Transition of Saudi Women Students in South Australia: Push-Pull Factors, Academic and Socio-cultural Experiences, Supporting Factors and Acculturation Strategies

Abstract

The number of Saudi women students who are joining overseas universities has been increasing. Many scholars attempt to examine their transition experiences; however, there remains limited research into the transition experience of Saudi women students, especially in Australia. Thereafter, based in Australia, third on top host destinations for international students, this study examines the transition of Saudi women students in South Australia. It examines three concerns: what push-pull factors informed the decision of Saudi women students to leave their home country in pursuit of education overseas and select Australia for their studies; how they describe their academic and socio-cultural experiences; and what supporting factors and acculturation strategies they have used to adapt to the Australian contexts.

This study follows a qualitative research methodology and data were collected through semi-structured individual interviews with fourteen Saudi women students in South Australia. Drawing on the push-pull model of factors informing the decision of international students to leave their home country and study in an overseas country, this study identified nine push-pull factors of Saudi women students which informed their decision to study in Australia. Moreover, taking into consideration the cultural dimensions theory, the study found that Saudi women students studying and living in Australia had different experiences that were perceived by some students to be challenging. These challenging experiences were found to be related in part to the differences of academic and socio-cultural settings that exist in the home context, Saudi Arabia, and the host context, Australia. Yet, identification and use of available supporting factors helped the participants to navigate the challenges occurring in the educational and socio-cultural settings and to adjust to the Australian context. The acculturation strategies model offered a lens to examine the participants’ choices of specific supporting factors pertaining to their perception of maintaining original cultural values or adapting to Australian ones. Combining all three aspects, the study concluded with a model to illustrate the transition of Saudi women students in those three phases.

The implications of the findings from examining the Saudi women students’ transition may assist Australian academic institutions, including universities and English language centres, in determining practices that may improve or enhance the student’s experience. This could also be useful to other international students who are attending Australian education facilities, and for prospective students who may be considering studying in the country. Additionally, the study is most valuable to researchers in the cross-cultural field, and stakeholders in international education, or, in the broader sense, individuals who develop an interest in understanding how Saudi women students representing a cohort of international students navigate the transition and adapt their behaviours in unfamiliar academic and socio-cultural contexts while studying and living temporarily in Western countries