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The induction process and the management of International Students. Gina Parselle and Paul Jones Glamorgan Business School 3 rd September – Swansea Metropolitan University. What’s wrong with this picture ?. International Students in Glamorgan.

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the induction process and the management of international students

The induction process and the management of International Students

Gina Parselle and Paul Jones

Glamorgan Business School

3rd September – Swansea Metropolitan University

international students in glamorgan
International Students in Glamorgan
  • New International Student recruitment for September 2009 contributed: -
  • FAT (40%),
  • Business School (37%)
  • HASS (18%)
  • HESAS (3%)
  • CCI (2%)
international students gbs 2009 10
Bahrain 4

China 106

Kenya 2

Malaysia 3

Pakistan 25

Tanzania 17


Taiwan 1

Vietnam 2

Canada 2

India 45

Sri Lanka 6

Zimbabwe 1

Gambia 1

Kuwait 3

Mali 1

Qatar 5

Thailand 1


Brunei 3

Ghana 2

Libya 4

Nigeria 51

Saudi Arabia 7

Mexico 2

Uganda 3

International students GBS 2009-10
gbs international students by course 2009 10
GBS International Students by Course 2009-10
  • MSc Management 47(95%)
  • BA Management and Business 40
  • MSc International Business and Enterprise 28 Master of Business Administration 26
  • MSc International Logistics & Supply Chain Mgnt 25
  • MSc ManDIFFS 19
  • BA Accounting and Finance 18
  • MSc Marketing 16
  • BA Business Excellence 14
why managing
Why ‘Managing’ ?
  • What are the issues associated with having International students in the Faculty ?
    • Their expectations
    • Our expectations
    • Non International students
    • Other stakeholders
      • Employers
      • Local community
our expectations
Our expectations
  • appropriately qualified and skilled in being a student
  • written English skills are at the necessary level i.e. ILETS 6.5
  • interact / communicate as UK students do
  • complete tasks in class and outside of the class to required standard / within time constraints
their expectations
Their expectations
  • The country of study – UK education gold standard , cheaper than USA
  • The University of study -??
  • The academic demands
    • Workload
    • Assessment vehicles
    • Classroom activity / behaviour
    • Relationships with academic and administrative staff
    • Relationships with ‘other’ students
expectations of indian students
Expectations of Indian Students
  • They consider themselves to be an educational elite
  • That the British University experience will be a similar educational experience to that in India , eg.
  • Assessment will be via examination. There is little understanding or appreciation of other forms of assessment.
        • All work will be individual.
        • No projects, presentations, dissertations.
        • Attendance not compulsory.
        • Personal research not required.
expectations of indian students1
Expectations of Indian Students
  • Attainment of the visa is a great achievement and often seen as the end point
  • Great importance on career prospects and being able to work whilst studying.
  • High expectations of the role the institution will play in finding them employment.
expectations of chinese students
Expectations of Chinese Students
  • Attendance is compulsory
  • Schools/colleges often expect attendance at 40/50 classes per week. Commitment whilst in class in not guaranteed.
  • Chinese students will not answer or attempt to answer a question if they consider they will lose face in front of their peers
  • They do not expect to do external reading and all work is done in class.
other students
Other students
  • Other International students : national, ethnic groups tend to not to integrate outside of the classroom
  • UK students : Final year of BABE degree direct entry of 150 European students: ‘swamped’ classes; tutors attention diverted away > group mits etc

UK students acting as de facto ‘teacher’s aids’ in classes

identified issues in teaching international students
Identified Issues in teaching International students
  • Plagiarism – understanding and avoiding
  • Poor attendance
  • Poor/indifferent performance when in class
  • Poor performance in exams and coursework assessments
  • Poor communication and written skills
performance issues
Performance Issues
  • A performance gap between UK and International students especially at postgraduate level (-10% noted in one study of MBA students)
  • GBS statistics tend to support this and also that there is underperformance between our International students and European groups.
attendance communication
Attendance / Communication
  • Non attendance / erratic attendance
  • Late attendance
  • No culture of appointment making
  • Ambushing
  • Expectation that staff will provide substitute support outside of class time eg handout materials, explanations, briefing
  • Tend not to use Uni email accounts
  • Debtors communication problems
to sum up
To Sum Up
  • Critical issues are:


language ability

student support

assessment strategies

student understanding of /skilled in the requirements

  • The need to provide adequate and sufficient student support outside lectures
  • Assessment – ensure adequate understanding re assignment requirements
  • Articulating expectations of student performance and behaviour in class
  • Relevance of course materials to the individual student, eg UK centric ?
  • Group work – need to teach them how to do it and the benefits they get from it
  • Importance of a work experience component in the programme
suggested best practice
Suggested Best Practice
  • Orientation sessions on arrival
  • Extended induction
  • High quality language testing
  • Academic English module
  • Initial student skills development module.
  • Encourage “cultural mixing” via mixed group exercises
improving student skills
Improving Student Skills

Dedicated week run by academic staff for:

  • Literature review – electronic databases
  • Report/essay writing
  • Presentation skills
  • Learning Styles
  • Referencing
  • Plagiarism
impacts of the experience post programme of study
Impacts of the experience Post Programme of Study
  • Graduates recognise the development of soft skills and personal growth e.g. timekeeping, professionalism, self discipline.
  • Increased self reliance
  • Increased personal self confidence
  • Increased maturity
  • Increased communication
  • Team working skills
  • Document production – report writing skills
  • Cultural fluency
  • Detrimental effects of having to reintroduce oneself to a strict culture after the freedom of University life
  • Personal experience – 20 years HE delivery and management of International students
  • BMAF Internationalisation special interest groups at Northumbria University, De Montfort University and UIWC
  • StudentPulse (2009) study