A list of recent research related to pedagogies with international students is provided below. We have also included articles with a specific focus on international students and those that have included them as participants in their research sample.

We recognise that this is only a starting point and is presently incomplete, so we welcome your suggested additions to this list through the following form: https://forms.gle/GJ7R1E4pBfpDPJfg8. Any resources should be empirical rather than theoretical and focus on specific adopted pedagogies with international students.

Resources are organised according to the following categories:
Academic Literacies
Assessment
Curriculum internationalisation
Dissertation support
Intercultural group work
Language
Placements or work-based projects
Student-centred approaches
Technology-enhanced practices
Other


Academic literacies

Divan, Aysha, Marion Bowman, and Anna Seabourne. 2015. “Reducing Unintentional Plagiarism amongst International Students in the Biological Sciences: An Embedded Academic Writing Development Programme.” Journal of Further and Higher Education 39 (3): 358–78. https://doi.org/10.1080/0309877X.2013.858674

Green, Wendy. 2019. “Engaging ‘Students as Partners’ in Global Learning: Some Possibilities and Provocations.” Journal of Studies in International Education 23 (1): 10–29. https://doi.org/10.1177/1028315318814266

Lahlafi, Alison, and Diane Rushton. 2015. “Engaging International Students in Academic and Information Literacy.” New Library World 116 (5-6): 277–88. https://doi.org/10.1108/NLW-07-2014-0088

Leger, Lawrence A., and Kavita Sirichand. 2015. “Training in Literature Review and Associated Skills.” Journal of Applied Research in Higher Education 7 (2): 258–74. https://doi.org/10.1108/JARHE-01-2014-0008

McKay, Jane, Deborah O’Neill, and Lina Petrakieva. 2018. “CAKES (Cultural Awareness and Knowledge Exchange Scheme): A Holistic and Inclusive Approach to Supporting International Students.” Journal of Further and Higher Education 42 (2): 276–88. https://doi.org/10.1080/0309877X.2016.1261092

Richards, Kendall, and Nick Pilcher. 2014. “Contextualising Higher Education Assessment Task Words with an ‘Anti-Glossary’ Approach.” International Journal of Qualitative Studies in Education: QSE 27 (5): 604–25. https://doi.org/10.1080/09518398.2013.805443

Scally, Jayme, and Man Jiang. 2019. “‘I Wish I Knew How to Socialize with Native Speakers’: Supporting Authentic Linguistic and Cultural Experiences for Chinese TESOL Students in the UK.” Journal of Further and Higher Education 00 (00): 1–14. https://doi.org/10.1080/0309877X.2019.1688263


Assessment

Burns, Caroline, and Martin Foo. 2013. “How Is Feedback Used?–The International Student Response to a Formative Feedback Intervention.” The International Journal of Management Education 11 (3): 174–83. https://doi.org/10.1016/j.ijme.2013.06.001

Chew, Esyin. 2014. “‘To Listen or to Read?’ Audio or Written Assessment Feedback for International Students in the UK.” On the Horizon 22 (2): 127–35. https://doi.org/10.1108/OTH-07-2013-0026

Chew, Esyin, Helena Snee, and Trevor Price. 2016. “Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation.” Innovations in Education and Teaching International 53 (3): 247–59. https://doi.org/10.1080/14703297.2014.937729

Deeley, Susan J., and Catherine Bovill. 2017. “Staff Student Partnership in Assessment: Enhancing Assessment Literacy through Democratic Practices.” Assessment and Evaluation in Higher Education 42 (3): 463–77. https://doi.org/10.1080/02602938.2015.1126551

Richards, Kendall, and Nick Pilcher. 2014. “Contextualising Higher Education Assessment Task Words with an ‘Anti-Glossary’ Approach.” International Journal of Qualitative Studies in Education: QSE 27 (5): 604–25. https://doi.org/10.1080/09518398.2013.805443

Richards, Kendall, and Nick Pilcher. 2018. “Academic literacies: the word is not enough.” Teaching in Higher Education 23 (2): 162-177. https://doi.org/10.1080/13562517.2017.1360270

