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dc.contributor.authorShannon-Little, Tonyen
dc.date.accessioned2014-11-27T12:18:40Z
dc.date.available2014-11-27T12:18:40Z
dc.date.issued2012-03
dc.identifier.citationShannon-Little, T. (2012) 'Thriving as an international student: Personal responses and the trajectories they create', Journal of Pedagogic Development, 2 (1), pp.10-15.en
dc.identifier.issn2047-3265
dc.identifier.urihttp://hdl.handle.net/10547/336261
dc.description.abstractDuring a study investigating their experiences on a British university campus, relatively successful long stay international students critically reflect on their experiences of cross-cultural interactions and how these have shaped not just their current behaviour but also their longer term attitudes and aims, or in Wenger's term their trajectories. A tentative taxonomy of trajectories is described and its pedagogical relevance discussed in terms of ways that this understanding can inform staff interventions to enhance intercultural learning, not only of international students but of home students and staff also, and lead to further critical reflection by all participants on their own cultural influences.
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 2en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-2-issue-1/thriving-as-an-international-student-personal-responses-and-the-trajectories-they-createen
dc.subjectinternational studentsen
dc.subjectinter cultural learningen
dc.titleThriving as an international student: personal responses and the trajectories they createen
dc.typeArticleen
dc.contributor.departmentUniversity of Wolverhamptonen
dc.identifier.journalJournal of pedagogic developmenten
html.description.abstractDuring a study investigating their experiences on a British university campus, relatively successful long stay international students critically reflect on their experiences of cross-cultural interactions and how these have shaped not just their current behaviour but also their longer term attitudes and aims, or in Wenger's term their trajectories. A tentative taxonomy of trajectories is described and its pedagogical relevance discussed in terms of ways that this understanding can inform staff interventions to enhance intercultural learning, not only of international students but of home students and staff also, and lead to further critical reflection by all participants on their own cultural influences.


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