Absorbing Australian Culture Through the Exchange Program at RMIT International University in Vietnam
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Journal of International Education and Leadership Volume 3 Issue 1 Spring 2013
http://www.jielusa.org/ ISSN: 2161-7252
Absorbing Australian Culture Through the Exchange Program
at RMIT International University in Vietnam
Nguyen Ho Phuong Chi
RMIT University, Australia
This paper outlines a case study of four Vietnamese students who have just completed their exchange
semester at RMIT University, Melbourne. Results indicate that the students appreciate multiple benefits
brought by this experience, including a developing sense of language use, responsibility, dependence,
self-awareness, integration, and problem-solving skills. But to them, the journey to Melbourne has
especially opened their mind to the issues of cultural diversity and sensitivity, which they have never
imagined before coming to Australia. The term “culture shock” might be best suited for them in the early
days. What experiences have they gone through? What are the pros and cons of being an exchange
student? How have they overcome their problems? How might these challenges contribute to their future
plan? How do they conceptualize the term “global citizen”? What is their advice for those who want to
go on an exchange program? Adopting an exploratory case study approach, this study will give a
comprehensive picture on the experiences of these four Vietnamese students.
Key words: cultural awareness, international cooperation, international education, study abroad,
student adjustment, student exchange program
Recent rapid socio-economic development stakeholders so that they can make informed
has placed a huge demand on international decisions upon what should be emphasized
cooperation for the Vietnamese institutions to when designing exchange programs for local
ensure successful integration into the global students.
world. One way for Vietnamese students to
gain the experience necessary to operate in the Context of the Research
new global environment is to study abroad. RMIT, the Australian-based institution, is
Study abroad is as a period of time where a the first fully foreign-owned university
student engages in an educational activity operating in Vietnam. It was officially opened
through an institution of learning or in 2001 and now the university has two
organization for schooling in a foreign campuses at the two largest cities in Vietnam,
country. Study abroad helps students to gain one in Ho Chi Minh City and one in Hanoi
an appreciation for other cultures and the with about 4,000 students. RMIT Vietnam
differences that they portray (Kauffmann et al., offers undergraduate and postgraduate
1992). When the movement of studying programs in various fields, including Business,
abroad first broke out in the late 1990s, the Computing and IT, Communication,
UK, France and US were the top choices of Engineering, Project Management and Design.
Vietnamese students. At present, RMIT Vietnam students have the
However, Australia, New opportunity to study in Australia at RMIT
Zealand, Singapore and Switzerland have also University, Melbourne, on a Student Exchange
become familiar names on the list of Program. The program allows students to
destinations of Vietnamese students recently. study for one or two semesters in Melbourne at
This paper was based on a case study of the same tuition fee paid in Vietnam. Students
the personal experiences of four students at applying to go on exchange to
RMIT Vietnam who undertook one exchange RMIT University Melbourne need to have
semester at Royal Melbourne Institute of achieved at least a credit average over the two
Technology (RMIT Melbourne) in Australia. It most recent semesters of study to qualify for
seeks to explore the benefits perceived by the the Student Exchange program.
students and how they conceptualize the term A review of current literature informs the
“global citizen” as a result of this event. At a researcher that the majority of studies in study
time when Vietnamese universities open the abroad experiences have been conducted
door to integrate into the global academic outside Vietnam. Despite the increasing
world and many of them would like their popularity of exchange program in Vietnam,
students to gain more international exposure, little research has been done into this area.
this research aims to raise the awareness of This study is an attempt to fill the literature
1Absorbing Australian Culture Chi
gap and to raise awareness about organizing able to incorporate opportunities in the study
exchange programs for Vietnamese students. abroad experience that will foster positive
growth in participating students. Staff with
Research Questions responsibility for pre-departure programming
In this study, the researcher investigated may also find results from this study useful. In
the following research question: How the assisting students to achieve a high level of
exchange program at RMIT Melbourne affects enthusiasm for their upcoming experiences,
the personal experiences of undergraduate and informing them about their opportunities
college students at RMIT University Vietnam? for growth, the assurance of optimistic
experiences while abroad could affect their
Overview of the Study experiences positively. The results of the
To answer the research question, the study, therefore, are also of interest to students
researcher conducted semi-structured who plan to have an exchange program or to
interviews on four students, two male and two study abroad.
