Business and management research -

Running head: MANAGEMENT RESEARCH
Management research
Name of student
Name of University
Author note

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Table of Contents
Chapter 1: Introduction..............................................................................................................3
1.0 Introduction......................................................................................................................3
1.1 Research background.......................................................................................................3
1.2 Research problem.............................................................................................................4
1.3 Research aim....................................................................................................................4
1.4 Research objectives..........................................................................................................5
1.5 Research questions...........................................................................................................5
1.6 Justification of research....................................................................................................5
1.7 Method summary.............................................................................................................6
1.8 Scope................................................................................................................................7
Chapter 2: Literature review......................................................................................................7
2.1 Factors impacting the learning transition from one learning system to another..............8
2.2 Education system in Australia versus other countries and its relevance to the transition
..............................................................................................................................................10
2.3 Various gaps experienced in Australia while assisting the international students in
learning.................................................................................................................................13
Chapter 3: Research methodology...........................................................................................15
3.1 Research philosophy and Method selection...................................................................15
3.2 Research Design........................................................................................................15
3.3 Target population.......................................................................................................16
3.4 Sampling Design.......................................................................................................17

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3.5 Data Analysis.............................................................................................................17
3.6 Validity and Reliability considerations.....................................................................21
3.7 Ethical consideration.................................................................................................21
Chapter 4: Conclusion..............................................................................................................21
4.1 Conclusion about research question..........................................................................21
4.2 Conclusion about research problem...............................................................................22
4.3 Implications....................................................................................................................22
4.4 Limitation..................................................................................................................22
4.5 Suggestion for further research.................................................................................23
References................................................................................................................................23

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Research title: Adaptation of learning behaviour in international students: A case study
of Kings Own Institute
Chapter 1: Introduction
1.0 Introduction
The research project is presented to discuss about the concepts of learning behaviour
adaptation among the international students considering the educational institution named
Kings Own Institute in Australia. There are many students from various educational
institutions from all over the world, who come to this Australian educational institute to learn
and study and progress in their career to reach new heights of success much more
comprehensively (Liyanage and Gurney 2017).
1.1 Research background
With the rise of globalisation and management of business activities from the global
context, the educational institutions have facilitated the internationalisation standards so as to
reach globally and acquire students from all over the world, who can study and learn through
adaptation of learning behaviours in Kings Own Institute, Australia. It is also evident that
because of the rise in globalisation, many of the students from all over the world have
travelled far away and reached United Kingdom and Australia to get admission in the
colleges and Universities there for advancing in their career (Wang and Ocean 2016). Thus,
to ensure choosing these places as major hotspots for education, it is also necessary for them
to adapt the learning behaviours, thereby, become accustomed with the language and culture
and also consider the other factors that are required to progress in their career by pursuing
studies and educational benefits from the international institution (Hoang and Tran 2017).

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1.2 Research problem
The problem of research mainly highlights the issues and problems that are
experienced by the international students due to some language barriers and cultural
differences while relocating to some other country to pursue educational facilities and learn
about new things. Due to some, sometimes, the differences in language and culture contribute
to the problematic situations for the international students from outside nations such as Nepal
or Japan to study in Australia (Jindal-Snape and Rienties 2016). So for dealing with the
issues, the adaptation to the learning behaviours of the Kings Own Institute in Australia is
needed to be done for progressing in the career as well as gain professional growth all
throughout (Phillips and Schweisfurth 2014).
1.3Research aim
The research aims to determine as well as examine the different learning behaviours
that are associated with the international students who come to visit Australia for learning
purposes from Nepal or Japan. The research aim also demonstrates about how and why the
international students, while studying in Australia, manage to fulfil their goals and objectives
to learn and contribute to the academic benefits that can be attained from the Kings Own
Institute in Australia (Rienties and Jindal-Snape 2016). There are different factors that are
needed to be assessed as well, as part of the research, for overcoming the issues that may be
faced by the students while travelling to some foreign location to study and make progress.
By understanding the needs of the international students, Kings Own Institute in Australia
can also aim at improving the academic services for making sure that the students can easily
adapt to the learning behaviours and overcome the cultural and language differences to study
peacefully without any further issues that might be experienced in the due time (Hamid et al.
2016).

