The global curriculum – widening access for international students

Dr Debbi Marais

www.abdn.ac.uk

Defining international students

What do we mean by the term

International student?

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Defining international students

• Those students who have been educated in a national education system outside the UK and who on the whole are likely to be non-native speakers of English

Jan Bamford, London Metropolitan University - Strategies for the improvement of international students’ academic and cultural experiences of studying in the UK

www.abdn.ac.uk

Is this a ‘minority’ issue?

• International (non-UK) students in UK HE in 2011-12• 435,230 compared with 428,225 in 2010-11

(overall 2%)• 8% FT UG• 5% FT PGR• 2% FT PGT

• 14% of FT UG students • 69% of FT PGT students• 48% of FT PGR students

PGT student numbers increased by 42% between 1995 and 2003

(Stuart et al., 2008)

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Where are they from?

http://www.thecompleteuniversityguide.co.uk

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Where do they study?

http://www.thecompleteuniversityguide.co.uk

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Why do they come to Aberdeen?

• 1st for Psychology

• 3rd for Politics

• 5th for Biological Sciences

• 10th for Chemical Engineering

• 11th for English

• 18th for Economics

• 18th for Medicine

• 24th for Pharmacology & Pharmacy

• >25 for

• Nursing;

• Law;

• Aeronautical and Manufacturing Engineering; Mechanical Engineering; Civil Engineering; Electrical & Electronic Engineering;

• Computer Science; Mathematics;

• Accounting & Finance; Business & Management Studies; Marketing;

• Communication & Media Studies; Hospitality, Leisure, Recreation & Tourism; Drama, Dance & Cinematics;

• Music; Art & Design; Architecture

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University of Aberdeen (2012)

• 14 500 - 21% international students• >650 undergraduate

programmes• >140 Taught Masters

programmes

• From 120 countries• Mostly Nigeria, India,

China

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Challenges

Group 1 - Inside the Classroom Group 2 - Outside the Classroom

Divide into 2 groups & discuss the potential challenges you perceive for

international students ….

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‘Life outside the classroom’ Challenges

• Adjustment• New surroundings – physical & cultural

(food), religion• Climate

• Social and emotional well-being• Support/Family (here & at home)• Making friends and building networks• Engaging with the broader community /

Isolation• Pressure to do well/progress

• Accommodation• Finances/Employment• Visa regulations

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‘Inside the Classroom’ Challenges

• Diversity• English Language proficiency

• Learning/Studying experience• differences in study methods compared to their

home countries were a challenge, particularly in the first few weeks of their course

• Graduate Attributes/Employability skills eg. Plagiarism, IT skills

understanding the accents of other students or even the lecturer’s pronunciation.

Students who only just meet the language entry requirement -

independent study required at a very early stage of the course is

problematic

Not speaking up in class can make it difficult for tutors to gain a clear picture of the levels

of English language ability and the understanding of the students

central language support was inadequate - offered at too basic a level and some of the important information needed, such as how to reference properly, not given

Group work

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Digital ‘DIVIDE’

• Digital Natives vs Immigrants• <1980 Digital immigrants• 1983-1990 1st generation Digital natives• >1990 2nd generation Digital natives

• Not only age/generation - Level of ‘comfort’• Breadth of use (no of activities and extent it penetrates all aspects of life)• Experience (>5 years of internet usage)• Self-efficacy (rating self)• Education

• Possible disconnect between learner and tutor or members of groups

Internet penetration

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Different academic cultural expectations

• I call my teacher Dr. Xxx

• A good teacher notices I need help and offers it.

• A good teacher tells me the questions and tells me good answers

• To learn, I must listen to the teacher. Really listen.

• I read the textbook many many many times. I know that the examination questions and answers will be from the textbook.

• I tell my students, ‘Call me Debbi’

• My students must ask for help. Then I will help with study-based issues.

• I select the issues but the students must find their own answers

• I want students to talk about problems and issues with each other. What’s their conclusion? ..argument?

• I want students to read around the subject….

Diversity in Nationalities/Cultures

Turner (2006) pointed out - there is a danger of unconsciously imposing our own

cultural behaviours and expectations on international students, who do not have a

working knowledge of UK cultural expectations and behaviours

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Cultural differences & stereotyping

EXAMPLES

Opportunities

Divide into 2 groups & discuss the opportunities to widen access to

YOUR classroom

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Opportunities

• Develop intercultural competencies• See colleagues/students as a learning resource -

provide insights into how systems & discipline is taught/practised elsewhere

• Develop a cultural ‘meta-awareness’ - Be sensitive to diversity in the classroom without being patronising

• Manage expectations eg. Plagiarism, working in groups, passing

• Globally-relevant curriculum• Not just content but way of thinking• Examples from countries that students are from,

developed and developing, not only UK• Balance of what they already know and repetition• Student integration/engagement

What teaching methods do you use that encourage participation and

engagement?

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Opportunities – Early Support• Before arrival

• Pre-arrival information• Pre-arrival contact with other students from that country (social

media)• Pre-sessional support especially for English language proficiency;

reading lists; sample lectures online; examples of assignments; stories from previous students

• Arrival meet & greet at airport and campus tours

• Evidence that 1st 6 weeks vital to establish sense of belonging & commitment to course• Peer Mentoring - communicating with those who have already

progressed in their studies [skills, details on the nature of a subject being taught, help with approaches to assessment, provide support for language difficulties and a social framework for studies]

• Local Language/Study Skills Group - communication and interaction between students to be encouraged

In the second semester - as students become more comfortable with their surroundings

and their peers, they become more confident and relaxed about contributing in class

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Opportunities – Tailored Support

• Determine development areas and support skill development

• GRADUATE ATTRIBUTES = EMPLOYABILITY

• Example – IT skills ACHIEVE for Undergrads

I-SEE for Postgrads

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The Teaching International Students Project

• Run by the Higher Education AcademyFunded through the Academy, UKCISA & PMI2

• 2 year project• Website with teaching Resources Bank

www.heacademy.ac.uk/internationalstudents• Research database link (IDP, Australia)• Outreach activities and partnerships