Designing and planning learning activities and programmes of study

2. an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context

Statement 1 is taken from Intermediate (I) level which looks for the transferability of skills and knowledge acquired as opposed to the ability to describe or interpret information in its original context.

2. an understanding of the limits of their knowledge

Statement 1. is taken from the descriptor for Honours (H) level and makes the distinction between an awareness of the knowledge of the student and the more advanced concept of knowledge as uncertain and limited.

1. an ability to deploy accurately established techniques of analysis and enquiry within a discipline

Statement 2 is taken from the descriptor for Masters (M) level and apparently represents a distinction between understanding of techniques applicable to the student’s own research and those that are more widely applicable within academic research in general.

1. a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice

Statement 2 is taken from Honours (H) level, where the knowledge gained remains within the student's field of study while the emphasis at Masters level is to gain a broad critical awareness and, in some disciplines, a focus on professional practice.

2. the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication

Statement 1. refers to Masters (M) level, which focuses on an understanding of how new knowledge is created and interpreted whereas Doctoral level involves the very creation of new knowledge and advancement of the discipline.

Linguistic problems are the most likely form of difficulty that international students will have in this context which is probably going to be the most familiar teaching format for them.
Some issues that have been reported have related to the speed of delivery, use of colloquial language, culturally specific examples or references, lack of detail on powerpoint slides, and note-taking.
Some strategies to address this might be:
• To add more detail to powerpoint slides or provide printed/online notes
• To explain the context of examples or use more international examples
• Be mindful of the type of language used – avoid or explain colloquialisms, culturally specific references (these can be a problem among generations as well as nationalities), abbreviations or acronyms
• Offer students advice on strategies for good note-taking.

In the context of seminars it is likely that international students will experience social, linguistic and possibly epistemological difficulties. The style of a seminar is usually more informal than a lecture and this could create issues around student-teacher relationships (calling the lecturer by his/her first name for example). There is often a requirement to contribute to or lead a discussion and this can create problems that are communicative, such as lack of confidence in speaking in front of others and not feeling accepted by the UK students. Student-led seminars will also be challenging in terms of expressing opinions and giving presentations.
Some strategies to address this might be:
• Explaining the function and purpose of the seminar
• Asking students about their prior experiences of learning, especially in respect of discussions and presentations
• Offer opportunities for students to work in pairs
• Varying the assessment (not dependent on just one type of activity, e.g. a presentation).
• Allowing international students to take their turn later in the semester giving them a chance to observe others
• Facilitating out of class opportunities for students to work together e.g. a study group.

Here issues are most likely to be cultural, social and academic as students will be obliged to work collaboratively and a variety of issues can arise, e.g. UK students may feel as if they are ‘carrying’ the international students, international students may take longer to tackle research tasks that involve extensive reading.
“We can’t have an in-depth discussion when there are international students in the group. They slow everything down.” (comment from a UK student from Trahar 2007)

“At the beginning, I had no any idea about how to structure the presentation, and I was not sure if we could work it out. But in the process, I found out every member in the group contributed a little bit, this made the work easier and more interesting, just like many calm streams flowed together and become one larger noisy river. Discussion is really a great method to learn, it makes students enjoy learning, it also gives students a chance to communicate, organise and cooperate. All these skills are important for a person’s development in the future.” (International Student, quoted in Burnapp 200?)

There are likely to be academic, linguistic and/or epistemological issues for students here. This form of learning reflects educational approaches that are based on reflection and autonomy which are not compatible with transmission approaches to teaching and learning such as the lecture. It also requires a more subjective form of expression to that of an academic essay and this will need to be explained to students who may have been taught that academic writing should be objective.

Cultural, academic and epistemological.

Recent studies among UK students prior to entry to higher education have shown that while there is an expectation that greater independence in their learning will be required but that there is still considerable over-estimation of how much contact time there will be.
“…many non-UK postgraduate students are both surprised and disappointed by what they regard as relatively few contact hours in masters degrees.” (Trahar 2007, citing Gil and Katsara 1999).

The area of reading is a particular example of this and it is no less of a problem for international students, indeed it probably presents a greater challenge than for most students as there may be linguistic challenges for some students as well as a lack of understanding of the expectations of lecturers in respect of recommended reading and bibliographies. See (Spack, 1997)Yuko’s story (PowerPoint 72kb)

Seminar | Individual project | Group work | Student presentation | Problem-based learning

“Intellectual skills such as analysis, synthesis, evaluation, and problem solving may be practised and demonstrated through more active learning processes involving assignments or projects, group-learning activity such as a seminar or tutorial, laboratory, workshop, or field-based activity. Assessment of intellectual skills can utilise unseen written examinations or problem-based exercises. Independent project work or research dissertations are typically used to demonstrate capability in a range of intellectual skills linked to specialist knowledge, understanding and practical skills.” (QAA 2006 p.8)

Individual project | Lab work/practical | Problem-based learning

“Practical skills need to be developed through opportunities to practise the activity in an appropriate learning context (eg in laboratory, field, or workplace placement). Workbooks or guidance manuals may also be used to support learning. Assessment of competence in exercising a practical skill must involve practical demonstration of it.” (QAA 2006 p.8)

Group work | Work-based learning | Problem-based learning

“Transferable/key skills, that are readily transferable to employment and other contexts, such as communication, teamwork etc can be developed through naturally arising opportunities within the curriculum. For example, written communication skills can be developed and assessed through essays or dissertations; oral communication skills through presentations in seminars; or team working skills through collaborative projects. Skills may be developed also through extra-curricular activities including work experience, student representative work, and social and cultural activities.” (QAA 2006 p.8)

“Knowledge and understanding of a subject is often developed through lectures and seminars. Such direct teaching methods are usually supported by directed study of textbooks and journal articles (hard copy or electronic) and by assignment or project work. Knowledge and understanding is often assessed through unseen written examinations, but most if not all assessment methods will require some demonstration of knowledge and understanding.” (QAA 2006 p.8)