Making a road by talking…

Mediating the motivations of teachers and international students.

By

Vincent Wijeysingha, PhD

Senior Lecturer, Social Work, Toi Ohomai Institute of Technology

vincent.wijeysingha@toiohomai.ac.nz

And

Tepora Emery, PhD

Lecturer, Education, Toi Ohomai Institute of Technology

tepora.emery@toiohomai.ac.nz

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Abstract

Extrapolating from wider migration research, international students may fall into three
categories: those who intend to immigrate to Aotearoa New Zealand (ANZ), those
who will return home to their countries of origin, or those who consider ANZ a
stepping stone to other destinations. From an institutional point of view, an Institute
of Technology or Polytechnic (ITP) offers an educational marketing proposition or a
set of premiums that shapes the ITP products. These products include possibilities
for a new and better life in ANZ which, in a ‘user pays’ policy climate, may, in part,
shape the decisions of international students in the competitive tertiary provider
market.  By way of a series of ‘kanohi ki te kanohi’ (face to face) critical reflective
practice-based conversations, the authors hypothesised upon motivations behind
international students’ decisions when choosing their tertiary education pathway.  In
particular, the discussions speculated upon whether, in the contemporary economic
climate, international students’ approach this question from a utilitarian standpoint
i.e. prospects of a new and better life in ANZ or, whether intrinsic motivations (ANZ
educational qualifications) also have bearing. Given this binary, the researchers
introduce the idea that international student motivations create a paradox for
teaching practice that requires balancing of market-driven practices with
pedagogical-philosophical values. ‘Making a road by talking’ explores how this
paradox is managed, mediated and influences their practice i.e. how the researchers
simultaneously strive to engage the international market while maintaining quality
programmes of learning.

Introduction - Mapping the road we talked

Given the increasing numbers of international students in Aotearoa New Zealand’s

(ANZ) tertiary institutions, few would argue the contemporary landscape is without
challenge. This paper explores ANZ government’s international education strategy
and the purposive ‘space’ one institution is carving out within this framework.
Acknowledging such policy transformation is inevitably filtering into the classroom,
we explore how we are responding and whether these responses are reshaping our
classroom practice.

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 We utilised a novel methodology of ‘kanohi ki te kanohi’ (face-to-face)
conversations between us (two lecturers, Maori and Singaporean) so as to frame
and investigate the question at the classroom level. The technique entailed a series
of intentional dialogues between us, reflecting on our teaching practice. This enabled
real-time data to emerge which we thematised and interpreted.

The international student landscape

International education is ANZ’s fifth biggest export earner (Patterson, 2015). In

2015, 125,011 international students studied here, increasing 13% from 2014. The
total included 61,400 enrolled with ANZ tertiary providers, increasing 14% from 2014
(Ministry of Education, 2016). The upward trend reflects the government’s
Leadership statement on international education (Ministry for Tertiary Education,
Skills and Employment, 2011). The strategy has three main drivers:

 double the number of international graduate students

 increase transition rate from study to residence of those with bachelor’s

qualification and above

 increase New Zealanders’ skills and knowledge to operate effectively across

cultures

Meeting projected skills shortages due to an ageing population also underpins

the strategy:

The ageing of populations apparent in most developed nations is expected to lead to

intensified efforts to attract and retain younger skilled workers, to replace the expanding
numbers of domestic retirees.
International students are seen as a key pool of potential migrants, who can more
easily adapt to local societies and opportunities than people with no previous in-country
experience. Immigration policies can encourage the entry of students into high quality
courses which equip graduates to take up genuine skilled work opportunities after
completion. The need for such young and skilled migrants is expected to continue,
despite temporary downturns in local employment (Ministry for Tertiary Education, Skills
and Employment, 2011, p.5).

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 The international student strategy sits inside a thirty-year old ongoing reform of
tertiary education involving expanded marketisation and diminishing state funding
(Crawford, 2016). The downward funding trend has continued since the current
government was elected in 2008 (see figures at
http://www.educationcounts.govt.nz/statistics/tertiary-education/resources), perhaps
persuading tertiary institutions to expand international student numbers.

