Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23 Oktober 2008

STUDENTS PERCEPTION ON INTERNATIONALIZATION OF LEARNING EXPERIENCE Suhaila Sanip1 , Nik Mohd Nasri Nik Ismail2
1, 2

Islamic Science University of Malaysia suhaila.s@usim.edu.my

Abstract

The study was conducted to study students perception on the benefit of internationalizing learning experience through study trip overseas. In March 2008, a group of 29 medical students and 3 lecturers had gone to Egypt for two weeks educational visit at Faculty of Medicine, Alexandria University. The visit was part of the internationalization program of the course and students were given a chance to experience the teaching and learning as well as survival skills of Malaysian medical students in Egypt. The students had been briefed about the purpose of the study tour and were asked to answer open ended questionnaire forms upon their safe arrival back to Malaysia. Two aspects of student development were asked that is the academic and the soft skills aspect. The questions asked about their opinion on their experience, the arrangement for the visit and their teaching and learning experience in University of Alexandria, Egypt. Findings of this study can be used to help the faculty to improve organization of future study trips and can be used by other institutions interested in organizing such study trip. In conclusion, educational visit can be an excellent method for student development as it exposes students to various ways of learning a discipline (medicine in this case) and other soft skills aspects in order to develop them to a holistic professional with world class problem solving approach. Keywords: internationalization; higher education; student perception; learning experience; study trip

1. Introduction Internationalization of learning experience had been practiced by other universities since many years ago. The activities involved in the process ranges from student exchange programs, hospital attachment, industrial training as well as study visit. The opportunity for personal and professional growth through international education is profound (Hanassab, 2006). Although internationalization of learning experience allow student to enrich their perspective on the field of their study and other peoples culture, students participation in such activities are often at a very minimal rate. According to Mohamad et. al, (2008), the number of Malaysian undergraduates going abroad on exchange programs averages 10 in public higher education institutions and 5 in the private higher education institutions. Daly & Barker (2005) reported that less than 1% of

Australian and New Zealand students participate in a student exchange program by the time they complete their studies, with the current average participation rate being 0.4% and 0.24% of total university enrolments for Australia and New Zealand, respectively. Daly & Barker (2005): page 35. They speculated on reasons why students do or do not choose to participate in exchange programs. An apparent factor involved is the country students choose to go for internationalization of their learning experience. Their study findings also suggested that student may choose a country which is quite similar to their own in terms of culture and language spoken. This shows students unwillingness to go out of their comfort zone as this will involved social and psychological adjustment to the new environments. Daly & Barker (2005) also noted that less science students are taking part in exchange programs compared to their arts and humanities

counterpart. This could be due to the course delivery which is not so flexible in the science stream. Guest et. al, (2006) conducted a survey at the University of Melbourne on why not many science student participated in student exchange program. To their surprise, the main reason the students choose not to participate in such programs was due to its perceived high cost. They therefore proposed organized study tour as a way of promoting exchange learning experience among science students. According to Guest et.al, Organised study tours as part of an undergraduate degree offer a safer, less confronting option, as students travel with their peers and teachers, and travel, meals, and accommodations are usually organized. The amount of interaction with locals is limited but can be greatly enhanced if the tour is based around collaboration with local students. (page 390) The internationalization of learning experience of medical students had also been strongly recommended by Majoor (2001). Majoor is of the opinion that strictly speaking clinical training in a country with other health problems and a completely different health care system than the student's home country is not directly relevant to his or her medical curriculum. But accepting that, I still believe that medical students have a lot to gain from a study period abroad. (page 1162) Realizing the potential of building up students soft skills development through internationalization of learning experience, in March 2008, a group of 29 medical students and 3 lecturers from the Faculty of Medicine and Health Sciences of Islamic Science University of Malaysia (USIM) embarked on a two weeks trip to Egypt for an educational visit to Cairo and the Faculty of Medicine, Alexandria University in Alexandria. USIM is a one of the public higher institution in Malaysia offering a Bachelor Degree in Medicine. The faculty was established in 2004 and received its first intake in 2005. The 6 years traditional medical curriculum also incorporated Islamic teachings through facultys compulsory courses for example in Hafazan course where students were expected to memorized Quranic verses with regards to medicine and science. Although there is a vast cultural difference between Egypt and Malaysia, Egypt was chosen as the study tour destination due to the similarity

