Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/102097
Title: International education management: Implications of relational perspectives and ethnographic insights to nurture international students’ academic experience
Authors: Riad Shams, S. M.
Issue Date: 2017
Publisher: Emerald Group Publishing Ltd.
Citation: Riad Shams S. M. International education management: Implications of relational perspectives and ethnographic insights to nurture international students’ academic experience / S. M. Riad Shams. — DOI 10.1108/JME-11-2015-0034 // Journal for Multicultural Education. — 2017. — Vol. 11. — Iss. 3. — P. 206-223.
Abstract: Purpose: International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students’ academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, in a way that the NESB international students expect and accept in a foreign country. Design/methodology/approach: A literature review in relationship management and an ethnographic analysis based on observation and introspection methods was conducted. Findings: Findings show that universities could assist the NESB international students by designing, delivering and monitoring innovative teaching and learning approaches and taking care of the associated academic and non-academic issues of the students, while leveraging the social, psychological and academic relational perspective(s). Originality/value: Leveraging relational perspectives offers global implications. The implications of relational perspectives can be used from any setting. However, the relational appeal should be focused on the presented circumstances of a targeted setting only (e.g. the issues of a particular multicultural classroom). © 2016, © Emerald Publishing Limited.
Keywords: ACADEMIC EXPERIENCE
ETHNOGRAPHY
INTERNATIONAL STUDENTS
INTROSPECTION
MULTI-CULTURAL CLASSROOM
NON-ENGLISH SPEAKING BACKGROUND
OBSERVATION
RELATIONSHIP MANAGEMENT
URI: http://hdl.handle.net/10995/102097
Access: info:eu-repo/semantics/openAccess
SCOPUS ID: 85026480467
PURE ID: 1973137
f29093ff-4a1a-4d33-a995-4da3dc204bd9
ISSN: 2053535X
DOI: 10.1108/JME-11-2015-0034
Appears in Collections:Научные публикации, проиндексированные в SCOPUS и WoS CC

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