11

Research and Reflection Research and Reflection on Teaching International on Teaching International

StudentsStudents

Julia PointonJulia PointonMarch 5March 5thth 2010 2010

22

Overseas students now 20% Overseas students now 20% of UK graduatesof UK graduates

The number of international students being The number of international students being awarded British degrees is on the increaseawarded British degrees is on the increase

European Union (EU) domiciled students European Union (EU) domiciled students increased by 6% (from 105,410 to 112,150)increased by 6% (from 105,410 to 112,150)

The number of Non-EU domiciled students The number of Non-EU domiciled students increased by 4% (from 220,575 to 229,640) increased by 4% (from 220,575 to 229,640)

In 2009 81,480 postgraduate level degrees In 2009 81,480 postgraduate level degrees were awarded were awarded

52,705 undergraduate degrees52,705 undergraduate degrees Accounted for 20% of all students awarded Accounted for 20% of all students awarded

university qualifications in Britainuniversity qualifications in Britain

33

Top 10 non-EUTop 10 non-EU

TotalsTotals 2007/82007/8 China (PRC)China (PRC) 49, 59549, 595 IndiaIndia 23, 83523, 835 USAUSA 15, 95515, 955 Nigeria Nigeria 11, 13511, 135 MalaysiaMalaysia 11, 81011, 810 Hong Kong Hong Kong 9, 6409, 640 PakistanPakistan 9, 3059, 305 TaiwanTaiwan 6, 7956, 795 CanadaCanada 5, 0105, 010 (Source: Hesa January 2009)(Source: Hesa January 2009)

44

The ResearchThe Research Stage OneStage One: conducted in 2006 and sought to : conducted in 2006 and sought to

elicit the expectations of students from India elicit the expectations of students from India about UK Higher Education. about UK Higher Education.

Stage TwoStage Two: conducted in 2007 and involved : conducted in 2007 and involved fifteen Masters level student’s from different fifteen Masters level student’s from different countries writing a diary about their educational countries writing a diary about their educational experiences here at DMU. experiences here at DMU.

Stage ThreeStage Three: conducted in 2008 and involved : conducted in 2008 and involved twenty semi-structured interviews with twenty semi-structured interviews with International graduates who had completed their International graduates who had completed their Masters Study in the UK and returned to their Masters Study in the UK and returned to their home country of India. home country of India.

Stage FourStage Four: Employers commenced in 2009 in : Employers commenced in 2009 in Ghana, Vietnam and INdiaGhana, Vietnam and INdia

55

Stage One: Before StudyStage One: Before Study

Stage One: based on twenty Stage One: based on twenty interviews in Indiainterviews in India

A phenomenographic/interpretive A phenomenographic/interpretive method of analysis involved listening method of analysis involved listening to the interviews and reading the to the interviews and reading the personal diaries to locate commonly personal diaries to locate commonly occurring themes representative of occurring themes representative of the issues relevant to the studies the issues relevant to the studies

Extracts – as toldExtracts – as told

66

Factors in Decision MakingFactors in Decision Making

AlumniAlumni Agent CounsellingAgent Counselling DurationDuration RankingRanking Finance Finance Employment OpportunitiesEmployment Opportunities The Course ProfileThe Course Profile Speed of University ResponseSpeed of University Response

77

Decision making and reasons for Decision making and reasons for coming to the UKcoming to the UK

““My main reason for wanting to study Law in the My main reason for wanting to study Law in the UK is that the course is much shorter than in India UK is that the course is much shorter than in India – the Undergraduate course is 3 years rather than – the Undergraduate course is 3 years rather than 5 years, and the Postgraduate part is 1 year 5 years, and the Postgraduate part is 1 year rather than 2, so ‘I’m saving three years of my rather than 2, so ‘I’m saving three years of my life where I can pursue many other thing”’. life where I can pursue many other thing”’.

““Many students are very ‘brand conscious’ so Many students are very ‘brand conscious’ so ranking tables were key in their selection of the ranking tables were key in their selection of the ‘best place’ to do a Masters”.‘best place’ to do a Masters”.

88

ExpectationsExpectations

Main finding: that, for many students there Main finding: that, for many students there was NO expectation – or at best an was NO expectation – or at best an expectation (by default) that many expectation (by default) that many aspects of Higher Education would remain aspects of Higher Education would remain the same. the same.

