Creating a positive learning environment for non eu students the role of academic support
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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.

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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
Session - the role of academic support

  • Basis of research

    • Aston University & Aston Business School Background

  • Literature & Framework

  • Research

  • Future


Uk he student numbers
UK HE - Student Numbers - the role of academic support


Aston university student numbers
Aston University Student Numbers - the role of academic support


Nationalities represented
Nationalities represented - the role of academic support

  • 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


Changes within aston business school ug
Changes within Aston Business School UG - the role of academic support


Year 1 ug entrants aston business school
Year 1 UG Entrants - Aston Business School - the role of academic support


Performance data abs ug 2007 8
Performance Data – ABS UG (2007-8) - the role of academic support


Why do you think there is such a contrast
Why do you think there is such a contrast? - the role of academic support

  • 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?


Do we need to change too
Do we need to change too? - the role of academic support

  • 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?


Literature
Literature - the role of academic support

  • 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


What we re doing clipp research
What we’re doing - CLIPP Research - the role of academic support

  • “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


Research plan
Research Plan - the role of academic support

  • Ethical Approval obtained

  • Focus Groups re-scheduled for October 2009

  • Interviews re-scheduled for November 2009


Contact information
Contact Information - the role of academic support

Catherine Foster

[email protected]

0121 204 3137


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