Administrator perceptions of transition programs in international secondary schools

Abstract

This study investigates the extent to which transition programs are offered to students at international secondary schools. Components of professional development, orientation and departure programs, and transition support teams were examined. Participants included school administrators at 11 international schools across five continents. Findings suggest that systematic transition interventions are underutilized to support Third Culture Kids, and suggest a lack of awareness among administrators about the issue of transitional problems associated with international mobility.

Factors Affecting Third Culture Kids (TCKs) Transition

“…In summary, Bates' findings were consistent with that of Risch (2008) -"lack of awareness for the problems associated with transition and TCKs" (p. 99). Despite the lack of transition programs for students, current literature suggests that faculty and staff lack the tools necessary to adequately meet the multiple needs of TCKs (Bates, 2013;Inman et al, 2009, Rifenbary, 1997.…”

“…The children who accompany their parents or guardians on the global excursion are called Third Culture Kids (TCKs). The educational need of TCKs becomes apparent and the international schools that TCKs attend affect their transition into the multinational arena, in particular, international schools (Bates, 2013).…”

Preparing Chinese international business students for the transition to undergraduate study in Australia

“…Some studies have identified ways to resolve 'culture bumps' (Jiang, 2001) that arise when students study in a new culture and learning environment (Bates, 2013). One strategy is to apply culturally responsive pedagogy.…”

“…The international students may also be required to work in teams, access technology for learning, join online discussion forums and write assignments according to unfamiliar western academic conventions. Few studies have been published about pre-departure or pre-arrival programmes designed to prepare international students (Bates, 2013;Reid, 2011) to cope more effectively within the western learning and cultural environment.…”

“…Although few studies exist on transnational education programmes (Andrade, 2006;Bates, 2013), this article describes a pre-departure curriculum which was delivered at a Chinese partner university in order to prepare students for transition to the Australian university. The curriculum, prepared by two academic staff, embedded literacy skills in specific content areas that cause difficulty for international students, including learning with technology, communication skills for teamwork, and academic skills related to referencing and assignment types.…”