Some students may expect minor Some students may expect minor differences to life style only, but they have differences to life style only, but they have no opportunity to explore the precise no opportunity to explore the precise nature and, in the absence of information, nature and, in the absence of information, rely on previous experiences and anecdote rely on previous experiences and anecdote to inform expectations. to inform expectations.

99

ExpectationsExpectations

Practical – India is too ‘Bookish’Practical – India is too ‘Bookish’ English will not be a problem (IELTS)English will not be a problem (IELTS) Large and Flexible choice of Module Large and Flexible choice of Module

Options throughout the programmeOptions throughout the programme Will be proficient in the use of English and Will be proficient in the use of English and

therefore not need to attend English therefore not need to attend English Language Classes, as have an IELTS of Language Classes, as have an IELTS of 6.00 – 6.56.00 – 6.5

‘‘English’ English, will be the same as English’ English, will be the same as ‘Indian’ English‘Indian’ English

1010

They are the ‘Elite of the Elite’They are the ‘Elite of the Elite’

1111

They are not planning to do They are not planning to do thisthis…..…..

1212

Or this…..Or this…..

1313

Or even this…..Or even this…..

1414

They are, by their comparison, They are, by their comparison, ‘Special’‘Special’

1515

Expectations…The SameExpectations…The Same Essential Finding – That things will be Essential Finding – That things will be

much the same, so:much the same, so: Attendance in many Indian colleges is not Attendance in many Indian colleges is not

expected, expectation this will be the expected, expectation this will be the same in the UKsame in the UK

Buying notes from fellow students will be Buying notes from fellow students will be possiblepossible

Attendance will not be compulsoryAttendance will not be compulsory Strikes will feature in the UK HE system as Strikes will feature in the UK HE system as

predominantly as they do in India predominantly as they do in India Personal Research will not be requiredPersonal Research will not be required

1616

Expectations…The SameExpectations…The Same Examinations will form the major Examinations will form the major

assessment strategy and they will remain assessment strategy and they will remain essentially the same year on yearessentially the same year on year• All work will be individualAll work will be individual• No Group WorkNo Group Work• No ProjectsNo Projects• No PresentationsNo Presentations• No DissertationsNo Dissertations

No requirement for the Library as the No requirement for the Library as the notes from the tutors’ handouts will be notes from the tutors’ handouts will be sufficient to pass an examinationsufficient to pass an examination

1717

Expectations…The SameExpectations…The Same

Discussion will not be part of the study Discussion will not be part of the study regimeregime

The use of one or two text books ONLYThe use of one or two text books ONLY Copying from the Internet will be Copying from the Internet will be

acceptableacceptable Paying for qualification success (‘Chasing’) Paying for qualification success (‘Chasing’)

is not uncommon, as illustrated by a is not uncommon, as illustrated by a student in Cochin: student in Cochin: “Some guys from the “Some guys from the University will be giving 2000 Rupees or University will be giving 2000 Rupees or something, I don’t know exactly. Give you something, I don’t know exactly. Give you money to pay for a good mark, they will money to pay for a good mark, they will pass but pay even for 10 marks. Yes, we pass but pay even for 10 marks. Yes, we have it in all the cities, it’s called chasinghave it in all the cities, it’s called chasing””

1818

Expectations…The SameExpectations…The Same

Copying notes from past students is Copying notes from past students is accepted as effective study practice, as accepted as effective study practice, as described by one respondent: described by one respondent: “They will “They will take the notes from others even I do. I go take the notes from others even I do. I go to the pass out students, get their notes, to the pass out students, get their notes, that’s the best thing”.that’s the best thing”. There is no There is no expectation this will be any different in the expectation this will be any different in the UK resulting in complex issues of UK resulting in complex issues of plagiarism and poor academic practice plagiarism and poor academic practice

1919

Implications for our Practice?Implications for our Practice?

