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1.
Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions.

Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities.

Methods: Each university involved in the research offered short-term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method.

Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences.

Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness.  相似文献   

2.
Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three-phase comparative research design was used to explore who provides informal workplace support to early-career professionals, types of support and influencing factors. Phase 1 was a systematic secondary analysis of interviews and audio diaries from 52 UK doctors in their first year of foundation training (F1s). Phase 2 involved new narrative interviews with 11 newly qualified teachers (NQTs) from English secondary schools. Phase 3 was a comparative analysis to produce a model of workplace support. Given barriers to accessing senior doctors, F1 doctors drew upon nurses, pharmacists, microbiologists, peers/near-peers and allied healthcare professionals for support. NQTs gained support from allocated mentors and seniors within subject departments, as well as teaching assistants, allied support staff and wider professional networks. Support types for both professions included information and advice on practice, orientation to local settings, collaborative development activities, observation and feedback, and socioemotional support. Influencing factors included variable departmental cultures, limited opportunities for informal contact, sometimes negative inter-group perceptions and the agentic responses of novices. The resulting workplace model of support could underpin future research and evaluations of support in similar ‘hot-action’ environments. In medicine and teaching, greater utilisation of near-peers and allied staff, improved role understanding and communication, increased informal contact and sharing successful strategies across professions could enhance supportive relationships.  相似文献   

3.
It has been recognized that international students studying in non-Anglophone countries face more challenges in integrating into local higher education institutions for a number of reasons, such as the local language barrier and cultural differences. This study aims to understand the challenges and coping strategies of academic integration in non-Anglophone countries from the students’ perceptive, taking Chinese students as an example and using a qualitative approach based on semi-structured interviews with 58 Chinese students in Germany and Finland. It shows that, despite learning environment differences between Finland and Germany, Chinese students face similar challenges, including individual ones, such as the mismatch between their academic background and learning requirements, or contextual ones, such as a lack of consideration for international students in the pedagogical approach and curriculum design adopted by the host higher education institutions. The results challenge the existing stereotype of Chinese students and present evidence of students’ resourcefulness in generating novel approaches to develop their learning capabilities. It also shows that traditional learning techniques may be used as pathways to achieving deep learning and understanding.  相似文献   

4.
Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student-centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.  相似文献   

5.
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector.  相似文献   

6.
This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts.  相似文献   

7.
Based on in‐depth interviews, this study offers a comparison of how high‐school students in China and Norway are actively constructing the Internet as an element of their everyday lives. Through the Schutzian notions of everyday life‐world, social‐biographical situation and relevance, the study has revealed striking differences between the Chinese and Norwegian participants concerning their relationship with the Net, although both have been referred to as members of the Net Generation. These are summarised in four interrelated themes that highlight the differences. Together, they shed light on the different places and meanings the Net has acquired in the young people’s lives in the two cases and how they negotiate their identities as students within the Internet‐transformed context. It is argued that these differences cannot be explained merely by the material resources in the two societies. More importantly, they have to do with the individuals’ and their families’ relevance systems.  相似文献   

8.
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline.  相似文献   

9.
The centrality of service learning in the development of students’ professional practice has received worldwide attention. Exposure to appropriately designed service learning experience determines the acquisition of graduate attributes. This article addresses a study in which the key question was: What methods and strategies do students and their clinical supervisors find beneficial in improving their learning experiences during service learning placements? Drawing on the views and experiences of a group of final year occupational therapy (OT) students and their supervisors, the initial focus is on concepts in learning relevant to service learning and professional development, including Vygotsky's zone of proximal development (ZPD), the capability approach and collaborative and peer assisted learning. This is followed by an overview of the methodology and an analysis of the students’ and clinical supervisors’ experiences during service learning. The discussion focuses on the implications of the study findings for practice within a service learning context to enhance the alignment of institutional practices with students’ needs.  相似文献   

10.
ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

11.
Irene van Oorschot 《Compare》2014,44(6):895-915
Taking the Institute for Housing Studies in Rotterdam as a case study, this paper aims to theorise the ways non-Western, international students construct and negotiate knowledges in Western institutions of higher education. It describes the types of knowledges these students identify as characteristic of their learning abroad, distinguishing between the curriculum, knowledge of cultural Others and ‘critical thinking’, and the strategies of incorporation, avoidance and resistance with which students negotiate these knowledges. These knowledges, if contested, are then theorised to facilitate these students’ entry into, and mobility within, globally dispersed epistemic communities.  相似文献   

12.
Today, an increasing number of students are suffering from different kinds of mental health problems. Still, we know little about how professionals in secondary school and other professionals in society handle and collaborate around these issues. The findings from the present study make an important contribution to the research field regarding professionals’ efforts to meet the needs of vulnerable students. The present study investigates how school professionals in two Swedish urban schools and the local police describe their experiences with meeting the needs of students who are suffering from mental health problems and drug use. The study draws on semi-structured interviews with the professionals and observations of the schools’ student welfare team meetings. The findings reveal that self-medication, through use of pills or drugs (or both), has become quite common among adolescents, who see it as a way to ‘solve their mental health problems. Although students’ wellbeing and school safety were reported to be major concerns, the professionals’ collaborations were sometimes obstacles. Issues connected to the complexity of adolescents’ mental health not only highlight the importance of collaboration between schools and other societal institutions, but also indicate the necessary resources for such collaboration.  相似文献   

