Partnering with students to support international students in an Australian university setting
DOI :
https://doi.org/10.15173/ijsap.v6i2.4517Mots-clés :
students as partners, teaching and learning, higher education, international student transition, international student experienceRésumé
This case study reflects on a 2019 project involving a staff-student partnership that focussed on improving the international student experience at an Australian university. The project responded to the need for international students to feel a sense of belonging and connectedness to an Australian university as a buffer against the challenges they face that are part of the acculturation process undergone upon arrival. The project’s main output was the creation of short videos destined for three target audiences: international students, domestic students, and academics who teach international students. The project’s objectives were to build relationships between international and domestic students and between academics and students, as well as to minimise misunderstandings held by international students about studying at this university and misconceptions held by domestic students and academics about international students. This case study provides an innovative and practical model for staff-student collaborations in higher education.
Téléchargements
Références
Arkoudis, S., Dollinger, M., Baik, C., & Patience, A. (2019). International students’ experience in Australian higher education: Can we do better? Higher Education, 77, 799–813. https://doi.org/10.1007/s10734-018-0302-x
Bartimote, K., Shenqu, L., & Vadlamudi, K. (2019). International student barometer and student barometer: 2018 results summary. University of Sydney.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4
Cheung, C. K. & Yue, X. D. (2013). Sustaining resilience though local connectedness among sojourn students. Social Indicators Research, 111(30), 785–800. https://doi.org/10.1007/s11205-012-0034-8
Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Center for Engaged Learning. https://www.centerforengagedlearning.org/books/pedagogical-partnerships/
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
Gomes, C. (2015). Negotiating everyday life in Australia: Unpacking the parallel society inhabited by Asian international students through their social networks and entertainment media use. Journal of Youth Studies, 18(4), 515–536. https://doi.org/10.1080/13676261.2014.992316
Healey, M. & Healey, R. (2019). Essential frameworks for enhancing student success: Student engagement through partnership. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/essential-frameworks-enhancing-student-success-student-engagement-through-partnership
Heng, T. T. (2019). Understanding the heterogeneity of international students’ experiences: A case study of Chinese international students in U.S. universities. Journal of Studies in International Education, 23(5), 607–623. https://doi.org/10.1177/1028315319829880
Johnston, S. & Stewart, B. (2020). The open page: A case study of partnership as open pedagogy. International Journal for Students as Partners, 4(2), 81–89. https://doi.org/10.15173/ijsap.v4i2.4182
Rosenthal, D. A., Russell, J., & Thomson, G. (2007). Social connectedness among international students at an Australian university. Social Indicators Research, 84(1), 71–82. https://doi.org/10.1007/s11205-006-9075-1
Smith, R. A. & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699–713. https://doi.org/10.1016/j.ijintrel.2011.08.004
Social Research Centre. (2019). 2018 student experience survey: National report. QILT Quality Indicators for Learning and Teaching. https://www.qilt.edu.au/docs/default-source/default-document-library/2018-ses-national-report.pdf?sfvrsn=d0f7ec3c_0
The University of Queensland. (2020). Student-staff partnership projects. https://employability.uq.edu.au/ssp-projects
Tran, L. T., & Pham, L. (2017). International student connectedness with local teachers and peers: Insights from teachers. In L. T. Tran & C.
Gomes (Eds.), International student connectedness and identity: Transnational perspectives. Springer.
University of Sydney. (2018). International student taskforce report: Improving the international student experience.
Wang, J. & Lin, J. (2019). Traditional Chinese views on education as perceived by international students in China: International student attitudes and understandings. Journal of Studies in International Education, 23(2), 195–216. https://doi.org/10.1177/1028315318797356
Watkins, A. (2019). International recruitment strategy 2019–2022. University of Sydney.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Carolyn Stott 2022
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
