ECER 2010 Helsinki
25-27 August
The European Conference on Educational Research
Conference Theme: Education and Cultural Change
EERA network: 22 Research in Higher Education
Alternative EERA network: 20. Research in Innovative Intercultural Learning Environments
Format of presentation: paper
Authors:
Fiona Calate, University of Bristol, UK
Janette nash University, Australia
Jude ford Brookes University, UK
Inna onomics Network, University of Bristol
Title (up to 20 words)
Teaching International Students: a newinitiative for higher education staff
Proposal (up to 500 words)
Increasing student mobilityandsuccessful national policies to recruitinternational studentshave led tomore culturally diverse higher education landscapes around the world.In the UK, the second phase of the Prime Minister's Initiative (PMI2) was launched in 2006to encourage managed growth of UK international education andto work towards improving international student experiences. This initiative recognized that teaching and learning experiences are central to any improvement. In 2009, PMI2 combined forces with the Higher Education Academy and the UK Council for International Student Affairs (UKCISA) to launch a new two-yearproject called 'Teaching International Students'.This paper will report on this initiative including its conceptualisation, activities andoutcomes. It will also discussresearch to measure the project's impact on teachers’ actions and beliefs.
The aims of the 'Teaching International Students' initiative are to:
1)raise the profile of teaching and learning for international students
2)establish a repository of resources and research on teaching and learning for international students
3)identify and disseminate information and guidance
4)provide guidance on staff development strategies
5)establish a network of interested people
A websiterun by the Higher Education Academy was launched in early 2010 whichprovides a 'one stop shop' for staff who teach international students and who are looking for networks, events and resources (both academic and practical) to support their teaching.
A series of eventsare being run throughout 2010. Many are 'free of charge' workshops, co-organised by the Higher Education Academy's Subject Centre network, andfocus on research, evidence-based practice, case studies and staff development. Each of the workshops will have a disciplinary perspective to meet the needs of many staff calling for disciplinary-specific guidance in this area (Hyland, Trahar, Anderson & Dickens, 2008).
The conceptual framework being used to guide resource development and dissemination is the 'international student lifecycle'. This format targets guidance to the areas of pre-arrival, induction and teaching and learning in the classroom. Apart from disciplinary approaches, the project draws upon previous generic guidance on pedagogy (e.g. Wihlborg, 2009), curricula (Luxon & Peelo, 2009), and assessment & feedback (Carroll & Ryan, 2005).
The presenters make a case for an approach which positions international students as bearers of 'culture' rather than bearers of 'problems' to be solved. Positive teaching and learning experiences of international students will benefit home students as well, particularly with respect to the development of intercultural competencies (Stier, 2003) and internationalised curricula thus better preparing all students for the global marketplace and their roles as global citizens.
Methods (up to 150 words)
A partnership approach is being taken. Since the scope of this initiative is wide, expertise from across the UK (and worldwide) is being sought to collate research and write up findings in formats suitable for web-dissemination. Standard literature review techniques are being used to create the repository. In addition, some new research in the form of case studies has been commissioned to help illustrate evidence-based practice.Collaboration with existing repositories is being explored to fully utilize current frameworks whilst extending the opportunities for staffvia development events and networking. Assessment of impact will be sought via web statistics and survey analyses.
Expected outcomes / findings (up to 200 words)
As discussed, the first outcome is a 'Teaching International Students' website run by the Higher Education Academy, UK, with a repository for practitioners looking for insights and techniques for supporting their teaching of international students. In addition a series of disciplinary focused workshops are being heldfor practitioners with the intention to reach awide audience (not just the 'converted'). A discussion of the findings of research looking at the impact of this initiative may be of interest to those in other national higher education sectors considering a similar partnership approach to coordinate their approaches to teaching international students.
References (up to 300 words)
Carroll, J. & Ryan, J. (Eds.). (2005). Teaching International Students: Improving learning for all. London: Routledge.
Hyland, F., Trahar, S., Anderson, J. & Dickens, A. (2008). A Changing World: the internationalisation experiences of staff and students (home and international) in UK Higher Education. ESCalate & LLAS report. Retrieved from:
Luxon, T. & Peelo, M. (2009). Internationalisation: its implications for curriculum design and course development in UK higher education. Innovations in Education and Teaching International, 46 (1), 51–60.
Stier, J. (2003). Internationalisation, Ethnic Diversity and the Acquisition of Intercultural Competencies. Intercultural Education, 14 (1), 77-91.
Wihlborg, M. (2009). The Pedagogical Dimension of Internationalisation?A Challenging Quality Issue in Higher Educationfor the Twenty-First Century.European Educational Research Journal, 8 (1), 117-132.
Keywords (3-5 separated by commas)
International Students, Higher Education, Teaching, Learning, Intercultural Competencies