the hea annual conference 2012 great expectations – are you ready? 3-4 july university of...
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The HEA Annual Conference 2012Great expectations – are you ready?
3-4 JulyUniversity of Manchester
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18/04/23 2
Best practice in supporting large numbers of international
students undertaking research as part of taught masters courses in
the business and management field.
Nigel Coates, Dr Diane Sloan
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Overview
1. Aim2. Background/context3. Newcastle Business School Masters Dissertation4. The Newcastle Business School Masters student5. Barriers to learning6. Strategies for overcoming barriers
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1. Aim
To provide a masters dissertation research support programme that addresses the
particular needs of international postgraduate students within limited resource constraints.
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2. Background
• Importance of international students to the PG HE sector (Pelletier, 2004;Taylor, 2005).
• Importance of masters level research in PG programmes.
• Needs of international students versus limited supervisor time.
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3. The Newcastle Business School Masters Dissertation
• A research project• A combination of:– Academic theory– An investigation / research– Analysis of the business situation (using the
theory)• A 15,000 word report / thesis using the appropriate
academic conventions• 60 out of 180 credits for Masters degree
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Linkages between benchmarks and Programme Outcomes.
• Compliance with QAA Descriptor for a qualification at Masters (M) Level.
(The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education 2001)
• NBS cross comparative benchmarks for UG and Masters Dissertations are detailed in the Dissertation Guidelines.
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4. Characteristics of an NBS Full Time Masters Dissertation students
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Age of Postgraduate StudentHow old are you?
Under 21 5 2.10%21 – 23 93 39.08%24 – 26 99 41.60%27 – 29 18 7.56%30+ 23 9.66%Totals 238 100%
Responses
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Home CountryWhat is your home country?
Responses
Mainland China 101 43.53%Other 56 24.14%India 24 10.34%UK 16 6.90%Taiwan & Vietnam 13 5.60%Malaysia 9 3.88%Western Europe 8 3.45%Eastern Europe 3 1.29%Hong Kong 2 0.86%Singapore 0 0%Totals 232 100%
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Home Country
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5. Barriers to Learning
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Barriers - Language
• Language ability– IELTS (International English Language Testing System) score 6.5:
not sufficient for masters level research (e.g. critical analysis) but sector norm (some take lower).
– We are a recruiter not a selector (as are many).
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Barriers - Educational
• Educational - Cultural Background– Are our international students prepared for a UK
HE experience?– Many suffer “academic culture shock” (Brown 2007;p240)– Different expectations – not used to independent learning
(Todd, 1997; Ballard & Clanchy, 1997)– Long been recognised many do not engage in critical
evaluation (Skelton & Richards, 1991).– Many are not used to expressing opinion (Persaud, 1993;
Okorocha, 1996) and expect the tutor to be expert (Cortazzi & Jim, 1997).
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Prior Educational Experience:Prior to arriving at the NBS the way you were taught
might have been different?
Responses
Strongly Agree 58 24.79%Agree 68 29.06%Somewhat Agree 48 20.51% 74.36%Neutral 21 8.97%Somewhat Disagree 20 8.55%Disagree 12 5.13%Strongly Disagree 7 2.99%Totals 234 100%
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Prior Educational Experience:Prior to arriving at the NBS the way you were taught
might have been different?
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Prior Educational Experience:How many hours of classes did you attend per week at
your previous institution?
Responses
1-5 hours 18 7.83%6-10 25 10.87%11-15 26 11.30%16-20 54 23.48%21-25 47 20.43%26-30 28 12.17%Over 30 32 13.91%Totals 230 100%
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Prior Educational Experience:How many hours of classes did you attend per week at
your previous institution?
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Prior Educational Experience:How many hours outside of classes did you study per
week at your previous institution?Responses
1-5 hours 107 45.34%6-10 55 23.31%11-15 24 10.17%16-20 17 7.20%21-25 7 2.97%26-30 3 1.27%Over 30 23 9.75%Totals 236 100%
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Prior Educational Experience:How many hours outside of classes did you study per
week at your previous institution?
