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An Ethnographically-Oriented Study Into the Experiences of a Particular Group of Thai Post-Graduate Students in Uk Higher Education

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An Ethnographically-Oriented Study Into the Experiences of a Particular Group of Thai Post-Graduate Students in Uk Higher Education SMILES AND CHALLENGES: AN ETHNOGRAPHICALLY-ORIENTED STUDY INTO THE EXPERIENCES OF A PARTICULAR GROUP OF THAI POST-GRADUATE STUDENTS IN UK HIGHER EDUCATION by ANGELA M CLEARY A Thesis submitted to The University of Birmingham For the degree of DOCTOR OF PHILOSOPHY School of Education The University of Birmingham October 2016 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This ethnographically-oriented study was initiated when Thai post-graduate scholarship students reported a variety of academic, medical and social problems to staff working at an education office which monitors the welfare of Thai students studying in the UK. This study is particularly timely as there was little existing research into the experiences of Thai students studying outside Thailand. Drawing on Holliday’s (1999) notion of ‘small cultures’, the study highlights challenges faced by a group of Thai students as they study for a one-year Master’s degree in the UK during 2011-2012. Semi-structured interviews were conducted, and classroom observations carried out, with four Thai scholarship Master’s students studying at different UK universities. To expand the breadth of the study, a questionnaire survey of sixty-four Thai scholarship Master’s students studying at universities across the UK was administered. Additional background data were obtained from university teachers by means of semi- structured interviews. A picture emerges of the complex challenges and pressures faced by overseas students on a one-year degree programme as they seek to adapt to norms and expectations in the UK. The study highlights the individuality of international students, and resists generalisations about national groups. The study proposes implications for the support of international students at universities in the UK. DEDICATION To my parents Gwen and Jim O’Sullivan Whose unconditional love enabled me to achieve my dreams. ❖ To my husband Dr Colman Cleary My best friend. This thesis would never have been completed without your constant love and support ❖ This thesis is for you with all my love. ACKNOWLEDGEMENTS There are many people who have made this study possible and I would like to take this opportunity to thank them. Professor Adrian Blackledge has been an inspiration whose encouragement, wisdom and insightful comments kept me on track over the years. It has been a great privilege to have you as my supervisor and thank you for your patience. I am greatly indebted to my Ministers, colleagues and friends who have been supportive in so many ways: your constant encouragement; your assistance during the initial investigation and translation process and for kindly enabling me to regularly meet my supervisor and visit my key participants at their universities. I am also indebted to all the Thai post-graduate students who kindly agreed to participate in this study and their genuine desire to help future students benefit from their experiences. Special thanks go to Abe, Plum, Sid and Wendy whose identity is protected but you know who you are. It has been a joy and a privilege to share your journey during the year and I am so grateful that you felt able to share your thoughts and feelings with this ‘farang’. Sincere thanks also go to the university academics who participated in this study and to those who invited me to observe their classes. Thank you also for setting aside time in your incredibly pressurised schedule to meet with me and share your views, knowledge and experience. The multi-faceted perspective of this study would not have been possible without you. Sincere thanks also to Melanie Griffiths of NASSEA whose support and encouragement has enabled me to continue my studies. A very special thank you to my husband, Colman who has been my rock. Through the ups and downs of this project you have stood resolute and encouraged me to persevere. I would never have been able to complete it without your love and support. TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................... i LIST OF TABLES ...................................................................................................... ii LIST OF MAPS ......................................................................................................... iii GLOSSARY OF TERMS .......................................................................................... iv GLOSSARY OF THAI WORDS AND PHRASES ................................................. v ABBREVIATIONS .................................................................................................... vi MAP 1: THAILAND: SHOWING PROVINCES .............................................. viii MAP 2: ASEAN MEMBER COUNTRIES ........................................................... ix CHAPTER 1: INTRODUCTION ............................................................................. 1 1.1 The focus of the study ........................................................................... 1 1.2 Context to the study: My background and current role .................. 2 1.3 Identifying the problem ....................................................................... 3 1.4 Relevance of the study .......................................................................... 4 1.5 What is an international student? ....................................................... 7 1.6 International student adjustment issues ............................................. 9 1.7 The complexity and imagery of culture ............................................ 11 1.8 Research question and methodology ................................................ 12 1.9 Multi-perspective challenges of this study ....................................... 13 1.9.1 The ‘Western’ perspective .................................................................. 14 1.10 Structure of the thesis ........................................................................ 16 CHAPTER 2: REVIEW OF LITERATURE ....................................................... 18 2.1 Challenges of defining culture ........................................................... 19 2.2 Small and large cultures .................................................................... 22 2.3 Small culture of the classroom .......................................................... 24 2.4 Cultural adaptation ............................................................................ 26 2.5 Culture-sensitive pedagogy ................................................................ 29 2.5.1 Asymmetrical relationships ................................................................ 30 2.5.2 Culture of learning ............................................................................... 31 2.6 Acculturation stress and English language proficiency .................. 38 2.6.1 Language acquisition and culture ...................................................... 41 2.6.2 Communicative repertoire: Cultural and social implications ......... 42 2.6.3 Universal language of mathematics .................................................... 47 2.7 Cultural stereotyping ......................................................................... 49 2.7.1 The ‘inferior other’ .............................................................................. 49 2.7.2 Advantages of stereotype to minority groups .................................... 51 2.7.3 Paradoxical stereotypes ....................................................................... 52 2.8 Thai social etiquette: Background information ............................... 53 2.8.1 Concepts of ‘face’ and ‘krengjai’ ....................................................... 53 2.8.2 Non-verbal language of Thai hierarchy ............................................. 55 2.8.3 Honorification ...................................................................................... 57 2.8.4 Thai hierarchy ...................................................................................... 59 2.8.5 Thai psyche and culture ...................................................................... 61 2.8.6 Exploring Thai communities of practice ........................................... 63 2.9 Chapter summary ............................................................................... 65 CHAPTER 3: RESEARCH METHODOLOGY .................................................. 66 3.1 Introduction ........................................................................................ 66 3.2 Perceptions of reality: An ontological conundrum .......................... 66 3.3 Epistemological challenges................................................................. 67 3.4 Defining the boundary ....................................................................... 68 3.5 Data collection: Choice of instruments ............................................. 68 3.5.1 Questionnaire ....................................................................................... 69 3.5.2 Challenges of translation
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