Keith Cook Director of Studies (International) Edge Hill University Business School
Consideration of the local environment and the expectations of the partner organisation Managing the Edge Hill requirements with the partner institution, e.g. Quality, Administration and Registry Managing the student experience, helping students adjust and learn
Middlesex University have a campus in Dubai and Mauritius Newcastle University has 235 medical students in Malaysia with plans to increase numbers to 1,000 by 2018 The University of Reading is involved in the Iskandar project in Malaysia with multi-disciplinary (Business, Law, Pharmacy, Built Environment, English) from 2015 Herriot-Watt University has 50 overseas partners The University of Nottingham has in excess of 5,000 students at Ningbo, China and nearly 4,000 students in Semenyih, Malaysia
Partne nershi hips can be; ◦ Franchises Needs work, careful monitoring and Quality Management ◦ Flying Faculty/Outreach Resource rich but can guarantee quality Requires structured support when faculty are not present On-line support required ◦ On-line Programmes and blended programmes Low cost? Certification ◦ Articulation agreements with selected institutions Top-ups as in 3+1 or 2+2 Double Degree Awards? ◦ Overseas Campus Strong ng Quality lity Manag agement ment and Repu putati ation on
There are a number of non-revenue producing exchange programmes which increase presence and possibly revenue ◦ Student and Staff Exchanges ◦ Erasmus Plus programmes ◦ Worldwide Student Exchanges ◦ ISEP ◦ Academic Partnerships ◦ Double degree awards ◦ Research Fora Although the above named programmes are not directly revenue producing they can create opportunities
Edge Hill Business School currently has programmes in Singapore and China ◦ FY Institute of Technology, Singapore BSc in Business and Management & BSc in Engineering Management Chengdu Technical University, China ◦ HE Diploma in Tourism & International Foundation Studies Programme Further developments planned • Health have articulation arrangements and potential partnerships in China and a possible academic partnership in Malaysia Education have a number of burgeoning links with China including the Confucius Institute Edge Hill also benefit greatly from the presence of Chinese academic staff
Distance away (about 7,000 miles) Time difference (+ 8 or +7 hours) Organisational Cultures ◦ Deal and Kennedy’s (1982) view, “The way we do things around here (and there)” Portfolio workers at FY Institute of Technology International Culture Questions and directness Speed of operations Physical Resources The climate
Motiv ivations ations of of Trans ns Nationa ional l Education cation provide iders rs: Prestige ◦ Income ◦ Inbound student recruitment ◦ Developing students ◦ http://www.britishcouncil.org/more/study-work- ◦ create/generation-uk Reasons sons for failu lure: re: Poor due diligence ◦ Poor market research ◦ Failure of a partner ◦ Inability to ensure quality ◦ Teaching and learning issues ◦ Ideas s published ed by Professo ssor Dame e Joan K Stringer, , DBE Principal and Vice-Chancellor, Edinburgh Napier University See the sheet marked, International Partnerships, Considerations to be made
All of international students will have to encounter a lack of familiarisation as well as a new studying environment. Students attending universities in a culture different from their own have to contend with novel social and educational organisations, behaviours and expectations In many cases the student may just have arrived in their new host country http://www.youtube.com/watch?v=qLdHRjA8c q8
Use of English as a second language,i.e. non-native speakers • Meaning • Comprehension • Use of colloquialisms and slang • Speed of delivery T eaching and Learning Issues • Hours per week • Style of teaching and assessment Cultural issues, UK, France, USA, Asia
This can be seen in any newly arrived group of international students who will be battling unfamiliar weather, food, living environment, probably in their second language
The term ‘culture shock’ was first employed by Oberg (1960), who lists six negative characteristics: 1. Strain or stress relating to psychological adaptation 2. A sense of loss or deprivation resulting from the removal of friends, status, role, and personal possessions 3. Fear of rejection by or rejection of the new culture; 4. Confusion in role definition 5. Unexpected anxiety, disgust or indignation regarding cultural differences 6. Feelings of helplessness, including confusion, frustration and depression. It is important for students that they learn how to cope in a short space of time in order to maximise their chances of learning effectively Imagine the difficulties for Non-European students
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In excess of a 420,000 overseas students came into the United Kingdom in 2013 There are also almost 600,000 students studying UK awards overseas on transnational programmes on UK overseas campuses or partner provision
Looking at Learner Adaptation The study took place in the three locations, China, Singapore and the UK. The settings were a university learning environments on two occasions (UK and China) and in the environment of a private college (Singapore)
Classrooms in China appear as highly formal, teacher focused, strictly disciplined environments with (compared to the West) large numbers of pupils Primary and secondary school classes commonly have 50 – 60 pupils in them (Jin & Cortazzi, 1998) Students are not usually encouraged to ask questions and there is an emphasis on students acquiring knowledge (facts) from the teacher.
Ryan (2013) relates how Chinese learners are frequently viewed as being different in their approach to learning She notes how some Western academics might view them using a deficit model, i.e. considering what the Chinese learner cannot do, rather than what they can do There has been criticism of the view of deficit or “lacks” Ryan notes that Ballard and Clanchy (1997) did warn about the dangers of stereotyping but the information that they presented seems to have been selectively used
The eventual career and the importance of being self- reliant were both seen as very important by respondents The issue of the adaptation to a new environment and a new way of learning was a shock in the beginning. ◦ This is not unexpected and links into the literature on culture shock though it may not always be recognised by staff teaching on programmes The approach to learning and studying showed that there was a higher level of ability to become self-reliant The previous way of learning was, as the responses show, very different though this is not apparently unwelcome to them
Semi-structured interviews were developed from the analysis of themes which emerged from the questionnaire Adaptation will take time and support will be needed Different approaches to Learning and Studying are required Interaction; The issue of “face” or mianzi; essays Students can and do adapt, sometimes quite quickly The New living environment will challenge unless the students stay in their nationality group However if they stay in their nationality group they may be more sheltered
In China traditional learning always had; ◦ A Confucian, didactic or prescriptive system of learning ◦ A lack of opportunity to develop their own learning ◦ Lack of opportunities to ask questions in most classrooms ◦ Larger class sizes ◦ Assessments that were exam-based, essays were little used BUT the research so far shows that………………. If Chinese students are able to recognise the issues related to the differences in environment they adapt accordingly over what appears to be a relatively short time span There appears to be an argument that the students themselves are able to respond to the challenges imposed by their new environments easier than was previously believed
Recruit the correct level of student Bridging programmes ◦ Consider running these before programmes start Induction programmes ◦ UK Based International Office Department ◦ Support in the department, named international person Transnational Develop support in-situ Programmes will not work without specific learner support Staff ff Devel velop opment ment & Self-help help gr group ups
Working with overseas partners and international students (Transnational and incoming) will make demands but can bring good opportunities in many ways Use Edge Hill support systems, Collaborative Provision, Admissions, Registry, International Office Consider the support and learning needs of the students Any questions?
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