Download - Autoethnography of an International Student
A Journey through Dissonance; An Autoethnography of an International Exchange Student in Educational Leadership
Iqtidar ul HassanM.S Leadership & Policy StudiesUniversity of Memphis
Introduction
• Curriculum and students’ needs (Academic/professional and cognitive)
• Determinants of needs• Profession• Cumulative learning experiences• Context
• International students needs are different
Purpose
• Exploring the nature of relationship between the Educational Leadership curriculum and the academic needs of the international students.
Questions
• To what extent the curriculum of Educational Leadership program is aligned with the needs of international students?– To what extent the content of the curriculum is
aligned with the academic/professional and cognitive needs of the students?
– To what extent the pedagogy/classroom experience fulfill the needs of the students?
Methodology
• Autoethnography (qualitative)• Subject and source of data– Personal narrative (reflective journal)– Documents • Students personal statements and study objectives• Syllabi
– Supplemental Interviews of two international students
Framework
• Parameters of internationalized curriculum as suggested by Bank (1999), Morey & Kitana (1997) and Vertesi (1999).
Needs/Content Comparison#1
Needs/Pedagogy Comparison#1
Needs/Content Comparison#2
Needs/Pedagogy Comparison#2
Needs/Content Comparison#3
Needs/Pedagogy Comparison#3
Student’s satisfaction with the academic experience
Summary/Conclusion
• Curricular Atonality• Internationalized Content/Pedagogy.• A localized orientation in content and
pedagogy• Students’ need assessment mechanism• Unfulfilling academic experience
Limitations of the study and further research
• A personal narrative/preconceived notions.• A broader qualitative/quantitative research• Students’ need assessment
Thank You