Supervisors' experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses.
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| Title: | Supervisors' experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses. |
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| Authors: | Lee, Den-Ching A.1 angel.lee@monash.edu, Newton, Fiona2, Yu, Mong-Lin3, Morphet, Julia4, Kidman, Gillian5, Maloney, Stephen6, Grieve, Averil7, Shlonsky, Aron8, Haines, Terry P.1 |
| Source: | Higher Education (00181560). Apr2021, Vol. 81 Issue 4, p665-683. 19p. 5 Charts, 2 Graphs. |
| Subject Terms: | *Fieldwork (Educational method), *School supervisors, *Ability grouping (Education), *Foreign students, *College students, *Higher education, Supervision |
| Geographic Terms: | Australia |
| Abstract: | The growing number of students who are culturally and linguistically diverse (CALD) relative to the host university undertaking fieldwork placements raises questions about how to best support their needs and the needs of their fieldwork supervisors so as to maximize the experience for both parties. This research aims to quantify and compare fieldwork supervisors' perceptions of CALD versus non-CALD students' performance during placements, the areas and levels of concern they experience in providing this supervision. Placement supervisors from health and non-health courses affiliated with an Australian University were randomly assigned to a survey containing question sets relating to their experiences in supervising CALD (n = 153) or non-CALD students (n = 168). The survey comprised Likert scale questions assessing "pressure points" to supervision and open-ended questions including strategies fieldwork supervisors typically used to assist students. Using univariate ordinal logistic regression analyses, "speaking" (coefficient, 95% CI 2.1 (1.56, 2.65)), "writing" in English (1.69 (1.17, 2.20)), and "adapting to culture of workplaces" (1.20 (0.71, 1.69)) were perceived by placement supervisors as the top "pressure points" in supervising CALD students. Interaction effects demonstrated that "difficulties in assessing CALD students' competency" (coefficient, 95% CI−1.14 (−2.27, −0.01), "feeling competent in supervising students for placements" (1.35 (0.26, 2.45)), and the "perception of lack of support" from either the university or employing organization (−1.70 (−2.83, − 0.56)) were evident within fieldwork placement of health courses only. These results can assist universities and placement organizations to prioritize resources to address the key areas affecting CALD students' performance on placements, and to improve supervisors' experience in supervising CALD students on placements in health courses. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150089421 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supervisors' experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lee%2C+Den-Ching+A%2E%22">Lee, Den-Ching A.</searchLink><relatesTo>1</relatesTo><i> angel.lee@monash.edu</i><br /><searchLink fieldCode="AR" term="%22Newton%2C+Fiona%22">Newton, Fiona</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Yu%2C+Mong-Lin%22">Yu, Mong-Lin</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Morphet%2C+Julia%22">Morphet, Julia</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Kidman%2C+Gillian%22">Kidman, Gillian</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Maloney%2C+Stephen%22">Maloney, Stephen</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Grieve%2C+Averil%22">Grieve, Averil</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Shlonsky%2C+Aron%22">Shlonsky, Aron</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Haines%2C+Terry+P%2E%22">Haines, Terry P.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Apr2021, Vol. 81 Issue 4, p665-683. 19p. 5 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Fieldwork+%28Educational+method%29%22">Fieldwork (Educational method)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+supervisors%22">School supervisors</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The growing number of students who are culturally and linguistically diverse (CALD) relative to the host university undertaking fieldwork placements raises questions about how to best support their needs and the needs of their fieldwork supervisors so as to maximize the experience for both parties. This research aims to quantify and compare fieldwork supervisors' perceptions of CALD versus non-CALD students' performance during placements, the areas and levels of concern they experience in providing this supervision. Placement supervisors from health and non-health courses affiliated with an Australian University were randomly assigned to a survey containing question sets relating to their experiences in supervising CALD (n = 153) or non-CALD students (n = 168). The survey comprised Likert scale questions assessing "pressure points" to supervision and open-ended questions including strategies fieldwork supervisors typically used to assist students. Using univariate ordinal logistic regression analyses, "speaking" (coefficient, 95% CI 2.1 (1.56, 2.65)), "writing" in English (1.69 (1.17, 2.20)), and "adapting to culture of workplaces" (1.20 (0.71, 1.69)) were perceived by placement supervisors as the top "pressure points" in supervising CALD students. Interaction effects demonstrated that "difficulties in assessing CALD students' competency" (coefficient, 95% CI−1.14 (−2.27, −0.01), "feeling competent in supervising students for placements" (1.35 (0.26, 2.45)), and the "perception of lack of support" from either the university or employing organization (−1.70 (−2.83, − 0.56)) were evident within fieldwork placement of health courses only. These results can assist universities and placement organizations to prioritize resources to address the key areas affecting CALD students' performance on placements, and to improve supervisors' experience in supervising CALD students on placements in health courses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-020-00567-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 665 Subjects: – SubjectFull: Fieldwork (Educational method) Type: general – SubjectFull: School supervisors Type: general – SubjectFull: Ability grouping (Education) Type: general – SubjectFull: Foreign students Type: general – SubjectFull: College students Type: general – SubjectFull: Higher education Type: general – SubjectFull: Supervision Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Supervisors' experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lee, Den-Ching A. – PersonEntity: Name: NameFull: Newton, Fiona – PersonEntity: Name: NameFull: Yu, Mong-Lin – PersonEntity: Name: NameFull: Morphet, Julia – PersonEntity: Name: NameFull: Kidman, Gillian – PersonEntity: Name: NameFull: Maloney, Stephen – PersonEntity: Name: NameFull: Grieve, Averil – PersonEntity: Name: NameFull: Shlonsky, Aron – PersonEntity: Name: NameFull: Haines, Terry P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 81 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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