The government’s international education objectives have been apparent at the

researchers’ institute (Waiariki Institute of Technology, 2016):

 53% of student growth in the period 2013-2015 has been international students
 International student fees as a proportion of total fees grew 11.5% in the period
2014-2015
 International students made up 22% total students in 2015
 International students made up 23% equivalent full-time students in 2015,
growing from 16% in 2013 and 20% in 2014.

Methodology – Planning the journey

These rapidly changed demographics have generated classroom challenges. To

understand these challenges, the researchers’ sought, first, to talk through them,
navigating the underlying policy paradigm that has shaped the tertiary sector over
the last three decades:

[A]n improving university reputation, as reflected in international rankings, drives an

increase in international student numbers on which it makes a significant profit margin.
Increased income allows a university to attract and retain high-quality academic staff, who
drive teaching and research performance. Improved performance – particularly research
performance – lifts a university’s reputation and international rankings (Productivity
Commission, 2016, p. 10).

Preferring a critical approach, our method drew on Freire (2000) who advocates
identifying and challenging structures of oppression. This approach necessitates
decolonisation or, emancipation, of teachers and students from such structures
through critical dialogue, resulting in self-defined and mutually-freeing perspectives

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(see a similar proposition argued by Luna, Botelho, Fontaine, French, Iverson, and
Matos, 2004).

Our exploration began as “speculative chats”. As tertiary institution social

science lecturers persuaded by the critical school and committed to emancipatory
educational practices, we investigated our experience of teaching in the current
climate, particularly our ability to maintain sound professional practice. We were
aware of, and therefore situated our discussions, in the social policy reforms of the
1980s which have resulted in neoliberal conceptions of individualism, privatisation,
deregulation, internal marketisation and the attendant imperative of “user pays”.
Conscious of straddling an “ontological binary” on a daily basis, our conversations
developed into a series of intentional dialogues (see Wade, 2004) which revealed
the binary and its policy whakapapa (lineage). This led to a thematisation of
professional responses based loosely on Kolb’s (1984) experiential learning cycle.

Drawing on the storytelling form in which indigenous knowledges have endured

through generations of colonisation (Emery, 2008; Smith, 2012), we approached our
research kaupapa (agenda) in a narrative inquiry perspective. Clandinin and Rosiek
(2007) identified this approach as a means to regenerating localised meaning
overwhelmed by hegemonic discourse. Chase (2012, p. 421) sets out a framework
for narrative methodology as being:

 a method of interpreting and making meaning of experience

 a holistic arrangement of events, objects, and experiences
 grounded on life experiences narrated by subjects
 a means of linking historical events.

We located ourselves at the centre of the project: teacher-practitioners embedded in

the time, place, and praxis of our object of investigation (Emery & Chrisp, 2000),
daily negotiating the binary. Aware of limited autonomy in the social policy
environment we moved into a dialogic space where our autonomy was unrestricted
(Adma & Widdershoven, 2011; Luna et al., 2004).

Data gathering – Documenting the terrain

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An evolving process, the project developed from informal conversations inside the
day-to-day context of our tutorial lives to self-conscious, intentional discussions,
drawing on our political, economic, social, and cultural knowledges. The discussions
were shaped by a critical awareness arising from our subaltern experience as
colonised persons operating intellectually in the critical school which poses why is it
so and who does it benefit questions (How, 2003).

The emerging model coalesced in the deployment of a participatory action

methodology grounded in narrative kanohi ki te kanohi. We scheduled intentional,
freeform dialogue sessions and took notes which then formed the basis for
subsequent sessions. In total, three sessions occurred and, in between these, we
explored relevant literature.

A rich source of speculative, interconnected data were gathered which

addressed the following themes:

 the ontological binary experienced by teachers in the marketised tertiary

education sector arising from the motivations of international students
 the tertiary sector inside the neoliberal climate or, as one of us proposed, “the
neoliberal sea in which we all swim”
 the methods and modes of accommodation, resistance, and invention which we
deploy to straddle the ontological binary.

