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Dr Diane Sloan Newcastle Business School Elizabeth Porter ELC

Northumbria University: Programme and Subject Leaders’ Conference, 2009.

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Dr Diane Sloan Newcastle Business School Elizabeth Porter ELC

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  1. Northumbria University: Programme and Subject Leaders’ Conference, 2009. Rethinking the delivery of English for Academic Purposes (EAP) the design and development of the CEM Model (contextualisation, embedding and mapping)Sloan, D. E & Porter, E. (2009) Management of English language support in Post Graduate Business education: the CEM Model (contextualisation, embedding and mapping), International Journal of Management Education, 7 (2), pp51-58.Sloan, D. & Porter, E. (2008) Contextualising in-sessional language and study skills support for international and EU students. Red Guide Paper 46, MARCET, Northumbria University. Dr Diane Sloan Newcastle Business School Elizabeth Porter ELC PD Learning Enhancement & Dev. PL In-sessional EAP diane.sloan@unn.ac.uk elizabeth.porter@unn.ac.uk

  2. Structure of the presentation • Nature of the problem/past practice • Identification of key themes Contextualisation Embedding Mapping • Value of the CEM Model • Future research

  3. 1. Nature of the problem EAP specialist Business specialist Cost considerations Low student attendance Engagement Communication with EAP specialist • Little/no liaison with subject specialists • Falling student attendance on in-sessional EAP • Lack of student engagement – 2nd semester

  4. Starting the process • Establishing links between EAP & subject specialist • Associate Dean NBS instigated • Programme Director – business • Programme Leader - EAP

  5. Methodology • Group 150 NBS PG international students • Questionnaires/focus groups • NBS PG Programme Directors (7) • Meetings and interviews • NBS PG Module tutors (2) • Interviews • Shadowing

  6. What were we asking? • Staff • Student development needs • NOT deficit model • Core module tutors • Dissertation/HRM • Identifying gap in understanding • Identifying gap in academic skills • Processes • Induction (what and when)

  7. In-sessional EAP Past process Business School Role Administrative process Communication with students EAP Role Enrolment Induction Presentations Syllabus design for Sept - April Timetabling Emerging Issues Student perception of in-sessional EAP Needs analysis Teaching schedule Conflict of interest

  8. Emerging themes: • Contextualisation • Generic vs specificity • Embedding • Satellite service vs Business school service • Mapping • Right thing at the right time

  9. 2. Key themesContextualisation: EAP skills developed in the context of specific Business programme modules • Analysis of: • Relevant Business modules: Human Resource module and Dissertation Preparation module • EAP syllabus and Business programmes syllabi • Resulting in: • Reworking of the EAP syllabus • Negotiation with Business School Programme Directors and Leaders • EAP syllabus negotiated with Business Module tutors • Shadowing • Deeper understanding of content • Greater understanding of linguistic demands

  10. Embedding: integration of insessional EAP into Business programme areas • Scheduling • Induction: presented with Business Modules • Timing: teaching in parallel with Business modules • Timetable of EAP : on Central timetable issued to students • EAP tutor; member of Business academic team

  11. Student needs patterns of working Focus groups Questionnaires Course Committee Meetings Business staff needs Programme Directors Programme Leaders Module tutors Communication Research findings Student need for EAP in May – September. Example Data collection Mapping: understanding of student need for in-sessional EAP

  12. Key findings: Data collection chapter

  13. Contextualisation, Embedding and Mapping The CEM Model How have things changed? SENIOR MANAGEMENT SUPPORT Past situation Current situation CONTEXTUALISATION EAP Tutors PG Module tutor NBS Admin M A P P I N G PG Programme PDs & PLs E M B E D D I N G Timetabling Team membership C O M M U N I C A T I O N

  14. Contextualisation The CEM Model Module Tutors EAP tutor Subject specialist EAP director Scheduling delivery Communication Programme Directors Programme Leaders EAP tutor Central timetabling Embedding Mapping

