International entrepreneurship education

Abstract

PurposeInternational postgraduate education in business‐related subjects has grown substantially in the UK. Both MBA and specialist Masters’ programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of international postgraduate students.Design/methodology/approachThe authors explored four questions through a survey of international students participating in entrepreneurship courses in two Business Schools: What is the typical profile of the international students’ prior education and work experience? What do students expect from studying an entrepreneurship PG course in the UK? What are their experiences of, and learning outcomes from, the entrepreneurship course? What benefits regarding their skills and knowledge do they perceive result from participation?FindingsThe results confirm that career development is a major motivator for international study in the UK. Entrepreneurship can help to address cultural tensions between postgraduate students’ expectations and their experiences of UK business education.Practical implicationsSuggestions are offered for educators on the effective design and delivery of entrepreneurship for international students in the rapidly changing and competitive postgraduate market.Social implicationsCultural integration, learning effectiveness and linguistic capability need to be addressed in designing learning programmes for international students.Originality/valueThe paper contributes new evidence to the debate on meeting the career expectations and motivations of international postgraduate students participating in entrepreneurship education, especially in the light of new curricular guidance and UK government regulation.

Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

“…Several respondents focused on language support at the university (Maringe & Jenkins, 2015;Rae &Woodier-Harris, 2012). Respondents pointed to their initial interactions with the university when addressing this issue:…”

“…Respondents further indicated that the initial positive contact with students has been reinforced by ongoing support from approachable tutors and staff upon their arrival and commencement of studies (Rae & Woodier-Harris, 2012;Ramachandran, 2011).…”

“…The respondents generally felt that the writing of assessments in the United Kingdom was difficult primarily because it was different from what they had previously done in their home countries. They felt that this issue was essentially an academic adjustment they needed to make which had come about as a result of a gap in expectations and understanding of U.K. education (Rae & Woodier-Harris, 2012). Interestingly, although some students knew or understood that the writing style in U.K. higher education was going to be different; they didn't really appreciate how different until they were undertaking their initial assessments (Chaudron, 1988;Lillis, 2001;MacMillan & MacKenzie, 2012;Lahlafi & Rushton, 2015).…”

“…International students are motivated by a range of factors which can potentially influence their decision to come to the United Kingdom (Hyams-Ssekasi, Mushibwe & Caldwell, 2014;Lee, 2014;Maringe & Carter, 2007;Mazzoral & Soutar, 2002). These expectations (Cowley, 2016) can be problematic if they do not correspond with the standards and prospects of the higher education institution they are seeking to study at (Kingston & Forland, 2008;Rae & Woodier-Harris, 2012). This suggested gap in expectations can lead to a shock for students both academically and socially.…”

“…This support should be relevant, timely and encompass all areas of the student experience both inside and outside of the classroom (Caldwell & Hyams-Ssekasi, 2016; Quality Assurance Agency [QAA], 2015;Spencer-Oatey, Dauber & Williams, 2014). Key literature points to areas of best practice regarding the induction of international students; focusing on timings, integration, social and pedagogical considerations (Rae & Woodier-Harris, 2012;QAA, 2015;Ramachandran, 2011;Ridley, 2004;Tierney, 2000). This study will seek to explore these areas of the student experience against the context of international students' expectations and needs whilst studying in the United Kingdom with a specific emphasis on their initial experiences.…”