The global curriculum – widening access for international students

1. The global curriculum – widening access for international students Dr Debbi Marais

2. Defining international students What do we mean by the term International student?

3. 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

4. Is this a ‘minority’ issue? • International (non-UK) students in UK HE in 2011-12 • 435,230compared 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)

5. Where are they from? http://www.thecompleteuniversityguide.co.uk

6. Where do they study? http://www.thecompleteuniversityguide.co.uk

7. 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

8. University of Aberdeen (2012) • 14 500 - 21% international students • >650 undergraduate programmes • >140 Taught Masters programmes • From 120 countries • Mostly Nigeria, India, China

9. Challenges Divide into 2 groups & discuss the potential challenges you perceive for international students …. Group 1 - Inside the Classroom Group 2 - Outside the Classroom

10. ‘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

11. ‘Inside the Classroom’ Challenges understanding the accents of other students or even the lecturer’s pronunciation. • 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 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 Group work 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

12. 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

13. Different academic cultural expectations 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…. • Icall 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 manymany times. I know that the examination questions and answers will be from the textbook. 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

14. Cultural differences & stereotyping Examples

15. Opportunities Divide into 2 groups & discuss the opportunities to widen access to YOUR classroom

16. 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?

17. 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

18. Opportunities – Tailored Support • Determine development areas and support skill development • GRADUATE ATTRIBUTES = EMPLOYABILITY • Example – IT skills ACHIEVE for Undergrads I-SEE for Postgrads

19. 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