Developing the global graduate: how first year university students’ narrate their experiences of culture

Dippold, Doris; Bridges, Stephanie; Eccles, Sue; Mullen, Emma

doi:10.1080/14708477.2018.1526939

Cited by 8 publications

(7 citation statements)

References 40 publications

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“…Secondly, current models of support have allowed an unnatural division between international and home students to emerge and persist, which, as we have argued previously (Dippold et al, 2018), can be hugely damaging. On one hand, international students are singled out as a group in need of support "with the unstated implication that home students already have these competences" (Hathaway, 2015, p. 507), whilst on the other, home students resist the support offered to them on grounds that "they are usually framed as addressing a deficiency" (Hathaway, 2015, p. 510).…”

Section: He Support For Speaking Demands In Group Work (And Other Academic Genres)mentioning

confidence: 93%

Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca

Dippold

Bridges

Eccles

et al. 2019

Linguistics and Education

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Section: He Support For Speaking Demands In Group Work (And Other Academic Genres)mentioning

confidence: 93%

Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca

Dippold

Bridges

Eccles

et al. 2019

Linguistics and Education

Self Cite

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“…Internationalisation, in terms of diversifying the student body, is often integrated in institutions' strategic plans or included in statements of purpose (Dippold et al, 2019). While some have suggested that such diversification attempts can be financially motivated (e.g., Gareis, 2012), it is also widely acknowledged that the presence of international students contributes to the enrichment of the learning environment (Cantwell, 2015) and creates opportunities for transformative learning (Spencer-Oatey & Dauber, 2019).…”

Section: Introductionmentioning

confidence: 99%

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

Lazarević¹

2023

ICE

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This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, nine students and eight faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning.

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“…Employers now expect strong evidence of employability capital in graduates and individuals to take ownership of their careers (Donald et al , 2019). Employers also expect prior work experience (Hunt and Scott, 2018), transferable skills (Jackson, 2016) and a global mindset (Dippold et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

Additional Skills Acquisition Programme (ASAP) project: the case of an employability enhancement initiative in India

Nimmi

Mathew²,

Donald

2022

JIEB

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Purpose The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages. Originality/value The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.

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Developing the global graduate: how first year university students’ narrate their experiences of culture

Cited by 8 publications

References 40 publications

Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca

Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca

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

Additional Skills Acquisition Programme (ASAP) project: the case of an employability enhancement initiative in India

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