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1.4 Research objectives
 To identify the learning experiences of the international student groups from Nepal
and Japan while studying at Kings Own Institute in Australia
 To evaluate the various aspects related to how the international students learning at
Kings Own Institute in Australia need to adapt to the learning behaviours effectively
 To assess the impact of educational o academic services provided by the Institute on
the adaptation of learning behaviours by the students
 To recommend necessary measures about how the cultural and language differences
can be overcome and Kings Own Institute in Australia could resolve those properly
1.5 Research questions
 What are the various factors responsible for impacting the learning transition among
the international students visiting Kings Own Institute in Australia to learn and
progress in their career?
 How and why the international student groups from Nepal and Japan need to adapt the
learning behaviours for meeting their study requirements in Australia?
 How does the cultural and language barriers contribute to significant gaps in assisting
the international students while learning in Kings Own Institute, Australia?
 What suitable measures are recommended for Kings Own Institute to improve the
academic and educational services and enhance the learning for the international
students?
1.6 Justification of research
With the increase in globalisation and development of various activities globally, the
education sector has always tried to bring in something new and deliver great quality
education services for meeting the needs of international students who have visited Australia
to study at the educational institution from Nepal, Japan and other nations. UK and Australia

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have become the major destinations where people visit not only for pursuing their career
goals and objectives and make sure to progress in their academic as well as professional
career with much ease and efficiency (Tran and Pham 2016). Thus, the organisation has also
aimed at fulfilling the industry’s long term goals or imparting educational services and ensure
meeting future prospects by making the international students to adapt to the learning
behaviours, thereby, allow the organisation to remain sustainable in nature too (Miller and
Petriwskyj 2013).
There are certain academic benefits as well such as the enhancement of ability of the
educational institution and also facilitating the international education so as to ensure
proposition of value and target the audiences from all over the world much more effectively.
It would also help in learning the new language as well as the culture, thereby, acquire
necessarysoft skills and create exposure to the international market, though at the same time,
ensure that the skills and abilities of individuals are in accordance with the legal laws, rules
and regulations implemented within the educational institution (Johan and Rienties 2016).
The awareness of cross cultural awareness is also important benefit within the academic field,
which could also help in adapting to the learning behaviours, cultural skills and competencies
furthermore. The students would be able to acquire industrial competency and at the same
time, benefit the policymakers, as they would be able to change the policies related to the
management of educational services internationally too (Shafaei and Razak 2016). The policy
makers also gain some additional sources of income, based on which, they develop and
implement immigration policies along with the cross cultural policies so as to contribute to
the overall educational consistency within the Australian educational sector properly.
1.7 Method summary
The research methodology is one of the most important chapters of the research where
the research philosophy has been demonstrated and the research must include qualitative data

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and information too. The semi structured and interview based data and information should
also highlight the importance of managing proper collection of qualitative data and
information properly too. The research designs, sampling method and also the ethical
considerations should be made along with the targeted population and maintenance of
validity and reliability are critical for conducting the research appropriately (McKay, O’Neill
and Petrakieva 2018).
1.8 Scope
It is a universal truth that the language and culture in the different country differs, due
to which, the international students coming from outside Australia might face certain issues
related to language barriers and cultural differences. Thus Kings Own Institute in Australia
needs to align with the needs of the international students while delivering academic services
so as to maintain proper values, ethics and responsible behaviours for keeping students
engaged and make them influenced to study at the educational institution much more
comprehensively (Makhmutova et al. 2018). Certain factors are needed to be considered as
well as such as the values, beliefs, culture, language and also the various activities within the
education industry that could allow the organisation to meet the needs of international
students and ensure that they feel interested and highly engaged to become a part of the
organisation. Thus the research scope is expanded, which also creates scope for conducting
research on the similar subject in the future as well with accuracy and reliability (Aryani,
Rais and Wirawan 2017).
Chapter 2: Literature review
The literature review section demonstrates the data and information associated with
the research and also about how the learning experience of the international student groups
have been facilitated with the adaptation of learning behaviours and for meetingthe needs of
theirs while pursuing their career in Australia. The educational institution must ensure

