title: Sociocultural and academic adjustment experiences of Omani international students at a New Zealand university

authors: Al-Tamimi, Muwafaq

abstract: Promoting international student mobility is a key consideration in the internationalisation of higher education. Due to this attention, it has become increasingly important to understand international students’ experiences. Previous research on international students’ adjustment experiences has reported various issues and unique aspects depending on the context of their adjustment. However, there is a need for research on Omani international students in New Zealand to provide insight into what might affect students’ academic, social, and cultural adjustment. This study explored how Omani students described their sociocultural and academic adjustment experiences and how they gave meaning to these from their viewpoints.   
A qualitative phenomenological approach underpinned by an interpretive research paradigm was used to investigate the adjustment experiences of 12 Omani student participants. Data were gathered through semi-structured interviews from January to September 2020 at one New Zealand university. Two rounds of interviews were held for each participant. During data collection, Omani participants were enrolled in bachelor degree programmes in Engineering, Education, Earth Science, and Management. NVivo 11 was used to assist in organising and analysing data from the interviews using a thematic approach.  
Findings suggest that Omani students experienced adjustment as an interactive social, cultural, and academic experience. For most of them, their initial experience was facilitated by their homestay, attendance at language school, and participation in the Omani Students’ Association. This triad of interactions and support meant Omani students felt happy and included in the local community. However, after this initial stage of comfort, many experienced negative emotions, such as homesickness, especially during Islamic holidays.  
Omani students’ sociocultural adjustment was made easier by them engaging in social interaction and seeking out friendships. However, they reported little interaction with hostnational students; most interactions and friendships were with co-nationals and international friends. Omani students did not experience cultural distance as a barrier to their adjustment process despite the move from a Muslim-majority country to a Western country. Thus, overall, students reported being satisfied with their lives in New Zealand. They were conscious they had developed self-discipline and self-reliance, which they viewed as important in their successful adjustment.
Academic adjustment was promoted by interaction with other students in group work and academic support from their lecturers. Group work was reported as an opportunity to interact with degree programme classmates and make new friends, but six of the 12 students described difficulties interacting in group work. Interactions with lecturers were described as informal and positive for academic success.  
Across both their social and academic lives, the participating Omani students identified their proficiency with English as a barrier to communication and adjustment. As a result, they were eager to improve their English levels to integrate into the host culture and community.  
The U-curve model (Lysgaard, 1955) and the ABC model (Ward et al., 2001) were used as lenses to explain the above findings. The U-curve model describes the adjustment process as four stages: “honeymoon”, “culture shock”, “adjustment”, and “mastery”. The U-curve model was able to describe and explain the adjustment experiences of eight of the 12 students in this study in suggesting a honeymoon period on arrival. However, four students reported difficulty in terms of homesickness and loneliness upon arrival. This fits with the ABC model, which proposes that adjusting to a new culture can be initially difficult and stressful, but, over time, individuals can manage stress and learn the social skills needed for effective interactions, leading to adjustment. Hence, the study findings indicate the need for a model that allows for two different initial experiences and acknowledges that international students move through stages of adjustment. The culture learning process in the ABC model can explain the mechanism of moving between the stages of the U-curve model.  
Findings have implications for Omani scholarship providers, future Omani international students, New Zealand policy makers, and New Zealand universities. They are advised to consider the importance of homestays in providing a comfortable, safe environment for students to interact with host nationals. It is also recommended that the value of having intercultural friendships and being open to other cultures is promoted to Omani students, as this can ease the adjustment process.

text: Sociocultural and academic adjustment experiences of Omani international students at a New Zealand university Promoting international student mobility is a key consideration in the internationalisation of higher education. Due to this attention, it has become increasingly important to understand international students’ experiences. Previous research on international students’ adjustment experiences has reported various issues and unique aspects depending on the context of their adjustment. However, there is a need for research on Omani international students in New Zealand to provide insight into what might affect students’ academic, social, and cultural adjustment. This study explored how Omani students described their sociocultural and academic adjustment experiences and how they gave meaning to these from their viewpoints.   
A qualitative phenomenological approach underpinned by an interpretive research paradigm was used to investigate the adjustment experiences of 12 Omani student participants. Data were gathered through semi-structured interviews from January to September 2020 at one New Zealand university. Two rounds of interviews were held for each participant. During data collection, Omani participants were enrolled in bachelor degree programmes in Engineering, Education, Earth Science, and Management. NVivo 11 was used to assist in organising and analysing data from the interviews using a thematic approach.  
Findings suggest that Omani students experienced adjustment as an interactive social, cultural, and academic experience. For most of them, their initial experience was facilitated by their homestay, attendance at language school, and participation in the Omani Students’ Association. This triad of interactions and support meant Omani students felt happy and included in the local community. However, after this initial stage of comfort, many experienced negative emotions, such as homesickness, especially during Islamic holidays.  
Omani students’ sociocultural adjustment was made easier by them engaging in social interaction and seeking out friendships. However, they reported little interaction with hostnational students; most interactions and friendships were with co-nationals and international friends. Omani students did not experience cultural distance as a barrier to their adjustment process despite the move from a Muslim-majority country to a Western country. Thus, overall, students reported being satisfied with their lives in New Zealand. They were conscious they had developed self-discipline and self-reliance, which they viewed as important in their successful adjustment.
Academic adjustment was promoted by interaction with other students in group work and academic support from their lecturers. Group work was reported as an opportunity to interact with degree programme classmates and make new friends, but six of the 12 students described difficulties interacting in group work. Interactions with lecturers were described as informal and positive for academic success.  
Across both their social and academic lives, the participating Omani students identified their proficiency with English as a barrier to communication and adjustment. As a result, they were eager to improve their English levels to integrate into the host culture and community.  
The U-curve model (Lysgaard, 1955) and the ABC model (Ward et al., 2001) were used as lenses to explain the above findings. The U-curve model describes the adjustment process as four stages: “honeymoon”, “culture shock”, “adjustment”, and “mastery”. The U-curve model was able to describe and explain the adjustment experiences of eight of the 12 students in this study in suggesting a honeymoon period on arrival. However, four students reported difficulty in terms of homesickness and loneliness upon arrival. This fits with the ABC model, which proposes that adjusting to a new culture can be initially difficult and stressful, but, over time, individuals can manage stress and learn the social skills needed for effective interactions, leading to adjustment. Hence, the study findings indicate the need for a model that allows for two different initial experiences and acknowledges that international students move through stages of adjustment. The culture learning process in the ABC model can explain the mechanism of moving between the stages of the U-curve model.  
Findings have implications for Omani scholarship providers, future Omani international students, New Zealand policy makers, and New Zealand universities. They are advised to consider the importance of homestays in providing a comfortable, safe environment for students to interact with host nationals. It is also recommended that the value of having intercultural friendships and being open to other cultures is promoted to Omani students, as this can ease the adjustment process.