Scoles, Jenny, Mark Huxham, and Jan Mcarthur. 2013. “No Longer Exempt from Good Practice: Using Exemplars to Close the Feedback Gap for Exams.” Assessment & Evaluation in Higher Education 38 (6): 631–45. https://doi.org/10.1080/02602938.2012.674485

Zhang, Lulu, and Ying Zheng. 2018. “Feedback as an Assessment for Learning Tool: How Useful Can It Be?” Assessment and Evaluation in Higher Education 43 (7): 1120–32. https://doi.org/10.1080/02602938.2018.1434481

Walker, Richard, and Zoe Handley. 2016. “Designing for Learner Engagement with Computer-Based Testing.” Research in Learning Technology 24 (1063519). https://doi.org/10.3402/rlt.v24.30083


Curriculum internationalisation

Foster, Monika, and Mark Carver. 2018. “Explicit and Implicit Internationalisation: Exploring Perspectives on Internationalisation in a Business School with a Revised Internationalisation of the Curriculum Toolkit.” International Journal of Management Education 16 (2): 143–53. https://doi.org/10.1016/j.ijme.2018.02.002

Waldron, Rupert. 2017. “Positionality and Reflexive Interaction: A Critical Internationalist Cultural Studies Approach to Intercultural Collaboration.” Innovations in Education and Teaching International 54 (1): 12–19. https://doi.org/10.1080/14703297.2016.1156010


Dissertation support

Harwood, Nigel, and Bojana Petrić. 2019. “Helping International Master’s Students Navigate Dissertation Supervision: Research-Informed Discussion and Awareness-Raising Activities.” McGill Journal of Medicine: MJM: An International Forum for the Advancement of Medical Sciences by Students 9 (1): 150–71. https://doi.org/10.32674/jis.v9i1.276

Sloan, Diane, Elizabeth Porter, Karen Robins, and Karen McCourt. 2014. “Using E-Learning to Support International Students’ Dissertation Preparation.” Education + Training 56 (2/3): 122–40. https://doi.org/10.1108/ET-10-2012-0103


Intercultural group work

Adelopo, Ismail, Joseph Asante, Eleanor Dart, and Ibrahim Rufai. 2017. “Learning Groups: The Effects of Group Diversity on the Quality of Group Reflection.” Accounting Education 26 (5-6): 553–75. https://doi.org/10.1080/09639284.2017.1327360

Brown, Nicole. 2019. “Partnership in Learning: How Staff-Student Collaboration Can Innovate Teaching.” European Journal of Teacher Education 42 (5): 608–20. https://doi.org/10.1080/02619768.2019.1652905

Cockrill, Antje. 2017. “For Their Own Good: Class Room Observations on the Social and Academic Integration of International and Domestic Students.” Journal of Marketing Development and Competitiveness 11 (2): 64–77.

Cotton, D. R. E., R. George, and M. Joyner. 2013. “Interaction and Influence in Culturally Mixed Groups.” Innovations in Education and Teaching International 50 (3): 272–83. https://doi.org/10.1080/14703297.2012.760773

Elliott, Carole Jane, and Michael Reynolds. 2014. “Participative Pedagogies, Group Work and the International Classroom: An Account of Students’ and Tutors’ Experiences.” Studies in Higher Education 39 (2): 307–20. https://doi.org/10.1080/03075079.2012.709492

Hardman, Jan. 2016. “Tutor–student Interaction in Seminar Teaching: Implications for Professional Development.” Active Learning in Higher Education 17 (1): 63–76. https://doi.org/10.1177/1469787415616728

Heron, Marion. 2019. “Pedagogic Practices to Support International Students in Seminar Discussions.” Higher Education Research & Development 38 (2): 266–79. https://doi.org/10.1080/07294360.2018.1512954

Hennebry, Mairin Laura, and Kenneth Fordyce. 2018. “Cooperative Learning on an International Masters.” Higher Education Research and Development 37 (2): 270–84. https://doi.org/10.1080/07294360.2017.1359150

Rienties, Bart, and Yingfei Héliot. 2018. “Enhancing (in)formal Learning Ties in Interdisciplinary Management Courses: A Quasi-Experimental Social Network Study.” Studies in Higher Education 43 (3): 437–51. https://doi.org/10.1080/03075079.2016.1174986