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delivering great quality educational services and make sure that the international students
adapt to the learning behaviours, furthermore, meet the requirements while studying in an
institution within the international arena with much ease and efficiency (Wintrup 2017).
2.1 Factors impacting the learning transition from one learning system to another
According to Tran and Vu (2017),the globalised influences have impacted the
educational environment as well as transformed the entire environment and encouraged the
international students groups from all over to visit Australia and pursue the career goals and
objectives properly. It has also been related to the effects on the adaptation of learning
behaviours of the international students, which has also enhanced the learning scopes and
allowed for determining how the students’ group size and their behaviours are influenced
(Tran and Vu 2017). Considering the literature review, he transformative learning theory has
been adopted so as to apply various concepts of qualitative research and ensure proper
analysis and interpretation of the learning of students who have come from outside nations
for taking part in the career options made available by the Universities and colleges in
Australia (Root and Ngampornchai 2013). The academic adaptation has been higher
nowadays and with the modernised customs, Based onthe cultural representation of the
relationship between the international students and the teacher, the University has also
offered online classes as well use new special audible speech techniques for ensuring that the
international students are communicated with properly, which could enhance the way the
international students study there (Ng et al. 2018). Moreover, also stated by Liyanage et al.
(2017), that the globalisation has been another major factor that contributed to the learning
transition from one learning system to another, which has promoted economic integration,
homogenization of cultural aspects and made sure to bring uniformisation of the technologies
adopted at present (Liyanage et al. 2017).

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Due to the impact of globalisation all over the world, the education sector has also
opened up new scopes and opportunities for allowing the students from all over to visit the
place and learn. The Humanities students constitute a major segment of the target market,
who are those international students group that have been categorised as humanities,
business, psychology, business, public relations, philosophy, arts, etc. Here the international
studentsneed to spend somesignificant amount of time at the class rooms and attend seminars
and study lessons, thereby, face to face communication is required along with consistent
discussions revolving around the environment where they study and learn (Jones 2017).
According to Clough et al. (2019), though they might have faced major problems such as
difficulty in communicating socially and in the academic fields with the use of some other
languages, they are highly interested in learning at the reputed educational institutions to gain
good career growth scopes and opportunities just like the local students (Clough et al. 2019).
There are many Japanese and people from Nepal, who have visited the Australian educational
institutes for enhancing their learning scopes and opportunities while at the same time,
contributed to the positive brand image and name of the University where they would be
studying (Knight 2015).
As stated by Eginli (2016), the motivation has been another major factor that
represents the needs for studying abroad such as in the Australian Universities. The major
reasons for such include the ability to improve the employment growth prospects and also
gain bigger scopes and opportunities for meeting the demands and expectations of the family
members as well as create a better educational environment where learning is promoted and
advance in career too. Because of the increased numbers of international students groups, the
Australian university have also gained the sources of earning additional financial
opportunities (Eginli 2016). This has also enabled the educational institutions to adapt to the
globalised environment and even made them inspired and engaged highly to promote student

