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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
AACSB International (2020). AACSB-accredited universities and business schools. https://www.aacsb.edu/accreditation/accredited-schools. Accessed 4th May 2020.
Abu-Arab, A., & Parry, A. (2015). Supervising culturally and linguistically diverse (CALD) nursing students: a challenge for clinical educators. Nurse Education in Practice, 15(4), e1–e9. https://doi.org/10.1016/j.nepr.2015.02.006.
Attrill, S., Lincoln, M., & McAllister, S. (2012). Student diversity and implications for clinical competency development amongst domestic and international speech-language pathology students. International Journal of Speech-Language Pathology, 14(3), 260–270. https://doi.org/10.3109/17549507.2011.652172.
Australian Institute of Family Studies (2008). Enhancing family and relationship service accessibility and delivery to culturally and linguistically diverse families in Australia. https://aifs.gov.au/cfca/publications/enhancing-family-and-relationship-service-accessibility-and/characteristics-and. Accessed 4th January 2019.
Bartram, B. (2008). Supporting international students in higher education: constructions, cultures and clashes. Teaching in Higher Education, 13(6), 657–668. https://doi.org/10.1080/13562510802452384.
Bittmann, F., & Zorn, V. S. (2019). When choice excels obligation: about the effects of mandatory and voluntary internships on labour market outcomes for university graduates. Higher Education. https://doi.org/10.1007/s10734-019-00466-5.
Bolderston, A., Palmer, C., Flanagan, W., & McParland, N. (2008). The experiences of English as second language radiation therapy students in the undergraduate clinical program: perceptions of staff and students. Radiography, 14(3), 216–225. https://doi.org/10.1016/j.radi.2007.03.006.
Brett, M., Tootell, N., Harvey, A., Cardak, B. A., & Noonan, P. (2018). Equity at and beyond the boundary of Australian universities. Report for the National Centre for Student Equity in Higher Education. Melbourne: La Trobe University.
Chun, K. M., Organista, P. B., & Marín, G. (2003). Acculturation: advances in theory, measurement, and applied research (1st ed. ed.). Washington, DC: Washington, DC : American Psychological Association.
Delany, C., & Golding, C. (2014). Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators. BMC Med Educ, 14, 20. https://doi.org/10.1186/1472-6920-14-20.
Department of Education (2019a). The global context of tertiary student mobility. https://internationaleducation.gov.au/research/Research-Snapshots/Documents/RS_Global%20context.pdf. Accessed 29th October 2019.
Department of Education (2019b). Where do international students come from and what do they study? https://internationaleducation.gov.au/research/DataVisualisations/Pages/nationalitySummary.aspx. Accessed 30th October 2019.
Edwards, D., Perkins, K., Pearce, J., & Hong, J. (2015). Work integrated learning in STEM in Australian universities: final report submitted to the Office of the Chief Scientist. Australia: Australian Council for Educational Research.
Felton, K., & Harrison, G. (2017). Supporting inclusive practicum experiences for international students across the social sciences: building industry capacity. Higher Education Research & Development, 36(1), 88–101. https://doi.org/10.1080/07294360.2016.1170766.
Hemsley-Brown, J. (2012). ‘The best education in the world’: reality, repetition or cliché? International students’ reasons for choosing an English university AU - Hemsley-Brown, Jane. Studies in Higher Education, 37(8), 1005–1022. https://doi.org/10.1080/03075079.2011.562286.
Henderson, A., & Trede, F. (2017). Strengthening attainment of student learning outcomes during work-integrated learning: a collaborative governance framework across academia, industry and students. Asia Pacific Journal of Cooperative Education, 18(1), 73–80.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687.
Jackling, B., & Natoli, R. (2015). Employability skills of international accounting graduates: Internship providers’ perspectives. Education + Training, 57(7), 757–773. https://doi.org/10.1108/ET-08-2014-0093.
