Abstract

A phenomenological approach was used to explore the transition experiences of 12 undergraduate 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 interactions and 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.