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learning and growth in employment sector. With the advancement of technologies and
communication platforms, the students have manage to create social interaction with the use
of social networks and other internet platforms. The online classes, video conferences also
helped in communicating with individuals staying far away while at the same time,
influenced the perceptions of the instructors of learning (Waters et al. 2015). The perceptions
of the instructors have also represented the feelings and behaviours of students towards their
teacher’s way of teaching and test the standards that are required for meeting the
assignment’s requirements (Tran and Vu 2018). Due to the social communication, there have
been people from different backgrounds and cultures working together, as an unit, and in
coordination (Soria and Troisi 2014).
2.2 Education system in Australia versus other countries and its relevance to the
transition
The education system in Australia has been a major contributing factor to its
economic growth, but with a respectable amount of international students coming from those
nations that are members of the Organisation for Economic Cooperation and Development,
also known as OECD. The higher sector of education has been dependent upon the
international students groups, which contributed to the enrolment of 48 percent students in
masters and 30 percent in the doctoral programs (Shafaei, Nejati and Abd Razak 2018). This
has basically because of the poor level of interest among the students in Australia to pursue
higher studies and gain more scopes and opportunities in Australia only. Most of the
international students rely heavily on the science, technology, engineering and mathematics
subjects, which are often not availed by the Australian students. This has been a major trend
at present, which should be kept into minds for the Universities to retain more talents from
worldwide and create a good reputation within the educational sector too (Collins and
Callaghan 2018). The Government has already provided a post degree stay for the

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international students for about four years, which has raised the chances of global learning for
the students from Japan and Nepal. In spite of that, Bierwiaczonek and Waldzus (2016), also
statedthe fact that the Government in Australian has given only 4 percent of permanent visas
for the international students, due to which, learning prospects have somewhat been lowered.
The Australian Government should aim at delivering better benefits for the individuals who
pursue higher degree program, thereby, stress on the STEM areas. This could also be
beneficial for the Educational institutes to create strong labour market opportunitiesfor the
international students and thus make more young generation from Australia as well as from
overseas attracted (Bierwiaczonek and Waldzus 2016).
When coming to the differences between these two education systems in Australia
and Japan, The Australian Universities have diverse variations in both skills, knowledge and
expertise, thus different ideas and opinions about the topic have surfaced. The social
communication has improved and also the wages have also been high, which to some extent,
Japan lacked in terms of education system (Jamaludin et al. 2018). According to Mesidor and
Sly (2016), in the Universities of Japan, the students, both local and international tend to
listen to the lectures and remain passive all the time, while at the same time, the Universities
in Japan tend to make sure that the students first learn to listen to the lessons and then take
part in an interactive sessions where they need to clarify their queries and also provided with
presentation for workshops (Mesidor and Sly 2016). The international students preferred this
option to remain active and keep on learning to promote new ideas, knowledge and
awareness too. Most of the students also like to work in the global companies, because of
which, a degree from a global University is always beneficial, which has made many of the
students from Japan and also from Nepal to study there (Choi and Nieminen 2013). The
classroom sessions are flexible and more hours are spent at classrooms engaged in studies,
which also made the international students hopeful of the efforts put by the university for

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them (Foster 2017). This also kept them motivated and made them believe that their visit to
another nation has been noteworthy and it should allow them to progress in their career much
more easily and conveniently.
There are some differences of the Australian Universities, when compared to the
educational institutes in Nepal such as the Australian Universities Quality Agency Board and
National Training Quality Council, which have been initiated with the Government in
Australia to strengthen the existing accreditation and quality assurance programs associated
with it (Bredillet et al. 2013). The international students get more scopes for advancing in
their career as well as acquire quality assistance programs, which should improve their
potential and allow them to be creative all throughout the education career and use it for the
purpose of improving learning process (Cameron 2016). As Hayden and Thompson stated by
Presbitero (2016), based in the context of globalisation within the educational sector, the
international students have preferred their future in the global world and also at a global
motility. The competency based educational programs and initiatives are present in Australia,
which raised the quality of global certification for the students visiting there to study and
even ensured that the certifications are recognised worldwide. It has impacted the global
integration positively and even favoured the students to gain huge employment opportunities
after completing their graduation or masters from the universities in Australia (Presbitero
2016).
Though when travelling to a foreign nation for studying lessons, the students are
experienced with major issues related to differences in language, cultural adaptation and
communication barriers too. This has caused hindrance for the international students many
times, but at present, many of them have managed to overcome these issues and with the slow
yet effective cultural adaptation, they have adapted to the learning behaviours, which
impacted their educational practices effectively (Karlgren et al. 2019). The soft skills training

