scholarly journals The Journey and Experience of International Students: an Insight From a UK University

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yvonne Bamurange ◽  
Abeer Hassan ◽  
Kieran James
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Future Research ◽  
Good Service ◽  
The West ◽  
Postgraduate Students ◽  
Interactive Lectures ◽  
The University

This research is an explanatory study of the learning experience of international students when they come to study at UK. Survey collected from both undergraduate and postgraduate students who are studying at the University of The West of Scotland (UWS).  The survey consisted on many dimensions such as selection and admission, pre arrival activities, induction, orientation, teaching and learning and engagement. Our results provide some recommendations for academic staff and for international office at UWS. For academic staff, they should integrate the international dimension while they are designing their courses. They should implement interactive lectures and involve the international students into discussions. For staff who are working in the international office, they should attend training on how to deal with international students to be able to offer good service for them. They might ask for current international students to help in recruiting international students. Our study has a number of limitations that should be taken into account in future research. The focus on this study was on one university only. Future research should collet data from different universities to allow for comparisons. This is the first study to explore the whole experience of the international students. More research is needed to focus on each of the dimensions separately i.e induction, engagement, etc…

scholarly journals Partnerships and Pedagogy: Transforming the BA Online

2021 ◽  
Author(s):  
Clare Lloyd ◽  
Annika Herb ◽  
Michael Kilmister ◽  
Catharine Coleborne
Keyword(s):  
Social Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Objects ◽  
Digital Revolution ◽  
Learning Platform ◽  
Innovative Learning ◽  
The University

There has been much written recently round the “digital revolution” of universities (Nascimento Cunha et al., 2020). Indeed, in 2020 the COVID-19 pandemic demonstrated the need for universities to adapt and adopt new technological tools for teaching and learning, as both the global world we live in changed, and as students adapted to the continually evolving digital landscape. The BA Online is a new interdisciplinary online presence for the humanities and social sciences, and includes a focus on constructive alignment, innovative learning objects, and social learning. The semester-long courses were built as a supported social learning experience that is purposefully constructed with a narrative. This article reveals how the BA Online project was realised through the use of partnerships, particularly that of the university learning designers who worked very closely with both the online learning platform FutureLearn and academic staff in curriculum design and course transformation.

Attracting International Postgraduate Students

2013 ◽  
Vol 4 (3) ◽  
pp. 61-67
Author(s):  
Othman Che Puan ◽  
M. Al–Muz–Zammil Yasin ◽  
Ahmad Kamal Idris ◽  
Mohd Sofian Mohd Amran
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
Total Sample ◽  
Campus Environment ◽  
Postgraduate Students ◽  
Postgraduate Studies ◽  
Global Player ◽  
World Class ◽  
To Come ◽  
The University

A university has to carry out various marketing strategies and efforts to recruit international students as many as possible in order to fulfil one of the criteria for a world–class university status. However, to attract quality candidates with the desirable profile is becoming increasingly difficult especially when the university has to compete internationally and nationally with the existing and new emerging universities. This paper discusses the findings of a study carried out to establish the factors considered by international students before they decided to come to Universiti Teknologi Malaysia for their postgraduate studies. A total sample of 896 international students from various fields of studies for three different intakes was used in the study. The result shows that the main factors considered by them are the availability of the programme, reputation, the conduciveness of the campus environment for teaching and learning, and the location of the university. Most of them agreed that internet and education fairs or expositions are effective marketing medium for the recruitment of international students. This study provides an evidence–based framework to be considered by the University in formulating strategies and efforts to become a global player in higher education.

