This document summarizes the findings of a survey of 34 international students from various countries studying at Newcastle University in the UK. It discusses the students' reasons for studying abroad, their experiences with the UK's learning, teaching, and assessment methods, differences from their home countries' educational systems, challenges making friends, and advice for prospective international students. Key points included the perceived reputation and opportunities of a UK degree, emphasis on group work and independent study over lectures, stress of exams, difficulties interacting with UK students, and importance of preparation and family support.
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For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
"The Road to Literature"- Design-based research: Adoption of learning cultur...Susana Galante
Design-based research for final project of MA Educational Technologies, studies at Haifa University
Design of a Knowledge-Building Computer-Supported Collaborative Learning (KBCSCL) environment for the learning of "The Road not Taken" by Robert Frost and the exploration of its potential to promote open-mindedness among high school students of English
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Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Where I Am Coming From
1. Where I am coming from:
international students’
learning cultures
Pat Gannon-Leary and Rosie Crane
2. Introduction/rationale
“Recruit and retain students and staff drawn from all sectors of the international
community, engaging and developing them to their full potential.”
(Northumbria’s Learning and Teaching Strategy)
“At our campus in Newcastle city centre we welcome students from all over the
world bringing a rich multicultural diversity to our programmes and social
activities as well as the unique opportunity to share broader perspectives.”
(Newcastle Business School website)
3. The methodology
• Surveymonkey questionnaire
• 34 responses from across the 9 schools
• 25 undergraduates
• 4 foundation, 13 first years, 6 second years
• Bahrain, China, Croatia, Cyprus, Finland, Greece, India, Iran, Libya,
Malaysia, Nigeria, Qatar, Russia, Saudi Arabia
• Average age 23 years
• Follow up interviews with 9 students from 5 schools
4. Reasons for studying in the U.K.
• Perceived worldwide reputation of UK system
“UK degrees have a strong reputation worldwide it was an easy choice to
make.”
• Better study environments
“Nigerian Universities do not have the facilities required for my course (BSc.
Computing Studies)”
• Subjects not taught at home
• Opportunity to experience UK life style
“Since I was ten years old I wanted to try living and studying overseas, and especially
here in UK because I will gain a lot of experience not just in my studies but also in
my social life and learn how to depend on myself”
• Improving English language ability
• Better job prospects
• Gaining an international perspective
5. Learning, teaching & assessment
methods
• Lectures and seminars
“Here I have to go to lecture first and
then go the seminar, back in Saudi,
studies are done in one class
explain the lesson then ask and
discuss it in the same class.”
• Group work
“In our system at home the emphasis
is on theories, individual studies…
rather than practice, group
work….”
• Student led
• Independent study
• VLE
6. Learning, teaching & assessment
methods
• Stress placed on exams
“In India the main aim …is to score in
the exams at the end of every
year…Here in Northumbria it is
less stress as the tests are divided
into 2 semesters and we also have
the opportunity to score in
homeworks & assignments.”
• In-class tests
“My secondary school assessment was
based on continual tests that took
place on irregular unpredictable
intervals. Northumbria assessment
was all mainly written, predictable
and at set times.”
• Presentations
• Variety
7. Expectations vs actuality
• Lack of emphasis on theory
“UK education is more practice orientated, focuses on narrow fields and is results
driven. My home country education provides a way much stronger theoretical basis
with a broader general overview so that the specific topics are easier to put into
context.”
• Abilities/attitudes of home students
“I was very surprised to see that some students are not prepared to continue their
education and would rather work……At home people valued education”
• Approachability of staff
“Sometimes when we approach lecturers, they’ll say ‘it’s like what I said in lecture’ … so
I think they don’t tell enough information”
• Different relationship with teaching staff
“I thought that the teaching style here would be more interactive, especially during
lectures, where we are allowed to speak our mind. I expected the lecturers to be…
approachable.”
8. Being in a class with a variety of
international students
• Vast majority were very positive
“Being in a very diverse environment, whether in terms of cultural backgrounds or based
on other work and education experiences, makes it more interesting and productive.”
“The students from different parts of the world can often look at the same problem
from very much different perspective. This can be very inspiring and group work in
such situation often generates innovative results.”
• However most wanted and expected more diversity
“…if …. (nationality) mix is good not all one nationality in class. But if 80% of class
are from China it’s like studying in China in England.”
“people from the Gulf [are]] thrown together in classrooms and all end up talking
Arabic which doesn’t contribute to their learning at all”
9. Making Friends with International
students
• Making friends with other international students seemed straightforward
“When I started college immediately I got in with the International students group…
that is where I felt comfortable ….there were people like me ……what I enjoyed
was the variety of people from different places “
“Other international students….what you have in common with them is that they are
also an international student, they also have no families around them so you have
some common ground and that makes it easier to have friends and then you learn
about each other.”