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and other language speaking sessions offered by the international universities have favoured
the students to learn about the global culture, its values, norms, beliefs and also speak the
language, so that they could easily adjust with the other local students. With the growth and
development of the educational sector in Australia, it would also benefit the growth in
economy and contribute to the financial strength of the nation and management of good
social behaviours and trade relations between the two countries (Peng and Wu 2019).
English being a pre-dominant language in Australia, has also been mostly preferred
by the students as they could learn the language and acquire the opportunities to grow and
learn globally. This has also closed the opportunity gaps that might prevent the international
students to learn, furthermore, allowed the educational institutions to make sure that the
international study is made reachable to the international students much more
comprehensively. There are more scopes and opportunities, as illustrated by Mahmood and
Burke (2018), to bring in professionalism in terms of maintaining a diverse environment
where young people from all over could work together and contributed to the diverse culture
(Gunawardena and McIsaac 2013). The global marketing has been quite effective, when
compared to the other nations in respect of the educational system, due to which, more and
more students from Japan, Nepal and also from ever parts of the world have travelled to
Australia for learning purposes (Mahmood and Burke 2018). The Australian Universities also
differ from the organisations in other nations in terms of the educational experiences that
have been provided to the international students suffering from autism illness and other
disorders or challenges. Due to this, the mobility between the international and local students
has increased. Thereby, kept more people motivated to visit Australia while even encouraging
the Australian students to pursue higher degrees considering the STEM (i.e., Science,
technology, engineering, mathematics) areas too (Shafaei et al. 2019). The language
development techniques also differ, which has created ease and convenience in making the

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international students learn to communicate with others and adapt the learning behaviours so
as to manage transition from one system to another educational or learningsystem.
2.3 Various gaps experienced in Australia while assisting the international students in
learning
It has been stated by Kashima et al. (2017), that the international education has
delivered huge cultural, social, economic and other benefits and values to the Australian
states . It has not only increased the income generation capability from export activities, but
also has created he numbers of employment growth scopes and opportunities, which to some
extent, strengthened the global networks and even developed global citizenship within the
workplace with the aim of enriching the cultural and social aspects within the community too
(Marginson 2014). Various measures have been undertaken for monitoring the size, value and
scale of the education sector and at the same time, gaps and limitations were also experienced
in various data sets, which might hinder the successful completion of a research (Kashima et
al. 2017).
Jin and Cortazzi (2017) also stated that the international education parted in every
parts of Australia via the educational institutions offering extensive benefits to the
international students, has been a trendsetter, which has become very responsive to the
broader changes in social and technological aspects. Ths has also helped in adapting to the
increased mobility as well as helped in meeting the demands and expectations of the
education services, thereby, allowed the Universities to compete with the other rivalries in
business (Jin and Cortazzi 2017). The educational gaps in the international arena have
affected the ability and accessibility to various academic services for the students, which also
could affect their long term prospects and ability to achieve success in the future. To ensure
that the gaps are overcome, the University could also integrate the various new components
of the academic services in the website managed by the organisation for delivering the right

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level of support and resources to enhance the accessibility to those among the international
students (Ladum and Burkholder 2019). This would also allow the international students to
recommend the university to their prospective applicants and allow more people to visit the
global institute, the Government in Australia should also provide permanent visas for the
students once they get an employment opportunity after their accomplishment of their course.
This would make the international students believe that Australia would be a nice play for
learning and they could get high chances of placement after accomplishment of their career
prospects much comprehensively (Jindal-Snape and Rienties 2016).
The literature review drew information about how the adaptation of learning
behaviours has helped the international students to study in Australia, while at the same time,
created multiple academic as well as organisational benefits too. The academic benefits
included the exposure to international educational facilities of high quality along with the
enhancement of their skills, knowledge and expertise to sustain in the future. On the other
hand, the industrial benefits included the higher revenue generation with the increase in sales
achieved with the help of more international students getting admitted to the University while
at the same time, created benefits of the makers of polices and contributed to the betterment
of education system and convenience for transition from one system to another system.
Chapter 3: Research methodology
3.1 Research philosophy and Method selection
Considering the fact that it is a qualitative research methodology, so the research
mainly represented the collection of qualitative data in the form of semi structured and
interview based tactics. Not only the ideas, varied opinions and responses are acquired, but
also the broader scopes and opportunities created, have further ended up in acquiring genuine
and accurate data and information without any form of biasness. As it is qualitative research,

