Supervising International Students

1. Supervising International Students Professor Pam Denicolo GSSS University of Reading UKCGE Vice Chair Chair Of SRHE PIN

2. Introduction Setting the scene- • A nested context for research: Department/School/Faculty; the University; the UK; Europe; the world…. • Opportunities and Responsibilities

3. Significance of Research Students in General to the University They are significant beyond their numerical proportion because they: • Internalise, propagate and expand the authority of the academy and its disciplines through intellectual mastery • Define the institution as providing the highest level in education • Generate intellectual and hence economic capital • Attract funding to the institution • Increase the reputation of their institution and supervisors • Stimulate and refresh academic staff

4. Significance of International Research Students in Particular Contributions to: • Income • Perspectives, ideas, research contexts (widening horizons) • Networks for research and u/g courses for staff & peers • Development of peer understanding of other cultures • The ‘internationalization’ of UKHE • ??

5. Selecting and Recruiting International Students (1) Poor procedures can result in: • Overworked and overstressed supervisors • Expensive remedial action • Failure and distress of student involved and their home and peer supporters • Dissatisfied customer feedback to home countries Effort made pre-registration can save later disaster! • Prompt, enthusiastic initial response • Informative and accessible information on web • Sustained contact before and after offer • Links with current or recent student (s)

6. Selecting and Recruiting International Students (2) • Be clear about what you want • Be clear about what you can support • Ensure a good match between the two • Interview by some means is optimal (NB ratification of applicant) • Criteria: priority, flexibility and compensatory mechanisms agreed • Care with EL scores • Consider some further requirement of written English

7. Induction • Pre-registration/departure information What info is critical for entering (immigration) and surviving in the UK? What info might ease the initial weeks? • Managed introduction to key staff • English language support pre-induction and in early registration • ‘Buddy’ system • Introduction to university system • Introduction to independent learning and support for it

8. General Caveats • International students are not homogeneous between or within nationalities • The balance between cultural awareness / sensitivity and enculturation/loss of identity • Loneliness v. the development of ghettos • Inclusion- political correctness- racism • Potential for exploitation by the unscrupulous

9. Practicalities: the interface with culture • Families & friends /homesickness • Climate • Finance • Obligations and gifts • Clash of roles and status shock • Availability of services, desk, food…… • Time • Gender • Etiquette in general- what is done in public and the value of a large number of academic supporters!

10. Communication The potential for misunderstanding lies in the words, the syntax and the nv signals that accompany language and form the majority of communication, e.g. • Differences in receptive and production functions of language • Different forms of English; pronunciation and enunciation • Current usage of words and vocabulary range; formal and informal language; acronyms; UK examples • Writing styles and argument patterns/scripts • Debate • Use of yes or head nods • Eye contact, proximity & touch

11. Teaching, Learning and Supervision Styles • Rules of engagement in the classroom, during discussions (US Question Time) • Different educational/pedagogical philosophies (critical and independent thinking ….collecting knowledge) and epistemologies • Different expectations about supervision/advising; honouring an author…excessive quotation….plagiarism • Autonomy v giving instruction and checking progress • Views about partnership and challenge; veneration of age and near infallibility of teachers!

12. Power and authority; Conformity and confrontation • Names, titles & familiarity; greetings • Power distance • Standards of behaviour within prescribed relationships • Acceptance of and challenge to authority • Harmony and disagreement • Face saving and respect • Interactions with learning, discussion and writing styles

13. Religious beliefs and practices; Self Esteem and Stigma • Places for worship • Respect for special dates and festivals • Impact of special practices on academic work • Gender issues in the university and fieldwork • Socialising and dietary regulations • Views about mental health • Reluctance to use support services

14. Improving the Experience of International Students • Within the University • Within larger units (schools and faculties) • By/with supervisors

15. Resources • http://webpages.charter.net/Ktamblyn/Bibliography.htm • Carroll, Jand Ryan, Y 2005 Teaching International Students: Improving Learning for All, London: Routledge • Denicolo, P M & Pope M L 1999 Supervision and the Overseas Student, in Ryan, Y and Zuber-Skerrit, O (ed) Supervising Postgraduates from Non-English Speaking Backgrounds, Buckingham: SRHE and Open University Press. • Lago, C & Barty, A 2003 Working with International Students: a cross cultural training manual, London: British Council/UKCOSA • Okorocha, E. 2007 Supervising International Research Students, Series 2 Number Four, Issues in Postgraduate Education: Management, Teaching and Supervision, London: SRHE • British Council & UKCOSA has a concise manual : “Feeling at Home” – 1997- that highlights cultural awareness issues.