Understanding Seychelles International Students’ Social and Cultural Experiences during Transition to an Australian University

By Andrew M. Guilfoyle and Sophia Harryba.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

A phenomenological approach was used to explore the transition experiences of 12 undergraduate Seychellois international students within an Australian University. Interviews were conducted in Creole, the participants’ native language, and the data was translated to English, transcribed and thematically analyzed. Cultural distance and perceived discrimination mitigated social interactions and cultural learning. The conclusion suggests we need to focus on teaching and learning rather then university wide supports to develop cultural exchanges and aid international student transition.

Keywords: International Student Transition, Cultural Distance, Discrimination, Racism, Cultural Competence

The International Journal of Learning, Volume 16, Issue 11, pp.1-22. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.343MB).

Dr Andrew M. Guilfoyle

Senior Lecturer, School of Psychology and Social Science, Edith Cowan University, Perth, WA, Australia

Dr. Andrew Guilfoyle has a PhD in Social Psychology and is a methodologist experienced in various quantitative and qualitative research designs, teaching qualitative research methods at the undergraduate and postgraduate level. Andrew’s research has focused on health services, community well being and quality of life, within educational contexts and in rural and remote settings, particularly for special populations including Indigenous and other cultural groups, young children, and international students.

Sophia Harryba

Postgraduate Candidate, School of Psychology and Social Sciences, Edith Cowan Univerisity, Perth, WA, Australia

Sophia is a Postgraduate Candidate, School of Psychology and Social Sciences, Edith Cowan Univeristy with an interest in international student transition.


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