A significant body of work has emerged over the last 15 years that has investigated the experiences of non-UK university students. This work has mainly focused on such students' learning approaches and styles, and issues surrounding dislocation and other personal difficulties that students inevitably face when studying overseas. This body of work has been influenced by the higher education classroom becoming more culturally diverse and recent years have seen a steady increase in the number of non-UK students studying at UK universities. The global financial crisis does not appear to have affected the number of students deciding to pursue an education in the UK. Indeed, in session 2008/09, 117,000 EU students and 251,000 international students (a rise of 5% and 9% respectively over the previous session) chose to study at UK universities (HESA, 2010).
A smaller strand of research has also started to focus on the experiences, perspectives and reactions of academic staff who have witnessed the composition of their classrooms change substantially over recent years in terms of numbers of non-UK participants. Common themes throughout these studies are the language, cultural, academic and practical issues faced by academic staff when dealing with non-UK students. Inevitably, these studies conclude by demanding that academic staff are given resources to help them cope with the identified difficulties. These demands, along with a general recognition of the impacts of increasing numbers, have resulted in a number of useful resources available to university staff that can provide practical help to an academic wishing to more ably cope with the rigours of teaching in an increasingly multicultural classroom. The purpose of this review is to examine two resources that are freely available to staff who are looking for ways to more effectively manage their classroom.
The first of these is the International Student Lifecycle. Part of the Higher Education Academy's "Teaching International Students" theme, the International Student Lifecycle provides practical guidance regarding teaching and learning in the classroom. As the title would suggest, the International Student Lifecycle addresses five educational stages: (a) prearrival support, (b) induction, (c) teaching and learning in the classroom, (d) life outside the classroom, and (e) employability and next steps that a student will experience. Accordingly, staff can access the appropriate section for advice and assistance regarding dealing with non-UK students. Each of the sections is further broken down and expands on the various lifecycle stages.
Taking "Teaching and Learning in the Classroom" as an example, information is provided in the following areas: (a) teaching context, (b) teaching approaches, (c) learning, (d) curriculum, and (e) intercultural competencies. Each area contains an overview of the common issues and problems surrounding the particular area, and provides practical guidance for staff. For example, in the "Teaching Context" section the areas of lectures, seminars and supervision are addressed. Clicking on "lectures" brings up a wide range of information for the lecturer regarding how to effectively construct and deliver lectures to non- UK students. Practical examples are provided regarding how to prepare and deliver lectures that are more structured, contain only essential and appropriate content, are understandable to all students, and allow for effective note taking. Following such advice will, it is argued, provide a more fulfilling lecture experience for not only the non-UK student, but also the lecturer. Also provided is a "top tip", in this case a discussion regarding the importance of using pauses to emphasise key points, and a "top resource", in this case a link to a toolkit developed by Universities Scotland (2010) entitled Meeting the Needs of UK and International Bilingual Students, which gives further practical information regarding how …