Building Community through International Students’ Holistic Assessments of Their Teaching and Learning Environment



In 2012 over 4.3 million students went abroad to study, and an additional five million students attended international secondary schools at home or abroad, to say nothing of the foreign students who study at international branch campuses in places like Singapore, Beijing, and Dubai, so international education has become a fixed reality for universities. In the past, the major receiving countries were primarily such native English-speaking countries as the United States, the United Kingdom, Australia, and Canada, but this list now includes such non-native English-speaking countries as China, France, Germany, Japan, and Malaysia (see table 6.1). While the United States and the United Kingdom still head the list, the remaining countries on the list have shifted year to year, and, in the case of China, the numbers of international students have risen quickly.


International Student Building Community Student Mobility Lisbon Strategy Bologna Process 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Biggs, J. B. (1999). Teaching for Quality Learning. Buckingham: SRHE and Open University Press.Google Scholar
  2. Bloxham, S., and P. Boyd. (2007). Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead: Open University Press.Google Scholar
  3. Caruana, V., and J. Hanstock. (2003). “Internationalising the Curriculum: From Policy to Practice.” In Proceedings of the Inaugural Learning and Teaching Research Education in a Changing Environment’ Conference, September 17–18, 2003, University of Salford, UK.Google Scholar
  4. Coverdale-Jones, T. (2013). “Internationalisation of Higher Education in Japan and the UK—Similarities and Contrasts.” In T. Coverdale-Jones (Ed.), Transnational Higher Education in the Asian Context. Houndmills: Palgrave Macmillan. 49–67.Google Scholar
  5. Edström, K. (2008). “Doing Course Evaluation As If Learning Matters Most.” Higher Education Research and Development. 27.2: 95–106.CrossRefGoogle Scholar
  6. Entwistle, N., V. McCune, and J. Hounsell. (2002). “Approaches to Studying and Perceptions of University Teaching-Learning Environments: Concepts, Measures and Preliminary Findings.” Enhancing Teaching-Learning Environments in Undergraduate Courses. Occasional Report 1 (September). Edinburgh: ETL Project, School of Education, University of Edinburgh. 1–19.Google Scholar
  7. Entwistle, N., and H. Tait. (1990). “Approaches to Learning, Evaluations of Teaching, and Preferences for Contrasting Academic Environments.” Higher Education. 19: 169–194.CrossRefGoogle Scholar
  8. “Erasmus Policy Statement.” (2014). Downloaded May 27, 2014.
  9. Fan, Y., S. Schreiber, and J. Young. (2012). Analysis of International Student Barometer Survey Data: University of Illinois at Urbana-Champaign. Champaign: International Student and Scholar Services. Downloaded June 15, 2014. Scholar
  10. Feldman, K. A. (1979). “The Significant Circumstances for College Students’ Ratings of Their Teachers and Courses.” Research in Higher Education. 10: 149–172.CrossRefGoogle Scholar
  11. Giddens, A. (1990). The Consequences of Modernity. Cambridge: Polity Press.Google Scholar
  12. Gu, Q., and M. Schweisfurth. (2006). “Who Adapts? Beyond Cultural Models of ‘the Chinese Learner.’” Language, Culture and Curriculum. 19.1: 54–73.CrossRefGoogle Scholar
  13. Guruz, K. (2011). Higher Education and International Student Mobility in the Global Knowledge Economy. Albany: State University of New York Press.Google Scholar
  14. Hattie, J., and H. Timperley (2007). “The Power of Feedback.” Review of Educational Research. 77: 81–113.CrossRefGoogle Scholar
  15. Institute of International Education. (2013). “Atlas of Student Mobility.” Downloaded May 29, 2014. Google Scholar
  16. Keeling, R. (2006). “The Bologna Process and the Lisbon Research Agenda: The European Commission’s Expanding Role in Higher Education Discourse.” European Journal of Education. 41.2: 203–223.CrossRefGoogle Scholar
  17. NYU. (2014). “Global Network University.” Downloaded May 19, 2014. Scholar
  18. Palmer, P. (1997). The Courage to Teach. San Francisco: Jossey-Bass.Google Scholar
  19. Reid, A. (2002). “Internationalisation, Inclusivity and Learning.” In C. M. Wong, K. P. Mohanan, and D. Pan (Eds.), Procedings of the Second Symposium on Teaching and Learning in Higher Education. Singapore: National University of Singapore. 327–332.Google Scholar
  20. Robson, S., D. Leat, K. Wall, and R. Lofthouse. (2013). “Feedback or Feed Forward? Supporting Master’s Students through Effective Assessment to Enhance Future Learning.” In J. Ryan (Ed.), Cross-Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education. London: Routledge. 53–68.Google Scholar
  21. Ryan, J. (2013). “Introduction.” In J. Ryan (Ed.), Cross-Cultural Teaching and learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education. London: Routledge. 1–12.Google Scholar
  22. Ryan, J., and R. Viete. (2009). “Respectful Interactions: Learning with International Students in the English-Speaking Academy.” Teaching in Higher Education. 14.3: 303–314.CrossRefGoogle Scholar
  23. Schiller, S. A., M. M. Taylor, and P. S. Gates. (2004). “Teacher Evaluation Within a Community of Truth: Testing the Ideas of Parker Palmer.” Innovative Higher Education. 28.3: 163–186.CrossRefGoogle Scholar
  24. Scott, B. (2000). “A Design for the Recursive Construction of Learning Communities.” International Revue of Sociology—Revue Internationale de Sociologie. 12.2: 257–268.Google Scholar
  25. Scott, M. (2005). “Student Writing, Assessment, and the Motivated Sign: Finding a Theory for the Times.” Assessment and Evaluation in Higher Education. 30.3: 297–305.CrossRefGoogle Scholar
  26. Siegal, N. (2012). “European Nations Try to Balance Student-Mobility Costs.” The New York Times, November 25. Downloaded May 29, 2014.
  27. Slethaug, G. E. (2007). Teaching Abroad: International Education and the Cross-Cultural Classroom. Hong Kong: Hong Kong University Press.Google Scholar
  28. Slethaug, G., and J. Manjula. (2012a). “The Business of Education: Improving International Student Learning Experiences in Malaysia.” World Journal of Social Sciences. 2.6: 179–199.Google Scholar
  29. —. (2012b). “Interpreting Malaysian Results in International Education Assessments.” In T. Coverdale-Jones (Ed.), Transnational Higher Education in the Asian Context. Houndmills: Palgrave Macmillan. 195–215.Google Scholar
  30. Turner, Y., and S. Robson. (2008). Internationalizing the University. London: Continuum.Google Scholar
  31. UKCOSA. (2004). International Students in UK Universities and Colleges: Broadening Our Horizons. Scholar
  32. Vinther, J., and G. Slethaug. (2013). “The Influence of Internationalisation and National Identity on Teaching and Assessments in Higher Education.” Teaching in Higher Education. 18.7: 797–808.CrossRefGoogle Scholar
  33. —. (2015). “The Impact of International Students on the University Work Environment: A Comparative Study between a Canadian and a Danish University.” Forthcoming.Google Scholar
  34. Wachtel, H. K. (1998). “Student Evaluation of College Teaching Effectiveness: A Brief Review.” Assessment and Evaluation in Higher Education. 23.2: 191–212.CrossRefGoogle Scholar

Copyright information

© Gordon E. Slethaug and Jane Vinther 2015

Authors and Affiliations

There are no affiliations available

Personalised recommendations