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ERIC Number: EJ1111614
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1356-2517
Pulled in Many Directions: Tensions and Complexity for Academic Staff Responding to International Students
Skyrme, Gillian; McGee, Alyson
Teaching in Higher Education, v21 n7 p759-772 2016
This article reports on an interview-based study of the academic practices of staff members in a New Zealand university in response to international students in their classes and under their supervision. International students enter academic cultures which are inevitably different from those which have provided their academic preparation. Participant academics often revealed a tension between trying to support students adjusting to new demands and meeting their own expectations of tertiary teaching. Most had implemented some changes to their practices which they identified as enhancing international students' ability to study successfully, but recognised the need for balance between support and an expectation of student autonomy. For some, however, adjustment of practice to reflect these students' different expectations and skills violated their understanding of what higher education should be. Using the lens of different orientations that Fanghanel [2012. "Being an Academic." London: Routledge] identified among academic staff the article considers possible responses to the current situation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A