10. Making Friends with Home
students
• However, making friends with home students appeared to be possible and
desirable but much more difficult,
“ ….. local students were friendly once you go to know them, which doesn’t happen very
often…”
“(local students) meet in pubs I’m not interested in pub”
“students already know each other /established groups which don’t talk to each other”
“Class size (too large)”
“Local students keep away from you if you don’t know the cultures, if you don’t know
the slangs and you don’t go to the pub to have a drink with them at the end of the
week, you are not friends…. so you’ve got to have to have something in common .”
11. In the Classroom: Teachers Talking
• In lectures a perception of lack of information and theory imparted
“ Teachers should tell more about the theory otherwise it’s a waste of time “
“ … (teachers) probably talking too much and we were sitting listening… but: wasn’t enough
teaching going on”
“ In lecture hall…. they only touch on main points they don’t tend to elaborate… so we are
left in the dark “
• In seminars
“teachers talk too much ….especially in seminars nobody talks”
“even teachers are begging someone to answer”
“teachers try to extract answers from students “
“…..teachers sometimes get awkward silence so give the answer themselves”
12. In the Classroom: Teachers Talking
• Over-use of PowerPoint was also a common theme
“lecturer who stood there and just read from his PowerPoint … I didn’t need
that……...very boring. “
“because of too much use of PowerPoint in nearly every class (lecture) don’t like this
way of teaching - open data show - read the lines and click”
13. In the Classroom: Students
Talking
• Not enough opportunities for students to ask questions in lectures
“…no discussion in the situation where the lecturer is using PowerPoint “
“…not chance to ask questions about things you don’t understand “
• Management of seminars was also an issue for some.
“…question and answer and discussion is very useful. but needs to be managed”
“Students talking is useful if they have some knowledge and experience to contribute,
the problem is when students don’t have enough experience here to make a useful
contribute”
“…a lot of time in seminars nobody was stopped talking if they went on and on …
…some people just like to hear their own voices…..”
14. Finally advice from the students....
advice to prospective students...
• Most indicated that preparation in terms of English and academic study
skills were essential
You have to learn fast how to listen to teachers with different accents there is language
pressure you have to absorb a lot
Prepare for Academic writing and plagiarism
(Prepare yourself) by improving research skills or you will face problems as you study
more by yourself (here in UK)
Learn how to deal with time (study skills) … you don’t need to prepare for group work
–its easy
• Others referred to specific aspects of study within the university
focus on practical work as your theoretical knowledge is probably well above the
average, but your practical experience is probably non-existent
try to adapt to the relaxed atmosphere
15. Finally advice from the students....
advice to prospective students...
• Many said that maintaining contact with family at home was crucial
At Christmas you have to go home.
Make sure communication with home and family support measures are put in place e.g
parents should visit in first year.
• Some offered practical advice
Don’t be shy
Ensure you are used to the cold weather and be prepared for the weather – especially
the cold weather if you are coming from a country where it is summer all year long.
Seek out help and advice from people who have already done the course
See if there is real value in coming …… and compare of home country…. if not stay at
home
Do research and make informed decision what subject you want to do before you come
(Don’t just listen to sales people and agents)
Editor's Notes
We are …
From Learning & Teaching Enhancement in the Academic Registry here at Northumbria
Our roles
Number of enhancement groups, one of which is the International Learning Enhancement Group
Aims of ILEG
To explore and promote good practice in areas of teaching and learning for International students, internationalisation of the curriculum To act as a forum to bring together those with relevant expertise from across the University and co-ordinate activities.
It was this group that commissioned this pilot study because they wanted to learn more about the learning cultures from which our international students had come to try to understand what learning, teaching and assessment methods were familiar to them, with a view to offering support for unfamiliar areas.
These two quotes are particularly pertinent to the pilot study on Learning Cultures which aims to capitalise on the multicultural diversity of the student body by affording international students an opportunity to share their knowledge and prior learning experience with the wider community.
A total of 34 responses was received to the online questionnaire. Students represented all Schools in the University. Nine students were from the Business School, five each from Arts & Social Sciences and Computing Engineering & Information Sciences; four from Law; three each were from Applied Sciences and Built Environment; two each were from Design and Health Community & Education Studies; and one was from Psychology & Sports Sciences.
Not all respondents indicate their year of study but, of those who did, thirteen were first years, four foundation years and six second years. The majority of respondents (25) were undergraduates.
