Behavioural Profiling for Indian

International Students

India

August 2020
Produced by MindTribes Pty Ltd.

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India • Many institutions in India lack expertise
and accreditation vs ranked Aus
•

•
Lack of practical
application of skills
Emphasis on rote learning
Attraction Factors institutions
of concepts rather than
• Lower admission requirements than
developing understanding
Indian institutions Learning
• A greater variety of studying options styles

• Studying Environment • Highly competitive

appears to be a secondary Quality
Education admissions
consideration (Qualification
system in • High cut-off criteria
/ Ranking) India • Top elite institutions
<2% of applicants

Lifestyle,
Environment,
Stability
• Most important goal
have for their children
Parental
Influence
is to build successful
careers.
• 70% of Indian parents
were willing to take on
Cost of living debt to fund
and Cost of e
nc education, vs global
studies ta
p or average of 60%
Im
• Cheaper than US/UK e
iv n t
e lat ude
R St Employability
to in India • International exposure
Studying abroad is seen
VISA +
Ability to as improving their local
• Availability of part-time Work, while job prospects
Scarcity of
jobs for students studying, jobs
• Gain a working visa + • springboard for
potential PR employment in host
• flexibility to tailor courses country and an
to work on a part-time Immigration pathway
basis while studying

Pull Factors Push Factors 2

Background: India
Key Information
Education System
• International students doubled from 134,880 students in 2004 to 278,383 in 2017 ( Country Selection Behaviours
representing only 0.9% of the 36m tertiary students, and a gross enrolment of only [Motivations and Constraints of Moving Abroad for Indian Students, M.
25.8%) Hercog, M. van de Laar, 2016]

The four most important factors were

Education system impacts
• better possibilities for career advancement,
• surveys of employers find that half of new hires and graduates are not adequately
• better working and research conditions abroad,
prepared for their job with poor assessment and certification systems make it difficult for
employers to distinguish the quality of institutions and graduates • international exposure and
[https://www.dfat.gov.au/geo/india/ies/chapter-3.html] • financial benefits (students in sciences and engineering place less
importance on financial aspects of their future jobs.)
Cultural Indicators & Behaviours: The main pull factor to go abroad is the expectation of a better
working environment
• Significant ethnic, religious, and cultural variation in India. India’s constitution officially
• Stability and social security, and environment is of secondary
recognizes 1108 castes and approx. 700 tribes. While Hindi is spoken by 44% of the
importance
population, 184 languages are spoken by >10000 people.
• Obligations towards family are put first ahead of potential individual initiatives. However,
education is a key pathway to progress, and families will sacrifice for children's education.
Dimensions of Culture
• International student mobility is obviously a family decision. Parents’ support is crucial for
moving abroad, in moral as well as in financial terms. 1 2
India
3 4
Australia
5

• India is very relationship centric, collectivist (community, family, friend) focussed and
keeping harmony and trust in relationships is key. Messaging needs to carry a relational
or 'connected to community' message and leveraging the collective, involves referrals,
using champion or student ambassadors.
• India is a high achievement orientated culture and therefore failing is shameful not just to
the individual but to the family, close network that are connected to this success.
• Constructive feedback is therefore received quite sensitively, as Indian people are striving
for perfection. Highly perceptive, Indians focus on the whole context (not just words).
• Hierarchy is the way families, society, educational institutions and workplaces are
organised, so a power distance is natural.
• Thinking styles are 'polychronic' as is actions (multiple tasks) and can seem disorganised
but if harnessed can drive creativity and innovation.
Dr Asma Abdullah (1992), Tom Verghese (2006)