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so most of the data and information have to be drawn based on the real events and also on the
basis of natural phenomenon and logical reasoning concepts (Zerengok et al. 2018). The
scientific approaches and reality independence have also been considered here, which
represents realism, which could help in gaining multiple views according to the philosophy of
the research. The positivism research philosophy has been considered as suitable because of
the ability to identify the hidden truths and at the same time, increase the scope for
observation, which is necessary for successfully conducting the research. It would also be
suitable for managing the descriptive study during the research and thus ensure that the
existing idea, theories and concepts are proper validated for overcoming the gapsexperienced
in the research too (Ledford and Gast 2018). Therefore, the positivism research philosophy
has been considered here as suitable and most prominent during the research.
3.2 Research Design.
Because of the qualitative research design, most of the data and information have
been acquired on the basis of interviews and semi structured techniques. This should allow
for looking to the perspectives in different ways and at the same time, create a diverse range
of ideas, opinions and responses require to facilitate the qualitative research efficiency. Based
on the exploratory, explanatory and descriptive research designs, the descriptive research
design has allowed the researcher to gain in-depth knowledge and also do not make any prior
assumptions, This would also help in focusing on the what the research purpose is and how it
could be done for accomplishing the goals and objectives of the research (Fletcher 2017).
Moreover, it has not been unpredictable and much evident just as the exploratory research
study do, which also favoured the completion of research in much more details and this
further, assisted in better learning, knowledge acqusitions and ability to link the variablestoo.
The descriptive research also has been considered as suitable because of its efficiency in
linking the variables, which created ease and convenience to understand how the international

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students have moved on to some foreign location for studypurposes and also how the
Australian educational institutes managed to fulfil their demands by delivering the best
quality academic services all over (Quinlan et al. 2019).
3.3 Target population
The target population has been acquired with the help of following proper sampling
procedures. While there is no need of selecting Quantitative samples, so the survey process
has not been conducted, rather emphasis has been on the interview based approaches and
semi structured approaches for making sure that the data and information, tin the form of
responses, are properly acquired. Moreover, the qualitative data has also been acquired with
the help of conducting interview sessions with the managers of the organisation, i.e., the
educational institute, which further helped in dealing with the issues related to the learning
behaviours, furthermore, influence them to adapt these behaviours to become successful in
their career properly (Larson and Csikszentmihalyi 2014). The target population is the group
of international students from Nepal and japan studying at Australia or Kings own Institute.
3.4 Sampling Design
The sampling design or technique is based on the selection of samples and to collect
relevant data and information as part of conducting the research effectively (Treagust et al.
2015). As there is no need for quantitative data and information, thus the random probability
sampling technique has not been considered here, rather the emphasis has been on collection
of qualitative samples, achieved with the help of semi structure techniques and interview
sessions (Künnecke 2018). The students, especially, those visiting from Nepal and Japan
have been targeted for the sampling design and tactic so as to ensure that the respondents
provide relevant information and data without any bias. It has also been depicted that the
managers of the University as well as the students from other nations have been interviewed

