Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in teacher education programs. Drawing on semi-structured interviews, we used Interpretative Phenomenological Analysis (IPA) as an analytical tool to code and analyse our data. Some of the challenges, dilemmas and opportunities are discussed under three overarching themes (Academic staff teaching experiences, Perceptions of navigating the Australian Cultural Context, and Staff valuing student opportunities). Based on the findings, we offer recommendations for higher education institutions to consider for academic staff when supporting students (international and local) from diverse cultures and languages.
International Students, Teacher Education, Academic Staff, Interviews, Interpretative Phenomenological Analysis, Case Study
The authors wish to acknowledge that paper forms part of a wider study Improving work placement for international students, their mentors and other stakeholders (2014-16) funded by the Office of Teaching and Learning Grant from the Australian Government.
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Recommended APA Citation
Joseph, D., & Hartwig, K. (2020). Insights from Academics Teaching International Students in Australia. The Qualitative Report, 25(11), 4127-4145. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss11/18
Curriculum and Instruction Commons, Higher Education and Teaching Commons, International and Comparative Education Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons, Secondary Education and Teaching Commons