Abstract
This article presents part of a five-year participatory Action Research project at a UK university, addressing curriculum re-design and development by evaluating the views of key participants: support and specialist tutors as well as students. Three main themes addressed are: student performance; interaction between international and domestic students; and academic engagement. Juxtaposition of interview comments, from tutors and international students, highlights the validity of differing views from each stakeholder group. Findings confirm the benefits of integrating academic and language support into the formal curriculum, higher levels of student engagement when embedding a large-scale business simulation, and the effectiveness of experiential learning pedagogies in mixed-nationality classrooms
Original language | English |
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Pages (from-to) | 223-226 |
Number of pages | 4 |
Journal | Developments in Business Simulation and Experiential Learning |
Volume | 47 |
Publication status | Published - 18 Mar 2020 |
Bibliographical note
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.Keywords
- Action Research
- Student Engagement
- Chinese students
- Business Simulation
- Experiential learning
- International Student
- Mixed-nationality classrooms
- Pedagogies