Have we got it right? A case study on international student views of inclusive teaching and learning at Northumbria

The need for change in light of increased student diversity, particularly international participants, is well documented. Sherry et al. (2003) note the gap that exists between international student expectations of a HEI and their perceptions of the services provided. At Northumbria University, a number of primary data based studies addressing learning and teaching experiences of international business students have been undertaken. The first (2003) examined the pre-sessional English Language course experience; the second followed up the same issues with all students once the subject courses were underway (2004). In 2005, a good practice guide was produced and distributed to academic staff based on the survey findings and relevant literature. A third student survey (2007) was then conducted to ascertain whether students supported the recommendations made and the extent to which they felt lecturers had employed these. Findings demonstrated that there was a positive corroboration on the guide’s recommendations and, in a majority of environments, staff practice supports international students’ adjustment to UK study. However, some room for improvement was identified, namely in the areas of seminar practice and the management of assessment. Recommendations to overcome these issues are proposed and further research into seminar practice is suggested.