Rienties, Bart, Ying Fei Héliot, and Divya Jindal-Snape. 2013. “Understanding Social Learning Relations of International Students in a Large Classroom Using Social Network Analysis.” Higher Education 66 (4): 489–504. https://doi.org/10.1007/s10734-013-9617-9

Robson, Fiona, Gillian Forster, and Lynne Powell. 2016. “Participatory Learning in Residential Weekends: Benefit or Barrier to Learning for the International Student?” Innovations in Education and Teaching International 53 (3): 274–84. https://doi.org/10.1080/14703297.2014.937731

Shah, Syed Zulfiqar Ali. 2013. “The Use of Group Activities in Developing Personal Transferable Skills.” Innovations in Education and Teaching International 50 (3): 297–307. https://doi.org/10.1080/14703297.2012.760778

Spencer-Oatey, Helen, and Daniel Dauber. 2017. “The Gains and Pains of Mixed National Group Work at University.” Journal of Multilingual and Multicultural Development 38 (3): 219–36. https://doi.org/10.1080/01434632.2015.113454


Language

Pilcher, Nick, and Kendall Richards. 2016. “The paradigmatic hearts of subjects which their ‘English’ flows through”. Higher Education Research & Devleopment. 35 (5): 997-1010. https://doi.org/10.1080/07294360.2016.1138455

Simpson, Colin. 2017. “Language, Relationships and Skills in Mixed-Nationality Active Learning Classrooms.” Studies in Higher Education 42 (4): 611–22. https://doi.org/10.1080/03075079.2015.1049141

Placements or work-based projects

Costley, Carol, and Abdulai Abukari. 2015. “The Impact of Work-Based Research Projects at Postgraduate Level.” Journal of Work-Applied Management 7 (1): 3–14. https://doi.org/10.1108/JWAM-10-2015-006

Morgan, Gareth. 2017. “Allied Healthcare Undergraduate Education: International Students at the Clinical Interface.” Journal of Further and Higher Education 41 (3): 286. https://doi.org/10.1080/0309877X.2015.1100713


Student-centred approaches

Baden, Denise, and Carole Parkes. 2013. “Experiential Learning: Inspiring the Business Leaders of Tomorrow.” International Journal of Management & Enterprise Development 32 (3): 295–308. https://doi.org/10.1108/02621711311318283

Brown, Nicole. 2019. “Partnership in Learning: How Staff-Student Collaboration Can Innovate Teaching.” European Journal of Teacher Education 42 (5): 608–20. https://doi.org/10.1080/02619768.2019.1652905

Burrows, Karen, and Nick Wragg. 2013. “Introducing Enterprise – Research into the Practical Aspects of Introducing Innovative Enterprise Schemes as Extra Curricula Activities in Higher Education.” Higher Education, Skills and Work – Based Learning 3 (3): 168–79. https://doi.org/10.1108/HESWBL-07-2012-0028

Cooley, S. J., J. Cumming, and M. J. G. Holland. 2015. “Developing the Model for Optimal Learning and Transfer (MOLT) Following an Evaluation of Outdoor Groupwork Skills Programmes.” European Journal of Training and Development. https://doi.org10.1108/EJTD-06-2014-0046

Ely, Adrian V. 2018. “Experiential Learning in ‘innovation for Sustainability’: An Evaluation of Teaching and Learning Activities (TLAs) in an International Masters Course.” International Journal of Sustainability in Higher Education 19 (7): 1204–19. https://doi.org/10.1108/IJSHE-08-2017-0141

Kraal, Diane. 2017. “Legal Teaching Methods to Diverse Student Cohorts: A Comparison between the United Kingdom, the United States, Australia and New Zealand.” Cambridge Journal of Education 47 (3): 389–411. https://doi.org/10.1080/0305764X.2016.1190315

Lahlafi, Alison, and Diane Rushton. 2015. “Engaging International Students in Academic and Information Literacy.” New Library World 116 (5-6): 277–88. https://doi.org/10.1108/NLW-07-2014-0088

