Abstract: When International students from non-English speaking backgrounds (INESB students) choose to study in an Australian university, they come, like any student, with hopes, expectations, and understandings. Their teachers also have hopes, expectations, and understandings regarding these students. In fact, it appears that students and teachers are generally hoping for the same things, namely, that students will pass their subjects, understand the concepts, and improve their English. However, while both parties appear to be hoping for the same outcomes, there are significant differences in the extent to which they hope for these things. And, more critically, there exists a fundamental mismatch between students’ and teachers’ expectations, and their understandings about how these outcomes might be achieved.
This paper presents an overview of these hopes, expectations and understandings and discusses how they are either reinforced or reconsidered by students and teachers following the critical moment of assessment. It also considers how this influences a student’s choice of deep or surface learning strategies. It suggests that assessment itself may be the master key unlocking the level of achievement, the level of understanding, and the level of language that these students, and their teachers, are hoping for. Finally, this paper presents a practical suggestion of how these outcomes might be achieved.
Key Words: Assessment Deep/surface learning English language Learning Journals Discourses
Abstract: Ideally, the student experience of internationalisation in higher education is to become part of an intellectual environment which values diversity, fosters mutual understanding and respect and is responsive to diverse needs. From the perspective of higher education institutions across the world, international success depends on an institution’s ability to develop globally competent citizens who are comfortable with diversity both at home and abroad (Gilbert, 1995). This chapter focuses on student experiences of learning in another culture and its implications for academic skills development.
Key words: cultural diversity, student experiences, globalisation, student learning, academic skills development
Abstract: A longitudinal study was undertaken to investigate whether CHC students’ approaches to learning were retained or modified in a Western social, cultural, and educational environment. A bilingual version (Chinese and English) of the Study Process Questionnaire (Biggs, 1987) (SPQ) was used to measure sojourner students’ approaches to learning on five occasions over two years in Australia. A two-level analysis was undertaken at the intra and inter student levels to see if there was change in the students’ approaches to learning. A negative occasion slope for Surface Motivation suggested that superficial learning decreased while the positive occasion slopes associated with the Deep and Achieving approaches to learning indicated that approaches to learning that were problem-based and directed toward achievement increased over time. These results showed that five of six approaches to learning changed during the period, but not for all groups of students. While there was no significant change for the Surface Strategy approach over time, there were effects associated with this approach and the characteristics of particular groups of students.
Key words: Approaches to learning, Study Process Questionnaire, intra and inter student levels, two-level analysis, occasion slope, direct effects and interaction effects.
Abstract: Recent years have seen a gradual burring of boundaries between core academic disciplines such as linguistics, economics, politics, sociology, etc. There are many factors which have contributed to this change, for example our global economy where networking, transparency, learning, and knowledge management seem to be the key to capital, consumers, the press, etc. Such developments point towards increasingly interdisciplinary knowledge. Some universities have reacted to this demand for interdisciplinarity and the result has been an increase in new cross-disciplinary subjects where for instance students of international business, accounting, negotiation, etc. are introduced to subjects which, 10 or 15 years ago, would have been restricted to the “soft” subjects in the humanities.
Keywords: Cross-disciplinarity, international education, study programmes, curriculum development, study abroad/exchange
Abstract: Research on the experiences of international students and their adaptation to the education environment in NZ has revealed some dissatisfaction relating to the academic experience of international students in NZ. It has been suggested that the discrepancy between international students’ expectations and reality may sometimes contribute to negative views and difficulties with study. Student Learning Support Service at Victoria University of Wellington has designed and trialled a number of academic orientation programmes and materials for international students, in an attempt to ease the transition, raise awareness of possible challenges students may face in a NZ tertiary environment, and ultimately create a more positive and rewarding academic experience.
This paper reports on a preliminary evaluation of the influence of our academic orientation programmes on international students’ attitudes and study behaviours. Students who attended the July 2004 orientation, as well as those who did not, were invited to participate in a two-stage research programme. They were interviewed at the beginning of the trimester, and at mid-trimester they responded to a questionnaire. We found that students who had attended our academic orientation programmes tended to demonstrate more detailed awareness of the main skills required in their new education environment. They also tended to apply a wider range of study strategies. We tentatively conclude that academic orientation programmes do make a difference.
Key words: student adaptation, orientation programs, study behaviours, study strategies, transition
