This presentation considered some of the key issues surrounding the pedagogy of working with inte... more This presentation considered some of the key issues surrounding the pedagogy of working with international students embedded within vocational classes, including the Access to HE Diploma. It was based on work undertaken by Mike Saunders (Head of Studies, Lifelong Learning and HE, York College) and Roy Fisher (Professor of Education, University of Huddersfield). A section of the work presented will be included as part of a chapter in a book published by Springer International. The work will also contribute to a research project being carried out at York College, which aims to investigate how the principles identified from research in other countries apply in the UK further education (FE) sector. The presentation focussed on the principles needed to develop pedagogy that meets the needs of both international and local students
ABSTRACT This study provides a basis for deepening understandings of approaches which offer effec... more ABSTRACT This study provides a basis for deepening understandings of approaches which offer effective and enhanced learning experiences for predominantly East Asian international students following provision alongside local students in UK general further education colleges. A mixed methods approach employed a largely quantitative questionnaire to access the views of 25 international students, 22 of whom were Chinese nationals, and to identify four participants (two Chinese, one Japanese and one Maldivian) for subsequent semi-structured interviews. This fieldwork was supported by the collection of college achievement data for the international students and for the local students who had studied directly alongside them. The outcomes indicate that the international students achieved at least as well as the local students in relation to academic outcomes, and that they valued teachers who allowed their cultural experiences to directly contribute to classroom learning. The study also highlights the importance of inter-cultural activities. More prosaically, the outcomes also suggest that important concerns for these international students were that they should receive clarity in answers to their questions as part of the processes of learning, as well as the resolution of ostensibly more peripheral issues such as the quality and type of food available in the college catering outlets.
This presentation considered some of the key issues surrounding the pedagogy of working with inte... more This presentation considered some of the key issues surrounding the pedagogy of working with international students embedded within vocational classes, including the Access to HE Diploma. It was based on work undertaken by Mike Saunders (Head of Studies, Lifelong Learning and HE, York College) and Roy Fisher (Professor of Education, University of Huddersfield). A section of the work presented will be included as part of a chapter in a book published by Springer International. The work will also contribute to a research project being carried out at York College, which aims to investigate how the principles identified from research in other countries apply in the UK further education (FE) sector. The presentation focussed on the principles needed to develop pedagogy that meets the needs of both international and local students
ABSTRACT This study provides a basis for deepening understandings of approaches which offer effec... more ABSTRACT This study provides a basis for deepening understandings of approaches which offer effective and enhanced learning experiences for predominantly East Asian international students following provision alongside local students in UK general further education colleges. A mixed methods approach employed a largely quantitative questionnaire to access the views of 25 international students, 22 of whom were Chinese nationals, and to identify four participants (two Chinese, one Japanese and one Maldivian) for subsequent semi-structured interviews. This fieldwork was supported by the collection of college achievement data for the international students and for the local students who had studied directly alongside them. The outcomes indicate that the international students achieved at least as well as the local students in relation to academic outcomes, and that they valued teachers who allowed their cultural experiences to directly contribute to classroom learning. The study also highlights the importance of inter-cultural activities. More prosaically, the outcomes also suggest that important concerns for these international students were that they should receive clarity in answers to their questions as part of the processes of learning, as well as the resolution of ostensibly more peripheral issues such as the quality and type of food available in the college catering outlets.
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