International students are an asset to the Australian education system which has been argued by Marginson to be predominately disrespected. Marginson identifies the international student as a vital asset to Australian Universities and acknowledges that international education has become a profitable ‘business’.
The core question with this is – Are we Australian’s accommodating to the possible hardships that international students may be facing?
As a university student myself, the international student hardships had not signaled in my thoughts throughout any point of my tertiary study. Marginson pinpoints this exact occurrence among many Australians and refers to it as the ‘Parochial Australia’. The absent mind of the host country is described to cause isolation among international students, this making it difficult to adopt to living and studying in Australia.
Marginson’s findings revealed that many international students were in action of redefining themselves through their host country, these students being named ‘culturally fit’. However, It could be argued that our international students that adopt drastic culture changes are only doing so to seem ‘culturally fit’ and are forfeiting their identities to manage a better lifestyle living in Australia. The uses of the term ‘culturally fit’ alone associates negativity towards Australian culture. It is parochial in nature, believing that those who can prove to ‘fit in’ with our country will be successful when studying here.
The lack of acknowledgement Australian culture has towards international students hinders not only the international student, but will eventually affect our own educational system if less international students choose to study in Australia due to these reasons. In agreement with Marginson, I believe the hardships of international study abroad students have not seriously been thought or considered and in action should be acknowledged and more openly welcomed.
Marginson, S. (2012). Student Self-Formation in International Education. Journal of Studies in International Education, 18(1), pp.6-22.