ABSTRACT

International students are a key demographic in UK higher education, yet there is limited literature dedicated to pedagogies for and with international students. We undertook a systematic literature review of journal articles from 2013 to 2019 which presented empirical evidence on specific pedagogic practices relating to international students in the UK. We identified 49 articles matching our selection criteria and analysed their aims, methods, findings and discursive framings of international students. Our findings show a dispersed literature, with wide ranging practices and conclusions, prohibiting an effective evidence based synthesis. International students continue to be subtly framed as in deficit or passive, rarely as partners or knowledge agents. We propose future research can be more methodologically ambitious, offer richer pedagogic detail to facilitate transferability and replication of teaching practices, and build in positive framings of international students.

摘要

国际学生是英国高等教育的重要组成部分，但专门针对国际学生的教学法的文献却很有限。我们对 2013 年至 2019 年的期刊文章进行了系统的文献综述，其中提供了与英国国际学生相关的特定教学实践的经验证据。我们确定了 49 篇符合我们选择标准的文章，并分析了它们的目的、方法、发现和国际学生的话语框架。我们的研究结果显示文献分散，实践和结论广泛，阻碍了有效的基于证据的综合。国际学生仍然被巧妙地描述为赤字或被动的人，很少被视为合作伙伴或知识代理人。我们建议未来的研究在方法论上可以更加雄心勃勃，