in which medicine is taught. Moreover, a lot of Malaysian students are also studying medicine there. The visit was part of the internationalization program of the course and students were given a chance to experience the teaching and learning of medicine at a foreign university. Besides gaining experience academically, students were also expected to learn the survival skills of Malaysian medical students in Egypt as they were assigned to lodge in Malaysian medical students there. Lodging in students apartments also helps them in developing new social contacts with the local people as well as exchanging ideas and knowledge in medicine among medical students in Malaysia and Egypt. 1.1 Indicators for internationalizing students learning experience Stone (2006) proposed possible indicators for internationalizing students learning experience. Among the indicators that he proposed, indicators that are relevant to this study trip are as follows: For the staffs and students to develop the attributes of responsiveness and adaptability to more effectively engage in intercultural situations; approach situations involving people from other cultures with greater levels of comfort, satisfaction, confidence, and sensitivity; achieve a workable balance between the challenges of task completion and the development of positive human relationships in intercultural situations; recognize and address problems arising from cultural difference, including possible referral to appropriate support services; For the institution to establish formal and informal arrangements to facilitate international networks; interoperability; exchanges of personnel and intellectual capital; academic collaboration in the areas of teaching, professional development, research; collegiality and communication. ensure the highest possible world-class standards in teaching, research, and administration through benchmarking.

(page 410-411) As educational institution move more towards internationalization initiatives, the impact on students development either positively or negatively should be studied carefully and this can be done through their perception on the activities carried out on them. Although it would be best to have all the indicators listed above tested in the questionnaire, due to the short duration of the study trip and this is the first time such trip was organized; only certain indicators pertaining to intercultural situation can be asked from the students about their perception.

better if the study trip started few days after they finished their second professional examination, not right after. Duration Two weeks were seen to some students as too long and only few feels that it is the right duration. They proposed ten days as the right duration for this study trip. Place chosen Egypt is seen as a good choice of country to be visited as most Islamic scholars hailed from there. However, most students feel that more time should be allocated in visiting other medical faculties in Cairo too. Accommodation Students were very satisfied with the accommodation at a low cost hotel in Cairo. The real feel of studying overseas on their own started when they arrived in Alexandria. They were taken by their respective Malaysian house host. Although some houses lack basic necessities and is cramped by too many tenants, the students managed to blend in into their new found student community. The students really appreciate the experience of surviving in a foreign country. Program prepared Students were given the opportunity to join the International Undergraduate Medical Program (IUMP) comprise only Malaysian Medical Students sponsored by MARA in the first week of their stay and join the local medical program comprise the Egyptian and 3 Malaysian students in the second week. Most students feel that too much exposure to the pre-clinical phase lectures, tutorial and practical were boring them. They were more excited to experience the clinical phase in Egypt rather than joining the pre-clinical lectures and tutorial.

2. Research Methodology Prior to departing Malaysia to Egypt, students had been reminded to write a reflective journal on their experiences in Egypt. The students were then asked to answer open ended questionnaire forms upon their safe arrival in Malaysia. Open ended questionnaires were used so the students can write their thoughts freely without the restrictions of answering yes or no. Some of the questions also asked the students to comment on what they think is good about it, what is not good about it and what they think can be further improved about it. Two aspects of student development were asked in the questionnaire that is the academic and the soft skills aspect. There were 22 questions altogether. The questions asked range from their opinion on the arrangement for the visit, their teaching and learning experience in University of Alexandria, Egypt to special experiences they have while trying to survive as a Malaysian medical student in Egypt.

3. Results and discussion 3.1 Results Planning of the trip by the faculty The planning and organizing of this study trip were taken care of by the Dean of the faculty himself. Although the students is of the view that the study trip were well thought out and planned, most of the students felt that it would be

