Learning at university: The international student experience

Hellstén, M; Prescott, A

Learning at university: The international student experience

Hellstén, M Prescott, A

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Publication Type:: Journal Article
Citation:: International Education Journal, 2004, 5 (3), pp. 344 - 351
Issue Date:: 2004-12-01

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Field	Value	Language
dc.contributor.author	Hellstén, M	en_US
dc.contributor.author	Prescott, A https://orcid.org/0000-0001-7976-3438	en_US
dc.date.issued	2004-12-01	en_US
dc.identifier.citation	International Education Journal, 2004, 5 (3), pp. 344 - 351	en_US
dc.identifier.issn	1443-1475	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9924
dc.description.abstract	This paper reports on research that explores internationalisation of the University's curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students exemplifying the way it subsequently affects the quality of student learning. The paper concludes by raising some questions concerning how we may best meet the needs of international students by drawing on inclusive teaching philosophies.	en_US
dc.relation.ispartof	International Education Journal	en_US
dc.subject.classification	Education	en_US
dc.title	Learning at university: The international student experience	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	5	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
dc.location.activity	Las Vegas, NV
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	5	en_US

Abstract:

This paper reports on research that explores internationalisation of the University's curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students exemplifying the way it subsequently affects the quality of student learning. The paper concludes by raising some questions concerning how we may best meet the needs of international students by drawing on inclusive teaching philosophies.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/9924