Twelve respondents were from Saudi Arabia, three were Qatari; four were Chinese; two each were Iranian and Bahraini whilst one student came from each of the following countries Finland, Malaysia, Russia, Libya, Nigeria, Cyprus, India, Croatia and Greece. All but three had received secondary education in their country of origin.
The respondents’ ages ranged from 18 to 49. The mean age was 23 whilst the median age and mode age were both 20.
My section of the presentation focuses on the questionnaire results in respect of prior learning cultures and expectations of UK HE. Rosie’s section will focus on the results from the follow up interviews which she conducted with nine students from five of our nine schools.
REASONS FOR STUDYING IN THE UNITED KINGDOM
Respondents were asked to comment on the reason for their decision to study in the United Kingdom. Popular reasons revolved around the perceived worldwide reputation of the UK education system for quality, high standards and subject specialisms.
The UK system was seen as offering preferable ways of teaching, better study environments and better facilities than some students’ home institutions:
<q>”In the UK the level of the studies in the subject I am interested in [Electrical & Electronic Engineering] is higher than the one I could have in Greece”<q end>
In some instances, the students wished to major in subjects not covered by universities in their home countries.
Others welcomed an opportunity to experience the UK lifestyle and the independence of living and studying overseas:
<q>”Since I was ten years old I wanted to try living and studying overseas, and especially here in UK because I will gain a lot of experience not just in my studies but also in my social life and learn how to depend on myself.”<q end>
Mention was also made of improving English language ability, better job prospects and gaining an international perspective.
<q>”To study in the UK can broaden my horizon, which will be an advantage for me in the future.”<q end>
EXPLAIN DIAGRAM
Lectures and seminars were sometimes conflated in students’ secondary schools and colleges, meaning they could discuss issues and ask questions during the same period:
Group work and student led activities were identified as features of UK HE unfamiliar to many international students
<q>”In high school my lessons were more teacher led activities and strict examination. In recent courses at Northumbria I notice that more activities are student led”<q end>
Independent study was also less familiar to international students
<q>” if I don't understand something I have look for it in the library or ask the tutor.”<q end>
We have just embarked on a study of home students and it has become apparent from our early work that home students report more prior experience of tutorials, group work and essays/assignments than international students.
Home students also have slightly more experience of class discussion at school.
International students experience of VLEs at school would appear non-existent whereas about a third of home students reported having prior experience
The most popular assessment method used at the respondents’ high schools was exams (90.6%). This was in marked contrast to the most popular assessment method used at Northumbria University which was essays/assignments (90.6%).
One of the major differences commented on by respondents was the stress placed on examinations in their high schools:
<q>”University assignments you have time to work on it. But in my country you have a day or two... most days in my country we don’t have anything to do. We have only to pass the exams”<q end>
Whilst generally respondents felt that less emphasis on exams was a positive aspect, one respondent identified a negative in terms of exam preparation:
<q>”in high school we were taking more class tests than here which helps me a lot to get marks helps me a lot for the last exam and to prepare myself for the last exam as well…”<q end>
Having to make presentations, often as part of a group, and be peer assessed was unfamiliar to many international students who also commented on the variety of learning, teaching and assessment methods at Northumbria
Again, in the study of home students prior learning experiences it would appear they have more experience of project work and making presentations than international students.
Theory vs practice dichotomy
<q>”I expected more emphasis on theoretical aspects, and more updated and advanced topics being included in the course material.”<q end>
Some were surprised by attitudes and perceived abilities of home students
<q>”The biggest surprise for me was the level of general knowledge of the younger (home) students. It was well below what I expected to be acceptable for someone who has been through formal school education.”<q end>
Student-led activities and independent study were other themes emerging from interviews with the students. This was linked with lecturer approachability where students felt that, rather than help them, the lecturers told them to go and research for themselves.
<q>”if we try to research it … we can read up … but sometimes we don’t really understand… and we get confused”<q end>
Some international students found the relationship with lecturers different from what they anticipated:
<q>”During lectures, we are actually required to be silent most of the time. Seminars are more interactive, even though we are not allowed to speak our mind without being told off by the lecturers. Some lecturers here seem to be unapproachable and not very helpful.”<q end>
In other research I have done approachability of staff was a recurring theme. Generally the students felt that the lecturers in their home countries were more willing to help and more readily available. They were not used to having to set up an appointment in advance to see a lecturer. Students in the Smailes and Gannon-Leary (2008) study also conducted at Northumbria observed that lecturers tended to discourage an open door policy and interpreted their lecturers’ request for them to email for an appointment as a subliminal ‘do not disturb message.’
Now, I’ll hand you over to Rosie to talk about her interviews with the students……