Keith Cook Director of Studies (International) Edge Hill University - - PowerPoint PPT Presentation
Keith Cook Director of Studies (International) Edge Hill University Business School Consideration of the local environment and the expectations of the partner organisation Managing the Edge Hill requirements with the partner institution,
Keith Cook Director of Studies (International) Edge Hill University Business School
Consideration of the local environment and
the expectations of the partner organisation
Managing the Edge Hill requirements with the
partner institution, e.g. Quality, Administration and Registry
Managing the student experience, helping
students adjust and learn
Middlesex University have a campus in Dubai and
Mauritius
Newcastle University has 235 medical students in
Malaysia with plans to increase numbers to 1,000 by 2018
The University of Reading is involved in the Iskandar
project in Malaysia with multi-disciplinary (Business, Law, Pharmacy, Built Environment, English) from 2015
Herriot-Watt University has 50 overseas partners The University of Nottingham has in excess of 5,000
students at Ningbo, China and nearly 4,000 students in Semenyih, Malaysia
Partne
nershi hips can be;
Needs work, careful monitoring and Quality Management
Resource rich but can guarantee quality Requires structured support when faculty are not present On-line support required
Low cost? Certification
Top-ups as in 3+1 or 2+2 Double Degree Awards?
Strong
ng Quality lity Manag agement ment and Repu putati ation
There are a number of non-revenue producing
exchange programmes which increase presence and possibly revenue
Although the above named programmes are not
directly revenue producing they can create
Edge Hill Business School currently has
programmes in Singapore and China
BSc in Business and Management & BSc in Engineering Management
Chengdu Technical University, China
Studies Programme
Health have articulation arrangements and
potential partnerships in China and a possible academic partnership in Malaysia
Education have a number of burgeoning links
with China including the Confucius Institute
Edge Hill also benefit greatly from the presence
Distance away (about 7,000 miles) Time difference (+ 8 or +7 hours) Organisational Cultures
around here (and there)”
Portfolio workers at FY Institute of Technology International Culture Questions and directness Speed of operations Physical Resources The climate
Motiv ivations ations of
ns Nationa ional l Education cation provide iders rs:
create/generation-uk
Reasons sons for failu lure: re:
Ideas s published ed by Professo ssor Dame e Joan K Stringer, , DBE Principal and Vice-Chancellor, Edinburgh Napier University
See the sheet marked, International Partnerships, Considerations to be made
All of international students will have to
encounter a lack of familiarisation as well as a new studying environment.
Students attending universities in a culture
different from their own have to contend with novel social and educational organisations, behaviours and expectations
In many cases the student may just have
arrived in their new host country
http://www.youtube.com/watch?v=qLdHRjA8c
q8
eaching and Learning Issues
This can be seen in any newly arrived group
unfamiliar weather, food, living environment, probably in their second language
The term ‘culture shock’ was first employed by Oberg
(1960), who lists six negative characteristics:
friends, status, role, and personal possessions
differences
depression.
It is important for students that they learn how to
cope in a short space of time in order to maximise their chances of learning effectively
Imagine the difficulties for Non-European students
In excess of a 420,000 overseas students came into the United Kingdom in 2013
There are also almost 600,000 students studying UK awards overseas on transnational programmes on UK overseas campuses or partner provision
Looking at Learner Adaptation The study took place in the three locations,
China, Singapore and the UK.
The settings were a university learning
environments on two occasions (UK and China) and in the environment of a private college (Singapore)
Classrooms in China appear as highly formal,
teacher focused, strictly disciplined environments with (compared to the West) large numbers of pupils
Primary and secondary school classes commonly
have 50–60 pupils in them (Jin & Cortazzi, 1998)
Students are not usually encouraged to ask
questions and there is an emphasis on students acquiring knowledge (facts) from the teacher.
Ryan (2013) relates how Chinese learners are
frequently viewed as being different in their approach to learning
She notes how some Western academics might
view them using a deficit model, i.e. considering what the Chinese learner cannot do, rather than what they can do
There has been criticism of the view of deficit or
“lacks”
Ryan notes that Ballard and Clanchy (1997) did
warn about the dangers of stereotyping but the information that they presented seems to have been selectively used
The eventual career and the importance of being self-
reliant were both seen as very important by respondents
The issue of the adaptation to a new environment and a
new way of learning was a shock in the beginning.
shock though it may not always be recognised by staff teaching
The approach to learning and studying showed that there
was a higher level of ability to become self-reliant
The previous way of learning was, as the responses show,
very different though this is not apparently unwelcome to them
Semi-structured interviews were developed from
the analysis of themes which emerged from the questionnaire
Adaptation will take time and support will be
needed
Different approaches to Learning and Studying
are required
Interaction; The issue of “face” or mianzi; essays
Students can and do adapt, sometimes quite
quickly
The New living environment will challenge unless
the students stay in their nationality group
However if they stay in their nationality group they may be more sheltered
In China traditional learning always had;
BUT the research so far shows that………………. If Chinese students are able to recognise the issues
related to the differences in environment they adapt accordingly over what appears to be a relatively short time span
There appears to be an argument that the students
themselves are able to respond to the challenges imposed by their new environments easier than was previously believed
Recruit the correct level of student Bridging programmes
Induction programmes
International Office Department
Transnational
Develop support in-situ Programmes will not work without specific learner support Staff
ff Devel velop
ment & Self-help help gr group ups
Working with overseas partners and
international students (Transnational and incoming) will make demands but can bring good opportunities in many ways
Use Edge Hill support systems, Collaborative
Provision, Admissions, Registry, International Office
Consider the support and learning needs of
the students
Any questions?
Cortazzi, M. and Jin, L. (1998) The culture the learner
brings: a bridge or a barrier, in Byram, M. et al (eds) Language Learning : An Intercultural Perspective. Cambridge:Cambridge University Press.
Deal T. E. and Kennedy, A. A. (1982, 2000) Corporate
Cultures: The Rites and Rituals of Corporate Life, Harmondsworth, Penguin Books, 1982; reissue Perseus Books, 2000
Oberg, K. (1960) "Cultural Shock: adjustment to new
cultural environments" in Practical Anthropology
Ryan, J (2013) “Comparing learning characteristics in
Chinese and Anglophone cultures: Pitfalls and insights” in Researching Cultures of Learning, Edited by Cortazzi, M and Lixian Jin (2013) Palgrave Macmillan