The University of Northampton: Northampton Open Journals
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Enhancing the International Advisory Service at the University of Edinburgh
No full textThe University of Edinburgh has a long- standing reputation as a globally recognized institution; having been at the forefront of international education since its founding in 1583. In recent years the University has striven to retain a strong position in the global arena, in terms of research, quality and accessibility of education and overall international influence. The University’s internationalization strategy sets out a plan to maintain the institution’s global standing, but also proposes a number of long-term aims. These include increasing the number of international students as well as facilitating globalization by embedding it in the ethos of the institution; something which is certainly of crucial importance in today’s multinational society (University of Edinburgh, 2009)
Boundaries, Processes and Participation: Integrating peer support through a buddy scheme
No full textBuddying and mentoring schemes are playing an increasingly vital role in student support and integration, especially in the context of a global shift in internationalisation rationale. In this project, one cycle of improvements to a buddy scheme for exchange students was completed in accordance with three principles: ongoing orientation, the internationalisation of “home” students and staff/student liaison. Theory and student feedback were applied to professional practice, with a focus on student participation. Suggested future evaluation includes quantitative measures such as levels of participation, as well as qualitative data from surveys and focus groups. Reflective practice and the practical implementation of the three principles have contributed to the process of personal and institutional internationalisation
Improving the provision of pre-arrival information and support to international students via the use of online resources
No full textRapid growth in international students studying in the UK has resulted in focus being placed upon the international student experience at all stages of the academic cycle. Particularly relevant is the pre-arrival stage, where the increased number of students from different countries means it is hard to provide comprehensive pre-arrival support to all new students. Traditional in-country pre-departure briefings are no longer financially or logistically viable and do not provide adequate support to all. This project aimed to develop a new approach to pre-arrival support, in the form of an ‘online pre-departure briefing’. This would utilise both social and multi-media resources and could be adapted to work in other institutions. Measures were identified for gauging the success of the project, including data analysis, student feedback and student participation and the data was used to identify areas of strength and weakness and make recommendations for further improvements to either the current or adapted models
Introduction from guest editor
No full textFor this special edition on internationalisation, Dr Dave Burnapp contextualises the articles in relation to their origins as assignments on the PG Certificate in Enhancing the International Student Experience
The Provision of Induction Activities for Imperial College London’s Collaborative PhD Students
No full textThis paper reviews the induction experiences of Imperial College London’s current international collaborative PhD students. This is a relatively small group of students, but one with unique needs, given the dual international locations of their PhD research. Using data collected from current collaborative PhD students, this paper reflects upon both the significance of university induction for international students, and, at a more practical level, the form and content of a successful induction process
Experiences of non-dyslexic and dyslexic nursing and midwifery students: how best can their needs be met by Personal Academic Tutor support?
No full textThe Nursing and Midwifery Council (2008a; 2008b) not only requires employers to support non-dyslexic students but also requires evidence of how disabled ‘students would be supported both in clinical practice and in the academic environment to help facilitate safe and effective practice sufficient for future registration’ (NMC 2004,p12). Limited research on personal tutor support in nursing and midwifery led to the need for a qualitative study which explored the experiences and needs of 15 non-dyslexic and 7 dyslexic nursing and midwifery students, in relation to personal academic tutor support.
Data was collected by one-to one face to face tape recorded interviews which were then transcribed using semi-structured questions. Analysis of the data by constant comparative method (Glaser & Strauss 1999) assisted by the computer software Nvivo8 were used to analyse data. Themes generated suggest that many of the dyslexic and non-dyslexic students in this study view their experience of their personal tutor as ‘supportive’ but Professional needs for both dyslexic and non-dyslexic students and their perception of how tutors could help seem to vary
How might inclusive approaches to assessment enhance student learning in HE?
No full textThis article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009-2010). The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university’s access and teaching policies), was embedded in students’ experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered
Collaborative practice in practice in enhancing the first year experience in Higher Education
No full textTransition into higher education presents challenges for students, whatever their age or previous educational history. One issue emerging on an English undergraduate programme was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This paper reports findings from an action research project which considered whether there was a mismatch between students’ previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of the previous experience of students, which included continual formative support with assessments, model answers and revision guides. Students responses indicated limited previous guidance on how to search on the internet and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfaction