense, an international professional.

It is easy to identify the various means that might drive these cultural changes and contribute, directly or indirectly, to the seventh quality:

• Most obviously, international students coming into Australia gain international experience for themselves and also contribute to widening the cross-cultural and international environment and perspectives of resident Australian students and staff;
• Student international exchanges and study abroad schemes have broadly similar expected effects for the exchange students themselves, the study destination community and those with whom they later share their experiences; and
• Staff international exchanges (both ways), study leave and international research and consultancies can likewise be expected to have influence.

These are all ways of broadening perspectives, not only for those directly involved, but also for other members of the university and wider community with whom they come in contact.  Such linkage activities between universities are constantly being added to – from 789 international exchanges in 1995 to 1621 in 1998 (and 3375 if all types of international study experience are included), reported by 32 universities, all of these universities being involved in such activities by 1998 (Davis, Milne & Olsen 1999, p. 33) – as it is recognised that the relationships developed bring with them a variety of benefits for the universities concerned.  The University of South Australia's formal links with overseas institutions numbered 24 in 1995 (Australian Vice-Chancellors' Committee 1995), had increased to 39 by 1998, and to more than 70 in 2000; currently there are over 100 agreements in place (approximately two-thirds of these involving student exchange possibilities).

A challenging student exchange, as we argue below based on our experience, can have a far greater effect on the internationalisation of a campus than the traditional international students from relatively 'easy' and familiar markets.  After first outlining the Campus context in which it took place, we examine such an exchange, also making reference to other international activities of the Campus.  We consider these in the light of a proposed model of good practice for Australian university student international experience. Back

Whyalla Campus: spectrum of intercultural experiences

The Whyalla Campus of the University of South Australia (and earlier as part of the South Australian Institute of Technology) has for many years provided a study option for international students.  In the past, numbers of international students (mainly from Malaysia, Singapore, Hong Kong and Indonesia and mostly in Business and Engineering) have found the smaller classes and campus, with ease of contact with lecturers, good facilities, a safe environment, and low cost of living, highly conducive to study.  Whyalla is 400 kilometers away from the metropolitan campuses of the University and so avoids many distractions of the capital city.  There has been an impression that remoteness has been seen as an advantage by parents from conservative backgrounds or students who are more concerned with study performance than with extracurricular activities.  Recent research into international graduates' perceptions of the Campus provides further information concerning the validity of these impressions.  (The results of this study by a team of which Ellis is a member are currently being documented.)  In recent years numbers have been lower, following the Asian financial crisis of the late 1990s.  In 2001 we had a small group of students from Bhutan, all graduates of an Indian university and studying for Certified Practising Accountant qualifications; an Israeli student in Computer and Information Science; a Malaysian student and a Hong Kong student in Business programs and a Korean student in Social Work. 

Over the years staff with various countries of origin including Iran, India, Sri Lanka, Malaysia, the United States, Canada, the Philippines, the United Kingdom, other countries on the European continent, Tanzania, Hong Kong and China have added to the opportunities for other staff and students to be exposed to wider perspectives.  A considerable number of students of non-English-speaking background have also contributed to the diversity of the campus. Back

A model of good practice: student international experience

Following an IDP Education Australia survey of Australian universities with regard to their offerings of international experiences for their students, the following model of good practice was proposed:

… a successful program of international study experience has:

• a culture where international skills are valued
• a set of international cooperative agreements to underpin important types of international study experience
• a range of types of international study experience
• support from a unit in the centre such as an Education Abroad Office with a funding source.  (Davis, Milne & Olsen 1999, p. 1)

The same study identified other factors facilitating success as: scholarships (not so necessary if participation is encouraged by the institutional culture), 'academic champions', activities being decentralised to academic areas, and targets, the study suggesting that:

the appropriate performance indicator is the total number of international study experiences in a year as a proportion of the number of completing undergraduates in that year.  (Davis, Milne & Olsen 1999, p. 1)

To these facilitators we could add the need for a realistic approach to intercultural challenges, including language.

The development of these characteristics of successful programs is now discussed, in relation to the Whyalla Campus experience.

A culture where international skills are valued

From the above it should be apparent that the 'monocultural' of our title does not apply literally to the Campus, as for many years we have had both students and staff from a wide range of ethnicities.  Moreover the University has been concerned to make the curriculum much more inclusive of ethnic and other diversity (Barnett 1994).  Staff international experiences have been provided by professional experience leave (study leave), consultancies, research, international conferences and exchanges.  There have been staff exchanges with the Netherlands, India and China; and recently a lecturer has been involved in offshore teaching of a University of South Australia program in Hong Kong.  The developing of a culture valuing international skills has been happening gradually.