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which has helped in gaining the desired amount of data and information required to conduct
the research effectively (Hayden and Thompson 2013).
The sample size has been chosen as 8 international students (four from Japan and four
from Nepal) and four managers of the King’s Own Institute.
3.5 Data Analysis
The analysis of quantitative data is not required, so there has been no use of SPSS
tool, while the analysis of qualitative data has to be done with the help of listening and also
by noting the responses and opinions of the respondents, furthermore, interpret those results
in the form of interview based discussions for ease of understanding the subject on which the
research has been conducted. The responses provided by the respondents of the resea5ch have
been recorded, which also helped in the analysis and interpretation of data and information
effectively too (Palinkas et al. 2015). The analysis of data and information has been done
with the help of interview sessions conducted between the date of 16/12/2019 and the
12/01/2020 and with the approval and convenience of theirs, while being part of the research.
The interview questions and answers have been provided below (Etikan, Musa and Alkassim
2016).
Question 1: What according to you are the most important factors that contribute to the
acquisition of more international students from Nepal and Japan towards King’s Own
Institute?
Answer: Yes, I do believe that there are various factors that have contributed to the
acquisition of large numbers of international students at our Institute in Australia. I personally
agree to the context that the main goals and objectivesinclude the evaluation of academic and
cultural adaptation to the Australian Institute because of the greater learning opportunities
and enhanced employment scopes while the international students also believed to acquire

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huge amount of support from the Australian education sector. To do so, the international
students have compared the educational system of their own nation and the educational
system in Australia, which made them understood about the employment scopes and
opportunities that are much higher and tend to be more accurate and effective for long term
career growth and success in the professional career too. His has been a major contributing
factor, as the international students, and most of them are from Nepal and Japan, who
believed that somewhere the education system in those nations lacked certain aspects, which
have been overcome while managing transition from one system to another while studying in
Australia. The culture in Australia has also been a major factor, according to me, which has
enabled the students to find out new ways to interact with different people and also study
within a diverse environment, thereby promote a good culture and learn to overcome the
language and cultural barriers too easily.
Question 2: Do you believe that the adaptation of learning behaviours by the
international students is necessary for contributing to the fulfilment of study
requirements in the King’s Own Institute?
Answer: Yes, definitely, I agree that the adaptationof learning behaviours is not only
necessary for overcoming the gaps and language barriers, but also has been critical to the
success of building better coordination and at the same time, foster the development of a
good culture too and better management of communication process as well. I have seen that
there are many international students who experience multiple problems due to the
differences in language and culture and due to this, they fail to interact with others properly
too. Though, our University has always made sure to prevent any kinds of discrimination
within the premises, still there were few cases reported where due to the differences in
languages, backgrounds, culture, ethnicity or colour, they often have been faced with lower
support and lack of help provided by others.To ensure that these gaps and issues are

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overcome, I have made sure to implement necessary organisational policies and principles for
making sure that these issues do not arise again, moreover, allow the international students
from the other nations to interact with others and form a collaborative studying environment.
Question 3: How could you think of overcoming the gaps that are experienced in terms
of language and cultural barriers by the international students while studying in
Australia?
Answer: From my own perspectives, it is evident that the international students, most of
them, who are habituated with the Japanese language and language in Nepal, likely to
experience issues to adjust with the culture in Australia and also might find it difficult to
communicate with others. Within our University, we have arranged language speak sessions
so as to make the international students know about the languages, especially, English, and
learn to interacts with others, which could be beneficial for gaining support and even promote
diversity within the Institute. Other than that, the quality of education has been exemplary
within our University, which has helped in making the international students gain exposure to
different languages, which they could cope up with for pursuing the courses and gain the
necessary academic and educational benefits all throughout their career while studying there.
We have made sure to integrate certain policies and principles related to the education, which
have impacted the educational practices positively as well as maintain a good degree of the
educational practice. It is also a notable thing that with the overcoming of cultural differences
and language barriers, the students have been coming inlarge numbers, which also
contributed to the financial strength of the University and even promoted growth in economy
of the nation with the management of good trade relations between the two nations as well.

