CGHE Seminar

POSTPONED: Mapping pedagogic practices for and with international students

  • Thursday, 26 Mar 2020 12:30 - 14:00
  • Bentham House LG11 Lecture room, UCL Institute of Education

IMPORTANT UPDATE: In light of the spread of the coronavirus, this seminar has been postponed. We will update with a new date in due course.

While there is considerable academic interest in international student mobility (e.g. Mazzarol and Soutar 2012), there is little critical research on the pedagogies and learning structures that support international students’ academic transitions and learning experiences in HE (Madge, Raghuram, and Noxolo 2015). All too often, literature focuses on challenges instead, replicating a deficit narrative of international students (Lomer 2017). This shapes learning relationships, given that many international students perceive discriminatory language and bias from their classmates (Heliot, Mittelmeier and Rienties, 2019) and from lecturers (Rhoden, 2019).

How international students are perceived is likely to shape pedagogical practices. Deficit narratives imply that students should assimilate to traditional pedagogic practices (Ploner 2018), instead of critically conceptualising international students as complex knowledge agents and partners in pedagogy (Madge, Raghuram, and Noxolo 2015). For instance, institutions often provide generic centralised support rather than through a re-examination of fundamental pedagogic practices (Jenkins and Wingate 2015). Yet individual academics frequently undertake the latter, supporting more inclusive, ethical, and sustainable curriculum internationalisation (Turner, 2015; Lomer and Anthony-Okeke, 2019). Literature and case studies by professional organisations like AdvanceHE, UKCISA, and BALEAP show that innovative practices aimed at enhancing learning for and with international students exist but are disparate and institutionally bound. However, the persistence of the deficit narrative and assimilationist model of academic transition suggests that such innovations are far from universal across the sector. This project, therefore, aims to build on existing literature and case studies to systematically synthesise and disseminate what is currently known about evidence-based pedagogic practices for and with international students. This event will present initial results from this systematic literature, feeding into an interactive workshop for students and practitioners to share.


All seminars are free and open to the public. No advance booking required.


You can register to watch the livestream of this seminar.

Dr Sylvie Lomer

Dr Sylvie Lomer

Dr Sylvie Lomer is a Lecturer in Education at the Manchester Institute of Education (MIE) at the University of Manchester. She teaches primarily on the MA Education (International), with a specialisation in policy and higher education studies. Dr. Lomer is currently developing a new module on International Higher Education, adopting a comparative approach to understanding developments in global higher education. Her research focuses on policies on international students in the UK. It adopts a critical approach, focusing on public policy discourses to examine how international students are represented. Future directions for research include how institutions and individuals interact with, respond to and resist such representations.

Dr Jenna Mittelmeier

Dr Jenna Mittelmeier

Dr Jenna Mittelmeier is a Lecturer in International Education in the Manchester Institute of Education (MIE) at the University of Manchester. Dr Mittelmeier’s research expertise is on international students’ transition experiences in higher education (particularly social and academic transitions). She is also interested in broader aspects of developing ethical and sustainable curriculum internationalisation in higher education. Her research projects have additionally included studies on supporting doctoral students’ experiences and the role of technology in curriculum internationalisation.

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