year: 2024

title: How a game sense coaching approach impacts on the learning experience for teenage rugby players

authors: McLean, Jeremy Kyle

subjects: Game Sense

abstract: Rugby is the national game in New Zealand and has played a significant part in the lives of many New Zealanders. More recently there has been a steady decline in the number of youths engaging with rugby (and organised sport in general), which is of concern to governing bodies such as New Zealand Rugby and Sport New Zealand. This collaborative action research study collaborated with coaches of two provincial representative rugby squads (one boy’s, one girl’s), consisting of 16-18-year-olds, where the coaches implemented a Game Sense (GS) coaching approach throughout their respective campaigns. The perspectives of the players were sought through focus groups and individual semi-structured interviews, to better understand how the learning experience was received by them. The researcher led and supported the development of the coaches through an initial workshop, observation, and feedback, as well as relaying relevant themes from focus groups, to better understand and implement GS together. The study intended to enhance understanding of a GS approach through the eyes of youth participants, with the hope that coaches and coach education may benefit and provide a practice offering that meets the needs of teens. Results suggest that players were highly engaged with a GS approach as the practice environment replicates the reality of a match through the practice design, utilising opposition, contact, and a questioning approach in practices. An underpinning theme on a culture of trust emerged, depicting how important team culture is for teenagers to engage with not only GS but also a team sport like rugby.

text: How a game sense coaching approach impacts on the learning experience for teenage rugby players Rugby is the national game in New Zealand and has played a significant part in the lives of many New Zealanders. More recently there has been a steady decline in the number of youths engaging with rugby (and organised sport in general), which is of concern to governing bodies such as New Zealand Rugby and Sport New Zealand. This collaborative action research study collaborated with coaches of two provincial representative rugby squads (one boy’s, one girl’s), consisting of 16-18-year-olds, where the coaches implemented a Game Sense (GS) coaching approach throughout their respective campaigns. The perspectives of the players were sought through focus groups and individual semi-structured interviews, to better understand how the learning experience was received by them. The researcher led and supported the development of the coaches through an initial workshop, observation, and feedback, as well as relaying relevant themes from focus groups, to better understand and implement GS together. The study intended to enhance understanding of a GS approach through the eyes of youth participants, with the hope that coaches and coach education may benefit and provide a practice offering that meets the needs of teens. Results suggest that players were highly engaged with a GS approach as the practice environment replicates the reality of a match through the practice design, utilising opposition, contact, and a questioning approach in practices. An underpinning theme on a culture of trust emerged, depicting how important team culture is for teenagers to engage with not only GS but also a team sport like rugby.

year: 2021

title: Policy for Maori: values, assumptions and closing the gap

authors: Levy, Michelle Patricia

subjects: Maori

abstract: This paper looks at the issue of what it is about the way in which policy is developed which
influences whether or not policy meets the needs of Maori. To do this I will focus on one component
of policy making; the role of the values and assumptions of policy makers. Assumptions about the
nature of policy making and the way in which policy can be used to maintain and modify norms and
standards, determine values and define problems are briefly investigated. These issues are
highlighted using the Code of Family and Social Responsibility as an example of the way in which
dominant cultural value bases and assumptions have influenced the way in which policy issues are
framed and presented. The paper concludes by asking why the consideration of the values of policy
makers is important for Maori and how can I, as a Maori policy analyst working within the
Government policy making sector, contribute to the development of policy which is based on Maori
assumptions, realities, values and world views.

text: Policy for Maori: values, assumptions and closing the gap This paper looks at the issue of what it is about the way in which policy is developed which
influences whether or not policy meets the needs of Maori. To do this I will focus on one component
of policy making; the role of the values and assumptions of policy makers. Assumptions about the
nature of policy making and the way in which policy can be used to maintain and modify norms and
standards, determine values and define problems are briefly investigated. These issues are
highlighted using the Code of Family and Social Responsibility as an example of the way in which
dominant cultural value bases and assumptions have influenced the way in which policy issues are
framed and presented. The paper concludes by asking why the consideration of the values of policy
makers is important for Maori and how can I, as a Maori policy analyst working within the
Government policy making sector, contribute to the development of policy which is based on Maori
assumptions, realities, values and world views.

year: 1999