Going the distance nigerian disabled scholarship students transition to college and university
This presentation is the property of its rightful owner.
Sponsored Links
1 / 27

Betty Alali Odema, Nottingham Trent University, BA (Hons) International Relations (Year 1) PowerPoint PPT Presentation


  • 96 Views
  • Uploaded on
  • Presentation posted in: General

‘Going the Distance’ Nigerian disabled scholarship students: transition to college and university. Betty Alali Odema, Nottingham Trent University, BA (Hons) International Relations (Year 1) Dr Victoria Crane, College Director, Nottingham Trent International College. The presenters.

Download Presentation

Betty Alali Odema, Nottingham Trent University, BA (Hons) International Relations (Year 1)

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Going the distance nigerian disabled scholarship students transition to college and university

‘Going the Distance’ Nigerian disabled scholarship students: transition to college and university

Betty Alali Odema, Nottingham Trent University,

BA (Hons) International Relations (Year 1)

Dr Victoria Crane, College Director,

Nottingham Trent International College


About our paper

The presenters.

The college and its work.

The research we undertook.

The findings.

Conclusions so far and next steps.

Questions – what are the implications for the academic community:

- your experiences of supporting international students?

About our paper


About our college

Opened September 2005: one of six KIC colleges in UK (Sept ’11: 7)

Pre-university pathway programmes for international students

different education system: 12 years; ordinary degrees

Subjects: Business, Law and Social Sciences, Art and Design, Computing, Media and Communications; International Relations etc.

Academic skills and English Language support

48 permanent staff (33 permanent tutors)

About our college


Betty alali odema nottingham trent university ba hons international relations year 1

Kaplan International Colleges

Glasgow International College

Location: Glasgow, Scotland

Partner : University of Glasgow

Liverpool International College

Location: Liverpool, England

Partner: University of Liverpool

Sheffield International CollegeLocation: Sheffield, EnglandPartner: The University of Sheffield

Nottingham Trent International CollegeLocation: NottinghamPartner: Nottingham Trent University

Kaplan International College LondonLocation: Angel, London

Partners: City University, Cranfield University, University of Westminster

Brighton International College Location: Brighton

Partners: University of Brighton

Kaplan International College Bournemouth

Location: Bournemouth


About our students

Rapid growth in numbers

148 students in Year 1 (2005-06)

2009/10: 1,000 students

43 nationalities represented 2009/10 – ‘international’ experience

Chinese, Nigerian, Kenyan, Saudi Arabian

Future growth: South America; Russia

About our students


About the presenters

Betty – physically challenged (disabled) female student.

from Nigeria.

former student of NTIC.

now studying International Relations at NTU.

Victoria – formerly:

Lecturer, School of Social Sciences, NTU.

Associate Director, Quality, Kaplan International Colleges.

College Director for Nottingham Trent International College.

About the presenters


About the literature

Very little published research on the experiences of disabled international students in higher education in the UK (Soorenian, 2008).

- culture shock.

- no official body for disabled international students.

- ‘fragmented’ support.

- isolation.

International students generally: Montgomery (2010) context; social and cultural environment.

What is the institution’s role? What can students do?

About the literature


About the research

Qualitative methodology

Peer-led model:

Victoria designed the questions.

Victoria interviewed Betty.

Betty interviewed nine other students.

Betty transcribed the interviews.

Betty did initial analysis work, looking for themes.

Today: focus on learning and teaching aspects

About the research


About the questions

Semi-structured interviews

Why study in the UK? What did you know before you arrived?

What was your experience of travelling to the UK, leaving your home?

What were the first few weeks like?

What help did you seek/did you receive? Did it meet your needs?

What is still missing?

What will study at the university? Are you prepared?

What three things do prospective students need to know?

About the questions


About the research participants

All students have physical disabilities (polio)

Most students lived away from home before coming to NTU

Leonard Cheshire Home.

Sponsored by government Rivers State Sustainable Development Agency (RSSDA).

Only Nigerian state government to send disabled students abroad for study.

Supported by KOT Agency (office in Nottingham).

Students studying range of programmes.

About the research participants


About the distance

About the distance


About the distance1

About the distance


About the distance at home nigeria

About the distance: at home Nigeria


About the distance students in nigeria

About the distance: students in Nigeria


About the distance students in nigeria1

About the distance: students in Nigeria


About the learning experience

Grateful for opportunity (Governor and RSSDA, KOT, NTIC).

Key issues

accessibility of learning environment.

acceptance as ‘any other student.’

UK approach to learning and teaching.

the UK educational system: why attractive?

what didn’t we get right? (institutional learning)

About the learning experience


About the accessible learning environment

About the accessible learning environment

Disability legislation in the UK.


About the uk approach to learning and teaching

About the UK approach to learning and teaching

In Nigeria:

overcrowded classes; no access in a wheelchair.

all lecture style; no visual aids.

no air conditioning.

not confident to speak in class (as a disabled person)

In the UK:

seminars: ask questions; debate; share ideas.

electronic boards: makes learning more interesting.


About the uk approach to learning and teaching1

About the UK approach to learning and teaching

“I decided to study in the UK because studying here leads to great advantage; back in my country, education is not taken seriously…..the UK educational system broadens your horizons…”

(Tonye Amachree)


About why students choose the uk for study

About why students choose the UK for study?

Experience another culture, share experiences.

UK Education is recognised and is the best in the world.

Good learning facilities (including technology)

Serious study environment:

“I chose to study in the United Kingdom because...it is recognised throughout the world. Coming to UK to study will improve my certificate value when I go back to my country; it will be respected and valued.... the UK education system is well respected” (Chindo Jack)

Make an impact back home when studies are complete


About what we didn t get right

To date: not much?

 Listened and learned from students; adapted processes (timetable changes)

 Teaching students in mixed subject groups: students misunderstood the benefits; be more explicit.

Also benefits wider body of students.

About what we didn’t get right


About the literature1

 culture shock.

 isolation.

? no official body for disabled international students.

? ‘fragmented’ support.

(Soorenian, 2008)

international students: context; social and cultural environment

Montgomery (2010)

About the literature


About the emerging theory

About the emerging theory

Impression people didn’t talk to students because of accent/culture, not because of disability.

Difficult to make friends: didn’t know about other cultures - not appreciated; English first language – isolation?

Fear that support won’t continue when at university – will someone advocate on students’ behalf?


About the emerging theory1

About the emerging theory

Maslow’s hierarchy of needs – get the fundamentals right.

Unreasonable requests: have all buildings together – manage expectations.

What to tell other students:

read your books, do the work you are set – independent?


About our findings to conclude

Key: the study environment: conducive; minimal barriers

staff queries and concerns

Consideration needs to be given to timetabling and movement between classrooms

Community is important (Montgomery, 2010)

Student induction: opportunities to get together

Students need a chance to learn skills not used in home country

presentations, seminars, group work

Cultural barriers exist, not just language barriers

Next – further round of interviews

About our findings: to conclude


References

Soorenian, A. (2008) The Significance of studying disabled international students' experiences in UK universities. In: Campbell, T., Fontes, F., Hemingway, L., Soorenian, A. and Hill, C. Disability Studies: Emerging Insights and Perspectives . Leeds: The Disability Press. 108-125.

Montgomery, C. (2010) Understanding the International Student Experience. London: Palgrave Macmillan.

References


Going the distance nigerian disabled scholarship students transition to college and university1

‘Going the Distance’ Nigerian disabled scholarship students: transition to college and university

Betty Alali Odema, Nottingham Trent University,

BA (Hons) International Relations (Year 1)

Dr Victoria Crane, College Director,

Nottingham Trent International College


  • Login