That institutions, either individually or That institutions, either individually or collectively, should provide clear guidance collectively, should provide clear guidance

totointernational students and their agentinternational students and their agentadvisers, about higher education teaching,advisers, about higher education teaching,learning and assessment practices in the UKlearning and assessment practices in the UKand, further, both facilitate international and, further, both facilitate international students' understanding of these students' understanding of these expectations and support them in making expectations and support them in making the transition to studying in the UKthe transition to studying in the UK

2020

Implications for Practice?Implications for Practice? Recognise the ‘status’ of the Students: Recognise the ‘status’ of the Students:

‘elite of the elite’ and do not need ‘elite of the elite’ and do not need ‘Remedial Support’. Perhaps it is time we ‘Remedial Support’. Perhaps it is time we stopped calling our services ‘Support’ stopped calling our services ‘Support’ services and called them ‘Development’ or services and called them ‘Development’ or ‘Advancement’ services?‘Advancement’ services?

Design Assessments to help limit Design Assessments to help limit opportunities for C&P, Ghost Writing opportunities for C&P, Ghost Writing

High Quality Staff Support and Constant High Quality Staff Support and Constant liaison between faculty &liaison between faculty &International Office - take the initiativeInternational Office - take the initiative

2121

Implications for Practice?Implications for Practice?

Greater use of Alumni to explain to Greater use of Alumni to explain to prospective students the reality of UK HEprospective students the reality of UK HE

Video taped lectures on Web Site with Video taped lectures on Web Site with explicit information about teaching and explicit information about teaching and learning strategies learning strategies

Use of past scripts as tools to help Use of past scripts as tools to help students better understand the type and students better understand the type and level of assessment undertaken in the UKlevel of assessment undertaken in the UK

Other….over to you….Other….over to you….

2222

Stage Two: During StudyStage Two: During Study

Based on: Twelve diaries maintained by studentsBased on: Twelve diaries maintained by students Five entries per week for four weeks during Five entries per week for four weeks during

January and February January and February The time frame was sufficiently post enrolment to The time frame was sufficiently post enrolment to

enable some familiarity – but early enough to enable some familiarity – but early enough to capture vital first impressions. The subject and capture vital first impressions. The subject and focus of the diaries was their free choice focus of the diaries was their free choice

The students from India, Taiwan, Thailand and The students from India, Taiwan, Thailand and Nigeria. The most significant aspect was the Nigeria. The most significant aspect was the focus on non academic issuesfocus on non academic issues

Extracts speak for themselves…….Extracts speak for themselves…….

2323

Arrival and InductionArrival and Induction

““I felt frightened when I arrived in I felt frightened when I arrived in the UK for the first time. It is a the UK for the first time. It is a strange country to me. So I did not strange country to me. So I did not know what to do in the first time know what to do in the first time although I had prepared although I had prepared everything……… I still felt nervous everything……… I still felt nervous until the next day when I met my until the next day when I met my roommate, who was Chinese so I roommate, who was Chinese so I could talk to them”.could talk to them”.

2424

DiscriminationDiscrimination

““When I study in the UK there are some When I study in the UK there are some problems I have faced until now. The first problems I have faced until now. The first issue is discrimination, although UK is a issue is discrimination, although UK is a democratic country there are some people democratic country there are some people still treat you in different attitude or let still treat you in different attitude or let you suffer the danger situation, especially you suffer the danger situation, especially from teenagers. Some of my friends had from teenagers. Some of my friends had been suffering the violence because of the been suffering the violence because of the different skin colour, so I must take note of different skin colour, so I must take note of security”security” . .

2525

Personnel SecurityPersonnel Security

““When I arrived in Leicester, my friend When I arrived in Leicester, my friend who studied here last year told me that who studied here last year told me that some British people threw eggs to him some British people threw eggs to him when they drove pass by him. In my when they drove pass by him. In my impression, British people are gentle and impression, British people are gentle and friendly to others. It is hard to believe that friendly to others. It is hard to believe that they could do that kind of things to others. they could do that kind of things to others. But the few days before, when I stood But the few days before, when I stood behind the road to wait to the traffic light, behind the road to wait to the traffic light, someone driving pass by me and spit to someone driving pass by me and spit to me. It is disgusting. I cannot believe this me. It is disgusting. I cannot believe this would happen on me. I was very angry and would happen on me. I was very angry and disappointed”.disappointed”.

