Navigating in a Multinational Learning Community: Academic Departments’ Responses to Graduate International Students

Trice, Andrea G.

doi:10.1177/1028315304271664

Cited by 35 publications

(20 citation statements)

References 17 publications

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“…On the contrary, the differences noted have been perceived as valuable learning opportunities, 'provid[ing] a useful forum for practising giving feedback to colleagues'. The integration of local and international doctoral students is not always managed well in universities (Trice 2005;Goode 2007;Robinson-Pant 2009;Walsh 2010;Cotterall 2011); writing groups like ours can help overcome this. Our experience has enhanced our understanding of the attitudes and behaviours displayed, thus enriching relationships and helping us adopt behaviours needed in contexts different from those we have previously experienced, challenging as the latter may be.…”

Section: Improved Understanding Of Academic Culturementioning

confidence: 98%

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Guerin

Xafis

Doda

et al. 2013

Studies in Continuing Education

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Writing groups for doctoral students are generally agreed to provide valuable learning spaces for PhD candidates. Here an academic developer and the seven members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for PhD students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community.

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Section: Improved Understanding Of Academic Culturementioning

confidence: 98%

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Guerin

Xafis

Doda

et al. 2013

Studies in Continuing Education

View full text Add to dashboard Cite

show abstract

“…in UK, Australia USA [1,[8][9][10]) to specially create programs which are taught in English, for students whose first language is not English. Since it is widely accepted that today's engineers are required to deal with a whole range of matters involving scientific, technological and importantly communication issues, they need to be educated with a variety of communication skills embedded and scaffolded throughout the engineering program.…”

Section: A Background To Specific Skill Requirementsmentioning

confidence: 99%

“…These skills are very important for international students, whose first language is not English and who may not have had the appropriate training or experience. In a qualitative study of four academic departments in a USA university which had a large proportion of international students from NESBC, it was noted that "…a theme common to each (academic) unit was communication difficulties…" [8]. It is well established that the zenith of the project work is the writing of a thesis or report and an oral presentation of the work together with an e-poster to peers and frequently to members of relevant industries or professions [19].…”

Section: A Background To Specific Skill Requirementsmentioning

confidence: 99%

Intervention in Engineering Students’ Final Year Capstone Research Projects to Enhance Their Written, Oral and Presentation Skills

Blicblau

Dini

2012

Int. J. Eng. Ped.

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Abstract-This article describes an intervention and enhancement approach to improvement in capstone student's written, oral and presentation skills as part of their final year research project requirements especially for international students, whose first language is not English. Training in these skills have been incorporated into the early stages of the final year research (capstone) project, as an intervention and enhancement program, incorporating a series of intensive seminars and practical applications to provide the students with these capabilities. In this paper, we report on the research question "how does an intensive intervention and enhancement program in an engineering capstone research project effect students' perceptions and their capabilities in communicating their research findings." Results of student responses showed statistically significant differences between perceptions of local and international students in categories of intervention and enhancement in a tutorial environment for writing, oral communication and presentations. International students perceived the intervention and enhancement process of greater benefit to their engineering future than local students did. Overall, the results from this work are relevant to both international and local students who may be lacking in specialised reporting and English skills.

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“…McGee, Haworth and MacIntyre 2015;Skyrme 2007Skyrme , 2010, far less attention has been paid to teachers' roles within the process (Harman 2005;Sanderson 2011;Sawir 2011;Trice 2005). This is particularly true in the New Zealand context, and explains the choice to focus the current article on this one aspect.…”

Section: Introductionmentioning

confidence: 99%

Pulled in many directions: tensions and complexity for academic staff responding to international students

Skyrme

McGee

2016

Teaching in Higher Education

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This article reports on an interview-based study of the academic practices of staff members in a New Zealand university in response to international students in their classes and under their supervision. International students enter academic cultures which are inevitably different from those which have provided their academic preparation. Participant academics often revealed a tension between trying to support students adjusting to new demands and meeting their own expectations of tertiary teaching. Most had implemented some changes to their practices which they identified as enhancing international students' ability to study successfully, but recognised the need for balance between support and an expectation of student autonomy. For some, however, adjustment of practice to reflect these students' different expectations and skills violated their understanding of what higher education should be. Using the lens of different orientations that Fanghanel 2012. Being an Academic. London: Routledge] identified among academic staff the article considers possible responses to the current situation. ARTICLE HISTORY

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Navigating in a Multinational Learning Community: Academic Departments’ Responses to Graduate International Students

Cited by 35 publications

References 17 publications

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Intervention in Engineering Students’ Final Year Capstone Research Projects to Enhance Their Written, Oral and Presentation Skills

Pulled in many directions: tensions and complexity for academic staff responding to international students

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