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Question 4: What do you think about the educational institute’s approach to deliver
better educational services along with facilitation of learning for the internationals
students at your Institute?
Answer: In spite of the differences in values, beliefs, norms, culture and principles, the
different in education style has somewhat created some complexities for the students who
came from Japan and Nepal to study in Australia. We believe in transparency and openness
and such has been possible with the help of engaging them together and by making sure that
thestudents are informed about the educational services that are being provided. We have
enabled STEM areas that have been prioritised by the international students much more than
the local students, which also proved to be beneficial for the facilitation of learning and
betterment of learning system in Australia too. The training and developmental programs and
sessions have helped in making them know the languages and at the same time, allowed for
gaining cross cultural awareness, thereby, contributed to the accomplishment of heir career
objectives and also helped in meeting the goals and objectives of the organization largely too.
3.6 Validity and Reliability considerations
The case study analysis tactics have been followed here and also the secondary data
and information have been obtained from authenticated journals and articles, which
maintained the validity and reliability. Moreover, the analysis of data and information from
the annual reports and content of the website of the organization are accurate and genuine,
which also is essential for maintaining the validity and reliability of the research (Anyan
2013).
3.7 Ethical consideration
The approval from the higher authorities of the educational institute has also been
considered and made them believe that the research is being conducted for academic

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purposes and not to draw any kinds of commercial benefits. None of the respondents of the
research have been forced to take part in the research while the responses of the individuals
during the interviews have been carefully looked upon to maintain ethicality and authenticity
of data and information (Rientiesand Jindal-Snape 2016). The interviewshave also been
arranged with their consent based on the email provided to them and then have also been
informed about the purpose and procedures of the concerned research study.
Chapter 4: Conclusion
4.1 Conclusion about research question
Considering the question related to the adaptation of learning behaviours, it has been
found mostly the international students from Nepal and Japan visit Australia for making sure
that they gain good numbers of employment opportunities and also progress in their career
much more effectively. It has also been found that with the impact of globalisation, the
educations sector in Australia has created good numbers of various courses that could be
availed by the international students, especially, who prefer to specialise in the STEM areas.
As there are more learning opportunities and study lessons provided by the King’s Own
College, in spite of the language barriers and cultural differences, the international students
have kept on visiting in large numbers (Hamid et al. 2016). They have adapted to the learning
behaviours, which also helped in keeping them motivated and encouraged to pursue the
courses and degrees much more comprehensively.
4.2 Conclusion about research problem
The primary question was about how well and why the international students have
adapted the learning behaviours so as to progress in their educational career and also achieve
the professional goals and objectives effectively. Moreover, To deal with the problems of
lack of educational and employment opportunities, the educational Institute has made sure to

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emphasize on the acqusitions of international students and thereby, create a diverse culture
and studying environment, which could also allow the organisation to achieve sustainability
in business (Tranand Pham 2016).
4.3 Implications
For the academia, the international students would be highly benefited with the more
scopes and opportunities rising and this could make them gain jobs in Australia while on the
other hand, the industry should be benefited in terms of gaining good growth along with
facilitation of the trade relations between two countries too. The implementation of
Government laws, polices and principles would also be beneficial for impacting the entire
education industry as well as ensure contributing to the growth in economy of the concerned
sector as well (Anyan 2013).
4.4 Limitation
The sample size has been selected as 50 internationalstudents and 5 managers of the
educational institute. The sample size has been very limited, which mightweaken own the
researcher’s ability to conduct the research in a detailed manner and thus limitations could
arise as well. Thus, selecting a larger sample could be effective for carrying out the research
in details and also expand the scope for research furthermore.
4.5 Suggestion for further research
Considering the fact about adaptation of learning behaviours, there would be
emergence of various resolutions that could benefit the students and also the organisation as a
whole. Based on the success of students and monitoring their behaviours, when tend to be
positive, would easily help in measuring the success, otherwise conduct the research on the
similar subject in the future as well (Quinlan et al. 2019). With the addition of some more
time and resources, it would also be beneficial for carrying out the research in much more

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details as well as expand the scope for future research too quite easily and accurately
(Mahaffey et al. 2013).

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