Despite the apparent history of diversity at Whyalla Campus and within the University, it became very clear that the dominant Anglo-Celtic culture and inherent inertia of academe was limiting the thinking of many in the University community, including staff at the Whyalla Campus.  It was clear that attitudinal shifts were needed if international opportunities were to be responded to and if research linkages were to be initiated.  Skills in teaching and working with people from the emerging offshore markets would have to be developed.

It also became clear to key staff that the usual cohorts of affluent and relatively westernised Asian students, with Western-influenced education, relatively good English and broad cultural knowledge, would not by themselves produce the desired shifts.  This was because the presence of these students did not necessitate extensive organisational change: they could usually be catered for by making minor modifications to existing teaching strategies, with little fundamental change.  In addition, experience and linkages gained by international students in the Whyalla setting would not necessarily be perceived to have much relevance back in major cities such as Hong Kong or Shanghai, and therefore opportunities for the generation of positive externalities and synergies from the exchange might be lacking.

Some type of confronting, breakthrough activities for staff, with overseas partners who might find some empathy, value and complementarity in the Whyalla setting, would be required.  These could act as pathfinders and change mechanisms to develop the skills and confidence of staff, while building the networks for further activities and for initiatives in other sectors.  The Campus would require some bold projects with similarly inexperienced partners.  These would not be without risk and would encounter resistance, as does all change.  The lever for bringing about this change arrived with the development of a sister city relationship between Whyalla and Ezhou in Hubei Province, People's Republic of China.

A set of international cooperative agreements to underpin important types of international study experience

Progress towards cooperative agreements with international counterparts has arisen both through official political channels (local government) and through staff contact with overseas institutions.  For example, the President of a relatively small Chinese University was a member of a delegation that visited Whyalla in 1995.  The delegation was from the city of Ezhou in Hubei Province, Ezhou being about one hour's drive from the much better-known provincial capital of Wuhan.  Ezhou, like Whyalla, has had a large steel-making industry that has declined.  Cities like Whyalla and Ezhou the world over often seem eclipsed by the power and size of the major centres.  Whyalla and Ezhou were both on the margins.  Ezhou, despite having around one million people, is a small regional centre by Chinese standards.  Interestingly, both cities have populations in the order of 1:1000 of the national population.  Local officials of the two cities, for whatever reasons, saw that there was an opportunity to sustain a relationship.  A series of reciprocal visits began, the latest visit of a Chinese delegation to Whyalla being early in 2001.

From 1984 onwards, 25 Economic and Technological Development Areas have been established by Hubei Province.  Ezhou is part of the Yangtze River Three Gorges Economic Open Region, set up in 1994 (Li 1995).  Ezhou and its region have been relatively isolated from Western influence and visitors until quite recently.  Whyalla visitors quickly became aware that Australians were an unusual sight in Ezhou.  The strangeness and unlikelihood of the alliance, as it turned out, may have magnified the difficulties but also acutely sensitised those involved to cultural issues.  A sense of the exotic probably built fascination and interest from both sides, leading to investments of time and energy that may not otherwise have been made.

From early days it was clear that the fact that both cities had a university campus would be important.  The concept of an 'educational bridge' was soon articulated by the Campus Dean.  In retrospect it is clear that the education sector is an ideal vehicle for these linkages, not only because the goals of learning and research fit well with new experiences and cultures, but because it can be such a vehicle.  The business sector in a small place like Whyalla can justify investing in relationships only if there will be a defined business outcome.  Likewise, local government can readily come under criticism (and on occasion has) as ratepayer-funded excursions to China are easily perceived to be 'junkets'.  The education sector has neither the business sector's punishing timelines and outcome focus nor government's vulnerability to voters.

An early outcome of the developing civic and educational relationship between the two cities was the provision of a short residential course at Whyalla Campus for twenty senior taxation officials from Hubei Province in 1997.  That program, designed and implemented by Heffernan, received a National Sister Cities Award for Best International Assistance.  A Whyalla delegation visited Ezhou later that year and a sister cities agreement was signed, in addition to an agreement specifically foregrounding the education sector linkages between the two cities.  These agreements were essential to formalise the relationships between counterpart universities, local and regional governments.