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Profile is fictious and is indicative, not representative of
the diversity of people in India
Name Chandresh Nambiar
Personal Male, 19, Lives in
Details
a share house
Current 1st year, Bachelor of
Academic Engineering, Sydney
Record
Background
Chandresh is the only son for his parents, he has two younger
sisters. He was born in Kerala to a middle-class family and the plan for
him from the time he was mid-way through high school was to study
overseas. 5 years ago the decision to study in Australia was taken, given
the ability to work and study at the same time. His family has made
several sacrifices in their lifestyle that will impact his sister's early
education – his parents have been saving 6 months of salary at a time in
India to fund his education in Australia. He arrived in Australia in
December 2019, accompanied by his father to settle him into the 2020
first year of study. His father left just after New year's day. The plan was
for Chandresh to secure part time work, send some money back home
and to secure an internship in 4 years that would lead to employment
and a PR visa. This would give the whole family more options in 4 years.
Current situation
Chandresh is overwhelmed. He had a few weeks of face to face classes
on campus and now he is doing all his subjects online. He has not had a
chance to make friends. He planned to join a soccer club, as he is a
keen sportsman – the club is now shut down due to the pandemic. He is
renting a room in a share house with a few other students who are older
and who have their own established routine. Despite the lockdown in the
pandemic these students don't really engage in the house. His parents
call him regularly, they are glad he is in Australia as the situation in
India with COVID-19 is so much worse. His is very worried about his
mother as she is a registered nurse who works as a physician's assistant
in a local community practice – she is testing door to door for COVID-
19. His father, an IT professional, is working from home, managing his
sisters.
Behavioural Profile: India
Feel
Chandresh is feeling helpless and alone. He can't go home to be supportive to his family
and he is finding coping here increasingly difficult. He is feeling ashamed for even having
these emotions, as it is so much worse in India. He is very worried about his mother – if
she gets sick with COVID-19, she might not recover as she is not in the best of health.
He feels that the plan that his family had for so many years and the plan that he had for
himself has disappeared.
Think
Chandresh thinks that this plan will never be recovered. He can't think of how he will be
able to sustain learning online. He has not done well in his last assignments. He is very
unsure of how to do well in his course, as the learning is very different. He has read
through all the coursework and he has understood it, but he can't seem to score the
marks in tests and assignments. He is very ashamed with these marks and thinks that he
is not the same high-flying student that his family thinks he is. His father just asks that
he work harder, which he is doing – he is spending more that 12-14 hours working with
his study material. He knows he is doing something wrong. Feedback from his tutor does
not make complete sense to him, but he is grateful that they have spared the time to
connect. He asked his house mates how he can find some part-time work and they have
shared that he can work in the local supermarket or as a cleaner, which is how they
started in Australia and this is pretty much all that is available amidst the
pandemic. Chandresh thinks his parents will not agree to this, as this seems
demeaning. He thinks he might not tell them what he is working as, but do a job for a few
months, and send some money back home.
Do
Chandresh is stuck with what to do next. The orientation on campus was so filled with
possibility. He took a tour of the city, he met new people, got to know the campus. What
he realises now is that they did not share how to be successful in the learning, how to get
good marks or how to find a job. The information on the university's website shares many
emails and contact numbers of people, as well as the student co-ordinator, but it feels
strange to contact a stranger and admit he is struggling. In India, there would be a much
more personal connection with a teacher. Chandresh does not contact anyone. He makes
a commitment to himself to work harder at his subjects to finish the year off well and
hopes by this time, things work out for his family and he can go home to visit them. He is
going to try and find some part time work at a supermarket near his home. He plans to
ask the manager of the store, when he next shops there. He wants to be able to pay for 4
his rent and food, so his parents don't have to.
How International Students’ Expectations compare with their lived
Experience: India
Key Factors
Support systems (Uni, Govt etc.)
Education style and structure
Education outcomes
Network/Inclusion/Belonging
Communications
Pre- Arrival Expectations
Initially, “financially by my parents, but was told I needed
to work and be fully financially independent for the rest of
my degree” . I looked into the Orientation online and it
said it would prepare you to tackle University life, so I felt
okay, that things would be fine"
“When I researched there were differences [with other
countries] in the way in which the courses were planned”.
For Australia the study pathway seemed very clear cut, so
I was really looking forward to following the path.”
"I am here to get the top marks and do well. This path to
Australia will give my family other options and to get
educated and work here (in Australia) will help me stay
here or get a better job in India."
“This experience of being at Uni is going to change my life
and I am going to put in every effort. I look forward to
competing with my peers and other fresher students. I
plan to play sports and to get a job soon, but my main
purpose is my studies."
"I was looking forward to the teachers as they are the best
in Australia at my University. My University is also the best
in Australia. I know they are going to help me be my best"
Experienced In-Country view
“It is quite a large step for me to adjust”. I didn’t receive as
much support from the University as I thought. There seems
to be people to contact but when I do break the fear to call,
they are very general and tell me to go to other
resources. It is very hard, and I can't bother my parents
with this"
“it’s much more of an independent learning approach. Whilst
there are requirements to successfully obtain Credit Points in
your chosen major, etc. for the most part, students are left
to their own devices of how to navigate their degree. I found
there too much choice and I have to ask my parents to help
me choose. The study co-ordinator leads you to more
resources and to other people to talk to, to find your
way. This is very difficult to do.”
"I am not sure how to do well here, it is very hard. Most of
our classes are online now, so I am on calls from 9:30am to
4:30pm. It is very different doing so many assessments,
and initially I am getting bad marks, but the tutor is giving
only short feedback. I have to work harder."
“From what I say in the first month, here Australian
students regard Uni as a part-time, they are only at
University when they have classes or lectures to
attend. They have their own lives and no patience to
tolerate someone who is from somewhere else. I know they
don't want to group with me, even online, as an
International, I might bring down their marks and they don’t
know me.
"The teaching staffers here are not very accessible. The
tutors are the main contact and they are not always
knowledgeable, even though they try to help. The University
only gives general advice. I have to ask other students, I
think to help me" 5
Appendix
Appendix 1: Key for Cultural Dimensions

