Table Of ContentProfessional and Practice-based Learning
Georgina Barton
Kay Hartwig E ditors
Professional
Learning in the
Work Place for
International
Students
Exploring Theory and Practice
Professional and Practice-based Learning
Volume 19
Series editors
Stephen Billett, Griffith University, Brisbane, Australia
Christian Harteis, University of Paderborn, Paderborn, Germany
Hans Gruber, University of Regensburg, Regensburg, Germany
Professional and practice-based learning brings together international research on
the individual development of professionals and the organisation of professional life
and educational experiences. It complements the Springer journal Vocations and
Learning: Studies in vocational and professional education.
Professional learning, and the practice-based processes that often support it, are the
subject of increased interest and attention in the fields of educational, psychological,
sociological, and business management research, and also by governments,
employer organisations and unions. This professional learning goes beyond, what is
often termed professional education, as it includes learning processes and
experiences outside of educational institutions in both the initial and ongoing
learning for the professional practice. Changes in these workplaces requirements
usually manifest themselves in the everyday work tasks, professional development
provisions in educational institution decrease in their salience, and learning and
development during professional activities increase in their salience.
There are a range of scientific challenges and important focuses within the field of
professional learning. These include:
– understanding and making explicit the complex and massive knowledge that is
required for professional practice and identifying ways in which this k nowledge
can best be initially learnt and developed further throughout professional life.
– analytical explications of those processes that support learning at an individual
and an organisational level.
– understanding how learning experiences and educational processes might best
be aligned or integrated to support professional learning.
The series integrates research from different disciplines: education, sociology,
psychology, amongst others. The series is comprehensive in scope as it not only
focusses on professional learning of teachers and those in schools, colleges and
universities, but all professional development within organisations.
More information about this series at http://www.springer.com/series/8383
Georgina Barton • Kay Hartwig
Editors
Professional Learning in the
Work Place for International
Students
Exploring Theory and Practice
Editors
Georgina Barton Kay Hartwig
University of Southern Queensland Griffith University
Springfield Central, QLD, Australia Brisbane, QLD, Australia
ISSN 2210-5549 ISSN 2210-5557 (electronic)
Professional and Practice-based Learning
ISBN 978-3-319-60057-4 ISBN 978-3-319-60058-1 (eBook)
DOI 10.1007/978-3-319-60058-1
Library of Congress Control Number: 2017944714
© Springer International Publishing AG 2017
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Series Editors’ Foreword
This volume focuses on the increasingly common experience of international higher
education students engaging in work placements in their host countries. The grow-
ing levels of student mobility and rising number of university programmes that
include workplace experiences as elements of educational provisions mean that
international students are now frequently engaging in work placements. As a conse-
quence, these students are now participating in learning experiences that are far less
easy to prescribe, order and manage than when their higher education experiences
are constrained to those occurring on university campuses. Yet, it seems that, typi-
cally, international students want and value the opportunity to engage in these kinds
of experiences to promote their learning and prospects of post-graduation outcomes.
Nevertheless, extending the educational provision to work settings necessarily
engages educators in challenges to provide the most positive and productive experi-
ences for these students. Ultimately, these experiences are occurring in circum-
stances that are often beyond the control of those teaching in higher education. They
also place emphasis on the qualities of what is afforded in the workplace and how
students come to engage with what they experience.
In addressing this topic, this volume commences by offering a range of perspec-
tives on how international students’ experiences of work placement might be under-
stood and considered. These include deliberations about the different forms of
social and cultural capital being deployed and encountered through work place-
ments. There are also issues about the kinds of capacities that not only the students
will learn but what they require to effectively engage in and learn through these
experiences. Proposed here is rather than seeing international students as in some
way deficit, they might bring particular contributions to the workplaces in which
they engage. That is, the social and cultural capital they possess has its own attri-
butes. These premises are extended through considerations of the kind of relations
between students and workplace supervisors and how they might assist in providing
optimum experiences during work placements. These relationships are often seen as
being central to the prospects for successful placements. Other contributors suggest
that the openness to which workplaces might demonstrate towards the students
should be rehearsed within the host educational institutions. In particular, being
v
vi Series Editors’ Foreword
inclusive of international students’ needs and contributions is likely to be the pro-
ductive basis for enriching their educational experiences. Considerations here
extend to those between the persons and the social and cultural environments in
which they interact that play out in particular ways for these students. Beyond a
consideration of situational factors and contributions is also the importance of how
these students come to engage and learn through these experiences. As a conse-
quence, contributors also refer to the importance of students’ personal epistemolo-
gies and their engagement and practices, such as considered appraisals of and
reflections upon their experiences and in ways which are directed towards produc-
tive learning outcomes.