Literature review – Insights of those who have walked the road

Migrants make up 3%, or 232 million, of the world’s population (International

Organisation for Migration, 2015). Migration is defined as the movement of peoples
from one place to another across an international border for long or shorter-term
periods (Skeldon (2013). It is a complex phenomenon both in practice and theory
(Molho, 2013) that appears to reach back to the dawn of human history (Leppard,
2014).

Recent migration literature identifies factors such as economic and human

capital maximisation, rationality, personal wellbeing, and social and relationship
factors as influencing migration (Adelowo, Smythe, & Nakhid, 2016; Dywili, Bonner,
& O’Brien, 2011; Molho, 2013). In addition, Luthra, Platt, and Salamońska (2014)

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suggest lifestyle choices and the quest for enhanced quality of life also influence
migration.

The immigration of international students tends to mirror these motivations.

Phang (2013) suggests that international student motivations include country ‘pull’
factors such as political stability, quality of life, and personal safety. University pull
factors such as the quality of programmes, staff and facilities; access to language
acquisition and practice, and visa mobility, also feature. Austin (2016) and Urban &
Palmer (2016) add the cultural imperative of obtaining a good education and a
growing middle class desiring freedom and a better life for their children.

The changed classroom demographics, therefore, gives rise to new socio-

cultural features in the classroom: these, in turn, impact the culture of tertiary
institutions and classroom teaching (Ladd & Ruby, 1999; Robertson, Line, Jones, &
Thomas, 2000; Trice, 2003; Ward, 2006, 2001). International students arrive in ANZ
classrooms with skill sets, cultural values, and higher education objectives which are
different to domestic students. Teaching staff must therefore adapt their pedagogy to
meet the distinctly different learning needs of both cohorts, which is deeply
challenging. Some of these challenges are articulated in excerpts from our
intentional dialogues in the following section.

Findings – Drawing a map

In the context of our research, it is reasonable to infer that neoliberalism has spurred
the growth of international students in the ANZ ITP sector. Neoliberalism describes
economic (and accompanying social) arrangements favouring the liberalisation of
markets, intensification of capital, and deregulation of economic processes (Boas &
Gans-Morse, 2009).

Coming from a hyper-capitalist society like Singapore, I interpret the marketisation of

social policy reflexively. For me, the neoliberal paradigm is self-evident and informs my
critical analysis. So, I guess, my understanding of public policy is inseparable from a
neoliberal viewpoint. Neoliberalism is, to me, the sea in which we all swim (Wijeysingha).

Neoliberalism expands both supply and demand sides of tertiary education. A

marketised and enlarged tertiary education sector responds to a global middle class

7
whose resources and choices have increased. Combined with public spending cuts,
the result has been increased pressure on tertiary institutions to expand their profit
base.

We noted the impact of these phenomena on our experience within the new
tertiary demographic:

It feels like education is less about educating and more about economic solvency.
Tertiary providers are relevant inasmuch as they can continue swimming in the neoliberal
sea, to extend my previous metaphor (Wijeysingha).

The new demographic has generated pedagogical and pastoral challenges for
teachers:

It’s not the fact that they are students from overseas that alters my practice. It’s the suspicion
that it’s their relationship to an overseas education – to their goals as overseas students –
that impacts on our teaching practice. We have to relate to them differently because their
goals are different to someone studying as a domestic student (Wijeysingha).

I drew on my own cultural imperatives, my language and tikanga, and my position as a

colonised person. I got them to teach me about them and their cultures. Taught them about
the Treaty [of Waitangi], New Zealand colloquialisms; joked and laughed. It worked. By
being myself, they could be themselves too. We got comfortable together and grew and
morphed into this powerful learning ‘force’ and their diversity and brilliance shone (Emery).

Through such speculations, we discerned three common (but ‘different’) practice

related themes:

 learning resources
 learning modalities
 pastoral care

Learning resources

I took it for granted that the students would be computer literate and savvy and that
wasn’t so (Emery).

