Puzzling experiences in higher education: critical moments for conversation

Abstract

The discourses of academic disciplines in higher education can be confusing and mysterious for those who are new to university study. The confusion can be particularly great for students coming from cultural and language backgrounds that are different to those underpinning the dominant ideologies of higher education institutions. This article explores the experiences of international students at a UK university who were on one‐year master's courses in areas related to business, finance and management. There is a particular focus on the literacy and learning experiences related to written assignments. Through listening to the voices of international students and academic tutors on the different academic courses, potential gaps in expectations are identified and important moments for conversation are highlighted. The article emphasizes the social nature of learning and argues that, when opportunities for dialogue are created, tutors should respond flexibly to the needs of students by providing varying degrees of explicit guidance and less conspicuous facilitation, through interaction and participation. It is also argued that, within this space for dialogue, there is great potential for all the members of a learning and teaching community to learn from the rich mix of cultures which internationalization brings.

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Additional information

Notes on contributors

Diana Ridley *

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