Unearthing students’ self-perspective on their intercultural sensitivity and skills development: enhancing students’ holistic experience

The flow of students from one country to another has increased dramatically in the last 10-20 years. Initially, non-native students were in small numbers and were expected to adapt to the dominant teaching paradigm, but with overseas numbers increasingly significantly in more recent years, adjustments to courses and modules – from design, to teaching to assessment – are required and have been investigated globally (Nieto and Booth 2010). Of those studying overseas, many only study for one year – as a foreign exchange (for example ERASMUS students) or a top-up route (final year or taught masters). Such a one-year scenario is the most challenging for all, particularly in terms of language ability and an ability to develop effective communication skills within a multi-cultural environment quickly. This paper focuses on a group of multinational students who were studying on a one year programme in the Engineering and Computing Faculty at Coventry University, in particular to explore the role of a one-year study in the UK on the development of students’ intercultural abilities and their self-awareness of the same.