assessment and feedback intercultural competence

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The UK’s European university

ASSESSMENT AND FEEDBACK INTERCULTURAL COMPETENCE

A NARRATIVE INQUIRY INTO EUROPEAN PGTs EXPERIENCES

Veronica Rovagnati PhD student

CSHE, University of Kent

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THE CONTEXT: INTERNATIONALISATION OF HE

• Raise in mobile student numbers and student diversity at UK Universities

• Focus on marketization of HE

• Students perceived as customers

• Academic practices in intercultural academic environments have not been reconsidered and revaluated

• In particular socio cultural practices of assessment and feedback

Page 2

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ASSESSMENT AND FEEDBACK

• A&F as social practices are influenced by cultural, disciplinary and institutional contexts , and are

‘embedded in the values, relationships and institutional discourses constituting the culture of academic disciplines in higher education’

(Lea and Stierer, 2000:2)

.

• Student effective enactment of feedback is influenced by:

• Perceptions of A&F

• Understanding of A&F

• A&F histories and literacies

• Intercultural dialogue about and within A&F

– Emotions and intercultural communicative competence

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EUROPEAN PGT STUDENTS

• ‘Education shock’ (Yamazaki, 2005), ‘culture shock’ (Schweisfurth and Gu, 2009), or ‘learning shock’ (Gu, 2005) and more recently

‘ adjustment ’ difficulties (Janjua et al., 2011)

• Dichotomy of ‘ eastern ’ vs ‘ western ’ systems of education (Biggs, 2003)

• ‘Deficit’ approach or ‘ assimilation ’ models (Brown and Holloway, 2008; Russell et al., 2010) - unquestioned and assumed legitimacy of ‘traditional’ academic practices

• PGTs – longer academic histories and stronger A&F literacies

• Language (Fantini and Tirmizi, 2006)

• Academic discourse

• Academic context and culture

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INTERCULTURAL COMMUNICATIVE COMPETENCE

• ^‘ Communicative competence ’ (CC) is developed by every

individual as part of their first language (L1) and cultural system (Byram, 1997).

• reflects and affects one’s view of the world

• harder to transcend the initial CC system to enter a second

• Interaction between the two systems through the development of

‘intercultural’ (between cultures) communicative competence (Deardorff, 2006).

• Academic ICC within A&F

• Development of A&F ICC with support of dialogic feedback?

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Assessment & Feedback ICC Model

Adaptation of Yarosh et al. (2018) model of Academic ICC Page 6

A&F ICC Knowledge

Awareness

Attitudes

Skills Intercultural

critical reflection Intercultural

emotional intelligence

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RESEARCH QUESTIONS

• Do European PGT students’ socio-cultural backgrounds impact on the ways in which they experience and engage with the practices of assessment and feedback at university in the UK?

• Do European PGT students’ linguistic backgrounds impact on the ways in which they experience and engage with the practices of

assessment and feedback at university in the UK?

• How does a European PGT student A&F ICC influence they ways in which they experience and engage with assessment and feedback at university in the UK?

• What role does feedback play in supporting European PGT

students’ development of A&F ICC?

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METHODOLOGY: NARRATIVE INQUIRY

• ^Stories : representation of experiences to investigate in depth experience of and engagement with A&F

• ^{Focus on:} • meanings attributed to past and present experiences of A&F

• deeper insight of the complexity of lived experiences within A&F (Josselson, 2006)

• individual and collective narratives

• Explanatory narrative research

• Focus on providing accounts of the connection between events and experiences, with the support of the relevant narrative accounts to highlight such connections (Polkinghorne, 1988)

• ^Methods : narrative frames, narrative interviews and audio diaries

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DESIGN

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ANALYSIS

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References

•

^Biggs, J., 2003. Teaching international students. Maidenhead: Open University Press.

•

Brown, L., and Holloway, I., 2008. The initial stage of the international sojourn:

excitement or culture shock? British Journal of Guidance & Counselling, 36(1), 33–49.

•

Byram, M., 1997. Teaching and Assessing Intercultural Communicative Competence.

Clevedon: Multilingual Matters.

•

Clandinin, D. J., 2007. Handbook of Narrative Inquiry: Mapping a Methodology.

Thousand Oaks: Sage

•

Deardorff, D. K., 2006. Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.

•

Fantini, A., and Tirmizi, A., 2006. Exploring and assessing intercultural competence.

World Learning Publications. Paper 1.

http://digitalcollections.sit.edu/worldlearning_publications/1

•

Gu, Q., 2005. ‘Enjoy loneliness’ – understanding Chinese learners’ voices.

Humanising Language Teaching, Year 7, Issue 6 (www.hltmag.co.uk)

•

Janjua, F., Malik, S., and Rahman, F., 2011. Learning experiences and academic adjustment of international students: a case study from Pakistan. Journal of Language Teaching and Research, 2(6), 1359-1365.

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References

•

Josselson, R., 2006. Narrative research and the challenge of accumulating knowledge. Narrative Inquiry, 16(1), 3-10.

•

Schweisfurth, M., and Q. Gu. 2009. “Exploring the Experiences of International Students in UK Higher Education: Possibilities and Limits of Interculturality in University Life.” Intercultural Education, 20(5), 463–473.

