Many international students in Australia are dissatisfied with the placement opportunities available to them during their studies (Blackmore et al., 2014) due to a lack of available and appropriate placement opportunities (Gursansky & Le Sueur, 2012). Difficulties finding suitable placements are due to a reluctance on the part of supervisors to accept international students who speak English as an additional language (Harrison & Ip 2013). Students report frustration that they do not have equal access to placements as domestic students which negatively affects their satisfaction with their educational experience (Patrick et al. 2008). Placement supervisors may not be trained, prepared or adequately competent to supervise students (Gursansky & Le Sueur, 2012). This is an issue in need of urgent attention by governing bodies (Patrick et al. 2008). In order to address these concerns, Harrison & Felton (2013) propose building placement capacity and normalising international student presence. This requires institutional commitment to ensure inclusive placement experiences for international students. Our research will explore the attitudes and perceived needs of placement supervisors to effectively deliver training and resources that will ensure inclusive placement experiences for international students.
|Conference||Monash Education Academy Learning and Teaching Conference|
|Period||2/06/16 → 2/06/16|