2626

CommunicationCommunication ““The first week in Leicester, I didn’t know The first week in Leicester, I didn’t know

many ways how to contact home; I just many ways how to contact home; I just sent e-mail to my mom from the library sent e-mail to my mom from the library computer network. There is no internet computer network. There is no internet connection at my first month connection at my first month accommodation, Grange court. There is accommodation, Grange court. There is only one public phone available at the only one public phone available at the ground floor for sharing with the other ground floor for sharing with the other students of the whole building. So it students of the whole building. So it seemed like I went away into the forest seemed like I went away into the forest instead of studying abroad because it was instead of studying abroad because it was difficult to contact back home during that difficult to contact back home during that time” . time” .

2727

LonelinessLoneliness

““It let me feel lonely here, because the It let me feel lonely here, because the different culture, language and the different culture, language and the concept. So, it is difficult to make friend”. concept. So, it is difficult to make friend”.

““Studying in the UK is tough work to me Studying in the UK is tough work to me because I am far away from home. because I am far away from home. Therefore I need to encourage myself Therefore I need to encourage myself having more motivations to study here, I having more motivations to study here, I tell myself that I will go back home with tell myself that I will go back home with the successful achievement after one the successful achievement after one year”.year”.

2828

Family TiesFamily Ties

““Family values and ties are much Family values and ties are much stronger in India. When you are stronger in India. When you are away from in the UK any family away from in the UK any family related problems back at home can related problems back at home can make you worried, and so affect your make you worried, and so affect your grades. UK universities need to be grades. UK universities need to be more aware of this”.more aware of this”.

2929

Language DifficultiesLanguage Difficulties ““The one month pre-sessional English The one month pre-sessional English

course at DMU (offered free to course at DMU (offered free to International students) was very helpful International students) was very helpful for adjusting myself to the new for adjusting myself to the new environment, but although I had hoped it environment, but although I had hoped it would improve my ILETS score from 6.0 to would improve my ILETS score from 6.0 to 6.5 I was a little bit disappointed with the 6.5 I was a little bit disappointed with the content of the course because it was quite content of the course because it was quite basic compared to the English course I basic compared to the English course I took in Thailand. In my opinion a high took in Thailand. In my opinion a high score in ILETS test does not mean the score in ILETS test does not mean the student will not get the problem with student will not get the problem with language when studying abroad”.language when studying abroad”.

3030

Teaching and LearningTeaching and Learning

““The teaching styles are different The teaching styles are different between UK and Taiwan. In UK, between UK and Taiwan. In UK, lecture is more lively and having lecture is more lively and having more conversations between teacher more conversations between teacher and student. The teaching styles in and student. The teaching styles in Taiwan are rigid and students are Taiwan are rigid and students are shy and afraid to bring up their shy and afraid to bring up their opinion. When I was a child I was opinion. When I was a child I was told that the teacher is always right told that the teacher is always right and don’t question them”.and don’t question them”.

3131

Teaching and LearningTeaching and Learning

““Studying in UK is a complicated Studying in UK is a complicated thing to me. I do not understand the thing to me. I do not understand the UK’s working environment or culture UK’s working environment or culture and it’s difficult to follow other and it’s difficult to follow other student’s conversation. This is student’s conversation. This is happening a lot and I just sit there happening a lot and I just sit there and listen to their discussion. But and listen to their discussion. But the good thing is the listening is the good thing is the listening is improved”.improved”.

3232

Teaching and LearningTeaching and Learning

““British students ask me why I do not British students ask me why I do not want answer or speak in the lecture. want answer or speak in the lecture. I know it would be a good chance to I know it would be a good chance to practice English to me, but the practice English to me, but the reason that I do not do this is reason that I do not do this is because my question or answer is because my question or answer is simple and most students may simple and most students may already know this”.already know this”.

3333

Teaching and LearningTeaching and Learning

““In India students are ‘spoon fed’ In India students are ‘spoon fed’ whereas in the UK you have to whereas in the UK you have to understand yourself, it took me the understand yourself, it took me the whole year to understand this whole year to understand this difference”.difference”.

