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Article
Publication date: 14 August 2017

S.M. Riad Shams

International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country…

Abstract

Purpose

International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students’ academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, in a way that the NESB international students expect and accept in a foreign country.

Design/methodology/approach

A literature review in relationship management and an ethnographic analysis based on observation and introspection methods was conducted.

Findings

Findings show that universities could assist the NESB international students by designing, delivering and monitoring innovative teaching and learning approaches and taking care of the associated academic and non-academic issues of the students, while leveraging the social, psychological and academic relational perspective(s).

Originality/value

Leveraging relational perspectives offers global implications. The implications of relational perspectives can be used from any setting. However, the relational appeal should be focused on the presented circumstances of a targeted setting only (e.g. the issues of a particular multicultural classroom).

Article
Publication date: 21 August 2009

Prem Ramburuth and Massimiliano Tani

The purpose of this paper is to analyse similarities and differences in perceptions of learning among students from diverse cultural backgrounds, using the responses of 2,200…

3629

Abstract

Purpose

The purpose of this paper is to analyse similarities and differences in perceptions of learning among students from diverse cultural backgrounds, using the responses of 2,200 undergraduate students surveyed at an Australian University.

Design/methodology/approach

A survey questionnaire is designed to elicit perceptions about the impact of prior learning, competence in language and communication, quality of student‐staff relations and cultural interactions, on student learning. It draws from disciplines including cognitive psychology, social sciences, higher education and economics. The questionnaire is implemented to approximately 2,200 undergraduate students at one of the Australia's largest and most diverse universities. The results are analysed through quantitative techniques.

Findings

There are statistically significant differences between the experiences and learning perceptions of students born in Australia, Asian countries and elsewhere. Differences emerge in prior learning and preparation before entry into university, self‐confidence and the ability to participate in classroom discussions, interacting with peers, and engaging with teaching staff from similar and different language backgrounds.

Research limitations/implications

The quantitative approach to exploring the student experience provides data across a broad spectrum of issues but does not probe into causal factors. A mixed method approach provides such information.

Practical implications

Students from diverse backgrounds need to be provided with appropriate institutional and academic support to acculturate to their new learning and language environments.

Originality/value

The paper provides valuable insights into the learning experiences of students from diverse backgrounds, an increasingly important area as the number of students seeking higher education across boarders and cultures continues to rise.

Details

Multicultural Education & Technology Journal, vol. 3 no. 3
Type: Research Article
ISSN: 1750-497X

Keywords

Content available
Article
Publication date: 3 May 2013

Martin Davies

152

Abstract

Details

Journal of International Education in Business, vol. 6 no. 1
Type: Research Article
ISSN: 2046-469X

Abstract

Details

Refugees in Higher Education
Type: Book
ISBN: 978-1-78743-714-2

Article
Publication date: 15 February 2011

Jim Hlavac, Jim Peterson and Matthew Piscioneri

The primary purpose of this paper is to compare time availability and its allocation amongst Arts students. In addition it aims to match time availability and use with informants'…

1333

Abstract

Purpose

The primary purpose of this paper is to compare time availability and its allocation amongst Arts students. In addition it aims to match time availability and use with informants' resource preferences and the variables of language background and residential status.

Design/methodology/approach

A sample of 109 students completed quantitatively‐based electronic and paper‐copy surveys. Empirical data from primary informants form the basis of analysis.

Findings

The paper finds that over 90 per cent of informants have non‐study commitments and over half have commitments of six or more hours per week. The largest single group (35 per cent) has obligations of six to 14 hours per week. There is only a weak correlation between a higher number of commitments a lower amount of “out‐of‐class” time to engage with study obligations. Conversely, fewer extra‐curricular obligations does not automatically lead to a higher number of hours devoted to study. Differences in resource use are small: paper copy resources are universally popular, regardless of time commitments and allocations. Non‐English‐speaking background and international students tend to have fewer non‐study commitments and devote more time to study in general than English‐speaking background and local informants.

Research limitations/implications

Research covers one of full‐time student informants' four units and does not elicit responses from all units studied by informants.

Originality/value

While employment has been examined as a factor affecting student performance and time availability, few studies have matched time availability and declared time allocations to study. Further, time availability as a key feature of academic study is matched against variables highly relevant to today's student populations: resource mode use; language background; and residential status.

Details

Education + Training, vol. 53 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Abstract

Details

Refugees in Higher Education
Type: Book
ISBN: 978-1-78743-714-2

Article
Publication date: 3 May 2013

Chandana Rathnasiri Hewege and Liyanage Chamila Roshani Perera

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of…

Abstract

Purpose

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”

Design/methodology/approach

A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.

Findings

Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.

Practical implications

A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.

Social implications

The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.

Originality/value

While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.

Details

Journal of International Education in Business, vol. 6 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 1 August 1996

Graham L. Bradley and Juliette D.G. Goldman

Many young adults who drop out of school elect to re‐enter the secondary education system after a period of absence. Reports the findings from a survey of 215 providers of…

1056

Abstract

Many young adults who drop out of school elect to re‐enter the secondary education system after a period of absence. Reports the findings from a survey of 215 providers of education to re‐entry students in three states of Australia. Few of these educational providers possess formal qualifications in adult education, but most hold favourable attitudes to working with students who return to school. In general, the re‐entry students were perceived to have high rates of academic success but also high rates of withdrawal. The study identified a number of challenges and problems associated with school re‐entry, and makes recommendations to enhance rates of re‐entry student participation, satisfaction and success. Emphasizes the advantages associated with re‐entering an “innovative” senior secondary environment, rather than a traditional high school.

Details

Journal of Educational Administration, vol. 34 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Book part
Publication date: 26 October 2018

Jacqueline Stevenson and Sally Baker

Abstract

Details

Refugees in Higher Education
Type: Book
ISBN: 978-1-78743-714-2

Book part
Publication date: 28 June 2011

Kerry Ferguson

Purpose – This chapter highlights the general direction that Australian Universities are headed in Broadening Participation, including the impact of The Bradley Review of Higher…

Abstract

Purpose – This chapter highlights the general direction that Australian Universities are headed in Broadening Participation, including the impact of The Bradley Review of Higher Education (2008). More specifically, the chapter explains how La Trobe University has interpreted the review and set about a whole of university approach to delivering equality of opportunity.

Approach – Social justice and equity have always been core values of La Trobe University. The University aims to increase the diversity of the student cohort by engaging with communities through outreach and promoting collaboration which facilitates the increased participation of under-represented groups in higher education. The University also supports successful academic outcomes through the effective provision of services and a broad student experience.

La Trobe University promotes and maintains a learning environment which provides opportunities for engagement, is inclusive, healthy, socially vibrant, accessible and free from discrimination.

Practical implications – This chapter demonstrates how policy, training and small programmes and projects in various departments throughout the University add to the emerging larger picture of success in creating an environment that embraces diversity and the successful participation of students from disadvantaged backgrounds.

Value of paper – Australian universities are cognisant of the global issues faced by the higher education sector and believe that some of our experiences in addressing the issues may be of value to the wider international community of tertiary education.

Details

Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

Keywords

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