MGMT 12: Literature Review: International Student Cultural Adaptation

This literature review examines the cultural adaptability of international tertiary students, particularly those from Asia studying in New Zealand. It begins with an introduction to the topic, highlighting the increasing number of international students and the challenges they face, such as language barriers, social integration, and academic adjustments. The study utilizes the theory of planned behavior as a theoretical framework to understand the factors influencing students' intentions and behaviors related to cultural adaptation. The review explores environmental, communication, and individual factors that affect the adaptation process, as well as the challenges students face in terms of academic and social engagement. It analyzes existing resources and provisions to support international students, emphasizing the need for universities to offer language programs, orientation, and counseling services. The report identifies gaps in the literature, such as the impact of communication difficulties on students' well-being and the importance of actively promoting university resources. The review aims to provide insights into the complexities of cultural adaptation and suggest ways to improve the experiences of international students.

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Name of Student:
Name of University:
Author Note

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Literature Review
Section 1 - Introduction
The expansion of globalization and the development of the English speaking countries in the
world attracts several number of international students. The number of the higher research degree
among the international students has currently gone high with New Zealand becoming the hub
for the attraction of the international students from various corners of the globe. The aim of this
research paper is to investigate the concept of the cultural adaptability among the international
tertiary students (Wu, Garza & Guzman, 2015). The research furthermore aims to investigate on
the challenges regarding the intercultural adaptations that is faced by the international tertiary
students specifically belonging from Asian continent in the light of their cultural adaptations to
New Zealand. Students belonging from a non English speaking country like Asia tends to face
several difficulties within the factors such as behavior, social , their languages and in academics.
International students feel challenging towards the adaptation of the culture of the new country
(Mesidor and Sly, 2016).
This section of the research paper will review several literature work done by renowned authors
and primary studies in the light of a theoretical framework. The below sections will include
thorough analysis of the theory of planned behavior and the connection to the current study of
discussion. Section 3, 4 and 5 will describe the impacts of ethnicity over the cultural adaptation,
the importance of communication towards the cultural adaptation in a foreign country and the
resources by host country for accomplishment of the targets of cultural adaptation by the
international student respectively.

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Section 2 - Theoretical Framework
The study will rely over the theory of planned behavior for identification of the beliefs that
influences the international tertiary students to face challenges and cultural adaptability in the
foreign land. The theory of planned behavior is derived from the theory of reasoned action and
multi attribute attitude (Sullivan and Kashubeck-West, 2015). It is a psychological, social theory
explaining the behavioral decisions making procedure of the human beings with the aim of
predicting and understanding the individual behaviors and the control by individual will.
According to the theory of planned behavior, the behavioral intentions of individuals is generally
determined two of the major factors which are subjective norm and attitude. While the attitude
can be subdivided in both positive and negative aspects, the subjective norm is influenced by the
normative thoughts and beliefs of the society.
According to Van Dyne, Ang & Tan (2016), human behavior is often affected by the factors
including objective and external circumstances.

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Figure - The theory of planned behavior model
Source - De Leeuw et al., (2015)
Designed by Ajzen (1991), the above stated theoretical model is often used in the social
psychology for the determination of conscious intended behaviors. The first important element
within the model as shown in the figure is the attitude towards behavior. This includes the extend
to which an individual has positive or negative perceptions together with evaluation of the
behavior in question. The second most important determinant is the subjective norm which is the
social factor that incorporated the perceived pressure for the performance of the action from
closer subject. Finally, the third essential predictor is the perceived behavioral control. This
includes the challenges or comfort an individual might experience while performing together
with the anticipated barriers.

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To summarize, the theory postulates that effective control of perceived behavior together with
the subjective norms and favorable attitudes will result towards stronger intentions for the
performance of behavior which are under consideration. Throughout the theory of planned
behavior aims towards the identification of several motivational forces that influence behavior
and intent together with the degrees of effort which one might exert for the performance in the
actions.
Relation and Implications to Study
The theory of planned behavior has been put in effect over several of disciples for connecting
behavior and beliefs. In the consideration of the international student, this theoretical model has
been widely applicable to the decisions for studying abroad. Leong (2015) in his study used the
theory of planned behavior for the development of the quantitative model for the determination
of the intentions of studying abroad and behavior among the students from non English speaking
countries. The three elements of theory of planned behavior that can be related to the current
study of discussion includes desire of students, willingness to co-operate and socialize and
expectations from family in connection to intentions to study abroad.
In the current study, it can be stated that the theory of planned behavior is effective for
identification of factors contributing to the traits, behaviors and choices of the international
students from Asia. In the current study, the consideration of Asian students together with non-
English speaking origin has expanded the theoretical frameworks including the analysis of the
theory of planned behavior.

