betty alali odema, nottingham trent university, ba (hons) international relations (year 1) dr...
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Betty Alali Odema, Nottingham Trent University,
BA (Hons) International Relations (Year 1)
Dr Victoria Crane, College Director,
Nottingham Trent International College
‘Going the Distance’ Nigerian disabled scholarship students:
transition to college and university
The presenters.
The college and its work.
The research we undertook.
The findings.
Conclusions so far and next steps.
Questions – what are the implications for the academic community:
- your experiences of supporting international students?
About our paper
Opened September 2005: one of six KIC colleges in UK (Sept ’11: 7)
Pre-university pathway programmes for international students
different education system: 12 years; ordinary degrees
Subjects: Business, Law and Social Sciences, Art and Design, Computing, Media and Communications; International Relations etc.
Academic skills and English Language support
48 permanent staff (33 permanent tutors)
About our college
Glasgow International CollegeLocation: Glasgow, ScotlandPartner : University of Glasgow
Liverpool International CollegeLocation: Liverpool, EnglandPartner: University of Liverpool
Sheffield International CollegeLocation: Sheffield, EnglandPartner: The University of Sheffield
Nottingham Trent International CollegeLocation: NottinghamPartner: Nottingham Trent University
Kaplan International College LondonLocation: Angel, LondonPartners: City University, Cranfield University, University of Westminster
Kaplan International Colleges
Kaplan International College BournemouthLocation: Bournemouth
Brighton International College Location: BrightonPartners: University of Brighton
Rapid growth in numbers
148 students in Year 1 (2005-06)
2009/10: 1,000 students
43 nationalities represented 2009/10 – ‘international’ experience
Chinese, Nigerian, Kenyan, Saudi Arabian
Future growth: South America; Russia
About our students
Betty – physically challenged (disabled) female student.
from Nigeria.
former student of NTIC.
now studying International Relations at NTU.
Victoria – formerly:
Lecturer, School of Social Sciences, NTU.
Associate Director, Quality, Kaplan International Colleges.
College Director for Nottingham Trent International College.
About the presenters
Very little published research on the experiences of disabled international students in higher education in the UK (Soorenian, 2008).
- culture shock.
- no official body for disabled international students.
- ‘fragmented’ support.
- isolation.
International students generally: Montgomery (2010) context; social and cultural environment.
What is the institution’s role? What can students do?
About the literature
Qualitative methodology
Peer-led model:
Victoria designed the questions.
Victoria interviewed Betty.
Betty interviewed nine other students.
Betty transcribed the interviews.
Betty did initial analysis work, looking for themes.
Today: focus on learning and teaching aspects
About the research
Semi-structured interviews
Why study in the UK? What did you know before you arrived?
What was your experience of travelling to the UK, leaving your home?
What were the first few weeks like?
What help did you seek/did you receive? Did it meet your needs?
What is still missing?
What will study at the university? Are you prepared?
What three things do prospective students need to know?
About the questions
All students have physical disabilities (polio)
Most students lived away from home before coming to NTU
Leonard Cheshire Home.
Sponsored by government Rivers State Sustainable Development Agency (RSSDA).
Only Nigerian state government to send disabled students abroad for study.
Supported by KOT Agency (office in Nottingham).
Students studying range of programmes.
About the research participants
About the distance
About the distance
About the distance: at home Nigeria
About the distance: students in Nigeria
About the distance: students in Nigeria
Grateful for opportunity (Governor and RSSDA, KOT, NTIC).
Key issues
accessibility of learning environment.
acceptance as ‘any other student.’
UK approach to learning and teaching.
the UK educational system: why attractive?
what didn’t we get right? (institutional learning)
About the learning experience
About the accessible learning environment
In Nigeria In the UK
paid same tuition fees – couldn’t access classes.
can access buildings, and can do so alone.
No lifts, had to be carried upstairs. lifts to facilitate access; don’t need to be carried.
not treated the same as other students.
‘any other student’ (e.g. punctuality)
had to leave class early to reach next class.
timetable considers disabled students (NTIC and NTU adapted)
Disability legislation in the UK.
About the UK approach to learning and teaching
In Nigeria:
overcrowded classes; no access in a wheelchair.
all lecture style; no visual aids.
no air conditioning.
not confident to speak in class (as a disabled person)
In the UK:
seminars: ask questions; debate; share ideas.
electronic boards: makes learning more interesting.
About the UK approach to learning and teaching
“I decided to study in the UK because studying here leads to great advantage; back in my country, education is not taken seriously…..the UK educational system broadens
your horizons…”
(Tonye Amachree)
About why students choose the UK for study?
Experience another culture, share experiences.
UK Education is recognised and is the best in the world.
Good learning facilities (including technology)
Serious study environment:
“I chose to study in the United Kingdom because...it is recognised throughout the world. Coming to UK to study will improve my certificate
value when I go back to my country; it will be respected and valued.... the UK education system is well respected” (Chindo Jack)
Make an impact back home when studies are complete
To date: not much?
Listened and learned from students; adapted processes
(timetable changes)
Teaching students in mixed subject groups: students
misunderstood the benefits; be more explicit.
Also benefits wider body of students.
About what we didn’t get right
culture shock.
isolation.
? no official body for disabled international students.
? ‘fragmented’ support.
(Soorenian, 2008)
international students: context; social and cultural environment
Montgomery (2010)
About the literature
About the emerging theory
Impression people didn’t talk to students because of
accent/culture, not because of disability.
Difficult to make friends: didn’t know about other cultures -
not appreciated; English first language – isolation?
Fear that support won’t continue when at university
– will someone advocate on students’ behalf?
About the emerging theory
Maslow’s hierarchy of needs – get the fundamentals right.
Unreasonable requests: have all buildings together – manage
expectations.
What to tell other students:
read your books, do the work you are set – independent?
Key: the study environment: conducive; minimal barriers
staff queries and concerns
Consideration needs to be given to timetabling and movement between classrooms
Community is important (Montgomery, 2010)
Student induction: opportunities to get together
Students need a chance to learn skills not used in home country
presentations, seminars, group work
Cultural barriers exist, not just language barriers
Next – further round of interviews
About our findings: to conclude
Soorenian, A. (2008) The Significance of studying disabled
international students' experiences in UK universities. In: Campbell,
T., Fontes, F., Hemingway, L., Soorenian, A. and Hill, C. Disability
Studies: Emerging Insights and Perspectives . Leeds: The Disability
Press. 108-125.
Montgomery, C. (2010) Understanding the International Student
Experience. London: Palgrave Macmillan.
References
Betty Alali Odema, Nottingham Trent University,
BA (Hons) International Relations (Year 1)
Dr Victoria Crane, College Director,
Nottingham Trent International College
‘Going the Distance’ Nigerian disabled scholarship students:
transition to college and university