Understanding Seychelles International Students’ Social and Cultural Experiences during Transition to an Australian University
Common Ground Publishing
Faculty of Computing, Health and Science
School of Psychology and Social Science
A phenomenological approach was used to explore the transition experiences of 12 under-graduate Seychellois international students within an Australian University. Interviews were conducted in Creole, the participants’ native language, and the data was translated to English, transcribed and thematically analyzed. Cultural distance and perceived discrimination mitigated social interaction sand cultural learning. The conclusion suggests we need to focus on teaching and learning rather then university wide supports to develop cultural exchanges and aid international student transition.