female, from RMIT Vietnam who enrolled at
RMIT Melbourne for the February intake in Background to the Study
2012 academic year. These undergraduate Benefits of studying abroad
students were interviewed at the end of their A review of previous studies has shown
four-month stay in Melbourne to complete positive impacts on students’ overall
their one semester exchange, also the last development during study abroad. This
semester in their Bachelor of Commerce experience is usually well remembered by the
degree. Each interview lasted approximately participant as being the best experience of his
one and a half hour and its transcript and notes or her student time (Stryker, 1997). Study
were then analysed for common themes. abroad programs have been considered to have
A qualitative case study approach in the form definite cultural, economic, and academic
of semi-structured interview was employed benefits. The focus on intellectual
because this method can yield in-depth, development and international perspective is
detailed information. The interviews were often well recognized by many researchers.
semi-structured, in that the interviewer had a According to Kauffmann et al. (1992),
list of main topics to be included for studying abroad provides students a critical
discussion. This list was not comprehensive intellectual experience, both academically and
and the interviews could deviate from this non-academically. First, because students are
whenever valuable information was to be exposed to various ways of classroom
gained. It is felt that this approach would at instruction and many new events of life
least ensure that all basic areas will be outside classroom, they need to form their own
investigated, and that the interview would stay perspectives regarding learning and living. In
within the zone that is required by the addition, adapting to life in a foreign country
interviewer. All interviews were carried out in challenges students to be flexible and respond
the Vietnamese language, the first language of to different cultural mores. According to
both the interviewer and interviewees and Gmelch (1997, p. 6) students' self-confidence
were audio-recorded. Semi-structured could be enhanced while abroad. Second, as
interview, a popular means of collecting students immerse themselves in another
qualitative data, was used since it provides country, their understanding of politics,
“much greater flexibility than structured economics, and culture increases (Kauffmann
interview” (Burns 1999, p. 120). et al., 1992; Woody, 1995). This is especially
true if they have taken courses about the
Significance country or culture, either at home or during
This study may be useful to student affairs their study. As Kauffmann et al. (1992) and
professionals, academic administrators and Uehara (1986) put it, students who study
managers, particularly those who are involved abroad find they return home more keen on
in designing programs for study abroad and learning about other countries. The experience
building up collaborative partnership with of living in a foreign country enhances their
overseas institutions. In knowing potential connection to the world community. This
areas of growth for students while on study "connection" is increasingly important as
abroad, those who design programs will be modern media and technology make the world
2Absorbing Australian Culture Chi
more accessible. Global understanding also from the English they had been taught. One
increases appreciation for the diversity of their remembered, “I have never imagined how
own country. difficult it was to listen to the kind of English
that people from India or Japan speak. They
Challenges arising from study abroad are quite proficient users of vocabulary, and
Issues related to study abroad have also grammar but I couldn’t really stand their
been well documented. Participation in study accents”. The demand on frequent use of
abroad is increasing, but many students do not English, both verbal for communication and
make the most of the opportunity. Study written for assignments, made them aware of
abroad is criticized as only available to those the common mistakes and how to avoid them.
