Academic Teaching Staff and Their Conflicting Constructions of International Students in UK Higher Education Classrooms
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| Title: | Academic Teaching Staff and Their Conflicting Constructions of International Students in UK Higher Education Classrooms |
|---|---|
| Language: | English |
| Authors: | Jenna Mittelmeier (ORCID |
| Source: | Globalisation, Societies and Education. 2026 24(2):504-517. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Teacher Attitudes, Teacher Student Relationship, Higher Education, Foreign Students, Foreign Countries |
| Geographic Terms: | United Kingdom (England), United Kingdom (Scotland), United Kingdom (Northern Ireland), United Kingdom (Wales) |
| DOI: | 10.1080/14767724.2023.2248903 |
| ISSN: | 1476-7724 1476-7732 |
| Abstract: | International students have been commonly constructed by researchers and practitioners using multiple conflicting narratives. For instance, discourses in both research and practice often frame international students as benefits or resources for developing intercultural learning experiences, while simultaneously portraying them as lower quality students who are deficient in academic skills. In this study, we investigate whether academic staff who teach international students have internalised these common and conflicting discourses from the literature and how these constructions ultimately influence their teaching practices. Through interviews with 45 academic staff across disciplines, we highlight the ways staff juxtapose dual constructions of international students as both 'benefit' and 'burden'. Our findings indicate that staff working conditions, including high workloads and massification, lend themselves to problematic 'othering' of international students through homogenisation and deficit narratives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503648 |
| Database: | ERIC |
| Abstract: | International students have been commonly constructed by researchers and practitioners using multiple conflicting narratives. For instance, discourses in both research and practice often frame international students as benefits or resources for developing intercultural learning experiences, while simultaneously portraying them as lower quality students who are deficient in academic skills. In this study, we investigate whether academic staff who teach international students have internalised these common and conflicting discourses from the literature and how these constructions ultimately influence their teaching practices. Through interviews with 45 academic staff across disciplines, we highlight the ways staff juxtapose dual constructions of international students as both 'benefit' and 'burden'. Our findings indicate that staff working conditions, including high workloads and massification, lend themselves to problematic 'othering' of international students through homogenisation and deficit narratives. |
|---|---|
| ISSN: | 1476-7724 1476-7732 |
| DOI: | 10.1080/14767724.2023.2248903 |
