Creating a positive learning environment for Non-EU students - the role of academic support

Creating a positive learning environment for Non-EU students - the role of academic support Catherine Foster – Student Support Manager Helen Higson – Pro-Vice Chancellor

Session • Basis of research • Aston University & Aston Business School Background • Literature & Framework • Research • Future

UK HE - Student Numbers

Aston University Student Numbers

Nationalities represented • Within all of Aston University (UG & PG) there are 174 nationalities represented. • 144 Nationalities at Undergraduate level • 156 Nationalities at Postgraduate level • See handout for full list

Changes within Aston Business School UG

Year 1 UG Entrants - Aston Business School

Performance Data – ABS UG (2007-8)

Why do you think there is such a contrast? • Take 5 mins to chat with the person next to you • In your experience, why do you think there is such a difference in performance? • Can cultural background impact student performance and success?

Do we need to change too? • Different needs for students – student body changed rapidly • Existing support structures may not be appropriate • Potential benefits/concerns: • Take 5 mins to discuss your current support structures • do you think they meet the needs of all our students? • Is there anything you think we could do?

Literature • International student experience: (e.g. Robertson et al (2000), Lizzioet al (2002), Misra et al (2003) and Abel (2002)). • Focus on a range of issues: • students’ stress levels, areas in which international students experienced difficulties in integration such as colloquial language and accents and feelings of isolation and also methods of teaching and learning and assessment methods. • Student retention (including student support) (e.g. Bean & Metzer (1985), Tinto (1975), Reay (1998)). • focuses specifically on WP students i.e. those from non-traditional groups and not on Non-EU students

What we’re doing - CLIPP Research • “Creating a positive learning environment for Non-EU students” • Aims to investigate the current academic support available • EU-centric support structures – are they still appropriate? • Based on ABS UG students – series of Focus Groups and Interviews

Research Plan • Ethical Approval obtained • Focus Groups re-scheduled for October 2009 • Interviews re-scheduled for November 2009

Contact Information Catherine Foster c.s.foster@aston.ac.uk 0121 204 3137

Creating a positive learning environment for Non-EU students - the role of academic support

Creating a positive learning environment for Non-EU students - the role of academic support

Presentation Transcript

Creating a Productive Learning Environment

Helping Faculty Create a Positive Learning Environment for Students with Disabilities

Creating a Learning Environment

Creating a Holistic Learning Environment

Creating a Positive Work Environment

Creating a Positive Work Environment

Classroom Management Creating a Positive Environment

Creating a Positive Learning Environment

EYFS Course Creating ‘A Positive Environment’ to Support Children’s Learning

Conversations with Students: Tips for Creating a Positive Learning Environment

Creating a Positive Environment on the Bus

Creating positive learning environments

Creating a Positive Learning Environment

Creating a Safe Learning Environment

Creating a Positive Classroom Environment

Creating a UW Online Environment for Learning

Engaging Students on the First Day: Creating a Positive Learning Environment

Creating a UW Online Environment for Learning

Creating a Positive Learning Environment

Creating a global learning environment

Creating a Positive Learning Environment

Ways To Create A Positive Learning Environment For Students