3434

Assignments and WorkloadAssignments and Workload

““Doing the assignments in UK is a big Doing the assignments in UK is a big challenge to me. It is a tough work to use challenge to me. It is a tough work to use English in writing because I must consider English in writing because I must consider the grammar issue and the writing the grammar issue and the writing structure. I need to read a lot of textbooks structure. I need to read a lot of textbooks and other supporting materials. And the and other supporting materials. And the time is always not enough to me, in my time is always not enough to me, in my opinion; foreign students need to manage opinion; foreign students need to manage time efficiently”.time efficiently”.

3535

Assignments and WorkloadAssignments and Workload

““Initially I did not pass the assignment Initially I did not pass the assignment element of the course, this was due to element of the course, this was due to plagiarism but it took time to get feedback plagiarism but it took time to get feedback about this which was very unsettling. In about this which was very unsettling. In India there is no concept of ‘plagiarism’. It India there is no concept of ‘plagiarism’. It was covered in the induction week but this was covered in the induction week but this is before International Students have is before International Students have settled in properly and have too much to settled in properly and have too much to take in. I think each lecturer should take in. I think each lecturer should explain their understanding of plagiarism explain their understanding of plagiarism at the start of their module”.at the start of their module”.

3636

Implications for Practice?Implications for Practice?

Support – Outside the lecture Theatre Support – Outside the lecture Theatre Being explicit about assignment Being explicit about assignment

requirementsrequirements Speaking in Class – is it essential..?Speaking in Class – is it essential..? Our own languageOur own language Accepting Non Integration…?Accepting Non Integration…? Group WorkGroup Work Think of Maslow! Think of Maslow!

3737

Stage Three: After StudyStage Three: After Study

Stage Three: based on twenty semi Stage Three: based on twenty semi structured interviews with students structured interviews with students after they have completed their after they have completed their study and returned to their home study and returned to their home countrycountry

Very Positive reflections of their time Very Positive reflections of their time in the UK in the UK

3838

ReflectionsReflections

Emphasis on Soft Skills/Personal Emphasis on Soft Skills/Personal Growth Growth

Greater Self Reliance Greater Self Reliance Increased Personal Self Increased Personal Self

Confidence Confidence A Level of Maturity they would A Level of Maturity they would

not otherwise have realisednot otherwise have realised

3939

ReflectionsReflections

Enhanced Business Skills Enhanced Business Skills CommunicationCommunication Team working Team working Time managementTime management Report writingReport writing Benefits from international exposure Benefits from international exposure

to multiple cultures and lifestyles to multiple cultures and lifestyles

4040

ReflectionsReflections

However, their reflections also included However, their reflections also included reference to the continuing Western focus reference to the continuing Western focus of the curricula, and despite the frequent of the curricula, and despite the frequent use of module and programme labels use of module and programme labels which contained the heading: which contained the heading: ‘International’, ‘Global’ or ‘Multicultural’ ‘International’, ‘Global’ or ‘Multicultural’ the graduates considered the material the graduates considered the material they received to be UK or US focussed and they received to be UK or US focussed and did not regard it as representing an did not regard it as representing an internationalised postgraduate curriculum.internationalised postgraduate curriculum.

4141

Curriculum Curriculum

““One major area of improvement One major area of improvement would be to have a more multi-would be to have a more multi-cultural approach to teaching in the cultural approach to teaching in the UK e.g. more multi-cultural staff and UK e.g. more multi-cultural staff and more references to academic work more references to academic work from India and China. These from India and China. These countries have some of the top countries have some of the top management gurus in the world but management gurus in the world but UKUK universities tend to only refer universities tend to only refer students to UK and USA texts”students to UK and USA texts”

4242

EmploymentEmployment

““I was happy to get back to my family and I was happy to get back to my family and friends in India but then disappointed to friends in India but then disappointed to spend 6 to 8 months to find a job. The HR spend 6 to 8 months to find a job. The HR content of my course seemed to be content of my course seemed to be insufficient and Indian employers insufficient and Indian employers preferred to take on graduates from India preferred to take on graduates from India rather than an International student. The rather than an International student. The course had not given me enough practical course had not given me enough practical knowledge, I had expected to have work knowledge, I had expected to have work experience through a placement in a experience through a placement in a company but this did not happen”.company but this did not happen”.

