Why International Students are at Greater Risk of Failure: An Inconvenient Truth
This paper considers the reasons for the comparatively negative progression rates for international students in the Faculty of Economics and Business at the University of Sydney over the past five years in light of data from the MASUS (measuring academic skills of university students) diagnostic language test, the Student at Risk program run in the Faculty over the past three years and the seventeen years experience of the author working in the area of language and learning in Australian universities. The results show that although language is a major factor, other factors ranging from government policy to time management have a marked effect on the relationship between academic standards and the culturally diverse university.
||Language and Learning, Students at Risk
International Journal of Diversity in Organizations, Communities and Nations, Volume 6, Issue 6, pp.101-112.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 909.729KB).
University of Sydney, Australia
Michael Paton is the Teaching Quality Fellow in the Faculty of Economics and Business, University of Sydney, Australia. He completed his Bachelor of Science (Education) degree in geology at the University of New South Wales and his Bachelor of Arts (honours) and PhD in Chinese studies at the University of Sydney. Michael’s major research interest is the history and philosophy of science in China especially focusing on dili (the principles of the earth) and fengshui. His work and research interests in communication skills deal with their relationship to culture, critical thinking and knowledge production. He is Vice President (Asia) of the Australasian Association for the History, Philosophy and Social Studies of Science.
There are currently no reviews of this product.
Write a Review