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In our experience, students arrive with limited – in some cases, non-existent
information technology (IT) knowledge. Given the growing use of blended teaching,
online platforms, and online-based research resources, as well as word processed
assessments, international students experience an additional hurdle or learning IT
systems before they can embark on their coursework.

It suddenly struck me that whereas I’d taken IT for granted, here were students for whom
IT was like another paper they had to pass, another set of competencies they had to
master; in addition to language barriers inside the classroom and the socio-cultural
competencies outside (Wijeysingha).

Learning modalities

Teaching and learning methods in ANZ tertiary institutions emphasise (or, at least,
are beginning to inculcate) critical thinking skills. This involves the use of exploratory,
problem-oriented and discovery-based learning involving case study methods, group
work, activities, and more democratic classrooms where the distinction between
teacher and student is deliberately altered to facilitate such learning. In our
experience, students from countries which have more formal, didactic, examination-
oriented systems struggle to adapt.

Particularly in my field [social work], a problem-oriented kaupapa is, at least to me,

essential. You can’t teach social work theoretically. And if we’re going to help develop
students’ professional attitudes, in addition to their knowledge and skills, a more
democratic classroom is key. There has to be space, safe space, to discuss, disagree,
dissent (Wijeysingha).

Helping students to adapt to the student-centred learning environment took

concerted time, thought and effort:

At first it was really hard to get the students to engage in group discussion or to talk and
share their views. But slowly, by introducing different teaching methods like competitive
quizzes at the beginning of lessons, inviting them to open our sessions with prayers and
songs from their cultures, using case studies, etc. and working in mixed culture groups,
the walls soon came down (Emery).

Group work was helpful as it let the students talk, explore and make mistakes in a

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safer environment than would be the case in a large class. Over time, when coupled
with group presentations, students were able to build their English language
competencies and confidence.

Pastoral care

The behavioral and neurosciences say you can’t teach distracted, distressed people. It
just doesn’t work (Wijeysingha).

Students struggle to adapt to New Zealand English. When combined with learning
resource issues, the student experiences an avalanche (we use this word exactly
analogous to its physical manifestation) of destabilization which gives rise to
emotional experiences such as grief, dislocation, and bewilderment. These are often
coupled with the mundane problems of immigration such as housing, shopping,
settling or missing their children, finding a job for the non-student partner, and
building a social life. As tutors we found the experience of dealing with the
‘avalanche’ distressing. Emotional scenes in our classrooms were frequent as
students worked through dislocation, relocation, and settlement:

In those first weeks, mothers who had left their babies behind in their home countries
would be crying in class. Feeling their distress, other students also suffered, became
homesick, and cried too. And there was me, teaching through all of this emotional turmoil.
(Emery)

As teachers, we also experienced an avalanche of destabilization. Our time-

honoured philosophies and practices disordered, we were knocked off balance as
we took on a disaster relief role, all the while continuing to teach. Although abating
over time, the aftermath of the avalanche and disaster relief continued throughout
the semester. By increasing our understanding of the socio-political, cultural, and
economic situations in students’ countries of origins (through sharing the avalanche),
we were stirred enough to adjust our practice. Understanding, compassion, empathy,
and increased (multi-)cultural competency were key.

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Discussion – Testing our map

Interestingly, these experiences, reactions, and responses were common to us both

and experienced in parallel ways in classes involving students at different levels and
from different countries. Such responses fell within three categories:

 teaching methodologies
 use of resources (including pastoral services)
 responses stemming from our historical and values repertoire

Teaching methodologies

A key strategy has been the modification of assessment protocols whereby we have
switched our teaching style from a content orientation to assessment orientation, that
is, using assessments as the focus of classroom activity and building the course
content around them. Necessarily this involves teaching the critical thinking skills
required to unpack, interpret, and write the assessments.

I’m coming to realise that if we approach our teaching in a dialogic or conversational way,
international students will withdraw because it’s just not how they’re taught back home.
So, a competency-based approach might be more workable because it structures the
teaching and also helps them make sense of our assessment philosophy (Wijeysingha).

