Session Information
31 SES 03 C, Is English Key to Mobility in a Multilingual World?
Paper Session
Contribution
Fluency in foreign languages and cultural awareness is one of the goals of the European Union’s Lifelong Learning Programme (European Commission, 2018; European Parliament, Council of the European Union, 2006). The programme is aimed at developing a work force with linguistic and cultural skills to support personal development and global competitiveness. Indeed, 88% of Europeans see value in knowing languages other than their first language and 67% view English as one of the two most useful languages, with German being second at 17% (European Commission, 2012).
Language competences are often required, particularly English proficiency, in higher education contexts. With over 5 million globally mobile students worldwide and 8 million expected by 2025 (ICEF Monitor, 2017), opportunity abounds for concurrent linguistic development and degree attainment. Business is the top field of study for international students in higher education institutions in the United Kingdom, United States, Canada, Australia, and other countries (Eurostat, 2017; McGowan & Potter, 2008; Statistics Canada, 2016; UK Council for International Student Affairs). However, evidence suggests that not all international students who speak English as a second language (ESL) are adequately equipped with the language skills needed to succeed academically nor do they graduate with the language skills required for employment (Benzie, 2010; Birrell, 2006; Nyland, Forbes-Mewitt, & Härtel, 2013).
“For many people working in MNCs [multinational corporations], communicating in English - the lingua franca of international business – is increasingly the operational reality” (Zander, Mockaitis, & Harzing, 2011, p. 297). Given that English is the lingua franca of international business, its development is critical—not only to succeed academically, but to succeed professionally. As such, it is incumbent upon schools of business hosting international students to provide highly effective learning experiences. With the prevalence of international ESL students in business fields, associated departments and academic staff should have extensive expertise in helping these students achieve their goals, including English language proficiency.
Previous research indicates that institutions and program administrators have insufficient data about international students’ expectations and aspirations and the obstacles they face to know what additional support to provide (Bordia, Bordia, & Restubog, 2015; Ingrams & Holzer, 2016). Reportedly, business schools do not yet “know how to fully integrate international students coming from distinctive cultural and linguistic backgrounds” (Zhang, Xia, Fan, & Zhu, 2016, 2016, p. 368), or make needed curricular (Darlington, 2008; Epps & Epps, 2010; Nelson, Poms, & Wolf, 2012) and pedagogical changes (Epps & Epps, 2010; Sawir, 2011; Ukpokodu, 2010).
This study sought to fill an increasingly important research gap by examining the strategies, innovations, challenges, and outcomes for schools of business who admit large concentrations of international ESL students at the graduate level. The research questions were as follows:
- In what ways does having a large percentage of international ESL students impact business graduate programs?
- How do these programs help students achieve desired outcomes, particularly English language proficiency?
Individuals enrolling in schools of business in English-speaking contexts have the potential advantage of developing highly proficient English skills to improve their career opportunities (Obst & Forster, 2005). This study builds on research examining institutional practices regarding international ESL students (Andrade, Evans, & Hartshorn, 2014, 2015, 2016, in press). It aims to determine how schools of business prepare graduates with the English language skills needed in a global environment. It explores current philosophies and curricular and pedagogical approaches. Although the study does not test a specific theory, the findings provide vital perspective for business schools and other programs that host international students.
Method
Interviews were conducted with 20 deans of business schools enrolling high percentages of international ESL students. Topics included school background; reasons for large concentrations of international students; admission criteria and processes; challenges and opportunities; classroom experiences; English language development; tracking, assessment, and outcomes; and post-graduation experiences. The percentage of international students from participant institutions ranged from 44% to 91%, with an average of 57% (U.S. News and World Report, 2018). The schools had different profiles in terms of location, size, instructional modality (e.g., face-to-face or online), history, and mission. Interviews were conducted using video-conferencing software or telephone. Interviews were recorded and transcribed. Transcriptions were analyzed using NVivo software, which assisted in the process of coding and categorizing the data into themes (Saldana, 2013). The constant comparative method within the broader framework of grounded theory was applied (Glaser & Strauss, 1967; Strauss & Corbin, 1990). Quality assurance techniques for qualitative research were also utilized. These included triangulation using multiple data sources as well as rich, in-depth descriptions to accurately reflect the stories of the schools (Trochim, 2006; Yilmaz, 2013). The aim of qualitative research is not to test theory but to explore phenomena in ways that can lead to theory; it is exploratory, not confirmatory. As such, it is about stories, not numbers, and involves obtaining sufficient data to understand a phenomenon, and interviewing until data becomes repetitive (Baker & Edwards, 2012). In contrast to quantitative research, which seeks to generalize findings to a broader context, qualitative research emphasizes the context of the phenomena studied and the transferability of conclusions to other contexts (Trochim, 2006). As such, the data collection for this study was largely informational rather than designed to formally test a particular hypothesis. The data analysis identified a continuum of practices for international student success and English language development. These were categorized as good, better, and best. These practices were determined for a variety of areas, such as admission criteria and processes, curricular elements for developing language skills, the assessment and tracking of outcomes, and evaluation of student preparation after graduation. The categories are designed to indicate the range of practices identified in the data rather than to make a value judgment about the schools. All schools had positive features; many were seeking ideas for additional practices to help them meet international student needs within their contexts.