Agreements are also in place to support the other exchanges that have so far been arranged with the other student destinations outlined below.  The Campus has worked towards establishing a non-legally-binding memorandum of understanding to clarify expectations, roles and costs for both institutions.  (A problem has been that Asian universities on occasion have a tendency to regard this as a legal document, which slows down the process of approval.)  In all cases a staff member has first visited the other institution, either specifically to discuss exchange possibilities, or in the course of other work.  For example, with regard to Canada, after initial face-to-face contact by one staff member, another was able to arrange final signing of documents during study leave there.  The path to the Philippines exchange was smoothed by the fact that a Whyalla staff member had worked at the University of the Philippines for some years before coming to Australia; through her the Whyalla Dean was enabled to contact appropriate officials during his visit to Manila.  Face-to-face meetings seem to be needed for agreement on terms and conditions for the exchange.

A range of types of international study experience

The need for a variety of international activities and challenges for staff has been discussed above.  Student visits and exchange programs have been a relatively recent development.  Whyalla student international experiences have included three-month stays and shorter visits and have also included study tours, placements and specially arranged programs.  In 1995 and 1996 groups of Whyalla Nursing students, accompanied by one of their lecturers, took part in a primary health care tour to Yogyakarta in Indonesia.  In the second semester of 2000 three Nursing students spent time in Vancouver, Canada, on a mental health nursing placement, under the University Mobility in Asia and the Pacific (UMAP) scheme.  More recently longer exchanges, in both directions, with Ezhou University have been possible for students, with staff also being involved in exchanges of varying duration.  There has been some discussion of a future shorter intensive program for students in China and other types of involvement of Chinese students in Whyalla programs.  The Chinese exchanges are the focus of the latter part of the paper.  The most recent student international experience was a visit in 2001 to the Philippines by Nursing students; a further such visit is planned for 2002.

Support from a central unit with a funding source

For some of the student visits, UMAP subsidies have been essential to the participation of our students and motivating the involvement of our Campus.  The University's International Relations unit has been very supportive: they assisted with the selection of students, provided advice about the management of exchanges and provided materials such as brochures for the students to take to their host institution.  Support abroad has been at institutional and provincial and local government levels.  This was absolutely crucial in China.  Multi-level support is clearly advantageous.

Other facilitators of success

Other facilitators include: financial support, institutional targets and general encouragement, particular individuals' willing involvement and advocacy and strategies for working with language constraints.

The initiation of a scholarship scheme would seem at this stage to be a guaranteeing factor, given the difficulty that Whyalla students found in raising their own funding for an Ezhou exchange in 2000.  The University has definite targets for such experiences, and Whyalla Campus plans refer specifically to such linkages.  There exist 'academic champions' in that there are staff keen for these visits to continue and become an accepted part of campus programs.  Language issues need to be well prepared for through raising awareness of staff involved through appropriate staff development activities and providing for appropriate personnel and other resources. back

A mini-case study:  the impact of exchanges between Whyalla Campus and Ezhou University

The Campus relationship with Ezhou University has included both student and staff exchanges and communication concerning possible cooperation and collaboration.  Student exchanges, envisaged in the education linkage agreement referred to above, began in 1999, after a planned 1998 exchange had been delayed because of floods in China.  The authors were both involved in these linkages:  Heffernan applied for the original UMAP grant to pilot the Whyalla student exchange, and visited Ezhou several times representing the Dean; and Ellis participated in several areas of teaching in the Ezhou students' Whyalla program and spent a short time in 2000 at Ezhou University.  Both were involved in the working party to plan and implement the Semester Two 1999 visit of Ezhou students to Whyalla, and were part of the planning for a Semester Two 2000 visit.  (The latter did not eventuate for a variety of reasons; it had been envisaged that it would be a two-way exchange, but changed funding arrangements discouraged the participation of Whyalla students.)

Student exchanges

In Semester 1 1999 ten Whyalla students (three women and seven men) traveled to Ezhou, after a one-week pre-departure workshop, to spend three months studying at Ezhou University.  These were three Computer Science and seven Business students.  There was a wide age range (20 to 49 years).  There was no accompanying lecturer, but the students were visited by the Dean part-way through their visit to resolve some issues and debriefed towards the end of the visit by the Business Development Manager.  The students had minimal Mandarin knowledge, but were assisted by some of the Chinese lecturers who spoke English.  Their academic program included Chinese language, culture and history, business and economics and computing.  They also worked on a project to establish an Internet site to showcase the sister city links between Ezhou and Whyalla.  At the end of the visit they had the opportunity to spend two weeks visiting other parts of China.  (See also 'A bridge to Ezhou' 1999.)