students who are of the upper class, because of They also accelerated their natural acquisition
the financial implications to students (Stryker, of everyday English used for shopping,
1997). Studying abroad is often much more chatting and socializing. For instance, “I don’t
expensive than a semester or year at the think that four months is long enough to
student’s home institution. In addition, issues significantly develop my English proficiency,
that threaten personal health and safety for but I can overcome the language anxiety that
students studying abroad may also limit has been deep-rooted ever since I learnt
participation. It is important that students English. I gain more confidence in
follow the guidelines for safety abroad and use communicating. I realize that in many
good judgment in protecting themselves occasions, fluency means much more than
(Scharman, 2002). Students may also need to accuracy. I need to check grammar or spelling
obtain the proper inoculations as advised for in written assignment but I can make mistakes
their region of study (Scharman, 2002). in oral conversation and presentation without
Students must also execute good judgment and being afraid of receiving correction. I find
make healthy decisions while abroad to protect living in the midst of the host culture makes
their health. language acquisition a lot easier. The constant
practice allows me to gain confidence and
Findings competence in my language ability. It is much
Analysis of the notes taken during the more personal and immediate than a language
interviews and the transcripts together with the lab.” When asked how they knew that their
audio-recordings show there are seven major English language actually improved, four
issues that the students were particularly students said that they could now understand
concerned about. The researcher used thematic lectures in classroom without having to play
analysis to put what the students shared under the recordings again and they could
appropriate categories, namely: language comprehend the news on TV programs without
improvement, personal growth, cultural much efforts. Two said that at least they were
sensitivity, further study preparedness, global more confident in communicating with their
citizen conceptualization, academic friends in English and that their English
apprehension and fear of discrimination. The proficiency IELTS tests would also be boosted
students mentioned a number of benefits they up, particularly in the Listening and Speaking
gained during their stay along with the skills.
challenges they faced.
Personal growth
Language improvement In terms of personal values, positive words
First of all, all the four students admitted such as self-dependence, self-reliance, and
their English language improved, especially in self-confidence characterize the four
terms of listening and speaking. Because interviews. According to the participants, this
living in a student residence with few was the very first time they had been away
Vietnamese fellows, they had to use English from home for study, away from the care and
almost all the time to communicate with their love of their family. Tough as it sounded when
friends who came from various language they first set foot on an overseas land, their
backgrounds. They realized the term homesickness made way for a new beginning,
“Englishes” when listening and talking to a new resolution they made to themselves.
those coming from India, Japan, Germany, or They realized that they had to be strong to
Italy whose pronunciations were quite distinct stand on their own feet. Apart from preparing
3Absorbing Australian Culture Chi
for study, they had to do many things to settle tourists from other nations who visited
in. They had to cook their own meal, wash Vietnam on a short stay or foreign
their own clothes, tidy their own room, and do professionals who came for work. But the
their own shopping. This routine really picture was quite different in Melbourne. On
reminded them of the tasks that their mothers the train, in the shop, in the street, in the
went on for nearly the whole life. Even two restaurant and at the university, they met and
male students added that when they laid the talked to people coming from various cultural
fingers on housework, the realized how and religious backgrounds. Everywhere the
indifferent they were when at home. One came to, they were likely to meet another
student commented, “Through movies, I know nation’s citizen. One commented that her
that dependence is common in Western society attitudes towards uniqueness had been shaped.
but I have never imagined how it really is. “Cultural awareness is very significant,
When I come here, it dawns on me that I sometimes you can take part in the differences,
couldn’t understand dependence in the real but sometimes, it is better just to acknowledge
sense of the word because of my heavy that they are different from you and cultural
reliance on my family”. The four students then shock exists, no matter how well you think
made it clear by giving some examples of how you are prepared for”. Following is a brief
they gradually gained more confidence in summary of the story during the interview
communicating with other friends, and with one female student that illustrates her
teachers. “By improving myself in daily tasks, notion on the term "culture shock":
I feel I am deeply involved and responsible for A group of friends from China, India and
my own life, I know keeping relationship is a Australia who she teamed up with in class
key factor in building good environment for invited her to a barbecue party in a park next
both academic and non-academic life”, one to the Yarra River. They really enjoyed the
student described about how living away from outdoor food and drink on that early hot
home made her put more emphasis on summer day. She thought there was no barrier
enhancing interpersonal relationships. between them as the conversation went well.
