They are, he is, and I am: different adjustment accounts of two male Saudi Arabian nursing students at an Australian university

Article

Midgley, Warren. 2009. "They are, he is, and I am: different adjustment accounts of two male Saudi Arabian nursing students at an Australian university." Studies in Learning Evaluation Innovation and Development. 6 (1), pp. 82-97.
Article Title

They are, he is, and I am: different adjustment accounts of two male Saudi Arabian nursing students at an Australian university

ERA Journal ID20774
Article CategoryArticle
Authors
AuthorMidgley, Warren
Journal TitleStudies in Learning Evaluation Innovation and Development
Journal Citation6 (1), pp. 82-97
Number of Pages16
Year2009
PublisherCentral Queensland University
Place of PublicationRockhampton, Australia
ISSN1832-2050
Web Address (URL)http://sleid.cqu.edu.au
Abstract

This paper reports on the analysis of a narrative discussion group facilitated by the author as a part of a larger study. The participants in this group were two male Saudi Arabian nursing students of a similar age, studying the same course at the same time at the same Australian university, who had chosen to be together in this group. The discussion that was recorded for this study was in response to the request to “tell me about your experiences here”. The data demonstrate that these two individuals have had very different experiences, resulting from their very different responses to the challenges of living and studying in Australia. The data support the view of scholars such as Koehne (2005) and Kumar (2005) arguing against reductionist views of international students. The paper concludes by appealing for a more holistic person-in-context approach to providing support for beginning learners in higher education.

Keywordsinternational student experiences; Saudi Arabian students; student support
ANZSRC Field of Research 2020390401. Comparative and cross-cultural education
390303. Higher education
441013. Sociology of migration, ethnicity and multiculturalism
Public Notes

'© Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. ISSN 1832-2050.'

Byline AffiliationsFaculty of Education
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