"I Have No English Friends": Some Observations on the Practice of Action Learning with International Business Students

Autor/inn/en	Brook, Cheryl; Milner, Christopher
Titel	"I Have No English Friends": Some Observations on the Practice of Action Learning with International Business Students
Quelle	In: Action Learning: Research and Practice, 11 (2014) 2, S.225-232 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2014.909183
Schlagwörter	Foreign Countries; Management Development; Graduate Students; Foreign Students; Business Administration Education; Cultural Differences; Cooperative Learning; Expectation; Acculturation; Peer Relationship; English (Second Language); Second Language Learning; Student Attitudes; Learning Experience; Learning Processes; Experiential Learning; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kultureller Unterschied; Kooperatives Lernen; Expectancy; Erwartung; Akkulturation; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Lernerfahrung; Learning process; Lernprozess; Experiental learning; Erfahrungsorientiertes Lernen; Großbritannien
Abstract	This account reports on some experiences of facilitating action learning with international business students. Interest in international student learning and the international student experience is significant and increasing with a considerable range of literature on the subject. Some of this literature is concerned with the perceived "problems" or "deficits" which international learners are said to bring to the UK university experience. Elsewhere the benefits which international students bring to the learning process are more positively highlighted. This paper describes some of the experiences derived from implementing action learning with a number of sets of international postgraduate business and management students in an HE business school setting. Specifically, it considers how educational, learning and cultural differences, expectations and assumptions influence the student experience, and how collaborative learning can be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10