Abstract:
© 2020 Science for Education Today. Introduction. A growing number of international students at Russian universities has determined the problem of their social, cultural and educational adjustment. The authors emphasize the role of an academic group tutor in foundation programmes for international students. The aim of the research is to identify the characteristic features of tutorship for international students' adjustment to Russian universities. Materials and Methods. The authors adopted cross-cultural, activity-based and humanistic approaches. The research methods included I. A. Sholokhov's intercultural adjustment survey and a questionnaire designed by the authors in order to identify students' perceptions of tutor's role, personal and professional characteristics, status and functions. The study was conducted in the foundation faculty of Kazan (Volga region) Federal University (the Russian Federation). The research sample consisted of 150 international students from China, Indonesia, Turkey, Colombia and African countries. Results. The authors have found that the majority of international students experienced significant difficulties in their adjustment to the Russian university. Moreover, the adjustment problems have been rarely solved by the end of the foundation year. The study has not revealed a misbalance between international students' social and cultural expectations about their tutor and realities of their interactions. At the same time the areas of ethnic mismatching were identified. Conclusions. The article concludes that taking into account ethnic characteristics of international students contributes to their successful adjustment to the Russian university. The role of international students' tutor involves cross-cultural, informative and organizational features. The article provides recommendations for international students' tutors.
