Australia is one of the leading providers of international education. Business schools in Australian universities have become the largest destination for overseas students. The peculiarity of the international student community is their diversity in language, culture, and educational backgrounds. Despite such diversity amongst international students along with their growing numbers in transnational education and economic benefits to business schools, research shows that business schools in Australia rarely sought international students' perspectives, nor have they taken sufficient measures to incorporate student diversity into their academic programs. However, disregarding international students' perspectives can be detrimental as it can incapacitate business schools' competitiveness in the educational market. This study attempts to explore international students' perceptions of quality learning through identifying specific key issues related to their learning and to develop pedagogical innovation. Qualitative interviews and a discourse analysis using the technique of ethnographic focus group were employed as the mixed-research methods. The findings would shed new light on quality learning and teaching in the climate of a growing number of international students seeking higher education in Australia. This study will not only provide solid evidence for business schools to innovate pedagogical practices but also prepare students for careers in a rapidly changing, highly competitive global workforce.
|Number of pages||11|
|Journal||International Journal of Pedagogy and Curriculum|
|Publication status||Published - 2016|
- cross-cultural learning and teaching
- cultural inclusivity
- learner diversity