Marketization of Public Universities: Lessons from a Developing Economy

2021 ◽  
pp. 227853372110215
Author(s):  
Andy Fred Wali ◽  
AGYO Atswenbuma ◽  
Emmanuel A. Amangala ◽  
Obabuike Ikeni Nkpurukwe
Keyword(s):  
Public Universities ◽  
Academic Staff ◽  
Future Research ◽  
Sample Population ◽  
Developing Economy ◽  
Postgraduate Students ◽  
Template Analysis ◽  
New Findings ◽  
The Government ◽  
Group Interviews

This study investigates the marketization of public universities in a developing economy with the aim of providing findings for repositioning public universities for global attraction. It adopts a qualitative approach, and the sample population comprise undergraduate and postgraduate students from four public universities (two federal- and two state-owned) in Nigeria. Purposive sampling was used to identify the students selected from each of these universities, and focus group interviews were conducted. We employed content and thematic template analysis techniques to analyze the generated data with NVivo 11. The findings show that the key themes that shape interviewees’ experiences include: infrastructure deficit, poor tutor commitment, unprofessionalism, and inadequate training. Policy recommendations were suggested for the tripartite work relationship between the government, university leadership and the academic staff union for repositioning public universities. The study is limited to a single research paradigm but offers future research opportunities using alternative strategy for strengthening emerging themes and new findings.

scholarly journals Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

2020 ◽  
Vol 1 (1) ◽  
pp. 75-85
Author(s):  
Samantha Jordan ◽  
Christopher Stripling ◽  
Christopher Boyer ◽  
Carrie Stephens ◽  
Nathan Conner
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Academic Efficacy ◽  
College Of Agriculture ◽  
Traditional Lecture ◽  
Future Success ◽  
Cognitive Levels ◽  
Colleges Of Agriculture ◽  
Based Instruction ◽  
The University

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.  

Professional community and student engagement in higher education: rethinking the contributions of professional staff

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Enna Moroeroe
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Professional Community ◽  
Professional Staff ◽  
Data Set ◽  
Content Type ◽  
Service Culture ◽  
The University

PurposeScholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.Design/methodology/approachData for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.FindingsAn analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.Originality/valueThe current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

Enculturation of the Utilization of Learning Management System

2010 ◽  
pp. 323-340
Author(s):  
Aida Suraya Md. Yunus ◽  
Hamidah Meseran ◽  
Zaidan Abdul Wahab
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Management System ◽  
Professional Service ◽  
Knowledge Repository ◽  
Extension Work ◽  
E Learning ◽  
Learning Management ◽  
The University

Universiti Putra Malaysia’s (UPM) vision is to become a university with international repute. The Strategic Plan Document 2001- 2010 includes a goal for the university to be fully wired through ICT in enhancing research, extension work, professional service, strengthening teaching and learning environment and enhancing the culture of ICT in supporting teaching and learning. Two strategies were drawn; namely (i) implement the use of one learning management system (LMS) and (ii) enhance competency of academic staff in using the LMS. It has been a practice that each faculty decides on a platform for implementing e-Learning. However, the use of various LMSs had created difficulties in the sharing of integrated database, continuous monitoring of the effectiveness of the e-Learning system, and depository of e-Learning resources in the UPM’s knowledge repository. This paper reports on UPM’s experience in adapting the use of LMS from the early 1990s until today.

Modeling Best Practices in Web-Based Academic Development

2011 ◽  
pp. 1578-1595 ◽  
Author(s):  
Diana K. Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Tâches, interaction et présence à distance

2021 ◽  
pp. 65-74
Author(s):  
Christelle HOPPE
Keyword(s):  
International Students ◽  
Learning Experience ◽  
The Other ◽  
Health Crisis ◽  
Pedagogical Choices ◽  
The One ◽  
Teaching Learning ◽  
The University ◽  
Made In

This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.

International Service-Learning

2016 ◽  
pp. 420-445 ◽  
Author(s):  
Joellen E. Coryell ◽  
Trae Stewart ◽  
Zane C. Wubbena ◽  
Tereza Cristina Valverde-Poenie ◽  
B. J. Spencer
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Comparative Case Study ◽  
Future Research ◽  
International Service Learning ◽  
International Service ◽  
Working Together ◽  
Cultural Dialogue ◽  
The University

International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.

Modeling Best Practices in Web-Based Academic Development

2009 ◽  
pp. 35-55 ◽  
Author(s):  
Diana Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

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