what are statistics telling us about chinese students' attainment and what are the implications...
TRANSCRIPT
What are statistics telling us about Chinese students' attainment and what are the
implications for SHU?
Gudrun Myers
China Lead - SBS
Where do our Chinese students come from?
NCUK (Northern Consortium UK centres in China) Recruitment to Level 4, Level 5 (mainly SBS) and Level 7
Partner institutions who run their own diplomas, etc. Recruitment to Level 4, Level 5 and Level 7
HND centres (often attached to a university) Recruitment to Level 6
Pre-masters centres Recruitment to Level 7
Individual applications
Exchange students
Statistics: Chinese student cohort into SBS Level 6 - 2010/11
Sample: 145 mainly Chinese Level 6 top-up students
English qualification at the end of their HND/Diploma course:80% of the students had to undertake a pre-sessional English course30% had an IELTS of 5.546% had an IELTS of 5.0
Question asked: Are there any correlations between academic success and• average and individual IELTS scores• the chosen course of study• specific modules?
Details of the statistical findings cannot be shared in the public domain at this stage
There is some correlation between degree performance and the overall IELTS score but less than 30% • Other factors affect variation in performance - we would
suggest:• Attitude and motivation • ability to adapt to new learning and teaching methods.• Isolation from other • freedom/responsibility to manage their own timeThere is no significant variation in degree performance connected to individual performance in separate elements of the IELTS test
The performance of students improved following interventions made in the Level 6 programme and assessmentImprovements were in degree classifications, reductions in fails, referrals and re-registrationsIncreased numbers of students continued to PG study
Points for Consideration
Given the findings:
1. Should SHU review its curricula for international undergraduate students, especially with regards to most suitable content and assessment strategies (CW vs. exam)?
2. Should the information about international student graduation rates at SHU form part of our quality processes?
3. Should targets be set for good honours?
4. Should Chinese students be taught separately or in mixed groups?
5. What should SHU strategy be regarding recruitment and teaching of Chinese students?