International students in Rhein-Waal
University and the Cultural Schock
(Scientific research)
Hochschule Rhein-Waal University of Applied Science
Faculty of Society and Economics
Supervisor:
Dr. Margarita Stolarova
Momchil Kutsarov N15577
Due date: 15.06.2014
,Abstract
Every culture is different; hence studying abroad is inevitably related to a transition period
which can prove to be a disturbing experience in some cases, even though some cultures are
closer to others due to number of factors (e.g. demographic, language or ethnic relations).
“Culture Shock’’ is the name given to the duration of that period and its impacts on one’s life.
The purpose of the study is to examine how five, first and second year Bulgarian students
from Hochshule Rhein-Waal University of Applied Science, cope with the adjustment to their
new living and academic environment. A qualitative approach have been used and semi-
structured interviews as a main research instrument.
Introduction
After the fall of communism and especially after joining the EU, more and more Bulgarians
began to seek educational opportunities outside their home land. This is why intercultural
interaction and cultural adjustment is interesting from scholar and practical purposes.
Purpose of the study
Students studying abroad are exposed to double pressure coming from the need to adjust
simultaneously to the culture of the host country and the new academic culture which is
different from the high-school culture.
Research questions
What are the perceptions of Bulgarian students to their new living environment?
What are their perceptions of their new learning environment?
How do they cope with the adjustment process? (I.e. do they experience culture shock
Review of literature
The term “Culture Shock” illustrates the effects of living in a new culture. It happens mostly
to people that spent some time abroad for example working or studying, but to some extent it
can be felt even on holiday in a different country. It is normal and it can influence anyone, no
matter how prepared he or she thinks they are. New environment, meeting lots of different
people and adjusting to the way things work in the country you are, are stress of some sort
that one needs to cope with. Furthermore leaving your home and especially those close to you
like your family, friends or even professors, people you can talk with when you feel
unresolved are also a big shock.
In the scientific literature about culture and culture shock respectively there are different
definitions of the term ‘’culture”. For the purpose of the current study we will stick to
Hofstede´s Culture Model: The Cultural Onion (Hofstede 1991) which is representing culture
in four different layers. The core of the culture are its values, which are difficult for direct
observation anyone standing outside the given culture. The other three levels are united under
the term “practices” and can easily be observed by strangers. These “practices’’ encompass:
Rituals- “ Collective activities technically unnecessary for the goal achievement but
are considered highly social important”
Heroes – “ Persons living or dead to poses highly valued in the given culture qualities,
which make them role models.”
Symbols- “Words, gestures, images or objects which carries certain meanings that can
be understood only by those familiar with the given culture.”
The term culture shock is coined by Oberg who writes that it is “anxiety that results from
losing all of our familiar signs and symbols of social intercourse”. According to Adler
, “culture shock is primarily a set of emotional reactions to the loss of perceptual
reinforcements from one's own culture, to new cultural stimuli which have little or no
meaning, and to the misunderstanding of new and diverse experiences. It may encompass
feelings of helplessness, irritability, and fears of being cheated, contaminated, injured or
disregarded.”
Several factors contribute to culture shock and they are:
Cognitive- i.e. ‘’miss-interpretation of cultural values, beliefs, behaviours, and norms
of the new society ; ineffectively use their own cultures as the standard
for interpreting, judging, and behaving in the new culture’’ (Marwick.B)
Behavioural- ‘’Culture shock occurs because individuals do not know the systems of
rewards and punishment associated with the verbal and nonverbal behaviours in the
host culture. ‘’(Warwick B.)
Phenomenological- ‘’Culture shock occurs because individuals do not know the
systems of rewards and punishmentassociated with the verbal and nonverbal
behaviours in the host culture.; Individuals experience culture shock because they can
not use their own cultural references to convey and validate central aspects of their
identity in the new culture. ‘’(Marwick.B)
Social-Cultural- ‘’ culture shock relates to individuals' feelings of well-being in the
host culture; the social adjustment component refers to individuals' capacity for
effective social interaction with host members; psychological dimension of culture
shock can be understood in terms of cultural dissimilaritiesand of feelings of
loneliness in the host country; social dimension of culture shock can be explained in
terms of – (a) individuals lacking the appropriate cultural knowledge about the host
country– (b) individuals having strong cultural identities that would make them less
likely to adapt to the host culture’’(Marwick.B)
Methodology
The interview schedule is based on the scale items proposed by Jan Selmer(1999) which is
adapted from Black, 1988; Black & Stephens, 1989; and Goldberg 1972 it is devided in the
following categories: general adjustment; academic adjustment, interaction adjustment; and
psychological adjustment.
The main research instrument is semi-structured interview which took place in the period
(01.06.2014-10.06.2014). The interviews lasted 30 to 45 minutes.
Due to lack of appropriate recording devices the interviewer was taking notes during the
interview.
The research is based on purposive sample.
Results
What are the perceptions of Bulgarian students to their new living environment?(
e.g. food; health care facilities; entertainment/recreation facilities and opportunities;
living conditions in general; cost of living; shopping; housing conditions)
In general all participants like their new living environment. Except the absence of some
traditional foods and the different taste of entertainment, all five of them think that the
conditions are organized better than in their home land.
Except in their academic environment Bulgarian students don’t interact very often with the
host nationals on a day-to-day basis. They seem to prefer interacting with other international
students.
