Embracing prior professional experience in meaning making: views from international students and academics

Tran, Ly Thi 2010, Embracing prior professional experience in meaning making: views from international students and academics, Educational review, vol. 62, no. 2, pp. 157-173, doi: 10.1080/00131910903548669.

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Title Embracing prior professional experience in meaning making: views from international students and academics
Author(s) Tran, Ly ThiORCID iD for Tran, Ly Thi orcid.org/0000-0001-6543-6559
Journal name Educational review
Volume number 62
Issue number 2
Start page 157
End page 173
Total pages 17
Publisher Routledge
Place of publication London, England
Publication date 2010-05
ISSN 0013-1911
Keyword(s) international students
academic writing
professional experience
Summary This paper explores the views of international students and academic staff on the use of prior professional experience in disciplinary academic writing in Australian higher education. The main finding of this case study indicates that disciplinary practice related to the issue of whether, and how, students should represent aspects of their prior professional experience in disciplinary writing seems to be differently reproduced from the lenses of international student and lecturers. Within the current higher education practices, the diverse dimensions of prior professional experiences that international students bring into the learning context appear to count more in oral class discussion than in academic writing and in formal assessment. Furthermore, despite the rhetoric of internationalization of the curriculum and “inclusivity”, the valid academic practices of international students seem to be marginalized and delegitimized due to the very subtlety and inconsistence of the lecturers’ expectations. The paper concludes with the implications for institutions to more effectively address the needs of international students in terms of knowledge construction in the process of implementing diversity principles within the internationalization agenda.
Language eng
DOI 10.1080/00131910903548669
Field of Research 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2010
Copyright notice ©2010, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055901

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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