Academic staff as 'transition managers' in interdisciplinary, international MA education

Abstract

The article builds on an empirical study of knowledge practices in international, interdisciplinary MA education, foregrounding the role of academic staff in identifying and explicating academic norms to students recruited from different subject areas and institutions. A central theme is transition, which refers to the state of liminality that postgraduates can experience when new to a discipline, institution and sociocultural context. I argue for lecturers as 'transition managers' who may ease students' transfer into an unfamiliar academic culture. This argument is explored in an analysis of interview data collected from four MA courses, which suggests that lecturers' transition manage ment involves an awareness of classroom diversity, an acceptance of responsibility for academic socialisation and the development of new pedagogic practices.

Affordances of an international campus for intercultural learning: Views from MA students and faculty in two US-based teacher education programs

“…On the other hand, universities seem to expect that both host-country and incoming MA and PhD students come prepared with the intercultural and academic experience for the academic challenges of postgraduate programs (Mesidor & Sly, 2016;Tange, 2019). Therefore, these students receive almost no IC support.…”

“…However, MA students represent a quite diverse grouping whose needs, requirements and wishes regarding IC connections may be varied. Diversity on campus is thus understood and analysed in this broader sense, to include cultural background, age, life and professional experiences, educational contexts (Tange, 2019).…”