Re-engineering the course design and delivery of Australian tertiary education programmes: perspectives from Chinese students

Song-Turner, Helen; Willis, Mike K

doi:10.1080/1360080x.2011.605228

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…At a more profound level, issues of cultural access relate to whether students' cultural backgrounds are acknowledged (e.g. in inclusive course values) and accommodated in the curriculum (May and Bridger, 2010;Song-Turner and Willis, 2011;Hammond et al, 2017). Staff need to be conscious of the 'grand narratives' (Savas, 2014;Tange and Kastberg, 2013;Maila, 2010;Hill, 2000;Hooks, 1994;Harding, 1986;Kelly, 1985) and patterns of privileged knowledge (e.g.…”

Section: Principle 2: Ensure That Students See Themselves Reflected In the Curriculummentioning

confidence: 99%

Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework

McDuff¹,

Hughes²,

Tatam³

et al. 2020

wide particip lifelong learn

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Within higher education, inclusion of students from diverse nations, socioeconomic, ethnic and cultural backgrounds is vital for social mobility and economic development. Despite some international successes in widening participation, inequalities in student experiences and differentials in degree attainment for traditionally underrepresented groups, remain a major challenge. Institutional approaches to inclusion that value diversity as an inherent source of learning are underdeveloped. This paper adds theoretical insights and evidence to the debate on inclusive curricula by showing the benefits of institutional change through a strategic approach and innovation in practice (case studies). We argue that the Inclusive Curriculum Framework (ICF), underpinned by core principles of inclusion, can enhance equality of opportunity all the way through the student journey. The paper innovatively and rigorously bridges theory and practice in relation to inclusivity in learning and teaching and student success. It describes early and positive impact at Kingston University, adoption and spread in other institutions in England and potential international relevance.

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Section: Principle 2: Ensure That Students See Themselves Reflected In the Curriculummentioning

confidence: 99%

Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework

McDuff¹,

Hughes²,

Tatam³

et al. 2020

wide particip lifelong learn

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“…However, as policy establishment does not necessarily lead their academic staff to actual implementation but rather often to frustration (Leask, 2012), research studies on Australian higher education often suggest Asian learners' experiences of exclusiveness or disengagement (Leask and Carroll, 2012;Song-Truner and Willis, 2011). Accomplishment of curriculum internationalisation requires institutional and national support alongside lecturers' endeavours, and learner surveys provide important evidences for improvement.…”

Section: Teaching Principles and Curriculum In Australian Universities And Asian Learners' Experiences And Expectations In Teaching Englimentioning

confidence: 99%

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

Han

2016

ETPC

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Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy. Findings From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc. Research limitations/implications From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies. Practical implications For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning. Social implications The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education. Originality/value Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

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“…Chinese students report that their past experiences as students are vastly different from the expectations in an Anglo study environment and not simply bridged by meeting English language requirements (Skyrme, 2007). Despite significant challenges, many students do make the transition (Clark et al, 2007;Song-Turner and Willis, 2011).…”

Section: Academic Norms and Conventionsmentioning

confidence: 99%

Stakeholder informed non-traditional student induction: a balanced approach

Soontiens

Kerr

Ang

et al. 2016

International Journal of Educational Management

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Purpose The paper considers the evolution of a tailored university induction program over time to establish the change in the nature and content of the program. Design/methodology/approach The induction program is pitched against the conceptual backdrop of academic norms and conventions, language, integration and the role of mentoring. As an exploratory study of a unique and complex induction program it reports on the basis of discourse analysis over time (from 2009 to 2012). Findings The paper establishes that consideration of feedback by students, university staff (academic and professional) and external stakeholders has allowed the program to morph to a balanced content of academic; social; and socio-academic integration activities. Research limitations/implications The paper confirms the framework proposed by Zepke and Leach (2005) and renders a further level of validity to the model when applied in a cross-cultural higher education context. Practical implications Practical implications include the value of involving stakeholders as source of knowledge for considering continuous improvements and the notion that a remedial approach to integration of international students proves to be ineffective. Originality/value Articulation pathways for Chinese university students into Australian universities create a unique set of expectations and challenges to both the students and the Australian universities. A tailor made induction program is a crucial step in addressing these and requires continuous improvement to retain relevance and optimise impact and resources.

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Re-engineering the course design and delivery of Australian tertiary education programmes: perspectives from Chinese students

Cited by 7 publications

References 19 publications

Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework

Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

Stakeholder informed non-traditional student induction: a balanced approach

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