Document Type

Report

Rights

This item is available under a Creative Commons License for non-commercial use only

Disciplines

Education, general, including:

Publication Details

Report submitted to PG Diploma in Third Level Learning and Teaching Practitioner Research Projects, TU Dublin, 2019.

Abstract

The international mobilisation of tertiary students is increasing from 0.8 million in 1975 to 3.5 million worldwide by 2016 (OECD, 2018). This increasingly fluid student migration, supported with various European initiatives, the Erasmus exchange program (since 1987) and the Bologna Declaration (since 1999), have influenced the profile of students within the Irish higher education system. By 2016, international students comprised 5.1% of total tertiary students in Ireland (OECD, 2018). According to Irish and UK research, lecturers have an important role in facilitating integration (British Council, 2014; Irish Council for International Students, 2017). However, for most faculty, the term internationalisation of the curriculum was unfamiliar (Clarke, Hui Yang & Harmon, 2018) and faculty also had mixed views on a need to explicitly address cultural and language issues in their learning outcomes or assessment tasks. Although some faculty viewed intercultural training as important most had not received this kind of support (Clarke et al., 2018). This report focuses on the integration challenges international students face, and what best-practice recommendations are available to assist lecturers in aiding integration.

Share

COinS