Journal of Research & Scholarly Output 2006 - Grimsby Institute of ...

precisely this way. The process has not
fundamentally changed in recent years, with
very little modification except for subject
specific updating. It is probable that the
majority of educational programmes in the
UK are probably organised in this manner.
Reducing the learning into component
parts, focusing on parts of the process and
not the whole is an approach to education
proposed by Taylor and Ford (1947). The
conventional wisdom is that the logical,
linear and consistent with western
intellectual thought with reason and
rationality is the only accepted way of
knowing. The scientific management
principles of dividing work up in discrete
components, establishing the one best way
and sticking rigidly to the format may be the
most efficient way to mass produce
consumer goods. I would question whether
it the most effective way to organise
learning. Our acceptance of the notion that
how we learn to see is very culturally
specific should lead to the consideration
that this style of teaching may not be
consistent with the learning style of Chinese
students. Consequently, in planning to
teach a diverse student cohort, what
assumptions and favoured ways of thinking
must be challenged and addressed to
ensure that the manner in which the
teaching is structured, organised and
delivered is right for the learning style of the
international students?
Analysis of the Research
Analysis of the research undertaken for this
paper suggests that there is a need to reflect
on how we teach international students
when they come to study in the UK. The
research is summarised as a discourse
drawn from the responses of colleagues.
Italics indicate where verbatim quotations
have been used but without specific
identification of origin. The research analysis
focused on three main issues: the impact of
cultural differences; student learning style
and teaching style.
Exploring the affect of Cultural differences
Within the context of planning the
programmes, the major issue was that for
the majority of the students forming the
subject of this research English is their
second language. Allowing additional time
for delivery of materials, workshop activities
and for students to discuss, answer
questions and to illustrate the application of
the theory to their specific circumstances
emerged as a constant theme. Tutors also
need to be aware, that religious events
including; prayer times, holidays and fasting
can and do affect student learning.
Consequently, the speed at which the
programme/lesson can be moved along can
be very different. It was also argued, when
planning course handbooks and curriculum
projects that tutors are responsible for
making all courses inclusive. The group will
be from a diverse range of socio-cultural
backgrounds and as such planning should
accommodate this.
“I have found that extra explanations of the
assignment briefs were required and these
have been thoroughly deconstructed in a
separate English and Cultural Studies class”.
Also within the discussions on assignments,
the issue of plagiarism emerged. Chinese
students regularly copied each others work
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