•

Spencer-Oatey, H., and Dauber, D., 2017. Internationalisation and the Development of 'Global Graduates': hearing the students’ voices. GlobalPAD Working papers.

Retrieved from GlobalPAD Open House

http://www.warwick.ac.uk/globalpadintercultural

•

Universities UK, (2018). Patterns and trends in UK higher education.

https://www.universitiesuk.ac.uk/facts-and-stats/data-and-

analysis/Documents/patterns-and-trends-in-uk-higher-education-2018.pdf

•

Yamazaki, Y., 2005. Learning styles and typologies of cultural differences: a theoretical and empirical comparison. International Journal of Intercultural Relations, 29, 521–548.

•

Yarosh, M., Lukic, D., Santibáñez-Gruber, R., 2018. Intercultural competence for students in international joint master programmes. International Journal of Intercultural Relations, 66, 52–72.

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References

•

Knight, J., 2013. The changing landscape of higher education internationalisation – for better or worse? Perspectives: Policy and Practice in Higher Education, 17(3), 84–90.

•

Lea, M. and Stierer, B., 2000. Student Writing in Higher Education: New Contexts.

Buckingham: Open University Press.

•

Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative analysis: Reading, analysis, and interpretation. New Delhi, India: Sage Publications.

•

Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.

•

Ploner, J., 2018. International students’ transitions to UK Higher Education – revisiting the concept and practice of academic hospitality. Journal of Research in International Education, 17(2), 164 –178.

•

Polkinghorne, D. E. (1988). Narrative knowing and human sciences. New York: State University of New York Press.

•

Russell, J., Rosenthal, D., and Thomson, G., 2010. The international student experience: three styles of adaptation. Higher Education, 60(2), 235–249.

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assessment and feedback intercultural competence

ASSESSMENT AND FEEDBACK INTERCULTURAL COMPETENCE

A NARRATIVE INQUIRY INTO EUROPEAN PGTs EXPERIENCES

Veronica Rovagnati PhD student

CSHE, University of Kent

THE CONTEXT: INTERNATIONALISATION OF HE

• Raise in mobile student numbers and student diversity at UK Universities

• Focus on marketization of HE

• Students perceived as customers

• Academic practices in intercultural academic environments have not been reconsidered and revaluated

• In particular socio cultural practices of assessment and feedback

ASSESSMENT AND FEEDBACK

• A&F as social practices are influenced by cultural, disciplinary and institutional contexts , and are

‘embedded in the values, relationships and institutional discourses constituting the culture of academic disciplines in higher education’

.

• Student effective enactment of feedback is influenced by:

• Perceptions of A&F

• Understanding of A&F

• A&F histories and literacies

• Intercultural dialogue about and within A&F

– Emotions and intercultural communicative competence

EUROPEAN PGT STUDENTS

• ‘Education shock’ (Yamazaki, 2005), ‘culture shock’ (Schweisfurth and Gu, 2009), or ‘learning shock’ (Gu, 2005) and more recently

‘ adjustment ’ difficulties (Janjua et al., 2011)

• Dichotomy of ‘ eastern ’ vs ‘ western ’ systems of education (Biggs, 2003)

• ‘Deficit’ approach or ‘ assimilation ’ models (Brown and Holloway, 2008; Russell et al., 2010) - unquestioned and assumed legitimacy of ‘traditional’ academic practices

• PGTs – longer academic histories and stronger A&F literacies

• Language (Fantini and Tirmizi, 2006)

• Academic discourse

• Academic context and culture

INTERCULTURAL COMMUNICATIVE COMPETENCE

• ‘ Communicative competence ’ (CC) is developed by every

individual as part of their first language (L1) and cultural system (Byram, 1997).

• reflects and affects one’s view of the world

• harder to transcend the initial CC system to enter a second

• Interaction between the two systems through the development of

‘intercultural’ (between cultures) communicative competence (Deardorff, 2006).

• Academic ICC within A&F

• Development of A&F ICC with support of dialogic feedback?

Assessment & Feedback ICC Model

RESEARCH QUESTIONS

• Do European PGT students’ socio-cultural backgrounds impact on the ways in which they experience and engage with the practices of assessment and feedback at university in the UK?

• Do European PGT students’ linguistic backgrounds impact on the ways in which they experience and engage with the practices of

assessment and feedback at university in the UK?

• How does a European PGT student A&F ICC influence they ways in which they experience and engage with assessment and feedback at university in the UK?

• What role does feedback play in supporting European PGT

students’ development of A&F ICC?

METHODOLOGY: NARRATIVE INQUIRY

• Stories : representation of experiences to investigate in depth experience of and engagement with A&F

• Focus on: • meanings attributed to past and present experiences of A&F

• deeper insight of the complexity of lived experiences within A&F (Josselson, 2006)

• individual and collective narratives

• Explanatory narrative research

• Focus on providing accounts of the connection between events and experiences, with the support of the relevant narrative accounts to highlight such connections (Polkinghorne, 1988)

• Methods : narrative frames, narrative interviews and audio diaries

DESIGN

ANALYSIS

References

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References

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References

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• ^‘ Communicative competence ’ (CC) is developed by every

• ^Stories : representation of experiences to investigate in depth experience of and engagement with A&F

• ^{Focus on:} • meanings attributed to past and present experiences of A&F

• ^Methods : narrative frames, narrative interviews and audio diaries