In the second semester ten Ezhou students (six women and four men, all under 25 years of age) from various disciplines (Computing, Interior Design, English, Chinese and Economics) spent three months in Whyalla.  They were accompanied by an Ezhou senior lecturer.  The level of English of the student group members ranged from very good (one) to minimal conversational ability.  Although there had been some Mandarin speakers on Whyalla Campus staff when the exchange visit was originally planned, these had all since moved on.  The accompanying lecturer and a Chinese-speaking Whyalla student supplied translation as needed.  The program began with general orientation and intensive English classes conducted by a retired lecturer who had worked in China and spoke Mandarin.  An academic program consisting of Australian Culture (History and Society), Computing in Australia, and English occupied the remaining time.  In a two-week holiday break the students had the opportunity to see more of south-eastern Australia.  Two Whyalla students who had been part of the Ezhou exchange were appointed as paid liaison officers to arrange social activities and facilitate communication.  The amount of organisation, general taking care of things and group complexities were such that it would be difficult to imagine how the project could have continued without this support.

Involvement of Whyalla and Ezhou staff in these visits, which in both locations included planning, teaching and dealing with unplanned-for eventualities as necessary, was obviously a vital part of the success of the exchange visits.  The extent of the involvement varied according to discipline and university position.  A former Whyalla staff member (Mandarin-speaking) had contributed to early planning.  In Ezhou organisation was done by senior staff for the Ezhou students going to Australia.  It was English-speaking lecturers who had the greatest involvement with the activities of the incoming Whyalla students, including the teaching of their customised program, which included computing units approved by the University of South Australia.  In Whyalla a working group was formed to plan the academic program for the incoming Ezhou students.  Following the intensive initial orientation, teaching was provided by two Computing staff and Ellis throughout the program, and other lecturers and guests in one-off sessions.  Academic program plans needed some modification when the students actually arrived on campus, as shown by the following comment from a senior staff member:

The sudden realisation that these students had poor English skills forced the staff to be creative in their teaching approaches …

The program involved considerable investment of time.  A senior lecturer who with two other staff (including Ellis) developed the Australian Culture course, in which a whole range of lecturers were involved on a topic basis, commented on the need to plan much more carefully than usual in order to build in flexibility to allow for difficulties in comprehension.  In both locations there were staff who had no involvement in the program, but in the much smaller Whyalla Campus all staff could not help but be aware of it.

Involvement of local students varied.  In Whyalla the visitors stayed in the student accommodation village, and so met other students there.  The involvement of a Mandarin-speaking student who joined a class 'as a courtesy' was much appreciated by both Chinese students and lecturers.  Social Work students were involved in one of the sessions in the academic program.  In Ezhou the Whyalla students were accommodated in two apartments in a staff accommodation block and generally did not have much contact with the local students.  Many were older than the Chinese students and related more easily to Ezhou staff members.  Interaction with Ezhou University students occurred at scheduled activities rather than on an informal basis.

Community involvement was actively sought and encouraged in both Ezhou and Whyalla.  In Ezhou the Whyalla students were invited to visit schools, were frequently taken out for meals, were the subject of a number of media interviews, and in general felt that they were being given celebrity treatment.  In Whyalla, visits were arranged to some outside organisations, in some cases as a component of the academic program (for example, to the local TAFE campus as part of a unit on education in Australia), and as part of the recreational program.  Other invitations came from Rotary Clubs, members of Whyalla City Council and a non-government secondary college.  The Acting Dean at the time of the visit commented on the part played by one small community (an hour's drive from Whyalla) where the Ezhou students spent a weekend, speaking of the community's

... generosity and warm openness to the students … .  This was a reminder of the important role of community in making these visitors welcome in Australia … small communities are so different from the larger cities to which these students might normally be exposed.

