Negotiating Different Assumptions: The Experience of Mature Japanese Students in British Universities

Autor/in	Akazaki, Misa
Titel	Negotiating Different Assumptions: The Experience of Mature Japanese Students in British Universities
Quelle	In: Journal of Studies in International Education, 14 (2010) 4, S.355-370 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315309334642
Schlagwörter	Foreign Countries; Foreign Students; Graduate Students; Asians; Adult Students; Student Experience; English (Second Language); Communication Skills; Expectation; Independent Study; Critical Thinking; Learning Processes; Knowledge Level; Competence; Discussion; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Studienerfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Kommunikationsstil; Expectancy; Erwartung; Selbststudium; Kritisches Denken; Learning process; Lernprozess; Wissensbasis; Kompetenz; Diskussion; Großbritannien
Abstract	Growing diversity among international students requires analysis of the experience of particular groups of international students, which would provide implications to understand other groups of students. Changes in the society encouraged the Japanese to seek professional training on postgraduate courses in Japan as well as overseas. Employing a qualitative approach, semistructured interviews were conducted with mature Japanese students and staff to illustrate how these students negotiate their experiences. Among several findings identified in the research are the gaps in assumptions among stakeholders of international higher education. The stakeholders appear not to appreciate fully that these students learn from their experience and improve in four competencies: knowledge, communication, academic expectation, and learning from experience. The research reveals the potential of training courses on the awareness of these assumptions, and the crucial role of institutional leadership of universities to implement these training courses for staff and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10