Lomer, Sylvie, and Loretta Anthony-Okeke. 2019. “Ethically Engaging International Students: Student Generated Material in an Active Blended Learning Model.” Teaching in Higher Education 24 (5): 613–32. https://doi.org/10.1080/13562517.2019.1617264

Scott, Jonathan, John L. Thompson, and Andy Penaluna. 2015. “Constructive Misalignment? Learning Outcomes and Effectiveness in Teamwork-Based Experiential Entrepreneurship Education Assessment.” http://nrl.northumbria.ac.uk/29929/1/Constructive%20misalignment.pdf

Simpson, Colin. 2017. “Language, Relationships and Skills in Mixed-Nationality Active Learning Classrooms.” Studies in Higher Education 42 (4): 611–22. https://doi.org/10.1080/03075079.2015.1049141

Vemury, Chandra Mouli, Oliver Heidrich, Neil Thorpe, and Tracey Crosbie 2018. A holistic approach to delivering sustainable design education in civil engineering. International Journal of Sustainability in Higher Education, 19(1): 197–216. https://doi.org/10.1108/IJSHE-04-2017-0049


Technology-enhanced practice

Bamford, Jan, Yaz Djebbour, and Lucie Pollard. 2015. “‘I’ll Do This No Matter If I Have to Fight the World!’: Resilience as a Learning Outcome in Urban Universities.” Journal for Multicultural Education 9 (3): 140–58. https://doi.org/10.1108/JME-05-2015-0013

Ellis, David. 2015. “Using Padlet to Increase Student Engagement in Lectures.” Proceedings of the European Conference on E-Learning, ECEL, no. 2013: 195–98

Lahlafi, Alison, and Diane Rushton. 2015. “Engaging International Students in Academic and Information Literacy.” New Library World 116 (5-6): 277–88. https://doi.org/10.1108/NLW-07-2014-0088

Lomer, Sylvie, and Loretta Anthony-Okeke. 2019. “Ethically Engaging International Students: Student Generated Material in an Active Blended Learning Model.” Teaching in Higher Education 24 (5): 613–32. https://doi.org/10.1080/13562517.2019.1617264

Morris, Neil P., Bronwen Swinnerton, and Taryn Coop. 2019. “Lecture Recordings to Support Learning: A Contested Space between Students and Teachers.” Computers & Education 140. https://doi.org/10.1016/j.compedu.2019.103604

Pagano, Rosane, and Alberto Paucar-Caceres. 2013. “Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology.” Innovations in Education and Teaching International 50 (1): 94–103. https://doi.org/10.1080/14703297.2012.748332

Sloan, Diane, Elizabeth Porter, Karen Robins, and Karen McCourt. 2014. “Using E-Learning to Support International Students’ Dissertation Preparation.” Education + Training 56 (2/3): 122–40. https://doi.org/10.1108/ET-10-2012-0103

Walker, Richard, and Zoe Handley. 2016. “Designing for Learner Engagement with Computer-Based Testing.” Research in Learning Technology 24 (1063519). https://doi.org/10.3402/rlt.v24.30083


Other

Burrows, Karen, and Nick Wragg. 2013. “Introducing Enterprise – Research into the Practical Aspects of Introducing Innovative Enterprise Schemes as Extra Curricula Activities in Higher Education.” Higher Education, Skills and Work – Based Learning 3 (3): 168–79. https://doi.org/10.1108/HESWBL-07-2012-0028

Frimberger, Katja. 2016. “A Brechtian Theatre Pedagogy for Intercultural Education Research.” Language and Intercultural Communication 16 (2): 130–47. https://doi.org/10.1080/14708477.2015.1136639

Slater, Stephanie, and Mayuko Inagawa. 2019. “Bridging Cultural Divides: Role Reversal as Pedagogy.” Journal of Teaching in International Business 30 (3): 269–308. https://doi.org/10.1080/08975930.2019.1698395

Winch, Junko. 2016. “Does the Students’ Preferred Pedagogy Relate to Their Ethnicity : UK and Asian Experience.” Comparative Professional Pedagogy 6 (1): 21–27. https://doi.org/10.1515/rpp-2016-0003