Of course, these sets of concerns are not restricted to international students and
their engagement in work placements. They are common to all higher education
students. Yet, this range of considerations about factors shaping these students’
experiences has particular meanings and salience for international students whose
capacities and prior experiences may be less aligned with the requirements for effec-
tive work placement experiences than their domestic counterparts. In all, on the one
hand, there is a range of situational factors, albeit in the workplace or the educational
institution, and, on the other hand, the capacities, readiness and engagement of the
students that need to be accounted for in providing positive learning experiences.
Consequently, through these perspectives, considerations and conceptual foun-
dations found in the array of case studies within this volume specific sets of contri-
butions to how the experiences of these international higher education students
might be best organised, enacted and experienced are offered. In these ways, the
contributions of this edited volume are well aligned with the broader considerations
found in this book series associated with understanding the relations between prac-
tice and learning.
Nathan, QLD, Australia Stephen Billett
Paderborn, Germany Christian Harteis
Regensburg, Germany Hans Gruber
April 2017
Contents
Part I T heorising Internationalisation, Professional Socialisation
and Reflective Practice for International Students
1 The Importance of Positive Intercultural Exchanges
for International Students on Work Placements
in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Georgina Barton and Kay Hartwig
2 Work Placement for International Student Programmes
(WISP): A Model of Effective Practice . . . . . . . . . . . . . . . . . . . . . . . . . 13
Georgina Barton, Kay Hartwig, Dawn Bennett, Melissa Cain,
Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph,
Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor,
Anna Podorova, Donna Tangen, and Marleen Westerveld
3 Creating a Climate for Global WIL: Barriers to Participation
and Strategies for Enhancing International Students’
Involvement in WIL in Canada and Australia . . . . . . . . . . . . . . . . . . . 35
Cate Gribble and Norah McRae
4 International Students, Inclusion and Professional
Field Placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Gai Harrison and Kathleen Felton
5 Who Fails Whom? A Case Study Exploration of Factors
Leading to Unsuccessful International Pre-service Teachers’
Work Placements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Donna Tangen and Marilyn Campbell
6 Reflection and Reflective Practice for International Students
and Their Supervisors in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Georgina Barton and Mary Ryan
vii
viii Contents
7 Personal Epistemologies and Disciplinarity in the Workplace:
Implications for International Students in Higher Education . . . . . . 111
Georgina Barton and Stephen Billett
Part II W ork Placement for International Student Programs
8 Practicum for International Students in Teacher
Education Programmes: An Investigation of Three University
Sites Through Multisocialisation, Interculturalisation
and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Georgina Barton, Kay Hartwig, Dawn Joseph, and Anna Podorova
9 International Healthcare Students in Clinical
Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Kristina Mikkonen, Marianne Pitkäjärvi, and Maria Kääriäinen
10 Revisiting Cultural and Linguistic Diversity in Speech
Pathology Programs in Australia: Listening
to the Voices of Staff and International Students . . . . . . . . . . . . . . . . . 165
Simone Howells, Marleen Westerveld, and Susanne Garvis
11 Enhancing Workplace Learning for International
Students in Psychology: Learning from Students’
and Supervisors’ Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Liz Jones, Erin O’Connor, and Christine Boag-Hodgson
12 Functional and Cognitive Aspects of Employability:
Implications for International Students . . . . . . . . . . . . . . . . . . . . . . . . 203
Dawn Bennett and Sonia Ferns
Part III Improving Work Placements for International Students:
Exploring the Higher Education Context
13 The Study Abroad Programme: Experience and Benefits . . . . . . . . . 225
Kay Hartwig
14 “Let’s Focus on Exploration”: Developing Professional
Identity of International Students as Global Teachers
in a Question-Driven Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Harry Stokhof and Peter Fransen
15 “Practical Experience Is Really Important”: Perceptions
of Chinese International Students About the Benefits
of Work Integrated Learning in Their Australian Tourism
and Hospitality Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Katrine Sonnenschein, Michelle Barker, Raymond Hibbins,
and Melissa Cain
Contents ix
16 University Strategic Directions, International Education
and WIL: From Policy to Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Nan Bahr, Donna Pendergast, and Christopher Klopper
17 Transforming Challenges into Opportunities:
A Work Placement Model to Help International
Students Become Employable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Ann Kelly
18 What Does Internationalisation or Interculturalisation
Look Like in the Future in the Higher Education Sector? . . . . . . . . . 313
Kay Hartwig, Georgina Barton, Dawn Bennett, Melissa Cain,
Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph,
Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor,
Anna Podorova, Donna Tangen, and Marleen Westerveld