As mentioned above, Ezhou students visiting Whyalla were accompanied by an academic staff member, who was in South Australia for the duration of the students' visit and acted as interpreter, particularly in the early stages of the program.  The Dean of Whyalla Campus (and the Business Development Manager) had had discussions with Ezhou academics during visits there.  However, Ezhou University had hoped that a Whyalla academic staff member would spend a longer time there, teaching in one of their programs.  Eventually a shorter exchange visit was arranged, with Ellis visiting for two and a half weeks and contributing to the oral English program for students in the English speciality (for potential teachers of English), and observing other classes and activities.  She was also involved in a weekend program for Ezhou local government officials, and presented lectures in the English Training Center [sic] (a private establishment) and a middle school.  Though short, this exchange also contributed to further building on this international inter-institutional relationship.  In 2001 a Whyalla lecturer in Computer and Information Science visited his counterparts for discussions about future cooperation and opportunities for students provided through Whyalla Campus.

Outcomes and opportunities

Participants from both countries found the exchange experience profoundly life-changing.  Whyalla students on their return shared their experiences with the campus in a formal group presentation, which was at times emotional and which attracted uncharacteristic interest from diverse staff members, the community and the media.  For those present it was clear that the positives of their time away had outweighed any of the difficulties encountered.  Other indications include the fact that one returned to Ezhou with his wife for a further visit, and later worked in China.  Another member of the group is currently working there.  Another was keen to accompany the next group of students to China.  (See also Jezuchowski 2000 for more on this and other student exchanges.)  The Chinese exchange students' comments in Australia and warm welcome back in Ezhou to the Whyalla exchange lecturer revealed how much the opportunity had meant to them.  One of the group later found very well paid employment on the basis of her international experience in Australia.  Two others sought entry to Australian universities.  For Ezhou University, the possibility of further international exchanges became a huge drawcard for new students from neighbouring provinces.

Staff involved in these first student exchanges have learned much that will be helpful for planning and implementing future exchanges.  They have become more sensitive to cross-cultural communication issues, both the pitfalls and the rewards.  Information gained during the exchange has made possible visions for further opportunities involving the sister campus.  As a staff-member involved in other exchanges said, '…reciprocal visits are really important for the continuance of initiatives and for staff to have first-hand experience of the culture'.

For staff who have visited the foreign campus, there has been learning about another education system such as cannot be gained from simply reading about it.  Flexibility has been needed to maximise the learning experience and the contributions to both situations.  There has been the valued beginning of relationship-building with staff involved in comparable academic and organisational areas, and the building of knowledge on which further exchanges and other opportunities can be based.  A particular outcome sought has been the development of 'peer-to-peer' linkages at different levels, based on identifying an appropriate counterpart, given differing professional frameworks, in the other institution.

The exchange relationships between the institutions can also be a conduit for marketing of programs for regional Australia, the ATN universities and beyond, and for the exchange partner.  Lessons learned from the cross-cultural teaching experience can provide valuable preparation for teaching international students in Whyalla, as well as for offshore delivery of University programs.

Lessons learned

The Davis, Milne and Olsen model referred to above outlines features of successful international experiences that have application to the Whyalla experience.  However, there are other aspects that have appeared more significant for our Campus.  Apart from the importance of resolving language issues, we can also highlight cooperation and communication, friendliness, a willingness to learn (for all involved) and the need for clear guidelines concerning administrative matters and expectations.

Co-operation of members of the Whyalla staff team was crucial to the student exchange program.  For this to be most effective, good communication is essential.  While this was adequate, it was evident that better communication mechanisms, including the availability of more information about the group of students expected, and timely information about program requirements would have improved the smooth delivery of the program.  Clear guidelines are needed, preferably in writing, concerning what is expected of the students by their home institution in terms of academic outcomes, behavioural expectations, etc.  There were several instances that illustrated the importance of more detailed information being given to the incoming group well in advance of their visit, for example, needs for insurance cover and practical matters such as suitable footwear for bushwalking.  Greater communication with the whole Campus community would foster greater ownership of the program.  Full information concerning what to expect also facilitates successful staff exchanges; for example, knowing what equipment is available in classrooms influences what types of teaching aids to take.

The friendliness and willingness to learn of both staff and visiting students contributed markedly to the success of the program.  Hospitality offered by groups outside of the University broadened the learning experience for the visitors and also eased some of the demands on staff members' time.  In the case of the Whyalla students visiting Ezhou, members of the group in general did not know one another before their orientation program; one member recommended that future groups should spend some time focusing specifically on building group relationships and skills before leaving Australia.

While the importance of clear guidelines has been stressed, it was also important for flexibility to be built in to allow for unexpected difficulties or serendipitous opportunities (such as unforeseen invitations, community events not advertised before the visit began, networking that takes place during the visit) – all part of the learning experience.

