University Transition Challenges for First Year Domestic CALD Students from Refugee Backgrounds: A Case Study from an Australian Regional University

Autor/inn/en	Kong, Eric; Harmsworth, Sarah; Rajaeian, Mohammad Mehdi; Parkes, Geoffrey; Bishop, Sue; AlMansouri, Bassim; Lawrence, Jill
Titel	University Transition Challenges for First Year Domestic CALD Students from Refugee Backgrounds: A Case Study from an Australian Regional University
Quelle	In: Australian Journal of Adult Learning, 56 (2016) 2, S.170-197 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; College Freshmen; Refugees; Student Adjustment; Multicampus Colleges; Qualitative Research; Semi Structured Interviews; Focus Groups; Case Studies; Student Experience; Minority Group Students; College Faculty; Administrators; Professional Personnel; Barriers; Australia + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Flüchtling; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Qualitative Forschung; Case study; Fallstudie; Case Study; Studienerfahrung; Fakultät; Personalbestand; Australien
Abstract	Culturally and linguistically diverse (CALD) is used broadly and inclusively to describe communities with diverse language, ethnic background, nationality, dress, traditions, food, societal structures, art and religion characteristics. Domestic CALD people are either refugees or voluntary migrants and have obtained permanent residency or citizenship. This paper identifies the key issues, challenges and needs of first year domestic CALD students from refugee backgrounds at a multi-campus regional university in Queensland, Australia. The term refugee background is used in the paper as the students are no longer refugees having successfully transitioned from refugee status to being permanent residents. Qualitative data was collected through one-on-one semi-structured interviews and focus groups with domestic CALD students from refugee backgrounds, and from key informants including teaching, administrative, and senior management staff members. Other than language and differences in education styles, this cohort of students faced other challenges, particularly in a regional setting, including socio-cultural issues, technology issues, family and health challenges and limited staff awareness of refugee needs. The findings provide insights into how Australian regional university policy makers could develop effective strategies, practices, procedures and policies to support CALD students from refugee backgrounds and to improve their retention and progression. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01