Internationalisation of Pedagogy and Curriculum in Higher Education: Exploring New Frontiers HEA, Warwick 2011 To investigate good practice in assessing culturally diverse groups of Post-graduate students in module assessments, including assessment technologies. Internationalisation of Pedagogy and Curriculum in Higher Education: Exploring New Frontiers HEA, Warwick 2011 To investigate good practice in assessing culturally diverse groups of Post-graduate students in module assessments, including assessment technologies. Dr Elizabeth Willliamson Angela Arnold Margaret McCann

Exploratory Investigation This paper is the first part of the project and investigates the enablers and challenges to culturally diverse post- graduate students in completing assessments. It subsequently offers recommendations for transition/induction programmes

Research Methodology Phase 1: 4 Focus Groups, June & October 2010 Phase 2: Questionnaire Survey Nov-Dec 2010

Research Methodology Focus Group 2 groups MSc Int HRM students 6 students in each group MSc Operations & Bus Mgt Students 2 students MBA students 8 students

Survey: Students Home Country Survey to 377 full-time Pg students on 22 programmes 144(38%) responses: 111 (77%) international and 33 (23%) UK students

Survey: Current Study Programme MBA19.4% MSc Operations & Bus Mgt 15.5% MSc International HRM12.4%

Survey: Previous Programmes Studied

Comparison of Current to Previous Educational Experience

Difference in Pedagogical Factors

Assessments Investigation: Types Exams and presentations – Anna University, India Fewer assignments, no research required – SRM Vaslliammai College India Monthly examinations – Nova Institution, South India

The Size of Current Written Assignments V Previous Written Assignments

What Type of Assessments Do You Feel Most Comfortable/Challenging

Challenging Aspects of Assessments

Challenging Aspects of Assessments Referencing – not compulsory previously, Types – only written exams, no courseworks, no applied courseworks Other aspects – previously, not allowed to think freely, ie critical evaluation not required, less interaction with lecturers, use of technology BUT ALSO Discussions encouraged

Can you suggest what support you require to help you perform better in assessments? how to analyse journal articles, more help from Effective Learning Services examples of previous assessments a clearer picture of what is required/more guidance more comprehensive lecture slides, more time for submission, tutor feedback as and when required (many answered that they were given a good level of support).

Conclusion All students, both UK and international, experience significant difficulties in their transition from undergraduate study to postgraduate study. Students draw on individual previous academic experiences, individual preferences and cultural L&T backgrounds. Transition programmes should take account of these three student variables: previous academic experience, individual preferences and cultural backgrounds and be tailored to suit students requirements. And include, for example, the role of teacher, L&T practices/style, undertaking exams, how to tackle longer written assignments, critical analysis, referencing and presentations. They should take the form of a standard transition programme, with top-up sessions on an as required basis for both UK and international students.