Language presented a constant challenge.  It is important for exchanges to be as much as possible on an 'equal footing' (Yang 2000: see below).  However, language dilemmas make this more difficult, though not impossible, to achieve.  Most of the Ezhou students visiting Whyalla had more knowledge of English than most of the Whyalla students visiting Ezhou had of Mandarin.  The latter had the assistance of some Ezhou staff English speakers, whereas no Whyalla permanent staff at the time of the Ezhou students' visit could speak Mandarin.  Chinese staff commented to the Whyalla exchange lecturer that they were relieved that she spoke standard English – they had experienced difficulty in understanding the Whyalla students!

As staff in both locations are confronted with different ways of operating in their own institution and discipline, they are forced to rethink practices and ideas that they have taken for granted.  Pedagogical perspectives also must be re-evaluated.  In particular, the key cross-cultural communication factors of 'language; non-verbal behaviours; attitudes, values and prejudice; and cultural patterns in communication style' (Mitchell 1987, between pp. 56 & 57) must be taken into account in teaching as well as in informal situations. Understanding that adjustments need to be made by both residents and visitors is vital.  For future Ezhou exchange visits to Whyalla, the importance of a good level of English knowledge in the visiting students has been stressed.  However, other avenues can also be explored, such as the possibility of arranging for at least some of the academic program to be delivered in Mandarin by staff employed for that purpose, or possibly, as one lecturer suggested, having lecture notes provided in Mandarin.  According to Hofstede, 'the chances for successful cultural adaptation are better if the teacher is to teach in the students' language rather than if the student is to learn in the teacher's language, because the teacher has more power over the learning situation than any single student' (Hofstede 1986, p. 314).  Even in foreign-language immersion programs, the possibility of using the first language for some explanations could be a considerable advantage.  Raising awareness of staff and students generally concerning language issues is important, not least an awareness of their own use of English and the difficulties this may cause.

It can be argued that 'The burden of adaptation in cross-cultural learning situations should be primarily on the teachers' (Hofstede 1986, p. 301); an understanding of cultural differences in teacher-student roles is helpful.  (See Hofstede 1986 for his four-dimensional model of cultural differences, the dimensions being Power Distance; Individualism and Collectivism; Masculinity and Femininity; and Uncertainty Avoidance.  The application of his model to teaching international students in an Australian university situation is described in Chang & Chin 1999.)

Avoidance of stereotyping is essential: while there are individual and perhaps cultural differences in preferred learning styles, people of different cultures draw on a range of learning approaches at different times and in different circumstances.  A vigorous discussion in 2000 on critical analysis among providers of language and academic skills support in Australian higher education (via the unilearn e-mail list) highlighted the recognition that is now given to the complex nature of individuals' cognition, irrespective of their cultural framework.  In the case of Chinese exchanges, a useful resource for staff is a collection of essays on The Chinese Learner (Watkins & Biggs 1996), which provides insights into learning processes and contexts and illustrates the point that 'Many Western educators fail to comprehend the conceptions of learning and related constructs deriving from [the Confucian] heritage, leading them to misunderstand their Chinese students' (Biggs & Watkins 1996, p. 269).  Because of the ease with which misunderstandings can occur on the part of both lecturers and students, there is a clear need for staff development in this area (Biggs & Watkins 1996), and more research into teaching processes and learning contexts that are successful with such a cohort of students from a situation relatively isolated from outside influences (compared with students from, say, Hong Kong).

While teaching experience with the first group of Chinese students was limited for individuals because of the number of staff and guest lecturers involved, such a group, a different category of international students from the full-fee-paying students studying in our programs, has the potential to provide excellent research material for studies of intercultural pedagogical issues. back

Awareness-raising in those involved in international exchanges

Awareness is the first step toward cross-cultural understanding and communication: awareness leads to knowledge and then to developing skills in this area (Pedersen 1994).  It is impossible for such programs as those described to operate without raising the awareness of both staff and students, and not only those participating in the exchanges.  This then provides a basis for developing in understanding and communication abilities.  'Experience.  The difference' is a slogan that appears on University of South Australia position advertisements and other literature:  the connection is certainly borne out by university international experience.

