Negotiating differences in academic preparedness among transnational students in higher education

Breakout Room I

“Students these days don’t know anything,” commented a faculty member in a focus group. But is it that students don’t know anything, or that faculty members are unfamiliar with what students do know? This is no small issue, as the acceleration of internationalization in higher education and the broader processes of globalization have led to increased numbers of students with general education profiles that differ from those of the instructors and their domestic students. These transnational students—not only international students (paying international tuition), but also permanent residents and citizens —received their primary and secondary (and, possibly, undergraduate) educations outside of Canada, and instructors often lack an awareness of their educational backgrounds and experiences. Emerging from a study of the everyday instructional needs of full-time college and university faculty, this paper presents the results of a systematic review of the literature on the general education of students from four regions that are sources of international students and immigrants, and, therefore, prepared students on campus: China, India, the Middle East, and Latin America. The research not only identifies the curriculum that these students followed, but also the impact of educational reforms on the teaching styles and learning skills emphasized in these systems, and describes the implications for Canadian instructors.