1,720,975 research outputs found
The critical meets the cultural : International students’ responses to critical, dialogic postgraduate education in a Western university
No full textWhat happens when international students encounter critical, dialogic approaches to postgraduate education in a Western university? This chapter works with the narrative accounts of two students from Asian countries about their varied experiences of and responses to critically-oriented, interactive, English-medium study in a Master of Education course in Australia. Beginning from researcher standpoint, it tables the students’ stories of cultural, academic, linguistic and personal border crossings, and their ‘readings’ of course demands prioritising critical analysis, dialogic exchange and problem-solving. Their responses raise ongoing, unresolved epistemological and experiential issues about the cross-cultural and transnational relevance and value of Western/Eurocentric ‘critical’ education
An Ethical Commitment: Care, Responsibility and Cosmopolitanism in the Internationalized University
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Great expectations: the impact of friendship groups on the intercultural learning of Australian students abroad
No full textThere have been many developments within higher education over recent years that are directly attributable to effective internationalization reforms. Strategies and mission statements abound, committees have been established and in many institutions the ‘international strategy’ primarily focusing upon international student recruitment has been replaced by ‘internationalization strategies’ covering every service within the university. However, despite these developments and the helpful reviews of provision that such change encourages, questions remain about the consequences of conflating the ‘internationalization’ of ‘higher education’ with ‘curriculum’ and the epistemological implications of that
Evaluating a UK Centre for Excellence in Teaching and Learning : bottom-up evaluation in a top-down setting
No full textRecovering the student voice: retention and achievement on foundation degrees.
Get PDFThe first year student experience has a very high profile as a topic in contemporary higher education but how much do we know about what our students really think about their first learning experiences on their Foundation degrees? Recovery of the student voice is an area that Foundation degree practitioners need to consider as part of our strategy to improve the quality of student learning. Our research is located within a form of the interpretivist tradition. Although we would not wish to deny the importance of structural factors in society, we regard knowledge as being constructed through an understanding that different people and groups, in different power relationships, experience the world in different ways. As we argue later, it is important to give voice to the experience of the least powerful
Mrs Mop Does Magic
Get PDFIn this article we explore the relationship between study support teachers and those teaching on courses. Our focus is on the UK but we believe our findings to have wider relevance. Writing practitioners are part of the academy, not separate from it, and we need to understand and theorize the relationships between our own community and our course teacher colleagues. We regard the perceptions we have of each other as important because student learning is helped by a productive, co-operative and collaborative relationship between study support teachers and course teachers. The latter communicate with students both explicitly and implicitly their views on study support. Relationships between these groups of teachers are likely to be improved by an understanding of the views and prejudices we have of each other and their origins (Blythman and Orr 2003)
"Just coming in the door was hard": supporting students with mental health difficulties
Get PDFA student in your writing center displays such high level of anxiety that it also begins to impact on those working in the writing center. The student's behavior might tip over into the unacceptably aggressive and thus provoke a sharp response from the writing center director. Is this just everyone having a bad day or could it indicate a much deeper problem?. Students with mental health difficulties have been a growing concern for us in recent years in our study support team in a UK university. The UK Higher Education Statistics Agency indicates that, in 2003-4, 12.03% of the total numbers of students declaring a disability disclosed a mental health problem. In our college, LCC (London College of Communication, University of the Arts London), our statistics showed that 29.5% of our students, declaring a disability, had disclosed a mental health issue by the end of the same academic year. We are at present half way through our 2005-6 academic year and that number has increased to 37.14% of our students with disabilities. Students will frequently not disclose their disability before they apply because they are worried that they may not be accepted onto the program or even because the initial onse
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