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6. Strategies for Overcoming the
Barriers
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Language – Academic Skills
• English Language Support programmes prior to masters programme.
• Academic Skills Support – year long module– integrated into programme, CEM Model (Sloan &
Porter, 2010)– none credit bearing– academic skills & dissertation skills
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Dissertation Research Methods Programme
• Lecture Support Module• The e-Learning Portal (VLE)– Including exemplars
• The Dissertation Guidelines & Logbook• A customised module text• The Dissertation Proposal• Dissertation Supervisor - Logbook• Marking Instruments for Proposal and Dissertation.
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Dissertation Research Methods Programme
• Starts in Semester 1 week 10 – Introducing the Dissertation
• Prior to Semester 2 Dissertation Proposal Preparation Week (10% of mark)
• Check point workshop on draft proposal Semester 2 week 2
• Dissertation Proposal submitted Semester 2 week 4
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Dissertation Research Methods Programme
• Semester 2 – specialist sessions on:– Methodology– Qualitative research
• Business Research Analysis Module– Quantitative aspects
• Academic Skills Seminars – supporting dissertation preparation (run in parallel)
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Dissertation Research Methods Programme
• Accessing Business Information Sources (part of Dissertation Proposal)
– To help the students to get to grips with the electronic resources available from the University Library they have to complete a short quiz (via e-Learning Portal) to give them some practice searching for journal articles, statistics etc.
– Being familiar with the databases it will help them with their assignments and especially their dissertation.
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Dissertation Research Methods Programme
• Ethical Issues– University’s policies are explained.– Declarations confirming compliance need to be
signed.– A section within the Methodology chapter needs
to consider ethical issues.– Ethical Issues included on marking instruments.
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Dissertation Research Methods Programme
• Plagiarism & TurnitIn– Specialist sessions are delivered on plagiarism. – TurnitIn is introduced for (limited) formative
feedback purposes on assignments. So students can check their understanding of academic writing and referencing.
– All completed dissertations are required to be submitted to the TurnitIn service prior to marking.
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Summary Framework
DISSERTATION60 pts
Induction
AcademicSkills Research
Methods10 pts
Module B20 pts
Module C20 pts
Module D20 pts
Module E20 pts
Module A10 pts
Module F20 pts
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Student Feedback for Learning
• Formative Assessment– Business Information Sources Exercise– Workshop Sessions– Draft Dissertation Proposal– Supervision
• Summative Assessment– Dissertation Proposal (10%)– Dissertation Thesis (90%)
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Thank you, any questions?
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ReferencesBrown, L. (2007) ‘A consideration of the challenges involved in supervising international masters students’. Journal of Further and Higher Education, 31:3, 239-248.Ballard, B. & Clanchy, J. (1997) Teaching international students (Deakin, IDP).Cortazzi, M. & Jin, L. (1997) Learning across cultures, in: D. McNamara & R . Harris (Eds) Overseas students in HE: issues in teaching and Learning (London, Routledge), 76-90Okorocha, E. (1996) The international student experience, Jornal of Graduate Education, 2(3), 80-84.Pelletier, C. (2004) The experience of international students in UK higher education: a review of unpublished research (London, UKCOSA).Persaud, R. (1993) The loneliness of the long-distance student, Journal of International Education, 4(1), 45-51.Skelton, J. & Richards, K. (1991) How critical can you get ? in: P. Adams, B. Heaton & A. Howarth (Eds) Sloan, D. E. & Porter, E. (2010) Changing international student and business staff perceptions of in-sessoinal EAP: using the CEM Model. Journal of English for Academic Purposes, 9, 3, pp. 198-210.Socio-cultural issues in English for academic purposes. Volume 1,2 (London, Macmillan), 70-72.Taylor, M. (2005, February 8) Catch ‘em while you can, The Guardian. Available online at: http://education,guardian.co.uk/egweekly/story/0,,1407537,00.html (accessed 15 June 2007)Todd, E. (1997) Supervising overseas students: problem or opportunity?, in: D. McNamara & R . Harris (Eds) Overseas students in HE: issues in teaching and Learning (London, Routledge), 173-186