Learning at Universities

Topics: Education, Culture, Student Pages: 13 (3980 words) Published: May 1, 2013
International Education Journal Vol 5, No 3, 2004


Learning at University: The International Student Experience1 Meeri Hellstén Macquarie University, School of Education meerihellsten@mq.edu.au Anne Prescott Macquarie University, School of Education anne.prescott@aces.mq.edu.au

This paper reports on research that explores internationalisation of the University’s curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students exemplifying the way it subsequently affects the quality of student learning. The paper concludes by raising some questions concerning how we may best meet the needs of international students by drawing on inclusive teaching philosophies. Inclusivity and diversity, international students, internationalisation and sustainability, transition experience

INTRODUCTION The internationalisation of curriculum in Australian universities has increased significantly in recent years. International students (IS) are now an integral part of university teaching classes. The rapid increase in international student numbers is also reflected in current research. However, relatively little research has focused on the student perspective (Ballard and Clanchy, 1991; Jones, Robertson, and Line, 1999; Ramburuth, 2001; Reid, 2002). This paper is a contribution to this area of higher education research. The accommodation of IS is an important goal in the Australian higher education sector that is reflected in the commitment to quality education and teaching expertise. The benefits of the integration of IS into the Australian academic cultures are highly esteemed by university leadership. The diversity of our university populations is enhanced by IS and further research may be found by exploring how diversity may add value to the transition experience as a whole (McInnes, 2001). However, reports on students’ experiences provide a somewhat contrary understanding of that experience. For example, Reid (2002) conducted a comprehensive study, which surveyed over 300 postgraduate IS at Macquarie University. Contrary to common beliefs, about students from Asian backgrounds in particular, IS students were reported to value the interactive mode (i.e. discussion based learning) of unit delivery over a sometimes assumed teacher centred mode. Another example is the common stereotypical belief that students from Asian backgrounds prefer rote-learning styles and tend to be passive in classroom interaction. It seems then, at least rhetorically, that ideas about what constitutes high quality teaching and learning differ between international students and academic personnel.


This paper is adapted from one presented at Celebrating Teaching at Macquarie 28-29 November 2002 (Hellstén and Prescott, 2002).

Hellstén and Prescott


If the practices that characterise quality are perceived and acted out differently by members of Western and Eastern cultural groups it assumes a questioning of the very meaning of concepts such as ‘quality’ and ‘teaching’. These can account for deeply contrasting expectations of educational practice. International students’ cultural traits have been blamed for subsequent teaching and learning problems (for example, Burns, 1991; Jones et al., 1999; Leask, 1999; McInnes, 2001; Ryan, 2000). Some problems include poor English language and critical thinking skills, failure to participate in the collaborative learning mode (for example, group discussions), differences in cultural communication, academic literacy styles, and expectations of rote learning resulting in lack of independent learning initiatives. Where does this occur? Some researchers have refuted these claims. Biggs (1999) provides a broad review of research findings that reveal institutional stereotyping of students from Asian backgrounds. He argues that such students continue to rank...

References: Austin, J., Covalea, L. and Weal, S. (2002). Going the Extra Mile - Swinburne, Lilydale 's Mentor Program. 16th Australian International Education Conference. Hobart. Ballard, B. and Clanchy, J. (1991). Teaching Students from Overseas: A Brief Guide for Lecturers and Supervisors. Melbourne: Longman Cheshire. Bellis, C. and Clarke, S. (Eds.). (2001). Teaching Actuarial Management Internationally, Using the Internet. Sydney: Centre for Professional Develoment, Macquarie University. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education/Open University Press. Burns, R. (1991). Study and Stress among First Year Overseas Students in an Australian University. Higher Education Research and Development, 10(1), 61-77. Garcia, E.E. (1991). The Education of Linguistically and Culturally Diverse Students: Effective Instructional Practices. National Center for Research on Cultural Diversity and Second Language Learning. [Online] http://www.ncela.gwu.edu/miscpubs/ncrcdsll/epr1/index.htm [28/05/2003]. Hellstén, M. (2002). Internationalizing the Curriculum. Internationalizing Education in the AsiaPacific Region: Critical Reflections, Critical Times. 30th Annual Conference of the Australian and New Zealand Comparative and International Education Society. Armidale, Australia. Hellstén, M. and Prescott, A. (2002). Learning at Macquarie: The International Student Experience. Celebrating Teaching at Macquarie. Macquarie University. Jones, A. (Ed.). (2001). Resistance to English Language Support. Sydney: Centre for Professional Development, Macquarie University. Jones, S.M., Robertson, M. and Line, M. (1999). Teaching and Valuing the Voices of International Students in Universities. [Online] http://www.ecu.edu.au/conferences/ herdsa/papers/nonref/AlanJones.pdf [28.5.2003].
Hellstén and Prescott
Krause, K.L. (2001). The University Essay Writing Experience: A Pathway for Academic Integration during Transition. Higher Education Research and Development, 20(2), 147168. Leask, B. (1999). Internationalisation of the Curriculum: Key Challenges and Strategies. The State of the Art in Internationalising the Curriculum International Perspectives. [Online] http://www.unisanet.unisa.edu.au/learningconnection/intl/read/paper/ [28/05/2003]. Levy, S., Osborn, M. and Plunkett, M. (2003). An Investigation of International Students ' Academic and Social Transition Requirements. [Online] http://www.qut.edu.au/talss/fye/ papers03/Refereed Papers/Ful papers/Levy,OsborneandPlunkett_paper.doc [28/05/2003] McInnes, C. (2001). Researching the First Year Experience: Where to from here? Higher Education Research and Development, 20(2), 105-114. Ramburuth, P. (2001). The Internationalisation of Education: Implications for Student Learning and Socio-cultural Adjustment. Developing Global Capacity Through International Education. 15th Australian International Education Conference. Sydney. Reid, A. (2002). Internationalisation, Inclusivity and Learning. In C. M. Wong, K. P. Mohanan, and D. Pan (Eds.), Proceedings of the Second Symposium on Teaching and Learning in Higher Education (pp. 327-332). Singapore: National University of Singapore. Rizvi, F. (2000). Internationalisation of Curriculum. [Online] http://www.pvci.rmit.edu.au/ioc/ [2/8/2002]. Ryan, J. (2000). Assessment. In J. Ryan (Ed.), A Guide to Teaching International Students. Oxford: Oxford Centre for Staff and Learning Development University.
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • E learning for Universities in Bangladesh Essay
  • Learning Team Week 4 QNT351 University of Phoenix Essay
  • The Potential of Learning Analytics to Create a Competitive Advantage for ABC University Essay
  • University Essay
  • Smartphone Learning at Universities Essay
  • Learning Styles Theory Essay
  • Lifelong Learning Essay

Become a StudyMode Member

Sign Up - It's Free