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The academic acclimatisation difficulties of international students of the built environment

Tucker, Richard and Ang, Susan 2006, The academic acclimatisation difficulties of international students of the built environment, in ANZAScA 2006 : Challenges for architectural science in changing climates: proceedings of the 40th Annual Conference of the Architectural Science Association., School of Architecture, Landscape Architecture and Urban Design, University of Adelaide and Architectural Science Association, Adelaide, S. Aust., pp. 207-215.

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Title The academic acclimatisation difficulties of international students of the built environment
Author(s) Tucker, Richard
Ang, Susan
Conference name Australian and New Zealand Architectural Science Association. Conference (40th : 2006 : Adelaide, South Australia.)
Conference location Adelaide, Australia
Conference dates 22-24 November 2006
Title of proceedings ANZAScA 2006 : Challenges for architectural science in changing climates: proceedings of the 40th Annual Conference of the Architectural Science Association.
Editor(s) Shannon, Susan
Soebarto, Veronica
Williamson, Terry
Publication date 2006
Start page 207
End page 215
Publisher School of Architecture, Landscape Architecture and Urban Design, University of Adelaide and Architectural Science Association
Place of publication Adelaide, S. Aust.
Keyword(s) collaboration
internationalisation
culturally inclusive design andragogy
Summary Teaching models common to Australasia can be antithetical to those of its Asian neighbours. Australasian andragogy is a bottom-up student-centred mode of knowledge transmission promoting extroverted learning styles, whilst in Asia andragogy is commonly a top-down teacher centred model promoting introspective learning. Yet these teaching styles are in opposition to the cultural-systems attributed to Asia and the West. Such socio-cultural differences are recognised in this research as contributing to the difficulties international Built Environment undergraduates experience when asked to learn in multi-disciplinary collaborative teams. This paper presents the initial stages of a study currently running as a reflexive research program aimed at resolving these learning difficulties. The primary aim of this program is to inform a new culturally inclusive andragogy for design teaching. The outcome of the research questions are addressed through a triangulated analysis including: the formative appraisal of student satisfaction through questionnaires; the summative evaluation of student achievement through the analysis of grades and the assessment of knowledge and skills gained through the measure of student design projects; and illuminative evaluation through focus group discussions and the observation of tutorials.
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ISBN 0958696128
9780958696128
Language eng
Field of Research 129999 Built Environment and Design not elsewhere classified
HERDC Research category E1 Full written paper - refereed
ERA Research output type X Not reportable
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005993
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