13.
The need in modern healthcare for professionals who are self‐directed and autonomous has increased in recent decades. Problem‐based learning is spreading in nursing education as one strategy for meeting these demands. This article deals with the relationship between the design and execution of nursing education curricula and students' understanding of nursing. The aim of the study was to examine nursing students' perceptions of nursing, comparing a problem‐based curriculum to a conventional curriculum. Students were asked to write narratives about nursing. Forty‐three narratives were analyzed using the phenomenological hermeneutic method. Differences between the two groups were found in terms of both structure and content. Problem‐based learning students stressed more the theoretical aspects of nursing. The study shows that educational design might be of great importance to how students understand nursing. Extensive research is needed to further explore the findings, especially related to clinical practice following graduation.  相似文献   

14.
This paper reports the findings of a qualitative study that investigated 25 international students’ use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The findings are presented in two complementary parts: as a word picture that describes their whole experience of using online information resources to learn; and as a tabulated set of critical findings that summarises their associated information literacy learning needs. The word picture shows international students’ resource use as a complex interplay of eight interrelated elements: students; information-learning environment; interactions (with online resources); strengths-challenges; learning-help; affective responses; reflective responses; and cultural-linguistic dimensions. In using online resources, the international students experience an array of strengths and challenges, and an apparent information literacy imbalance between their more developed information skills and less-developed critical information use. The critical findings about information literacy needs provide a framework for developing an inclusive informed learning approach that responds to international students’ complex information using experiences and needs. While the study is situated in Australia, the findings are of potential interest to educators, information professionals and researchers worldwide who seek to support learning in culturally diverse higher education contexts.  相似文献   

15.
The purpose of the study was to examine the experiences of international graduates to find out how they perceived their new learning environment in Singapore, and to explore the strategies they employed to adjust to, manage and construct meaning out of their learning situation. A qualitative, critical incidents methodology was used in the research. It was found that adjustment for students was most difficult in the first 6 to 12 months from entry into the new cultural context, largely due to the influence of previous educational and cultural experiences on expectations. Four major themes were identified in the student experiences those of marginalisation: student/supervisory relationship, academic/organisational marginalisation, social marginalisation and advantaging. The coping strategies identified were those of self-determination, collegial support and examination strategies. The importance of collegial support as a key coping strategy for international student adjustment was confirmed in the study. Implications arising from the study may inform intervention programmes that are directed to the points of tension identified in students’ experiences.  相似文献   

16.
Based on an ethnographic case study done in an all-white, rural middle school, this article examines the students’ experience with and interpretation of an international education program implemented with a hope of providing more global/international contents to the curriculum. The study shows that these students interpreted other cultures introduced by the program in relation to their own culture and their own identity formation. The process of local ‘othering’ within the student school community was analogous to that of the students’ collective ‘othering’ of unfamiliar non-US cultures. The idea of US-centrism based on US consumer culture became the main standard against which the ‘otherness’ of different cultures were measured. The findings show how prejudice and stereotyping of global others derive from both the everyday process of differentiation in local home cultures and defense of national culture.  相似文献   

17.
本研究通过问卷调查,考察613名小学生自我效能感状况及其与自主学习策略的关系。结果如下:(1)613名小学生的总体自我效能感较高;(2)两所学校之间小学生能力自我效能感差异显著;(3)在能力自我效能感方面,6年级与4、5年级存在显著差异;(4)小学生在总体自我效能感、能力自我效能感和行为自我效能感上都存在极其显著的性别差异;(5)小学生自我效能感与自主学习策略相关显著,小学生的自我效能感能够预测自主学习策略的运用。  相似文献   

18.
Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity.  相似文献   

19.
Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students’ approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students’ perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small.  相似文献   

20.
Student self- and peer-assessment strategies ideally are instigated early in programmes for health professionals. This study presents an innovative method of stimulating critical evaluation of clinical skills learned in the practical class setting for first year physiotherapy students. Twice in the semester (beginning and end) students assessed mock clinical demonstrations using examples of two widely discrepant approaches to evaluation of clinical skills: (1) a detailed analytical rubric of listed criteria and (2) a broad holistic, competency-based proforma. Anonymously, 67 students rated the usefulness of the activity to learning. They provided estimates of individual self-efficacy to make fair and reliable judgements in grading the demonstrations using the rubric and proforma and contemporaneous levels of personal stress with the perceived stress scale_10. Students reported that the activities aided their learning of course work on both occasions. By the end of semester the change in students’ self-efficacy to grade the demonstrations with the proforma was significantly greater than that for the rubric. The changes flag a deep understanding of the analytic and holistic methods used by class examiners and future clinical educators. Practical experience with assessing clinical performances enhanced student familiarity with the practical assessment and was associated with a reduction in pre-examination personal stress levels.  相似文献   

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