Responsible Education: What Engages International Postgraduate Students – Evidence from UK

Simple item page
dc.cclicenceN/Aen
dc.contributor.authorIgwe, Paul Agu
dc.contributor.authorRahman, Mahfuzur
dc.contributor.authorOhalehi, Paschal
dc.contributor.authorAmaugo, Amarachi
dc.contributor.authorAnigbo, Juliana
dc.date.acceptance2020-06-29
dc.date.accessioned2020-09-22T08:54:38Z
dc.date.available2020-09-22T08:54:38Z
dc.date.issued2020-08-28
dc.descriptionThe file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.en
dc.description.abstractPurpose: Responsive educational approaches focus on a set of well-designed practises intended to create engaging, social cohesion, better knowledge outcomes and excellent students experience. Therefore, this article engages in the discourse of the intersection of psychsociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Methodology: By applying an ethnographic approach and interview of 45 international students from three UK business schools, it proposes that a sense of ‘belongingness’ is a prerequisite for learning, personal and professional development. Due to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings: The findings indicate that international students measure their experience by ‘sense of belonging’, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are major concerns. The kinds of support students received and the quality of feedback from tutors is important for International studies integration and sense of belonging. Originality: The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this article is based on findings from UK higher education institutions (HEIs), the insights are of relevance to many countries such as Australia, Canada, Germany, France and the US who have a significant proportion of overseas students. Keywords: Sense of Belonging; Student Engagement; Student Experience; Teaching and Learning Pedagogy; International Students.en
dc.funderNo external funderen
dc.identifier.citationIgwe, P. A., Rahman, M., Ohalehi, P., Amaugo, A. N., Anigbo, J. Responsible Education: What Engages International Postgraduate Students – Evidence from UK. Journal of Global Responsibilityen
dc.identifier.doihttps://doi.org/10.1108/jgr-03-2020-0036
dc.identifier.issn2041-2568
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/20201
dc.language.isoenen
dc.peerreviewedYesen
dc.publisherEmeralden
dc.researchinstitutePeople, Organisations and Work Institute (POWI)en
dc.subjectSense of Belongingen
dc.subjectStudent Engagementen
dc.subjectStudent Experienceen
dc.subjectTeaching and Learning Pedagogyen
dc.subjectInternational Studentsen
dc.titleResponsible Education: What Engages International Postgraduate Students – Evidence from UKen
dc.typeArticleen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Responsible Education_What Engages International.pdf
Size:
266.74 KB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
4.2 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Department of Politics, People & Place