Appendix 2: Context & Disclaimer (Student Stories & Country Information

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Appendix 1: Key for Cultural Dimensions
1. Relationship-Task: When trying to communicate about a required outcome/fixed task does this culture need to develop
a strong relationship first or can people jump straight into the requirement without knowing much about the people they
are communicating to? What is their preference?
2. Harmony-Control: In a situation that is likely to result in conflict does this culture prefer to be harmonious in their
dealings or do they sacrifice this harmony favoring control over the discussion?
3. Shame-Guilt: When a deadline is missed or an error made, does this culture internalize this, chastising themselves,
overly out of shame or do people from this culture feel guilty (less internalization) about the missed or erroneous task?
4. Collectivism-Individualism: Drawing from society (national culture), does this culture favor being in a group
(collective), and take their cues from the group - a shared responsibility across the team or do they prefer having
individual targets and rewards that link into the group, but are quite separate?
5. Religious-Secular: Here assess whether there is a distinction between their religious life and their daily activity. A
religious society is where there is no real distinction, e.g. religious holidays, eating, praying are part of everyday life.
What needs to be considered regarding their religious sensibilities?
6. Hierarchy-Equality: Consider whether the culture is distinctively hierarchical? Whether they respect hierarchy and
authority without question, or whether the culture is more autonomous, independent and more equal in structure.
Authority/ seniority can be used to instruct or convey compulsory rules or communicate an important message, if the
culture is hierarchical. If the culture is not hierarchical, an instructive message may be perceived as restrictive or
impinging on their freedom.
7. Polychronic-Monochronic: Poly referring to the preference to do a number of tasks at one time, to the outsider
seeming chaotic. Mono referring to a preference of handling a few key tasks first, sequenced in an order.
8. High-Low Context: High context cultures focus on what is ‘not said’ – non-verbals, the way they feel when someone is
communicating. Low context cultures are very focused on what is said, preferring to be direct in their communication.
High Context cultures need to understand the “why” and the background of what is requested.
9. Femininity-Masculinity: Not referring to gender, however more style or approach. Feminine cultures are more
nurturing, developmental, more active listeners, collaborative compared to stereotypical male cultures that feel the need
to dominate, take charge being unforgiving of mistakes.
Appendix 2: Context & Disclaimer (Student
Stories & Country Information)

1. Country Information is derived from a meta-analysis of multiple sources of data. Factors are expected to be
stable factors over the next 2-3 years. At which time, this study needs to be reviewed and updated

2. Cultural dimensions and behaviours were compared and validated against MindTribes database of cultural
diagnostics collected over the last 5 years and were revalidated with student interviews and country
information.
• During the pandemic, cultural behaviours that typically fall to the left of the 'cultural dimension charts'
will become heightened or extreme – e.g. the need for relationship, harmony, initiatives to reduce
shame increases.

3. Student stories presented are representative of gender, different ages, state diversity and are presented to
showcase diverse stories – in some cases 'atypical' stories, e.g. South Korea.
• Student stories were gathered through a behavioural interviewing process.
• The student narratives are not presented to stereotype all students from that particular country.
• They are presented to engage the reader on a humanistic level to understand lived experiences and
provide insights.
• We advise connecting with students of a particular overseas country, living and studying in a particular
Australian state or territory to learn more about their experiences (use the behavioural model of feel,
think, do to engage students to share their story).

As at August 2020 8