  15. 3. Value of the CEM Model • Staff • Closer involvement with subject specialists • Closer mapping with subject delivery • Student • Increased student attendance, threefold • Increased level of student engagement • School • Learning and Teaching agenda • Feedback • External examiners • External bodies – CIPD, English UK

  16. EAP tutor involved in Review e-learning portal Enhanced communication channels: podcasts & vodcasts Working patterns Increased resource from ELC EAP extended May – Sept Broadening contextualisation Discrete support Transferability – literacy skills Assessment – CETL funding Added value of CEM Model

  17. Key questions emerging • How to sustain the integration of in-sessional EAP in the Business School? • How to ensure the quality of in-sessional EAP delivery and development?

  18. Contextualisation Strategic Framework The CEM Model Mapping Embedding T&L POLICY Communication Team involvement

  19. Policy adopted Objective 1: Team involvement Objective 2: Communication Formalised inclusion Programme Committee Meeting agenda Briefing Student Reps Incorporation of EAP feedback with School module feedback process Strategy Table • Integration of EAP with: • PDs • Programme Leader teams • Programme teams • Module tutors/teams • Committees • School Teaching and Learning • School Student Liaison

  20. 4. Future research 2009- Evaluating the adaptability of the CEM Model for supporting EAP delivery across all academic schools External partners to investigation application of CEM Model in other institutions.

  21. Outcomes • Staff development programmes : ELC and NBS • Potential collaborations • University of Waikatu, New Zealand • University of Western Australia • Auckland University of Teachnology • Conference paper(s) • BALEAP Conference, November, 2006. • HEA Business, Management, Accountancy and Finance Conference Aston 2nd-4th May, 2007. • HEA Business, Management, Accountancy and Finance Conference, Edinburgh, April, 2008. • HEA Annual Conference, Harrogate, 1-3rd July, 2008 • Publication(s) – Business and management • Sloan, D. E. & Porter, E. (2008)’The management of English language support in post graduate business education: the CEM Model (contextualisation, embedding and mapping’. International Journal of Management Education, 7 (2), pp. 51-58 • Sloan, D. E. & Porter, E. The CEM Model - Contextualising In-sessional Language and Study Skills Support for International and EU students. Red Guide 46, MARCET Publications, Northumbria University.

  22. To summarise In the words of Eric Morecombe how do we move from ‘playing the right notes but in the wrong order…’ Sloan & Porter The CEM Model

  23. References • Dudley- Evans, A. (1984)The team-teaching of writing skills. In R. Williams, J.M.Swales and J. Kirkman (Eds) Common Ground: Shared interests in ESP and Communication Studies. ELT Documents 117 • Dudley-Evans, T. & St John, M. J. (1998) Developments in ESP: A multi-disciplinary approach. Cambridge, England: Cambridge University Press. • Hyland, K. (2002) Specificity revisited: how far should we go now? English for Specific Purposes, 21, 4, pp.385-395. • Hyland, K. & Hamp-Lyons, L. (2002) ‘EAP: issues and directions’, English for Academic Purposes, 1, pp.1-12. • Madden, M. (2000) Preparation and delivery of a course in English for Specific Academic (Business Administration) Purposes. IATEFL ESP SIG Newsletter issue 16. • Saunders, S. (2006) Does EAP work? A personal view, in A. Gillett & L. Wray (Eds), Assessing the Effectiveness of EAP Programmes. pp110-113. London, UK: BALEAP • Turner, Y. (2005) Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. International Journal of Management Education, 5, 1, pp. 3-10. • University of Birmingham. (2008) English for International Students Unit. http://www.eisu.bham.ac.uk/courses/presessionbme/ Accessed: January 2008. • University of Edinbrugh. (2008) English Language Courses. http://www.ials.ed.ac.uk/EL/English-Academic/Pre-sessional.html. Accessed: January 2008. • University of Glasgow. (2008) Pre-sessional Courses, http://www.gla.ac.uk/services/languagecentre/efl/pre-sessionalcourses/. Accessed January 2008.

  24. Contextualisation Any questions? The CEM Model Embedding Mapping

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