Inquiry-based learning and the international student

Abstract

The relationship between inquiry-based learning (IBL) and international students is of rising importance in the UK in the context of a growing focus on the connection between research and teaching and the increasing number of overseas students. This article explores this relationship, drawing on the findings of research undertaken in a Department of Politics at a research-intensive UK university. It concludes by suggesting some possible ways forward for both students and staff in meeting the challenges of IBL programmes.

Keywords:

• inquiry-based learning
• international students
• post-graduate students
• teaching politics
• higher education teaching

Notes

1. We would like to thank Phil Levy and Deanna Meth of the University of Sheffield for their valuable comments on earlier drafts of this paper. All the usual disclaimers apply.

2. Some of the literature uses the term enquiry-based learning (EBL). Here we use the term IBL but we regard the two terms as interchangeable.

3. The 30 countries represented were: Afghanistan, Britain, Canada, Chile, China, Czech Republic, France, Germany, Greece, Hungary, India, Italy, Japan, Kazakhstan, Latvia, Lithuania, Malaysia, The Netherlands, Nigeria, Pakistan, Poland, Portugal, Slovakia South Korea, Sweden, Taiwan, Thailand, Turkey, Ukraine and USA.

4. Students were offered an incentive of £20 for participation in two interviews, with payment made on completion of the second interview.