Mind the gap? A case-study of the differing perceptions of international students and their lecturers on postgraduate business programmes

Hall, Graham; Sung, Terry Wai-Ching

doi:10.3794/ijme.81.261

Cited by 19 publications

(30 citation statements)

References 19 publications

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“…He provides an overview of class participation in postgraduate study but calls for 'further in-depth empirical research' (p521) in order to further understand the relationship between class and study. Hall and Wai-Ching Sung (2009) suggest that in light of the expansion in postgraduate provision to overseas students in UK universities, attention must be given to the learning experiences of those students. It may be that international students face more complex transitions than UK students because of shifts in culture and challenges surrounding second language use.…”

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confidence: 99%

Transition to postgraduate study: postgraduate ecological systems and identity

Tobbell

O'Donnell

2013

Cambridge Journal of Education

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This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one year research project, funded by the Higher Education Academy, in which staff and students from five UK universities participated. The paper takes a socio-cultural perspective and situates staff and students in the wider macro context of policy and practice surrounding postgraduate study as well as exploring the micro processes which construct the proximal experience of the transition. We argue that the silence surrounding postgraduate transition in the literature must be addressed in light of existing literature and the present research both of which suggest that the systems which construct postgraduate study are complex and challenging to students, who do not always receive the support they require. We discuss the practices which implicitly assume expertise in postgraduate students in contrast to student self-identification as confused and struggling. Commonalities with other educational transitions are identified but we argue that there are distinct aspects to postgraduate transition which require greater breadth of research with both successful and unsuccessful postgraduate students.

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confidence: 99%

Transition to postgraduate study: postgraduate ecological systems and identity

Tobbell

O'Donnell

2013

Cambridge Journal of Education

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“…Research carried out by Liu, (2010) investigating postgraduate marketing students, indicated that there had been a lack of research in the prior motives, expectations and preparedness of postgraduate students in the UK. However, an emergence of research on the impact of growth in postgraduate students studying in the UK is transpiring from the impact on academic life (Warwick, 2007;Hall and Sung, 2009), learning, teaching and assessment (Clarke and Flaherty, 2002;Turner, 2006;Liu, 2009) and students experiences (Moss, 2005;Cathcart et al,. 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, in a 2003 survey on Business School staff at a British university, Gannon-Leary and Smailes (2004) reported that lecturers believed that international students had a significant impact on their teaching. Current literature highlights that there are significant differences between home and international students in terms of culture, previous educational experience, learning styles, transition from undergraduate to postgraduate education, and perception of the effectiveness of the learning and teaching methods (Biggs, 1999;Egege and Kutieleh, 2003;Cathcart et al, 2006;Sliwa and Grandy, 2006;Turner, 2006;Liu, 2009;Hall and Sung, 2009). For example, Chinese students often respond better to tutor-centred learning than to process-based, student-centred learning and find it difficult to adapt to the British learning and teaching conventions (Liu, 2009).…”

Section: Introductionmentioning

confidence: 99%

International entrepreneurship education

Rae

Woodier-Harris²

2012

Education + Training

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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.

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“…Analysis of the change in principals' status can be regarded as forming the starting point for several studies and it is taken into account in practically all researches completed during the21st century. Hall (2009) summarise the change as follows: 'The role of school principals also has dramatically changed since 1990. Principals are not only the educational leaders of their schools but managers who are responsible for financing, personnel, and the results of their institutions.…”

Section: Principals' Formal Statusmentioning

confidence: 99%

New approaches in management of educational institutions

2015

Prog. Manag. Sci

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This research wants to describe that how examine how researches describe management of educational institutions. The main references are papers that have been published in this area. The researches focus on changes in school management within the general education sector over the last two decades. The most prevalent focus of their interest has been school management within general education. At first the research provides a concise review of research into and the recent history of school management. Then it explores the increasingly significant role of knowledge in management in more detail. It discusses why knowledge has become such an important part of management, what knowledge management means and how the increasingly significant role of knowledge influences management. Finally it focuses on changes in school principals' status and key operating environments, i.e. municipalities and schools.

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Mind the gap? A case-study of the differing perceptions of international students and their lecturers on postgraduate business programmes

Cited by 19 publications

References 19 publications

Transition to postgraduate study: postgraduate ecological systems and identity

Transition to postgraduate study: postgraduate ecological systems and identity

International entrepreneurship education

New approaches in management of educational institutions

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