CAKES (Cultural Awareness and Knowledge Exchange Scheme): A Holistic and Inclusive Approach to Supporting International Students

Autor/inn/en	McKay, Jane; O'Neill, Deborah; Petrakieva, Lina
Titel	CAKES (Cultural Awareness and Knowledge Exchange Scheme): A Holistic and Inclusive Approach to Supporting International Students
Quelle	In: Journal of Further and Higher Education, 42 (2018) 2, S.276-288 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2016.1261092
Schlagwörter	Foreign Countries; College Students; Foreign Students; Cultural Awareness; Holistic Approach; Inclusion; Transitional Programs; Focus Groups; Semi Structured Interviews; Social Support Groups; Cross Cultural Training; Sense of Community; Student School Relationship; Cultural Differences; Student Adjustment; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Cultural identity; Kulturelle Identität; Holistischer Ansatz; Inklusion; Social support; Soziale Unterstützung; Interkulturelle Orientierung; Schüler-Lehrer-Beziehung; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Qualitative Forschung; Großbritannien
Abstract	Transition support for international students has traditionally adopted deficit models which attempt to "fix" assumed academic literacy problems. This study explores a more culturally inclusive initiative which supported international students at a UK university in a holistic and developmental way. The initiative was delivered across an academic year and a mix of focus groups and semi-structured interviews were undertaken for evaluation purposes. Although small-scale, the initiative emerged as a lively learning community which was highly successful in facilitating both academic and sociocultural transition. Qualitative data illuminate a number of fruitful methodological foci, including informality of the learning space and exploration of intercultural learning and teaching practices. Findings indicate that these cultural explorations were instrumental in helping students navigate the new learning and teaching system and forge a stronger sense of academic and social belonging. These outcomes were cultivated within an ethos that valued and enhanced the diverse skills, identities and attributes that students brought, rather than one that suppressed their previous learning practices. Findings thus demonstrate how transition and academic success can be facilitated in ways that do not problematize international students and highlight the need for more holistic and inclusive ways of supporting them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01