Increasing international student numbers in higher education institutions has long been an educational priority internationally due to the cultural, educational and economic benefits it brings (Investing in Global Relationships, 2010; Snow Andrade, 2006). As a result, research in the area of retention and progression of international students has been conducted worldwide in an attempt to establish how an institution can best support, retain and indeed increase its international student body (O’Reilly, Ryan and Hickey, 2013; Snow Andrade, 2006). Less research however has been conducted in the area of varying entry routes to higher education by international students and the potential benefits/disadvantages if any of pursuing one entry route over another (Terraschke and Wahid, 2011). This research examines the first year undergraduate performance of international students in an Irish higher education institution, The Dublin Institute of Technology (DIT), to determine if students who complete a one year preparatory programme in DIT perform differently to direct entry international students to the same institution and within the same degree programmes. Students’ country of origin and academic acculturation are used as a means of comparing students starting points in this analysis.
Investing in Global Relationships, Ireland's International Education Strategy 2010-15. Report of the High-Level Group on International Education to the Tánaiste and Minister for Education and Skills. September 2010. O’Reilly, A., Ryan, D. and Hickey, T. (2013). Higher education professionals' perspectives on international student experiences of life and learning in Ireland: a qualitative study. Irish Educational Studies, 32 (3): 355-375. Snow Andrade. M. (2006). International Students in English-Speaking Universities. Journal of Research in International Education. International Baccalaureate Organization and Sage Publications. VOL S(2) 131-154 ISSN 1475-2409. Terraschke, A. and Wahid, R. (2011). The impact of EAP study on the academic experiences of international postgraduate students in Australia. Journal of English for Academic Purposes, Volume 10, Issue 3, September 2011, Pages 173-182.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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