A qualitative study of Eastern international students' adjustment to Western culture and Western pedagogy in a British university

摘要: This qualitative study explored the cultural, social, and academic experiences of international students in a British university (MTU), current geopolitical climate. The case involved 18 international 22 and support staff members. Ethnography content analysis for interviews during three phases yielded results that apply to Hofstede Hofstede’s (2005) Cultural Dimensions Model, Devito’s (2004) Culture Shock Maslow’s (1954, 1970, 1984) Hierarchy Human Needs. foregoing structures joined Western pedagogy Liberal Secular Ideology generate Culture, Needs, and Western Pedagogy Model (CHNP). CHNP inferred culture shock triggered students’ regression satisfying their human needs after they immersed themselves culture. First, may exist across cultures, but process is specific. Second, human satisfaction affects shock adjustment pedagogy competency. Third, identities were at risk through each culture shock stage, as they attempted develop competency in Western pedagogy. policy implication supporting that an environment ignores IS’ cultural differences, needs, their unfamiliarity with can destroy motivation fulfil their academic potential.