Abstract
The number of UK international HE students has gradually increased over the last decade, in particular the number of non-EU Chinese and Indian students. This influx has resulted in the recognition that exposure to an unfamiliar pedagogical cultural habitus can cause problems, often compounded by language problems. This paper outlines the response of an MA teaching team at Coventry University to misconceptions that a cohort of Chinese and Indian students expressed during a research methods module. This was evidenced by uncertainty as to what they were expected to produce in terms of a research proposal, as the extension of the boundaries of creative thinking necessary to tackle ‘wicked problems’ seemed beyond their capabilities. This echoed previous undergraduate research, which surfaced a threshold concept, ‘the toleration of design uncertainty’. Using this as a baseline, the teaching team shifted from a sequential method of teaching, towards a much more conceptual mode, underpinned by use of visual tools and a greater emphasis on group collaboration. These innovations are now been embedded within the curriculum, and early indications are that students are much more engaged and confident in the embracing of research territories: the innovations have also been introduced across the whole MA curriculum.
Keywords
Internationalisation, Masters Course, design education, design education methods
DOI
https://doi.org/10.21606/learnxdesign.2013.021
Citation
Bull, K.,and Osmond, J.(2013) Design Education and non-EU students: shifts in teaching practice, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.021
Creative Commons License
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Included in
Design Education and non-EU students: shifts in teaching practice
The number of UK international HE students has gradually increased over the last decade, in particular the number of non-EU Chinese and Indian students. This influx has resulted in the recognition that exposure to an unfamiliar pedagogical cultural habitus can cause problems, often compounded by language problems. This paper outlines the response of an MA teaching team at Coventry University to misconceptions that a cohort of Chinese and Indian students expressed during a research methods module. This was evidenced by uncertainty as to what they were expected to produce in terms of a research proposal, as the extension of the boundaries of creative thinking necessary to tackle ‘wicked problems’ seemed beyond their capabilities. This echoed previous undergraduate research, which surfaced a threshold concept, ‘the toleration of design uncertainty’. Using this as a baseline, the teaching team shifted from a sequential method of teaching, towards a much more conceptual mode, underpinned by use of visual tools and a greater emphasis on group collaboration. These innovations are now been embedded within the curriculum, and early indications are that students are much more engaged and confident in the embracing of research territories: the innovations have also been introduced across the whole MA curriculum.