Student revelations about their personal However, when the party came to an end,
growth fitted in with previous research into students gathered within their own cultural
study abroad experience. It is obvious that the groups and made their own plan for other late
decisions students make on their own increase activities. No one would like her to join
their feeling of accomplishment and because she was the only Vietnamese there.
independence (Kauffmann et al., 1992; Martin, The other three groups each had at least two
1986). These changes in responsibility help members from their own country. In Vietnam,
young people develop a strong sense of self- as she recalled, when the party ended, her
awareness, less dependence on family and friends would take into consideration how they
friends. Chickering & Reisser (1993) also would go home safely, who would accompany
explain that “a key developmental step for the female students or which road should they
students is learning to function with relative avoid going at night. But in Australia, she was
self-sufficiency, to take responsibility for totally left alone to make her way home. She
pursuing self-chosen goals, and to be less would like to join her friends for other things
bound by others’ opinions” (p. 47). They they planned after the party but she was afraid
maintain, “students who take advantage of if she asked, she would lose face. The concept
study abroad programs may blossom more of "keeping face" made her silent. She would
rapidly” (p. 140). Students can triumph over like to ask for the best direction to come home
their own perceptions of self-identity thanks to but she feared she would be considered
overseas experience. ignorant. She was extremely confused.
However, as time passed by, she grew more
Cultural sensitivity aware of the contrast between the culture she
Absorbing Australian culture is the most was born in and the one she was being
valued aspect of the experience. The students immersed in.
explained that in Vietnam, they lived in a quite To one male student, culture learning is so
homogeneous culture. Seldom did they interact exciting because it is like a spiritual adventure
with foreigners who came to live for a long “Cultural sensitivity goes beyond its abstract
time in Vietnam. They only encountered notion to become a more concrete idea in my
4Absorbing Australian Culture Chi
mind. I think of India when noticing the curry Global citizen conceptualization
smell, realize Italian presence when sighting a Friedman (2007) argues that economic,
slice of pizza or remember Vietnam when technological and social changes are creating a
looking at a Pho restaurant. It does not stop at worldwide level-playing field that require a
acknowledging the differences; it requires me totally new set of skills from future employees.
to fully appreciate the uniqueness in order to To survive in this new order, Friedman
live in such a diversity environment. However, advocates the need to change some goals in
with one semester, I have just enough time to education and make students more "globally"
grasp the contrast. I am made aware that aware. Therefore, the concept of "global
cultures differ significantly and it is important citizen" has received much discussion.
not to assume similarities. To me, the initial American President, Franklin D. Roosevelt,
culture shock means feeling lonely, homesick, said: "We have learned to be citizens of the
pressured, stressed, overwhelmed, fearful, world, members of the human community"
angry, confused or judgmental.” (1945). The idea that we are global citizens is
not a new one. A global citizen can be defined
Further study preparedness as anyone who works to make the world a
Another value brought by this exchange better place.
experience to the students is the need to further The four students shared their different
their study after finishing the undergraduate opinions about the concept of "global citizen".
program at RMIT. Three out of four students One said "I am not sure about what qualities a
explained that in Vietnam, it was only global citizen should have, but I am sure that
common for those working in the academic in order to survive in a multicultural
field to pursue higher education such as a environment, a person needs to be well-
Masters or Doctoral Degree. However, they equipped with adequate knowledge, skills and
found out that in Australia people from various attitudes to cope with diversity and changes.
backgrounds could enter postgraduate They are general knowledge about culture,
programs after several years of working about issues the world is concerning, they also
experience. “Going to earn a higher degree is include effective communication skills and
not something extremely out of the question positive attitudes towards differences. I don’t
for those who work full time. On the contrary, think that these qualities are too demanding for
it is an advantage if we have working a young citizen." Another shared "The most
experience. I understand this because I see important thing is that a global citizen must
many students enrolling in postgraduate always have an open mind and open heart. An
programs while working at the same time. open mind enables him or her to see the
However, experience in the field that I am complex issues confronting the world. An
determined to pursue will influence the open heart allows him or her to share and
success of my higher education. Therefore, I sympathize. For instance, I think a "global
have decided to work for around two to five citizen” needs to be fully aware of
years before looking for a suitable Masters environmental issue and establish a stance so
degree with an Australian institution. I think of that he can participate in any youth forum or
Australia because it offers flexible courses. I discussion about climate change". In their
mean I can choose to study with an Australian opinion, a “global citizen” needs to travel a lot,
institution having joint programs in Vietnam learn more, read more, listen more and
or I can come back here [to Australia]”, one especially reflect more.
