International Student Education in Tertiary Settings
Interrogating Programs and Processes in Diverse Contexts
International Student Education in Tertiary Settings addresses key issues in international student education programme design and implementation. It maps contemporary theories and practices in international students’ transcultural learning and engagement and showcases successful tertiary education programmes for international students in Australia, China, Japan, the USA and the UK.
The book highlights the opportunities for engaging international students that are built into the various programmes, international students’ strategies for coping with various challenges of engagement with their educational programmes, and a range of factors that confound their engagement in academic and intercultural learning. The broad coverage of international education programmes in a variety of geographical, sociocultural and pedagogical settings enables the discussion about the complexity of contemporary international student education, shared challenges and productive ways of engaging international students in transcultural learning and the prospect of sustainable engagement.
The principles and insights into programme design and implementation to engage international students will be useful for researchers and practitioners in international student education, academics tasked with teaching international students in their class, and administrators responsible for managing and providing services to international students.
Table of Contents
1. Mapping the Terrain of International Student Education in Tertiary Settings
Zuocheng Zhang, Trevor Grimshaw and Xingsong Shi
Part 1: Built-In Opportunities in Educational Programmes for Engaging International Students
2. Transforming International Students to Agentive Participants: Chinese Student Engagement in a Community Project Course in Australia
Wei Wang and Hu Liu
3. A New Model of Teacher Education for Small Island States: The Nauru Teacher Education Project
Penelope Serow, Neil Taylor and Terence Sullivan
4. Changing Worldviews: A Comparative Study of Australian And Japanese Preservice Teachers of Early Childhood Education on Study Abroad Programme
Yukiyo Nishida, Margaret Sims and Kyoko Mukugi
5. Positive Interaction in Intercultural Group Work: Resources to Foster Success
Sophie Reissner-Roubicek and Helen Spencer-Oatey
Part 2. International Students’ Strategies for Coping with Challenges of Engagement
6. Conceptualising the Complexity of International Student Engagement: Antecedents, Actions and Accomplishments
7. Language and Intercultural Learning for Future Work: International Students from Asia on a Japanese-Medium Instructed Undergraduate Degree Programme
8. American MBA Programme for Chinese Students: The Interplay Between Programme Offering and Student Sociocultural Learning
Part 3. Factors Confounding International Student Engagement
9. Engaging with International Students on a Business English Programme at a Chinese University: A Sociolinguistic Perspective
10. International Nursing Students’ Professional Expertise and Classroom Interaction
Zuocheng Zhang and Jinliang Sun
11. Learning Through, With and Against Contradictions: An Exploration of Chinese Students’ Experiences in Transnational Higher Education Programmes
Zuocheng Zhang is Senior Lecturer in TESOL Education at the University of New England, Australia. He is interested in English for Specific Purposes, multimodality and sustainable engagement of international students.
Trevor Grimshaw is Associate Professor in International Language Education at the Department of Education at the University of Bath, UK. His research interests include language and identity, the marketisation of English as an International Language, and the role of intercultural communication in the internationalisation of education.
Xingsong Shi is a professor, Ph.D., researches sociolinguistics, second language acquisition and intercultural communication at the University of International Business and Economics, China.
"International Student Education in Tertiary Settings offers rich descriptions and sophisticated analyses of a variety of international study abroad programs at universities in Australia, Japan, UK, USA and China. It also offers a robust conceptual framework for researching international study abroad programs and experiences on the basis of a comprehensive review of cognate literature. The book should be a wonderful resource for educators involved in developing and managing study abroad programs at the tertiary level and researchers interested in globalization of higher education curriculum." -- Keita Takayama, Professor, Graduate School of Education, Kyoto University, Japan
"This edited collection of studies on international students in tertiary settings around the world is introduced by a first chapter providing a useful overview of the evolving goals of international education and a critique of representations of international students in the literature. The ten empirical studies in the collection provide valuable insights into student motivations and lived experiences as they navigate the challenges and complexities of international higher education. The studies draw on a range of theoretical frameworks and methodologies that are both interesting in themselves and provide models to other researchers and teachers seeking to investigate the student experience, or to review their own perceptions, pedagogies and practices.
In this most challenging of times for higher education, the book reminds us of the importance of balancing neoliberal drivers for international education and student recruitment with an enhanced awareness of the reciprocal benefits at personal, institutional, local and national levels of the diversity within our campuses. As we grapple with the shift towards more blended learning with increased online delivery of programmes, the book provides a timely reminder that this enforced review of the learning environment also presents opportunities. Learning experiences that offer access to real world projects, culturally responsive pedagogies, and opportunities to engage in inter-disciplinary and intercultural learning can bring benefits to all – home and international – students and staff." -- Sue Robson, Emerita Professor of Education, School of Education, Communication and Language Sciences, Newcastle University, UK