Targeted, timely, learning support for international students: One Australian university’s approach

Craig Baird

doi:10.5204/jld.v5i1.93

Abstract

This paper documents the approach taken by an Australian University to enhance student study skills, development of academic language, and writing skills. The Curtin Business School (CBS) has the only fully faculty-based student learning support centre at Curtin University in Western Australia. Called the CBS Communication Skills Centre (CSC) it has seven academic staff charged with enhancing learning outcomes, intercultural communication and study proficiency for a diverse student cohort having a large proportion of international students. Described here is the CSC approach to using a suite of targeted services and collaborative practices in multiple academic disciplines to assist transnational learning. Challenges faced by international students using learning support services, and by staff designing and delivering those services in an Australian University form part of this discussion.

Highlights

Curtin University (CU) is situated in Perth Western Australia
Having about 60% of the overall student cohort as international students has required Curtin Business School (CBS) to take a strong role in providing learning and language services to support international students at all levels of study
This paper examined the Curtin Business School’s Communication Skills Centre (CSC) approach to facilitating ways to enhance student learning outcomes, for international students, through a suite of activities and resources intended to develop study skills and communication methods

Summary

Introduction

Curtin University (CU) is situated in Perth Western Australia. regarded as the most isolated capital city in the world, Perth is ideally situated to provide university services to the Asian region and is a key centre for learning for international students. Given the many offshore Curtin Campus locations and partnership arrangements in operation, CBS has needed to ensure learning support for international students who have undertaken part of their degree studies in situations where English is not the first language used, and learning standards or practices are not always in alignment with those at the principal Perth Campus When students from these alternative settings undertake higher degree studies, often they encounter performance requirements that differ from their undergraduate degree home-country-based standards. Many studies (Nelson, et al, 2009; Scutter & Wood, 2009) have shown the importance of having a positive first year experience and development of study skills in building confidence and ensuring retention This is of particular importance for international students who usually have limited knowledge of local culture and support services. B Short course for the development of language and study skills – Called CLASS; nine, weekly one hour sessions

D Short course

G Individual consultations

Findings

Conclusion