Getting Ahead as an International Student (Open Up Study Skills)

215 Pages·2009·1.07 MB·English

by  Dave Burnapp

Getting Ahead as an
International Student

Getting Ahead as
an International
Student
Dave Burnapp
Open University Press
McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL
email: [email protected]
world wide web: www.openup.co.uk
and Two Penn Plaza, New York, NY 10121-2289, USA
First published 2009
Copyright © Dave Burnapp 2009
All rights reserved. Except for the quotation of short passages for the
purposes of criticism and review, no part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form,
or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the publisher or a
licence from the Copyright Licensing Agency Limited. Details of such
licences (for reprographic reproduction) may be obtained from the
Copyright Licensing Agency Ltd of Saffron House, 6-10 Kriby Street,
London, EC1N 8TS.
A catalogue record of this book is available from the British Library
ISBN-13: 978-0-33-523453-0 (pb) 978-0-33-523452-3 (hb)
ISBN-10: 0-335-234 53-4 (pb) 0-335-23452-6 (hb)
Library of Congress Cataloging-in-Publication Data
CIP data applied for
Typeset by RefineCatch Limited, Bungay, Suffolk
Printed in the UK by Bell and Bain Ltd, Glasgow.
Fictitious names of companies, products, people, characters and/or
data that may be used herein (in case studies or in examples) are not
intended to represent any real individual, company, product or event.
Contents
Introduction 1
Aims of this book 1
Who should use this book 2
The structure of this book 2
The methods used in this book 4
The learning portfolio 4
Employability 5
Critical Incidents 5
Intended learning outcomes 6
Part One: The university context 9
1 What are English speaking universities like? 11
Theme: Maslow’s hierarchy of needs 11
Research into international students’ adaptation 14
Support Services 17
Accommodation 17
Careers Services 21
Guidance 22
2 What sort of chang es will I need to make? 26
Theme: culture 26
Learning styles 28
Previous experiences 28
The requirements of the situation 31
Learning activities in English speaking universities 34
Personal preferences 37
What a UK university degree involves 40
3 What sort of things will I have to do? 42
Theme: adaptation 42
A day in the life... 44
vi CONTENTS
Students’ unions 45
Volunteering 47
Self-management 49
Doing Sport and living healthily 51
Culture shock 52
Looking forward: ethnography 52
4 What sort of assessments will I have? 55
Theme: assessment 55
The principles of assessment 56
Different approaches to assessments 62
Types of assessment 65
Part Two: The study process 71
5 Starting out: what do I already know? 73
Theme: development 73
Approach 1: Transmission versus constructivist learning 74
Approach 2: Reflective learning 76
Method 1: Discussions 78
Method 2: Portfolios 79
Skill 1: Discussion skills 80
Skill 2: Objective and subjective writing 83
6 How can I understand my topic? 88
Theme: corporate social responsibility 88
Approach 1: Extensive reading 90
Approach 2: Learning involves ongoing autonomous discovery 91

Method 1: Finding texts for extensive reading 93
Method 2: Time management and planning 94
Skill 1: Skimming and surveying 99
Skill 2: Scanning 101
Skill 3: Note taking 102
7 How do these ideas connect? 106
Theme: eco-tourism 106
Approach 1: Bloom’s taxonomy 108
Approach 2: Making connections 110
Method 1: Writing summaries and paraphrases 111
Method 2: Lecture Note taking 113
CONTENTS vii
Skill 1: Glossaries 115
Skill 2: Connecting ideas from reading and lectures 116
Skill 3: Discourse Markers 117
8 Group working: what do other people think? 122
Theme: Human Resource Management – staff training 122
Approach 1: Working in teams 124
Approach 2: The need for primary research 125
Method 1: Group work 129
Method 2: What is meant by quantitative research? 130
Method 3: What is meant by qualitative research? 131
Skill 1: Questionnaire design 133
Skill 2: Interview schedules 134
Skill 3: Presentations 135
Part Three: Producing assignments 139
9 What do I have to do to excel in my assessments? 141
Theme: brand management 141
Approach 1: Bloom’s Taxonomy (application and analysis) 142
Approach 2: Process approach to planning assignments 144
Method 1: Analysing assignment titles 146
Method 2: Creating research questions 147
Method 3: What is the literature? 147
Method 4: Changing research questions into a research plan 150
Skill 1: Evaluation of Internet websites and media sources 151
Skill 2: Deep reading 153
10 What is critical awa reness and how can I show it in my
work? 157
Theme: reviewing the themes of motivation, CSR and brand
management 157
Approach 1: Bloom’s Taxonomy (synthesis and evaluation) 158
Approach 2: Critical awareness 161
Method 1: Developing critical awareness when you are reading
and note-taking 162
Method 2: Devising a plan and a structure for your writing 164
Method 3: Demonstrating critical awareness in your writing 166
Skill 1: Synthesizing information and building paragraphs 167
Skill 2: How to deal with qualitative data 169
Skill 3: How to deal with quantitative data 170
viii CONTENTS
11 Finishing off: have I done what was required? 174
Theme: strategic management 174
Approach 1: Discourse communities and academic texts 176
Method 1: Avoiding plagiarism 177
Skill 1: Referencing 181
Skill 2: Checking 187
Glossary 192
Index 201
Introduction
Aims of this book
This book has been written for international students who are planning to
study at a university in an English speaking country, for example the UK,
Australia, Ireland, the USA and New Zealand. There are small differences
between the universities in these countries, and indeed differences between
universities within each of these countries – and even between two faculties
within a single university. Despite this, these institutions share certain beliefs
about what knowledge is, and thence what activities students and teachers
should undertake.
For the remainder of this book all mentions of ‘university’ should be taken
to refer to ‘universities in English speaking countries’ and it is accepted that in
other countries universities have very different approaches, and indeed that
is one reason why this book is necessary. Please also note that words in bold,
for example ‘faculties’, are defined in the Glossary at the end of the book.
As a result of engaging with this book you will develop a clear idea of uni-
versity life and student life styles, but above all you will have a clear idea of the
language skills, study ski lls and communication skills which are necessary at
university. Many books aimed at international students can make the same
claim, but this book goes further: instead of just teaching you what is expected
(for example explaining that you are expected to participate in seminars, or
that you are expected to give exact references to your sources), this book helps
you to explore the theories held in these universities about what knowledge is,
and then shows you how the expected behaviours of teachers and students
arise from these theories. For example you are expected to participate in
seminars because of a deeply held belief that knowledge comes about from
discussion, a theory concerning the social construction of knowledge. This
book is original because it sets out to help you understand why you will be
asked to do certain things, as well as covering what you will be asked to do and
how to do them.