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group/team should have both local and international students).8. Encourage students to seek help from lecturers and peer students.9. Lecturers should adopt and apply the concept and principles of experientiallearning:o Constantly adjust their teaching methods based on feedback, ownobservations and reflections, latest research findings, and informationfrom other sources.o Create an appropriate learning environment. Students learn bestwhen they are exposed to the practice of what they learn. Thisinvolves lecturing on a concept or theory, reflecting on it and thenpractising it (i.e., via group case studies and class discussions).o Always try to bring in innovations in teaching by way of designingconducive study guides and lecture notes to teach a particular unit, oruse mixed teaching and learning approaches (i.e., a combination oflectures, class discussions, group case studies, group presentations,individual reports and group projects for on-campus teaching, andtelephone tutorials, online tutorials, online discussion forums,workshops and communications via email for off-campus teaching).Lecturers should also be very keen to employ appropriatetechnologies (e.g., eLuminator, BlackBoard, online demons, web 2.0applications and sites, short videos and movies, animated cartoons,intelligent software, among many others).10. Provide students with good textbooks and study materialso Should choose an excellent international textbook having goodcoverage of theories and examples of various firms or practices indifferent countries. Students would be more interested in and/orproud of discussing cases from their home country.o If no suitable textbooks can be located, customised textbooks are analternative.o Good study materials, including lecture notes, study guides andrecommended readings should be provided to students via electronicand/or non-electronic means. If possible, examples of past bestassignments and sample exam papers could be provided tointernational students, especially those in their first year.o Clear instructions on how to use different study materials should begiven. An example is as follows:I. All materials serve different (but complementary) purposes.II. The study guide provides the key information and the flow ofthe subject.III. PPT slides summarise the key concepts of topics (includingkey points of readings) and include some updated informationthat is too new to have been included in the study guide, aswell as questions and cases for in-class discussions andactivities.IV. Present the textbook as the place where it is possible to findmore thorough explanations of terminologies and moredetailed information on concepts and applications discussedin the study guide and/or mentioned in the PPT slides. Alsoalmost all the case studies and activities prescribed in thestudy guide are included in the textbook.V. Readings present you with extra information which is not131
covered (or not covered well) in the textbook and study guide.11. Take a balanced teaching and learning approacho A combined student-centred and lecturer-centred approach should beadopted, especially for first year (or first semester/trimester)international students.o Students should be given sufficient training and opportunities tounderstand and learn about the student-centred approach.o Emphasise the importance of correct referencing practices and theconsequences of poor/wrong practices.o Stress the importance of presentation, communication andinterpersonal skills, and provide sufficient training to students,especially newly-arrived international students.o Students should be encouraged to participate in class discussions,which could be made compulsory. To facilitate and nurture theirconfidence in taking part in class discussions, lecturers should createan environment in which international students feel comfortable toexpress their ideas, for instance, by asking questions they cananswer or are interested in, asking their opinions in relation to theirbackground and experiences, continually communicating to them thatparticipation and contributing to the class are what matter, notwhether their answers are correct or are in line with those of lecturersor other students.o Students should be encouraged, if not required, to take part in groupactivities. Lecturers can assign groups; alternatively students canform their own groups subject to the approval of their lecturers. Thegroups (ideally less than five group members in each group) shouldbe assigned relative to their experience, background, and the coursethey are doing. A sample of group composition is attached in theAppendix Table 1.o Literature, lessons learned and best practice on group dynamics anddevelopment should be provided to students. In addition, a suggestedfour-stage framework could be adopted, a sample of which isprovided in Appendix Table 2.12. Suggest that students pay full attention to lectures with questions and doubtsarising from reading the study materials. They should only note some veryimportant points during the class, and organise the notes based on memoryof the lectures and own understanding immediately after the class.13. Recommend to students a learning circle of reading, listening, questioning,understanding, organising, practising, critical thinking and writing.14. Discuss with students the importance of having a plan in place and ofprioritising their tasks.o If possible, universities should offer training and seminars on projectmanagement and stress management skills to all students.15. Urge students to lead a balanced life while they are studying in Australia:study hard, have enough sleep, eat well, and exercise regularly.16. Finally lecturers and universities should tell international students that theyshould relax and have confidence in themselves!132