student elaborated on her willingness to seek a
further degree. Though it was just their initial Academic apprehension
plans and those could be changed due to many When asked about the difficulties they
other reasons by the time they finished their faced during their time in Australia, the four
bachelor degree, the four students said they students appeared to be confused for a moment
valued their Australian experience because it before elaborating on their responses. One
opened their mind to the idea of continuing student explained that the question the
study and perhaps life-long learning. researcher asked "What are the main problems
did you have during your stay in Australia?"
was so general, adding that she would need
clarity. Therefore, the questions were
5Absorbing Australian Culture Chi
rephrased with more detailed focus "Could you Canada and Bangladesh. I learn a little bit
tell me what makes you feel afraid, worried, from each of them. Their knowledge and
nervous or scared while you are doing your worldviews open my mind, my understanding
exchange semester in Australia in terms of and my appreciation of others. I learn not to
your study, social relationship, financial matter have prejudices or false ideas about things and
and family communication?" people. As student, you should also take full
First, one of the four students hesitated advantage of all the services available. I often
“saying I have no problems is not true, but the make appointment to see my tutors so that they
issues do not prevent me from enjoying my can explain the parts I cannot keep up with in
exchange journey”. While the benefits are class. I also ask some native English friends to
more related to the non-academic side, the proofread some of my writings or simply just
difficulties arise chiefly from academic give me their comments”, one student said.
matters. The students remembered that their Apart from academic difficulty, the
first shock came not from culture, the thing students mentioned other things that worried
that they prepared for in advance, but from them such as balancing study and life,
their learning style. Three out of four did not communicating with friends and maintaining
participate in the Orientation week at RMIT, relationships. However, they said these were
which aimed to give new students useful common problems facing other students,
information about living in Melbourne and including the locals. And they went on saying
adopting a new student life. Therefore, they that they felt their academic difficulties made
could not imagine the necessity of joining in her well aware of their poor readiness for self-
sections specially prepared to assist students in studying. They expressed their willingness to
academic achievement such as “Finding accommodate a new learning style to fit in
Library Information”, “Study Resources” or with a new learning requirement.
“Managing Time”. They strongly advised
other students not to miss orientation sections Fear of discrimination
because it provided the best chance to get to Second to academic worries, the four
know a new learning environment and also to students told that they felt of sense of being
make friends. Though the lectures and discriminated against while being an
seminars were organized in a similar way they international student in Australia. Two of them
were used to at RMIT Vietnam, what they went on to express their feeling of inferiority
found surprising were the involvement of complex, which arose from the readings of
students. local newspapers reporting many cases of
The students here were very open and violence and insults for those considered not
clear in their expression. They did a lot of Australians or white origins, especially Asians
readings at home. All the four students and colored immigrants. This seems to be a
admitted they could not keep up with their paradox because discrimination and racism
classmates for the first few weeks. They were can be found in the most multicultural society
slow because they could not anticipate the like Australia. In a homogeneous country like
high level of autonomy required of students. Vietnam this is hardly heard of. One female
Two of them were shocked to receive the poor student shared that she sometimes visited a
results on the first assignments because their couple of Vietnamese families migrating to
writings were criticized for the lack of Australia and also heard stories of
supportive examples and critical arguments. discrimination. She observed that in most
However, gradually, the students joined in situations, people of non-Australian origins
with their classmates and they helped them in would love to integrate with local community
reviewing the readings and doing assignments. but the more they tried, the more isolated they
They also knew how to make use of student felt. They were barred by their language,
services available to students such as student cultural prejudices and even education.
consultant and student tutor. They often Finally, they were forced to return to their own
consulted them for issues related to study. groups. She explained that this was the reason
“Working with others is a must, especially if why ethnic groups still live in a certain areas
you would like to learn about them in the most around Melbourne. She then drew a quite
effective way. I have the opportunity to team subjective conclusion that “I think it takes
work with friends from China, New Zealand, twice the effort for those not from the Western
6Absorbing Australian Culture Chi
background to become successful in Australia alone keeping up with study. That is why I
because they need another half endeavor to think what I really know now about
overcome the common fear of being Melbourne, RMIT and even my study is just
discriminated at. the tip of the iceberg”. It is suggested that the
I mean equality does exist but there is still exchange program should emphasize on more
unfairness for certain groups of people”. The non-academic activities with longer time
concern for background discrimination is frames for students to fully immerse
among the some problems that the students themselves in the host culture.
