1 / 14

Creating a positive learning environment for Non-EU students - the role of academic support

Creating a positive learning environment for Non-EU students - the role of academic support. Catherine Foster – Student Support Manager Helen Higson – Pro-Vice Chancellor. Session. Basis of research Aston University & Aston Business School Background Literature & Framework Research Future.

marlie
Download Presentation

Creating a positive learning environment for Non-EU students - the role of academic support

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Creating a positive learning environment for Non-EU students - the role of academic support Catherine Foster – Student Support Manager Helen Higson – Pro-Vice Chancellor

  2. Session • Basis of research • Aston University & Aston Business School Background • Literature & Framework • Research • Future

  3. UK HE - Student Numbers

  4. Aston University Student Numbers

  5. Nationalities represented • Within all of Aston University (UG & PG) there are 174 nationalities represented. • 144 Nationalities at Undergraduate level • 156 Nationalities at Postgraduate level • See handout for full list

  6. Changes within Aston Business School UG

  7. Year 1 UG Entrants - Aston Business School

  8. Performance Data – ABS UG (2007-8)

  9. Why do you think there is such a contrast? • Take 5 mins to chat with the person next to you • In your experience, why do you think there is such a difference in performance? • Can cultural background impact student performance and success?

  10. Do we need to change too? • Different needs for students – student body changed rapidly • Existing support structures may not be appropriate • Potential benefits/concerns: • Take 5 mins to discuss your current support structures • do you think they meet the needs of all our students? • Is there anything you think we could do?

  11. Literature • International student experience: (e.g. Robertson et al (2000), Lizzioet al (2002), Misra et al (2003) and Abel (2002)). • Focus on a range of issues: • students’ stress levels, areas in which international students experienced difficulties in integration such as colloquial language and accents and feelings of isolation and also methods of teaching and learning and assessment methods. • Student retention (including student support) (e.g. Bean & Metzer (1985), Tinto (1975), Reay (1998)). • focuses specifically on WP students i.e. those from non-traditional groups and not on Non-EU students

  12. What we’re doing - CLIPP Research • “Creating a positive learning environment for Non-EU students” • Aims to investigate the current academic support available • EU-centric support structures – are they still appropriate? • Based on ABS UG students – series of Focus Groups and Interviews

  13. Research Plan • Ethical Approval obtained • Focus Groups re-scheduled for October 2009 • Interviews re-scheduled for November 2009

  14. Contact Information Catherine Foster c.s.foster@aston.ac.uk 0121 204 3137

More Related