For Whyalla Campus these programs have proved to be a broadening experience for those involved, increasing their international and cross-cultural understanding, tolerance and adaptability.  Such experiences have a ripple effect, with some of the learning extending to family, friends and workmates of the participants.  The experiences involved do indeed contribute to developing the graduate quality concerned with 'international perspectives', but also cannot fail to develop other graduate qualities: working with others, solving problems, communication skills.

Exchange programs are also contributing to changing campus culture: some staff originally dubious about the proposed exchanges have come to appreciate their intrinsic value and potential opportunities evolving from them.  Some have also expressed interest in being involved in staff exchanges.  As relationships with counterparts are developed, collegial sharing and collaborative research opportunities become possibilities in discipline areas.  back

Further research opportunities

These activities clearly present opportunities for research relating specifically to the exchange process and its impact; for example, investigating attitudinal changes brought about as a result of the exchanges, through pre-exchange and post-exchange surveys.  There is a substantial body of literature modelling the experience of the foreigner or 'sojourner' in another culture (See, for example, Ward, Bochner & Furnham 2001; Shupe & McGrath 1998.)  One research opportunity would be to investigate the experience of students on exchanges in comparison with 'sojourner' models.  The experience of entering another culture brings certain stressors.  Shupe and McGrath (1998) have proposed a theoretical framework for the study of stress and coping in sojourners, based on their study of international graduate students studying in a large midwestern United States university.  Testing the further applicability of this model provides another opportunity for research and may develop recommendations for innovations to improve positive experience from international student exchanges.  Hofstede's (1986) cultural difference model referred to above could also be tested in the student exchange context.  The community of university teachers experiencing culture change due to the exchange program provides another population for study. back

Exchanges and developing 'international perspectives':  in-country factors

If we return to the indicators of the 'international perspectives' quality listed earlier in the paper, clearly such exchange experiences must increase students' 'ability to think globally and consider issues from a variety of perspectives', 'an awareness of their own culture and its perspectives and other cultures and their perspectives' and an appreciation of 'the complex and interacting factors that contribute to notions of culture and cultural relationship', together with enabling participants to 'value diversity of language and culture'.  The other indicators relating to discipline and professional practice and the implications of local and international decisions and actions can also be addressed by the exchange experience, but may require specific embedding experiences such as industry visits and meeting with leaders in business and local government.

It is clear, if the following is any guide, that some Chinese academics have also reached conclusions about the importance of intercultural relationships:

Economic globalization leads inevitably to greater exchange, collision and accommodation of the world's various cultures.  In the global context, there should be an open attitude towards cultural growth.  Cultural understanding and accommodation should be strengthened through intercultural communication on an equal footing.  Intercultural exchange and co-operation has become an important function of higher education in the new century.  Tertiary educational institutions play a decisive role in this international structure.  (Yang, 2000)

Yang's reference to 'equal footing' is important in the light of what was said above about the appropriateness of a relationship.  Chinese society and power structures are extremely hierarchical, and Chinese institutions face their own set of issues in deciding whether or not a university campus here is suitable for a relationship.  Some of these probably parallel our own; for example, perhaps they have similar status and therefore we are not competing with more heavyweight institutions for attention.  Then there is political support.  At face value, it is difficult or impossible for a foreign newcomer to untangle the complexity of influences between national, provincial and local governments, other than to say that the in-principle support of all tiers will have to be there in some form.  Of course at a national level this will be in the form of supportive policy, which explains why events in the international environment may result in a sudden coldness in a previously strong relationship.  Overt provincial support is crucial (and this was particularly so in our case) and appears to be able to smooth out minor difficulties at the local level. back

Conclusion

Since its beginnings in 1965, the Whyalla Campus has moved towards a greater awareness of a role extending beyond the immediate region.  In a small but increasing way it has acted as a global interchange, a learning community for staff and students of many backgrounds and ethnicities.  Its more recent ventures into further international relationships can only serve to help its staff and students to develop international perspectives and a greater tolerance of cultural diversity, along with other qualities such as teamwork and communication skills, as well as opening up new and exciting possibilities for the Campus.  A July 2000 University brochure, A blueprint for 2000, includes the following among aspirations for Whyalla Campus:

By 2005 the campus will have strengthened its relationships with international universities, providing distinctive educational opportunities for both local and international students.

If this hope is to be fulfilled, it is important that opportunities for staff cross-cultural development, scholarship funding, active student participation and multi-stakeholder involvement, inclusive of local government and community, be developed so that strong initiatives may be guaranteed to continue and extend their influence. back

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About the authors