discussed during the interview. The fear of
discrimination among international students, More experiences sharing on pre-departure
especially those from East and South East orientation
Asia, in fact, has been reported by Nolan The students were moderately satisfied
(2005). For instance, according to a survey with the program organization but they put
conducted on 200 international students at more emphasis on the “extracurricular” skills
Monash university, a Melbourne-based they gained. Appreciations of non-academic
institution with a high proportion of features are evident in the interviews. Personal
international students, nearly 60 per cent of development and cultural sensitivity are
female students reported that they experienced ranked highly. It is expected that orientation
some form of discrimination, particularly at briefing before coming to Australia must be
work and when finding accommodation (cited done with more focus on personal stories
in Nolan 2005). about successful adaptations, even failures or
problems in studying and living in a new
Discussion environment. Formal induction and
Exchange program arrangement introduction about Australian values, norms
Content analysis of students' responses to are necessary but students will be more
the interviews shows that the arrangement of interested in listening to real personal
the exchange program is one of the main narratives from their classmates. Stories may
concerns that influences students' decision on also consist of information about issues related
whether they would love to take one or not. to bi-sexuality or homosexuality, racism and
The students said the time the program started sexism which appear rather open and generally
mattered. At present, RMIT Vietnam had three discussed in Australian society but still rather
semesters per year, beginning in February, restricted or unheard of in Vietnamese culture.
June and October while RMIT Melbourne only If possible, networking activities with
has two semesters in February and July. As a other students and those having prior
result, students need to plan more than half Australian living experiences could be
year in advance if they want to apply for the arranged frequently for students at RMIT so
exchange semester at RMIT Melbourne. In that students interested in the exchange
addition, the length of the exchange program have plenty of opportunities to seek
contributes to its success. The students agreed advice about their study abroad arrangements.
that longer stay would mean greater benefits Online contact also proves positive options in
but it would also require more careful plans keeping in touch with students intent on
and preparations. They claimed one semester joining the exchange program.
was too short for them to join in other
academic and cultural activities. No sooner Conclusion
had they familiarized with the weather, In brief, this study examined the impacts
transport and pace of life in Melbourne than of study abroad experiences on student
the time came for them to return home. personal development. By living with other
Recalling other friends who also joined the students in student accommodation, the
exchange program, they added that they students gained the skills that would not be
missed many things due to the very short time. learned staying in comfortable environments at
“At home, we think four months would be home. In this article, the discussion focused on
long enough, but it takes us nearly one month seven major areas that were affected by
to settle in, one month to make friends, and the studying abroad: language improvement,
other two months left is not sufficient for personal growth, cultural sensitivity, further
integrating and absorbing the local culture, let study preparedness, global citizen
7Absorbing Australian Culture Chi
conceptualization, academic challenges and new prospects for more educational
fear of discrimination. Although these aspects cooperation that offers exchange opportunities
appear to be achievements for personal for Vietnamese students. Preparation is, as a
benefit, they are also knowledge, skills, result, a key element in getting satisfaction out
attitudes and beliefs desired of a global citizen. of the study abroad programme. However, the
While studying a course is usually the main study is limited in examining experiences
purpose of an exchange program, learning arising from only four students. Cultural and
another culture must not be under-evaluated. learning adjustment is a long process, which
The significance of living in another requires deeper investigation on a larger
cultural setting is an experience of a lifetime. sample. More data is needed for future
The mixing of cultures and backgrounds research in study abroad experiences with
provides young people with an unforgettable Vietnamese students. Moreover, the study also
awareness and lifelong appreciation of other's raises the importance of looking into the recent
nation. It is worth mentioning that much of the experiences of those coming back to their
learning and acquisition that affected the institution and home country after a period of
students during their study abroad occurred in exposure to foreign environment.
social settings as lived experiences, rather than
via formal instruction in schools. It is, References
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