Page 1 and 2:
Strategies and Approaches toTeachin
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Table of Contents0 EXECUTIVE SUMMAR
Page 5:
0 Executive SummaryAustralian terti
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1 Project OutcomesThe outcomes of t
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The identification information sect
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questions aim to discover their ass
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3.2 Literature reviewCross-cultural
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4 Survey Data AnalysisThis section
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Total Count 380 632 1012Percentage
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2 Count 12 30 42Percentage 3.1% 4.7
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Table 13 shows that nearly all loca
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methods are good, while less than h
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Preferredfewerlectures andmore labs
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Table 26 (Question III.4.D) Preferr
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Maindifferencesbetweenteachingmetho
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Table 33 shows that about half of l
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Table 38 (Question IV.4) Sufficient
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understanding lectures?Table 42 (Qu
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confident Count 301 179 480Percenta
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Table 49 (Question VI.4) Caring abo
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Table 52 shows that more local stud
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Table 56 shows that both local and
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a chi-square test to determine whet
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Significance Level (α= 0.05)Hypoth
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presentations are unrelated (Indepe
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Hypotheses V.2H0: Student category
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encountered at university in 2/3/4
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III.7What are you most concerned ab
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II.6.EII.6.FII.6.GTextbooks you pre
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VII. OtherVII.1.1VII.1.2What are th
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III.6 Do you like lecturers to ask
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distribution of these comments acro
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Figure 4.5 University of Sydney und
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Australia is the environment (11.06
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example, one student said that home
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5 Interview Data AnalysisThis secti
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class?Eight students thought studen
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(1) Did you have any difficulty sel
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5.2 Staff interview data analysisA
Page 81 and 82: (2) Do you think that the methods y
Page 83 and 84: is the biggest problem”. One lect
Page 85 and 86: comments was, “No, I send them to
Page 87 and 88: lecturer, and one of them like the
Page 89 and 90: am a shy person I am not comfortabl
Page 91 and 92: When they have difficulties in read
Page 93 and 94: (7) Have you been involved in many
Page 95 and 96: Only two of the graduates had diffi
Page 97 and 98: Furthermore, I was not familiar wit
Page 99 and 100: ased communication style such as e-
Page 101 and 102: CrosstabDifficultieswhenreadingtext
Page 103 and 104: CrosstabPreferred workingin groups
Page 105 and 106: CrosstabMain differencesbetween tea
Page 107 and 108: CrosstabWhat are the maindifficulti
Page 109 and 110: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 117 and 118: CrosstabWhat are the mainstudy diff
Page 119 and 120: Pearson Chi-SquareLikelihood RatioN
Page 121 and 122: ead lecture notes.2. Regarding the
Page 123 and 124: II.9 0.022 0.097 0.174 0.02 0.135II
Page 125 and 126: From Table 65, we can see that ther
Page 127 and 128: countries peoples. Personally, I fi
Page 129 and 130: perceived by them as something insi
Page 131: 7. Arrange peer groups for those st
Page 135 and 136: 13. Ask assistance from internation
Page 137 and 138: 11) • Weekly groupcase studies an
Page 139 and 140: 8 Guideline for International Stude
Page 141 and 142: life. However, it is very important
Page 143 and 144: There are ways of maintaining focus
Page 145 and 146: Expect to be nervous initially and
Page 147 and 148: Avoid cheating and plagiarismAustra
Page 149 and 150: 9 Disciplinary and interdisciplinar
Page 151 and 152: 10 Results communication, publicati
Page 153 and 154: Visiting Professor Javier Montero f
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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