Seeking Answers

Understanding the academic performance
of international students through an
intercultural lens

Welcome
Margaret Hearnden
Global Learning Facilitator, North Island College

Mackenzie Sillem
Coordinator, International Student Retention, Vancouver Island University

Heather Tobe
Faculty, Communications Department, Douglas College

Seeking Answers - Learning at Intercultural Intersections 2017

Our questions for you:
1) What is your experience with the term

“academic success” within an
intercultural context?

2) What does “intercultural effectiveness”

mean to you?

Seeking Answers - Learning at Intercultural Intersections 2017

Background
1) Who?
2) What?
3) Why?

Seeking Answers - Learning at Intercultural Intersections 2017

ENG 115 Grade AP5
A+
A
AB+
B
BC+
C
CD
F
ENR S15
Did Not Complete
Total

IELTS/TOEFL
/CAEL
EXEMPT
0
0
0
1
0
0
3
4
0
5
0
1
2
6
1
8
8
0
9
1
1
2
2
0
3
3
0
2
0
0
1
4
0
1
1
0
1
2
0
38
31
3

Preliminary Research Question
1) Is there an identifiable link between the academic

success of international students and their level of
intercultural effectiveness?
a)

Do students with greater intercultural effectiveness
have greater academic success and inversely do
students with lower intercultural effectiveness have
lower academic success?

Seeking Answers - Learning at Intercultural Intersections 2017

Definitions
Academic Success
“…inclusive of academic achievement, attainment of learning objectives,
acquisition of desired skills and competencies, satisfaction, persistence,
and post college performance” (York, Gibson, & Rankin, 2015, p. 5).
International Student
First semester, first Canadian educational experience, studying full-time,
paying international student tuition at respective institution.

Seeking Answers - Learning at Intercultural Intersections 2017

Definitions
Intercultural competence
▪ “The ability to communicate effectively and appropriately in

intercultural situations based on one’s intercultural knowledge, skills
and attitudes” (Deardorff, 2004, p. 194) .

▪ “The capability to shift cultural perspective and adapt behaviour to

cultural commonality & difference” (Hammer, 2007.)

Seeking Answers - Learning at Intercultural Intersections 2017

The Intercultural Effectiveness Scale
▪ Based on the International Adjustment

Model (Black, Mendenhall, & Oddou, 1991) .

▪ 3 bucket model

1. Continuous Learning

Continuous
Learning

▪ Exploration & Self-Awareness

2. Interpersonal Engagement
 Global Mindedness & Relationship Interest

3. Hardiness
 Postitive Regard & Emotional Resilience

Seeking Answers - Learning at Intercultural Intersections 2017

Interpersonal
Engagement

Hardiness

What Have We Learned?
Defining and measuring academic
success (York, Gibson & Rankin, 2015)
▪ Academic success is an umbrella

term that includes a variety of
outcomes.

▪ We need to decide what precisely we

want to measure in order to identify
how.

▪ Most studies focus on an institutional

or academic definitions, which do not
always coincide and do not always
include student perspectives.

Seeking Answers - Learning at Intercultural Intersections 2017

Defining and Measuring Academic Success
York, Gibson & Rankin (2015)
Academic
Achievement
(Proxy)

Satisfaction
(Proxy)

Career
Success

Academic
Success
Attainment of
Learning
Outcomes

Acquisition of
skills and
competencies

Persistence

Seeking Answers - Learning at Intercultural Intersections 2017

What Have We Learned?
Identification and assessment of intercultural
competence as a student outcome of
internationalization (Deardorff, 2006)
▪ Focus of the study – overview - definition of intercultural

competence and assessing intercultural competence

▪ 22 essential elements

Deardorff’s Pyramid Model of
Intercultural Competence and her Process Model of
Intercultural Competence.

▪ Intercultural competence can be measured – needs

multiple assessment methods.

▪ Definition of intercultural competence is dynamic – needs

ongoing reassessment.

▪ Intercultural competence is a complex concept and has

controversial aspects.

Seeking Answers - Learning at Intercultural Intersections 2017

What Have We Learned?
Understanding academic performance of
international students: The role of ethnicity,
academic and social integration in the
academic performance of students (Rientes,
Beausaert, Grohnert, Niemantsverdriet & Kommers 2011)

▪ “Mixed-picture” on whether international

students underperform in academic integration
and academic performance.

▪ Stress, family support, social integration, identity

and cultural distance were linked to academic
performance of students.

▪ The academic integration of non-western

international students is complex and non-linear.

Seeking Answers - Learning at Intercultural Intersections 2017

Our questions for you:
1) What is your experience with the term

“academic success” within an intercultural
context?

2) What does “intercultural effectiveness” mean

to you?

 How have your original thoughts developed and

what questions or ideas do you think we should
consider in our next steps?

Seeking Answers - Learning at Intercultural Intersections 2017

Next Steps
▪ Finalize research question
▪ Set parameters for participant profile
▪ Develop methodology

Seeking Answers - Learning at Intercultural Intersections 2017

Margaret Hearnden
Margaret.Hearnden@nic.bc.ca

Thank you!

Mackenzie Sillem
Mackenzie.Sillem@viu.ca
Heather Tobe
tobeh@douglascollege.ca

Seeking Answers - Learning at Intercultural Intersections 2017