ABSTRACT

The International Covenant on Economic, Social, and Cultural Rights calls for accessible higher education (HE), stating that it is necessary for the full development of the human personality and the sense of its dignity. Education is therefore at the heart of global development goals transforming internationalisation into a core strategic pillar for universities.

Amidst pressure on academics to prepare students for real world employment including working in cross-boundary teams, global research trends indicate an indifference to diversity. For post Global Financial Crisis (1987) and Coronavirus Disease (2019) domestic graduates seeking employment in contracting economic markets, indifference intensified to hostility.

Addressing these issues using an original customisable model for teaching and assessing reflective learning across HE, a three-stage targeted intervention was prepared and actioned (2008–2020). With research suggesting that high level and complex learning is best developed when assessment, involves students as partners, the intervention included an iterative process of peer review.

With 6000 participating Business students, the feedback indicates that scaffolded reflective processes have a powerful effect on students’ understanding of assessment tasks and their willingness to work in diverse teams with significant benefits for student outcomes and staff development.

摘要

《经济、社会和文化权利国际公约》呼吁提供无障碍高等教育 (HE)，指出这是充分发展人的个性及其尊严感的必要条件。因此，教育是全球发展目标的核心，将国际化转变为大学的核心战略支柱。

学术界面临着让学生为现实世界的就业做好准备的压力，包括在跨境团队中工作，全球研究趋势表明对多样性的漠视。对于在全球金融危机（1987 年）和冠状病毒病（2019 年）后在收缩的经济市场寻求就业的国内毕业生来说，冷漠加剧了敌意。

为了解决这些问题，使用原始的可定制模型来教学和评估整个高等教育的反思性学习，准备并采取了三阶段的针对性干预（2008-2020）。研究表明，在评估时最好开发高水平和复杂的学习，让学生作为合作伙伴，干预包括同行评审的迭代过程。

有 6000 名商科学生参与，反馈表明，支架式反思过程对学生对评估任务的理解以及他们在不同团队中工作的意愿具有强大的影响，这对学生的成果和员工发展具有显着的好处。