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Section 3 – Factors influencing Asian students transition towards cultural adaptability in
English speaking country
A number of variables are used to enhance or impede the intercultural adjustment system
contributing to variable adjustment prices and/or speeds in which cross-cultural adjustment takes
place in personal situations. This section will highlight in some of the essential factors.
Environmental factors
In isolation from the conditions of the host environment, the adaptive consequences of the host
communication skill and social participation by interpersonal and mass communications
activities can not be completely described (Schartner, 2015). Three main variables are
recognized as the major effects on the individual adjustment mechanism in the integrative
hypothesis of intercultural adjustment: the receptivity of the hosts, the compliance stress of the
guest and the power of the ethnic group.
Communication factors
In the first stage of intercultural adjustment method, participation in cultural interpersonal and
mass communication operations can be useful, when freshly come outsiders lose the ability in
guest communication and connection to interpersonal assets (Heng, 2018). However, beyond the
original period unnecessary and long-term co-ethnic dependence is probable, in relation to guest
culture as a whole, to have an negligible impact on or hinder the long-term adjustment cycle.
Intercultural transformation
The self-averse attitude is one of the two main components of cross-cultural identification
growth. The procedures of the growth of intercultural personality describe the psychological

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move toward a personality direction that is no longer restricted by standard classifications of
culture. Through individualization and universalization, people who undergo intercultural
conversion can therefore cultivate an attitude that includes personal distinctions instead of
separating them and understands the social distinctions and deep similarities in the natural
situation, between and among the natural communities (Leong, 2015).
Individual Predispositions
The individual's personalities are the foundation on which he pursues fresh emotions with
various degrees of achievement and reacts. Transparency, power of character and positiveness
facilitate a person's evolutionary method and ability (Jackson, 2015). Around each other,
transparency, power and positive characteristics pose a psychological picture of people with
internal funds to promote their own adjustment.
The general composition of cross-cultural adjustment consists of all above identified aspects of
variables. Together and interactively, these aspects impact and in fact are affected by intrinsic
modifications in personal individuals in the manner of intercultural transformation, in regards to
the home setting and to the growth of an intercultural image, towards higher cognitive fitness and
psychological wellness.
The issue in relation to the research question is the Factors influencing cultural adaptation among
international students. . In relation to the research question, the part which is not written about
the issue is the Challenges faced by international students (Heng, 2018).. This challenges are a
crucial gap for addressing since it is a significant Element facilitating cultural adaptation among
international students. This issue or the challenge can be addressed by organizing the provision
of counseling service to the international tertiary

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Section 4 – challenges in term of academic engagement and social engagement face by
International students.
Prince (2015) in his study highlighted language is one of the major issue that hinders the smooth
and effective adjustments for the international tertiary students. People make several assumptions
regarding grammar, words together with the purposes and ideas of the word in the
communication one choose. Students belonging from Asian country and totally different culture
tends to have various assumptions regarding their appropriate use of the language in the English
speaking country. In the research study Harrison (2015) stated how several culture treat genders
differently together with the use of language and non verbal communication.
It is difficult for the International students to escape the cultural shock and the alteration
experienced by them during their studies in the foreign land. According to Baker (2015) these
alteration occurs across the biological, physical, social and psychological domains including the
mental health and behavioral status. There lies several ethnicities of the nationalities that have
reserved nature which make the international tertiary students uncomfortable to adjust and adopt
the new cultures on the foreign land.
Harrison (2015) studied academic and social questions of the cultural and higher-level
adjustment of non English-speaking international graduates. One significant variable experienced
by global learners are academic and social adjustment challenges. Therefore, there are
psychological and cultural difficulties. The study showed the important variables in Asian
adaptation in terms from gender, age, academic major and previous exposure to foreign cultures.
In the context of the second most important factor in the theory of planned behavior, that is the
subjective norms . the international tertiary students often get the perceived societal pressure to