Expected Outcomes
Good practices reflected forms of support available on most campuses, often considered stand-alone or generic (Arkoudis & Starfield, 2007; Arkoudis et al., 2012; Harris & Ashton, 2011). Examples include writing centers, peer tutoring, and intensive English programs or ESL courses focused on general, academic English but disconnected from disciplinary content and vocabulary. Orientation for all graduate students or all international students which covers general, transactional information, such as getting a student identification card, finding campus resources, and understanding visa regulations is another example. Better practices reflect elements beyond the traditional to address specific needs associated with challenges but do not demonstrate deliberate planning or consistent data review, nor are they comprehensive. They may impact admission, orientation, or coursework but not all of these areas. Practices might be based on an idea for enhancing the international student experience, such as partnering with the institution’s ESL program, having students sit in on graduate business courses, or requiring a business communications course. Additional examples include a specialized orientation to share the advantages of diverse teams, address plagiarism, or provide networking. Best practices involve strategic initiatives based on stakeholder feedback and evaluation. They are specifically designed to address identified issues and are pervasive in that they consider the entire pathway of the student from admission to graduation. They are characteristic of the program’s approach, rather than being a one-off idea, and part of an overall plan that reflects the program’s purpose for enrolling international students. Institutions are encouraged to develop materials for language acquisition and measurements for language testing, promote language awareness, and increase access to language learning resources (European Parliament, Council of the European Union, 2006). Findings of this study supported these endeavors based on the perspectives of top hosting business schools regarding their challenges and opportunities in working with ESL students.
References
Andrade, M. S., Evans, N. W., & Hartshorn, K. J. (2014). Linguistic support for non-native English speakers: Higher education practices in the United States. Journal of Student Affairs Research and Practice, 51(2), 207-221. Andrade, M. S., Evans, N. W., & Hartshorn, K. J. (in press). English language development for international students: Insights from the top hosting business schools. Journal of International Business Education, 13 Arkoudis, S., Baik, C., & Richardson, S. (2012). English language standards in higher education: From entry to exit. Camberwell, Australia: Australian Council for Educational Research. Baker, S. E., & Edwards, R. (2012). How many qualitative interview is enough? Southampton, UK: National Center for Research Methods. Benzie, H. (2010). Graduating as a 'native speaker': International students and English language proficiency in higher education. Higher Education Research & Development, 29(40), 447-459. Birrell, B. (2006). Implications of low English standards among overseas students at Australian universities. People and Place, 14(4), 53-64. European Commission (2012). Special Eurobarometer 386. Europeans and their languages. Retrieved from ec.europa.eu/commfrontoffice/publicopinion/archives/ebs/ebs_386_en.pdf European Commission (2018). Recommendation on key competences for lifelong learning. http://www.seecel.hr/recommendation-on-key-competences-for-lifelong-learning Eurostat. (2017). Tertiary education statistics. Retrieved from https://ec.europa.eu/eurostat/statistics-explained/index.php/Tertiary_education_statistics#Fields_of_study Harris, A., & Ashton, J. (2011). Embedding and integrating language and academic skills: An innovative approach. Journal of Academic Language & Learning, 5(2), A73–A87. ICEF Monitor. (2017, September 20). OECD charts a slowing of international mobility growth. Retrieved from http://monitor.icef.com/2017/09/oecd-charts-slowing-international-mobility-growth/ Ingrams, A., & Holzer, M. (2016). The educational and professional goals of international students in public service degrees. International Journal of Public Administration, 39(14), 1134-1147. Retrieved from https://doi.org/10.1080/01900692.2015.1068328 Nyland, C., Forbes-Mewitt, H., & Härtel, C. E. J. (2013). Governing the international student experience: Lessons from the Australian international education model. Academy of Management Learning & Education, 12(4), 656-673. http://dx.doi.org/10.5465/amle.2012.0088 Saldana, J. (2013). The coding manual for qualitative researchers. London: Sage. Sawir, E. (2011). Dealing with diversity in internationalized higher education institutions. Intercultural Education, 22(5), 381–394. Trochim, W. M. (2006). Qualitative validity. Retrieved from http://www.socialresearchmethods.net/kb/qualval.php Ukpokodu, O. N. (2010). How a sustainable campus-wide diversity curriculum fosters academic success. Multicultural Education, 17(2), 27–36. Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions: Epistemological, theoretical, and methodological differences. European Journal of Education, 48(2), 311-325. Zhang, M. M., Xia, J., Fan, D., & Zhu, J. C. (2016). Managing student diversity in business education: Incorporating campus diversity into the curriculum to foster inclusion and academic success of international students. Academy of Management Learning & Education, 15(2), 366-380.
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