on exchange their experiences with one another. Teaching and learning activities 3.2 Discussion The students feel that there was no big difference in learning medicine in Egypt and Malaysia in terms of teaching and learning methodology. On top of that, 93 % of the students feel that the faculty should adopt e-learning as a teaching tool. 97% of the students also proposed that problem based learning tutorial should be implemented in the faculty as it is an interesting way of learning medicine. Cultural difference The students were of the impression that local Egyptian has very little knowledge about Malaysia and Malaysian people. The marked cultural and attitude difference between Malaysian and Egyptian together with language barrier were causing problems to all the students and even lecturer in the beginning but they soon realized what they need to do to survive. One student quoted Since I learned Arabic in Malaysia, I get to practice it there. It was then that I realized how lucky I was to have learned Arabic before coming to Egypt. It was really interesting to learn and observe Egyptian culture, their people, their customs, their food etc. Another student highlighted his experience being ridiculed by the local in a tram when he was on his way to the university. There was also perceived discrimination among shop owners who entertain the white more than the Asians. Is trip beneficial and should faculty continue to organize such trip? All 29 students thought the trip was beneficial in exposing them to life experience of living overseas as a medical student. All of them also proposed that this kind of study trip be conducted to other parts of the world such as within South East Asia with other batch of students so they can later Student is an important stakeholder in any educational institution. Without students, there will be no lecturer and no educational institution. Students perception on activities organized for them will be the best feedback for evaluation of the success or failure of that activity. The study trip organized by the faculty had helped to develop both the academic and soft skills development of the medical students. In terms of academic development, first, they realized now that medical faculties and medical facilities in Malaysia are far better than other developing countries and even at par with some developed countries. Second, students also are aware of and know how to appreciate the teaching and learning methodology that can assist them in acquisition of medical knowledge i.e. problem based learning tutorial and webbased learning. Intercultural competence is a recognized student outcome of internationalization (Deardoff, 2004). In terms of soft skills development, the students managed to upgrade their soft skill in a few areas. The students are more independent in organizing their everyday life activities in terms of communicating with the locals, developed more self confidence towards managing perceived discrimination and solving cultural difference issues. The students now know how to appreciate the customs and culture of other race while communicating with them in the streets and also in the hospitals. Discrimination is part and parcel of blending in into a different society. As Hanassab (2006) revealed in her studies about perceived discrimination among international students in the United States, she found out that discrimination may seriously affect the psychological well-being of international students. This may in turn affect their academic achievement as well. As in the case of Malaysian students in Egypt, the Malaysian students and Malaysian Student Department in Egypt should do more promotion to the local Egyptians about Malaysia and the richness of our multicultural multiethnic society. The Malaysian students should also be

exposed to the language and culture of the Egyptians before they are sent to further their studies there or to any other countries in that matter. This effort may help to alleviate their anxiety going to a foreign country to study and helped them to settle down faster. Lodging with the Malaysian medical students in Alexandria rather than staying in a hotel gives USIM medical students the opportunity of living on their own. These students also help to teach them how to communicate with the locals. Despite all the benefit of lodging in students accommodation, as organizer, care must be taken not to burden these students as they are already living a hard life due to rising cost of living in Egypt. Some financial assistance or token of appreciation to the host should be given to cover for utility bills incurred and food consumed during their stay with their host.

References 1. Daly, A. J. and M. C. Barker (2005). "Australian and New Zealand University Students' Participation in International Exchange Programs." Journal of Studies in International Education 9(1): 26-41. Deardorff, D. K. (2004). The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in The United States Department of Adult and Community College Education Raleigh, North Carolina, North Carolina State University. Degree of Doctor of Education: 337. Guest, D., M. Livett, et al. (2006). "Fostering International Student Exchanges for Science Students." Journal of Studies in International Education 10: 378-395. Hanassab, S. (2006). "Diversity, International Students, and Perceived Discrimination: Implications for Educators and Counselors." Journal of Studies in International Education 10(2): 157-172. Majoor, G. D. (2001). "Internationalization of undergraduate medical studies: promoting clinical tourism or academic development?" Medical Education 35: 1162-1163. Mohamad, N., M. Jantan, et al. (2008). Internationalisation and International Linkages: The State of Malaysian Higher Education Institutions. Enhancing the Quality of Higher Education through Research: Shaping Future Policy, Kuala Lumpur, Ministry of Higher Education, Malaysia. Stone, N. (2006). "Internationalising the Student learning Experience: Possible Indicators." Journal of Studies in International Education 10: 409-413.

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4. Conclusion Educational visit in the form of study tour can be an excellent method for student academic and soft skills development as it exposes students to various ways of learning a discipline (medicine in this case) and other soft skills aspects in order to develop them to become a holistic professional with world class problem solving approach. Presence of a lecturer and carefully organized trip reduced students fear of going to a foreign land and this increases their participation in such activity.

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5. Acknowledgements I would like to thank the following people whom without their help and support, this study trip may not be able to be conducted successfully. Dean and staffs of Faculty of Medicine & Health Sciences, USIM; Prof Nagwa Mashali and Dean, Faculty of Medicine, University of Alexandria, Egypt Medical students of IUMP, Faculty of Medicine, University of Alexandria, Egypt

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