4343

EmploymentEmployment

““When I went to the England, I When I went to the England, I thought I know business what with thought I know business what with my family business and all. But I my family business and all. But I realise just how less knowing we are. realise just how less knowing we are. I came back with many ideas and I came back with many ideas and changes I ant to make within the changes I ant to make within the family business – but not all is good – family business – but not all is good – as my Father and I sometimes as my Father and I sometimes disagree”.disagree”.

4444

ConfidenceConfidence ““I did not really appreciate it at the time Mam, I did not really appreciate it at the time Mam,

but when I got back to India I realised just how but when I got back to India I realised just how much I had learned, it’s the main thing is the much I had learned, it’s the main thing is the professionalism and all that. You know the UK is professionalism and all that. You know the UK is so good – business and all…I have learnt so much so good – business and all…I have learnt so much and gained in my own confidence – I would never and gained in my own confidence – I would never have done this if I had stayed in India”.have done this if I had stayed in India”.

““I just learnt so much. There were things I did not I just learnt so much. There were things I did not enjoy like the presentations and the group work – enjoy like the presentations and the group work – especially the group work. But Mam, now I especially the group work. But Mam, now I understand why you make us do all those things – understand why you make us do all those things – it really helps me work with other people”.it really helps me work with other people”.

4545

Soft SkillsSoft Skills

Reflections were primarily focussed Reflections were primarily focussed on how they had developed as on how they had developed as individuals individuals rather rather than on any than on any specific knowledge they had gainedspecific knowledge they had gained

Presentation SkillsPresentation Skills Professionalism Professionalism Cultural AwarenessCultural Awareness Emotional IntelligenceEmotional Intelligence

4646

IntegrationIntegration

““On returning to India it took me On returning to India it took me about 6 months to integrate and about 6 months to integrate and adapt back to my home culture. On adapt back to my home culture. On reflection I really enjoyed the reflection I really enjoyed the freedom of the student lifestyle in freedom of the student lifestyle in the UK and the whole experience has the UK and the whole experience has increased my confidence”.increased my confidence”.

4747

IntegrationIntegration ““My parents sent me to the UK to study My parents sent me to the UK to study

because they hoped it would help my because they hoped it would help my marriage prospects when I cam back to marriage prospects when I cam back to India. But, I fear it has done the reverse. India. But, I fear it has done the reverse. When I left I was atypical Indian girl, quiet, When I left I was atypical Indian girl, quiet, reserved and very respectful of my family. reserved and very respectful of my family. But now I see things differently. I am But now I see things differently. I am stronger, more sure of myself. I see there stronger, more sure of myself. I see there is a world out there with many interesting is a world out there with many interesting things and people. I want to be a part of things and people. I want to be a part of that. I am not sure I can I can now marry that. I am not sure I can I can now marry an Indian man and be just his wife and a an Indian man and be just his wife and a mother to his children”.mother to his children”.

4848

Implications for Practice?Implications for Practice?

Greater Explanation of Additional Benefits – e.g. Greater Explanation of Additional Benefits – e.g. whywhy we do Group work/ Structure Assignments we do Group work/ Structure Assignments the way we dothe way we do

Discussion with Students about life after the Discussion with Students about life after the ProgrammeProgramme

Recognition of Support Role after Programme Recognition of Support Role after Programme completion – Are University Counsellors Aware?completion – Are University Counsellors Aware?

Failure ..not in this student but subsequently… Failure ..not in this student but subsequently… Role of In Country Alumni as Support - ABS India Role of In Country Alumni as Support - ABS India Liaison with Agents after CompletionLiaison with Agents after Completion Profile Students Experiences in PublicityProfile Students Experiences in Publicity

4949

ConclusionsConclusions Internationalisation is still in its infancy, Internationalisation is still in its infancy,

with scope for further research and with scope for further research and reflection on teaching international reflection on teaching international students, practice development, students, practice development, curriculum design and institutional support curriculum design and institutional support – for students and staff– for students and staff

Need to encourage a shift from rhetoric Need to encourage a shift from rhetoric that suggest this responsibility belongs to that suggest this responsibility belongs to someone else, it belongs to all of us and someone else, it belongs to all of us and has at its heart a call for staff and student has at its heart a call for staff and student development to be appropriatedevelopment to be appropriate

5050

The End of this part…..The End of this part…..

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