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communicate with the people in the foreign land for their daily actions and academics which
they might or might not successfully implement (Abrar et al., 2018). Communication being one
and only social factor that helps in cultural adaptability of the international students, sometimes
possess certain issues. The issues that is written in relation to the research question is the barriers
in communicating with the people on foreign land by the international students. The factor which
has not be highlighted as the issues in relation to the research question is the effects of the
inability to communicate by the international students over their behavioral and mental health
together with their academics (Van Dyne, Ang & Tan, 2016). This is important and a crucial gap
to address since in relation to the cross cultural adaptation and competence, communication or
language proficiency plays a very significant role in interpreting and understanding of people
among different origin or nationalities. This can be addressed by effective or proper engagement
by the student towards co-operation and initiative to participate in engagement with other pupils
of the universities and people in the foreign land.
Section 5 - existing resources and provisions to help international students for adapt
culture
The research question 3 can be linked to the recommendations needed for the facilitation of the
international students. The issue that is highlighted in the need for resources and facilities for
international students. The issues that is not highlighted is active encouragement to the students
to facilitate the university resources. This is an important gap to address since it affects the
mental and psychological wellbeing of the students.
International students should have an English program to promote their language skills at
colleges and universities. Language obstacles may influence educational teaching, involvement
in various activities and social knowledge of learners (Hall et al., 2016). Universities can hold

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courses in which global learners become acquainted with the use, in scholarly and non-academic
environments, of colloquial English, frequently spoken slang words, and the social and culture
mores of the target nation community..
The importance of welcoming global learners and recognizing each other in terms of local
learners and teachers should be understood. Schools can, for instance, sponsor international
student orientation programs. The faculty should take into account all teachers ' equivalent
exposure to and teaching possibilities (Acharya et al., 2017). Local learners should also create
intercultural competence, such as coaching for employees who operate with global learners, to
communicate with global learners.
Tutorship and counselling are anticipated because global learners need advice to perform in
educational education and psychological stress. International students should be given unique
guidance on the culture of the country and general educational culture in universities (Alharbi &
Smith, 2018). These attempts could include professional seminars, past global learners who have
experienced themselves in a foreign country, and organisations where relationship with local
individuals can be established.
Conclusion
International students from around the globe are growing to explore in English-speaking
countries in a culture that is becoming increasingly varied on a global level. The above research
deals with the difficulties facing Asian international learners enrolled in New Zealand
Universities. The research argues that adaptation requires time and energy and requires a great
deal of assistance from various elements. Usually the university is the first location to provide

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funds and so the university wants to concentrate on and promote more adequately the difficulties
experienced by global learners.
References
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., Makmur, M., & Marzulina, L. (2018). “If our
English isn’ta language, what is it?” Indonesian EFL Student Teachers’ Challenges
Speaking English. The Qualitative Report, 23(1), 129-145.
Acharya, B., Maru, D., Schwarz, R., Citrin, D., Tenpa, J., Hirachan, S., ... & Kohrt, B. (2017).
Partnerships in mental healthcare service delivery in low-resource settings: developing an
innovative network in rural Nepal. Globalization and health, 13(1), 2.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision
processes, 50(2), 179-211.
Alharbi, E. S., & Smith, A. P. (2018). Review of the literature on stress and wellbeing of
international students in English-speaking countries. International Education
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Baker, W. (2015). Research into practice: Cultural and intercultural awareness. Language
Teaching, 48(1), 130-141.
De Leeuw, A., Valois, P., Ajzen, I., & Schmidt, P. (2015). Using the theory of planned behavior
to identify key beliefs underlying pro-environmental behavior in high-school students:
Implications for educational interventions. Journal of Environmental Psychology, 42,
128-138.
Hall, G. C. N., Ibaraki, A. Y., Huang, E. R., Marti, C. N., & Stice, E. (2016). A meta-analysis of
cultural adaptations of psychological interventions. Behavior Therapy, 47(6), 993-1014.

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Harrison, N. (2015). Practice, problems and power in ‘internationalisation at home’: Critical
reflections on recent research evidence. Teaching in Higher Education, 20(4), 412-430.
Heng, T. T. (2018). Different is not deficient: contradicting stereotypes of Chinese international
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Jackson, J. (2015). Becoming interculturally competent: Theory to practice in international
education. International Journal of Intercultural Relations, 48, 91-107.
Leong, P. (2015). Coming to America: Assessing the patterns of acculturation, friendship
formation, and the academic experiences of international students at a US
college. Journal of International Students, 5(4), 459-474.
Mesidor, J. K., & Sly, K. F. (2016). Factors That Contribute to the Adjustment of International
Students. Journal of International Students, 6(1), 262-282.
Prince, J. P. (2015). University student counseling and mental health in the United States: Trends
and challenges. Mental Health & Prevention, 3(1-2), 5-10.
Schartner, A. (2015). ‘You cannot talk with all of the strangers in a pub’: a longitudinal case
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Wu, H. P., Garza, E., & Guzman, N. (2015). International student’s challenge and adjustment to
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