Internationalisation of Pedagogy and Internationalisation of Pedagogy and Curriculum in Higher Education: Curriculum in Higher Education:

Exploring New FrontiersExploring New FrontiersHEA, Warwick 2011HEA, Warwick 2011

To investigate good practice in assessing To investigate good practice in assessing culturally diverse groups of Post-culturally diverse groups of Post-

graduate students in module graduate students in module assessments, including assessment assessments, including assessment

technologies.technologies.

Dr Elizabeth WillliamsonAngela ArnoldMargaret McCann

Exploratory InvestigationExploratory Investigation• This paper is the first part of the

project and investigates the enablers and challenges to culturally diverse post-graduate students in completing assessments.

• It subsequently offers recommendations for transition/induction programmes

Research MethodologyResearch Methodology

Research MethodologyResearch Methodology

Survey: Students Home Survey: Students Home CountryCountry

Survey to 377 full-time Pg students on 22 programmes

144(38%) responses: 111 (77%) international and 33 (23%) UK students

Survey: Current Study Survey: Current Study ProgrammeProgrammeMBA 19.4%MSc Operations & Bus Mgt

15.5%MSc International HRM

12.4%

Survey: Previous Survey: Previous Programmes StudiedProgrammes Studied

Comparison of Current to Comparison of Current to Previous Educational Previous Educational ExperienceExperience

How does your current educational experience in GCU compare to your previous educational experience?

Responses from UK students

Responses from International students

Very similar 4.0% 3.6%

Quite similar 40.0% 9.5%

No different 4.0% 4.8%

Quite different 24.0% 42.9%

Very different 28.0% 39.3%

Difference in Pedagogical Difference in Pedagogical Factors Factors

UK Students International

Students Pedagogical Factors Quite

different Very different

Quite different

Very different

Teaching style 38% 12% 45% 32%

Role of teacher 31% 15% 40% 30% Level of independent learning

27% 12% 29% 44%

Expected previous knowledge 31% 12% 33% 25%

Group work 19% 15% 34% 37%

Use of technology 23% 23% 25% 34% Type of assessment 27% 23% 34% 51%

Average Percentage 28% 16% 34% 36%

Assessments Assessments Investigation: TypesInvestigation: Types

‘Exams and presentations’ – Anna University, India ‘Fewer assignments, no research required’ – SRM

Vaslliammai College India ‘Monthly examinations’ – Nova Institution, South IndiaAssessment Format in

Previous Programmes UK students International

students 1 2 3 1 2 3

Exam 47% 21% 8% 60% 6% 9%

Essay 30% 25% 13% 12% 28% 17%

Report 7% 33% 38% 7% 26% 23%

Presentation 7% 8% 38% 10% 20% 33%

Technical Output (eg product design)

7% 4% 0% 10% 15% 16%

Other (Please state) 3% 8% 4% 1% 5% 3%

The Size of Current Written The Size of Current Written AssignmentsAssignments

V Previous Written Assignments V Previous Written Assignments

UK Students International students

Much longer 38.5% 49.4%

A bit longer 23.1% 13.0%

Much the same 30.8% 14.3%

A bit shorter 7.7% 15.6%

Much shorter 0.0% 7.8%

What Type of Assessments Do You What Type of Assessments Do You Feel Most Comfortable/ChallengingFeel Most Comfortable/Challenging

Comfortable Challenging UK International UK International Exam 19.2% 23.2% 44.0% 27.5% Essay 38.5% 34.1% 20.0% 25.0% Report 26.9% 23.2% 24.0% 20.0% Presentation 11.5% 17.1% 12.0% 23.8% Technical Output (eg product design)

3.8% 2.4% 0.0% 3.8%

Challenging Aspects of Challenging Aspects of AssessmentsAssessments

Challenging Aspects of Assessments UK Students

International Students

Length (number of words) 11.5% 35.8% Critical analysis 61.5% 69.1% Referencing 38.5% 32.1% Working with others 19.2% 18.5% Presentations 15.4% 22.2% Language 3.8% 23.5% Time to read and understand teaching material (eg Powerpoint slides)

3.8% 17.3%

Time to read and understand reading material (eg journal articles)

57.7% 51.9%

Length (number of words) 11.5% 35.8%

Challenging Aspects of Challenging Aspects of Assessments Assessments

Referencing – ‘not compulsory previously’,

Types – ‘only written exams, no courseworks, no applied courseworks’

Other aspects – ‘previously, not allowed to think freely, ie critical evaluation not required, less interaction with lecturers, use of technology’

BUT ALSO ‘Discussions encouraged’

‘‘Can you suggest what support Can you suggest what support you require to help you perform you require to help you perform better in assessments?’ better in assessments?’

“ how to analyse journal articles, more help from Effective Learning Servicesexamples of previous assessments a clearer picture of what is required/more

guidance more comprehensive lecture slides, more time for submission, tutor feedback as and when required” (many answered that they were given a good

level of support).

ConclusionConclusion All students, both UK and international, experience significant

difficulties in their transition from undergraduate study to postgraduate study.

Students draw on individual previous academic experiences, individual preferences and cultural L&T backgrounds.

Transition programmes should take account of these three student variables: previous academic experience, individual preferences and cultural backgrounds and be tailored to suit students’ requirements.

And include, for example, the role of teacher, L&T practices/style, undertaking exams, how to tackle longer written assignments, critical analysis, referencing and presentations.

They should take the form of a standard transition programme, with top-up sessions on an as required basis for both UK and international students.