Perceptions of faculty in health care and social sciences on teaching international students

Mantzourani, Efthymia D. ORCID: https://orcid.org/0000-0002-6313-1409, Courtier, Nicholas ORCID: https://orcid.org/0000-0001-6098-5882, Davies, Stephen and Bean, Geinor 2015. Perceptions of faculty in health care and social sciences on teaching international students. Currents in Pharmacy Teaching and Learning 7 (5) , pp. 635-644. 10.1016/j.cptl.2015.06.018

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Abstract

Background Increased cultural diversity of higher education (HE) students has created both learning opportunities and teaching challenges for vocational health care programs. An internationalized curriculum reflects sociocultural issues in professional practice and enhances intercultural competency amongst students. However, the literature is limited in seeking the key perspective of those delivering the curriculum. This study explores the awareness of health care teaching staff on issues related to internationalization, perceived responsibility in supporting international students, and teaching practices toward an inclusive curriculum. Methods An anonymous questionnaire was developed, consisting of different types of questions (Y/N, Likert scale, and multiple choice) with opportunities for free text on each main theme. The questionnaire was sent to all 205 staff members with a teaching remit at Cardiff University Schools of Postgraduate Medicine, Healthcare Sciences, Pharmacy, and Social Sciences. Key findings In all, 102 responses were received. Despite 70% of respondents feeling that the responsibility for an improved learning experience for international students lies beyond them—with the University, their School, or students themselves—inclusive teaching practices that consider cultural diversity are widely reported. Some individuals feel unprepared to teach international students, citing a lack of cultural knowledge and training. The proportion of international students is perceived as the most important aspect of internationalization. Other key components of national and institutional HE strategies, such as “internationalization abroad”, appear to be relatively unimportant. Findings from this study provide a basis for all higher education institutions educating health and social care professionals to reflect critically on the realities of engaging with the internationalization of vocational programs.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Healthcare Sciences Pharmacy Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > R Medicine (General)
Uncontrolled Keywords:	Internationalizing higher education; Staff perceptions; Inclusive teaching practices; Preparedness for internationalization
Publisher:	Elsevier
ISSN:	1877-1297
Date of First Compliant Deposit:	27 April 2016
Date of Acceptance:	7 June 2015
Last Modified:	17 Jun 2024 19:14
URI:	https://orca.cardiff.ac.uk/id/eprint/89954

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