Cultural adaptation of international students: Describing the learning experiences of the two groups of Thai students at a United States university.

摘要

Scope and method of study. The purposes of this study were (1) to draw upon the developing literature, expertise, and experience of international students; (2) to offer a useful resource for faculty having the responsibility for teaching international students; and (3) to explore the usefulness of the Douglas typology in describing those experiences. This study was considered an explanatory case study. The theoretical framework used was Douglas' typology of grid and group. This typology helped explain the learning experiences of 10 resident Thai students and 5 non-resident Thai cohort students in graduate programs at Midwestern University. Three data collection strategies concerned this study: documents, interviews consisting of 7 questions, and observations.;Findings and conclusions. Analysis of the data was based on the variables of Labor Interest and Community Authority as presented by Douglas. Three findings were indicated: (1) The resident Thai students fell in the "Individualism" or low-grid/low-group. The non-resident Thai students were referred to as "Collectivism" or low-grid/high-group in Douglas' grid and group approach. (2) Most Thai students made a shift from teacher-centered to learner-centered education in learning experiences. (3) Most Thai students preferred to attend U.S. universities having sufficient numbers of compatriots to provide a sense of community, where the curriculum reflects a genuine interest in Thai culture, and where their own style of learning was understood and respected. The implications of this study possibly transfer to other Thai students at similar universities in the U.S.