What are their perceptions of their new learning environment?( e.g. performance
standards and expectations; academic responsibilities; specific academic
responsibilities)
University and the Cultural Schock
(Scientific research)
Hochschule Rhein-Waal University of Applied Science
Faculty of Society and Economics
Supervisor:
Dr. Margarita Stolarova
Momchil Kutsarov N15577
Due date: 15.06.2014
,Abstract
Every culture is different; hence studying abroad is inevitably related to a transition period
which can prove to be a disturbing experience in some cases, even though some cultures are
closer to others due to number of factors (e.g. demographic, language or ethnic relations).
“Culture Shock’’ is the name given to the duration of that period and its impacts on one’s life.
The purpose of the study is to examine how five, first and second year Bulgarian students
from Hochshule Rhein-Waal University of Applied Science, cope with the adjustment to their
new living and academic environment. A qualitative approach have been used and semi-
structured interviews as a main research instrument.
Introduction
After the fall of communism and especially after joining the EU, more and more Bulgarians
began to seek educational opportunities outside their home land. This is why intercultural
interaction and cultural adjustment is interesting from scholar and practical purposes.
Purpose of the study
Students studying abroad are exposed to double pressure coming from the need to adjust
simultaneously to the culture of the host country and the new academic culture which is
different from the high-school culture.
Research questions
What are the perceptions of Bulgarian students to their new living environment?
What are their perceptions of their new learning environment?
How do they cope with the adjustment process? (I.e. do they experience culture shock
Review of literature
The term “Culture Shock” illustrates the effects of living in a new culture. It happens mostly
to people that spent some time abroad for example working or studying, but to some extent it
can be felt even on holiday in a different country. It is normal and it can influence anyone, no
matter how prepared he or she thinks they are. New environment, meeting lots of different
people and adjusting to the way things work in the country you are, are stress of some sort
that one needs to cope with. Furthermore leaving your home and especially those close to you
like your family, friends or even professors, people you can talk with when you feel
unresolved are also a big shock.
In the scientific literature about culture and culture shock respectively there are different
definitions of the term ‘’culture”. For the purpose of the current study we will stick to
Hofstede´s Culture Model: The Cultural Onion (Hofstede 1991) which is representing culture
in four different layers. The core of the culture are its values, which are difficult for direct
observation anyone standing outside the given culture. The other three levels are united under
the term “practices” and can easily be observed by strangers. These “practices’’ encompass:
Rituals- “ Collective activities technically unnecessary for the goal achievement but
are considered highly social important”
Heroes – “ Persons living or dead to poses highly valued in the given culture qualities,
which make them role models.”
Symbols- “Words, gestures, images or objects which carries certain meanings that can
be understood only by those familiar with the given culture.”
The term culture shock is coined by Oberg who writes that it is “anxiety that results from
losing all of our familiar signs and symbols of social intercourse”. According to Adler
, “culture shock is primarily a set of emotional reactions to the loss of perceptual
reinforcements from one's own culture, to new cultural stimuli which have little or no
meaning, and to the misunderstanding of new and diverse experiences. It may encompass
feelings of helplessness, irritability, and fears of being cheated, contaminated, injured or
disregarded.”
Several factors contribute to culture shock and they are:
Cognitive- i.e. ‘’miss-interpretation of cultural values, beliefs, behaviours, and norms
of the new society ; ineffectively use their own cultures as the standard
for interpreting, judging, and behaving in the new culture’’ (Marwick.B)
Behavioural- ‘’Culture shock occurs because individuals do not know the systems of
rewards and punishment associated with the verbal and nonverbal behaviours in the
host culture. ‘’(Warwick B.)
Phenomenological- ‘’Culture shock occurs because individuals do not know the
systems of rewards and punishmentassociated with the verbal and nonverbal
behaviours in the host culture.; Individuals experience culture shock because they can
not use their own cultural references to convey and validate central aspects of their
identity in the new culture. ‘’(Marwick.B)
Social-Cultural- ‘’ culture shock relates to individuals' feelings of well-being in the
host culture; the social adjustment component refers to individuals' capacity for
effective social interaction with host members; psychological dimension of culture
shock can be understood in terms of cultural dissimilaritiesand of feelings of
loneliness in the host country; social dimension of culture shock can be explained in
terms of – (a) individuals lacking the appropriate cultural knowledge about the host
country– (b) individuals having strong cultural identities that would make them less
likely to adapt to the host culture’’(Marwick.B)
Methodology
The interview schedule is based on the scale items proposed by Jan Selmer(1999) which is
adapted from Black, 1988; Black & Stephens, 1989; and Goldberg 1972 it is devided in the
following categories: general adjustment; academic adjustment, interaction adjustment; and
psychological adjustment.
The main research instrument is semi-structured interview which took place in the period
(01.06.2014-10.06.2014). The interviews lasted 30 to 45 minutes.
Due to lack of appropriate recording devices the interviewer was taking notes during the
interview.
The research is based on purposive sample.
Results
What are the perceptions of Bulgarian students to their new living environment?(
e.g. food; health care facilities; entertainment/recreation facilities and opportunities;
living conditions in general; cost of living; shopping; housing conditions)
In general all participants like their new living environment. Except the absence of some
traditional foods and the different taste of entertainment, all five of them think that the
conditions are organized better than in their home land.
Except in their academic environment Bulgarian students don’t interact very often with the
host nationals on a day-to-day basis. They seem to prefer interacting with other international
students.
What are their perceptions of their new learning environment?( e.g. performance
standards and expectations; academic responsibilities; specific academic
responsibilities)