We also found group work using clearly defined and precisely structured tasks in
very small groups encouraged students to explore course content in a safe
environment. This required some input on the theory of group work and how it
facilitates learning as well as breaking down course content into smaller chunks in
order to (very) gradually build on learning and retention in an unfamiliar atmosphere.

Resources

Given the needs of international students identified above, our role as teachers
involved a far greater use of learning and pastoral staff such as learning advisors,
librarians, and counsellors. In these immediate ways, we came to view the meeting
of learning outcomes as a holistic exercise incorporating students’ emotional, social,
study, and technology needs as well as their gradual inculturation into a new life.

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 A growing  awareness of inculturation needs also encouraged us to use cultural
elements (cultural practices, days of significance, shared lunches, traditional attire,
music, and words) to provide both means of helping students to inculturate and as
platforms for (especially) shared learning through shared stories, images, and
sounds. This is holistic teaching, loosely defined in the following:

Holistic teaching is the thing, isn’t it? We’re not really just teaching content, in reality,
we’re helping to build persons. And that building has to coincide with who they are, their
cultures, social values, historical trajectories. Otherwise, learning won’t be meaningful.
You can’t just transplant someone to an entirely foreign milieu and expect them to learn. I
think this is one of neoliberalism’s failings – viewing students as customers buying a
product in the same way they’d buy a kettle or DVD player. Education isn’t like that
(Wijeysingha).

Historical and values repertoire

To reshape our teaching motivations (so as to remain committed) we often

retrenched into explanatory schemas we assumed were shared between us and
students. Additionally, we recognised that teachers and internationals students are
equally caught in a hegemonic discourse not of our making, thus returning to one of
Freire’s fundamental insights. We use the term retrench to indicate the process of
teachers drawing on their personal histories to establish empathy with the other
(student). Such retrenchment included looking to the discourse of shared
colonisation and shared immigration which established common ground with
students; we used these to set up a story of motivation that helped us to navigate our
teaching practice.

We also allowed ourselves to engage the varied and various feelings and
emotions that teaching in the new international classroom gave rise to. While this
often generated chaotic emotional reactions (including anger, resentment, sympathy,
amusement, frustration), these sometimes proactive, sometimes resigned,
sometimes resentful and sometimes angry emotions offer, however short-lived,
some sensation of autonomy in an environment which offers limited professional
agency.

Conclusion – A road without end

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Throughout our process, we became more critically conscious of the ontological
binary in which we – students and teachers – function. We also recognised that our
holistic teaching model (stemming from our personal philosophical and values base),
helped mediate the challenges of the international classroom while supporting the
ANZ government’s neoliberal agenda which involves:

 removing export economy constraints

 developing a clearer understanding of the learner customer
 growing a preference for ANZ products and services
 developing critical intelligence into market and competitor activities and
offerings (State Services Commission, 2016).

Unpacking our experience of the conflicting solutions we developed, we became

aware we had unconsciously developed a set of personas, both professional and
personal, to manage the ontological binary. Straddling the binary of engaging the
international market while maintaining quality programmes requires the wearing of
multiple ‘dualistic’ masks. Put on, taken off, and changed a multiplicity of times in our
interactions with students, they are the masks of the qualified, institutionalised
teacher and the oppressed native; the liberated, political activist and the colonised
lecturer; the carer-nurturer-counsellor and the dispassionate professional; the friend-
colleague and the stranger.

This dualistic professional demeanour has become a coping strategy assisting

us to find common denominators and build common ground upon which to teach; an
ongoing, evolving, and compelling challenge, a road continuing to be made by
talking.

The research methodology and data generated an introductory and tentative

paradigm. Facilitating future research objectives that engage with the lived
experiences of social policy agents/participants, it is authentic subaltern research
from below, pointing the way to future evidence-based policy activity. Importantly, it
is necessary to point out (at this stage) that our research (and its methodology)
cannot be considered grounded theory as it does not seek to (nor did it) generate
theoretical insights but rather, it shaped a practice-based narrative upon which future
research can build. Drawing on critical methodologies, it relocates the outcomes of
policy to the level at which service delivery takes place.

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