Jackson, D. (2016). Deepening industry engagement with international students through workintegrated learning. [Article]. Australian Bulletin of Labour, 42(1), 38–61.
Jackson, D. (2017a). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74(5), 833–853. https://doi.org/10.1007/s10734-016-0080-2.
Jackson, D. (2017b). Exploring the challenges experienced by international students during work-integrated learning in Australia. Asia Pacific Journal of Education, 37(3), 344–359. https://doi.org/10.1080/02188791.2017.1298515.
Johnson, T. P. (2014). Snowball sampling: introduction. In N. Balakrishnan, B. Everitt, W. Piegorsch, F. Ruggeri and J.L. Teugels (Ed.), Wiley StatsRef: Statistics Reference Online.
Joseph, D., & Rouse, E. (2017). International students experience in teacher education: creating context through play workshops. Australian Journal of Teacher Education, 42(9), 44–58. https://doi.org/10.14221/ajte.2017v42n9.3.
Kelly, A. (2017). Transforming challenges into opportunities: a work placement model to help international students become employable. In H. K. G. Barton (Ed.), Professional Learning in the Work Place for International Students. Professional and Practice-based Learning (Vol. 19, 1st ed.). Cham: Springer.
Knight, J. (2015). Updated definition of internationalization. International Higher Education, 0(33), doi:https://doi.org/10.6017/ihe.2003.33.7391.
Lee, D. C. A., Maneephong, S., Zeng, Q., & Haines, T. P. (2019a). Barriers to fieldwork placements for international higher degree students: a systematic literature review. Australian Journal of Career Development, 28(3). https://doi.org/10.1177/1038416219849645.
Lee, D. C. A., Jian, M., Sora, G., & Haines, T. P. (2019b). Fieldwork placement outcomes for international higher education students: a systematic literature review. Australian Journal of Career Development, 28(2), 132–150. https://doi.org/10.1177/1038416219843628.
Matters, H., Winter, J., & Nowson, C. (2004). Enhancing learning for culturally and linguistically diverse (CALD) students. Focus on Health Professional Education: A Multi-disciplinary Journal, 6(1), 26–36.
McBride, L.-J., Fitzgerald, C., Costello, C., & Perkins, K. (2018). Allied health pre-entry student clinical placement capacity: can it be sustained? Australian Health Review. https://doi.org/10.1071/AH18088.
Nederhof, A. J. (1985). Methods of coping with social desirability bias: a review. European Journal of Social Psychology, 15(3), 263–280. https://doi.org/10.1002/ejsp.2420150303.
Ng, K. (2006). Counselor educators’ perceptions of and experiences with international students. International Journal for the Advancement of Counselling, 28(1), 1–19. https://doi.org/10.1007/s10447-005-8492-1.
Occupational Therapy Council (2012). Accreditation standards for entry-level occupational therapy education programs (Australia and New Zealand). www.occupationaltherapyboard.gov,au. Accessed 1st January 2020.
OECD. Stat (2016). https://stats.oecd.org/. Accessed 4th November 2018.
Ohr, S. O., Parker, V., Jeong, S., & Joyce, T. (2010). Migration of nurses in Australia: where and why? Australian Journal of Primary Health, 16(1), 17–24. https://doi.org/10.1071/PY09051.
Orrell, J. (2018). Work integrated learning: why is it increasing and who benefits? http://theconversation.com/work-integrated-learning-why-is-it-increasing-and-who-benefits-93642. Accessed 4th March 2019.
Park-Saltzman, J., Wada, K., & Mogami, T. (2012). Culturally sensitive mentoring for asian international students in counseling psychology. The Counseling Psychologist, 40(6), 895–915. https://doi.org/10.1177/0011000011429831.
Park, S., Jee, H. L., & Wood, S. M. (2017). Experiences of international students in practicum and internship courses: a consensus qualitative research. Journal of Counselor Preparation and Supervision, 9(2). https://doi.org/10.7729/92.1137.
Pinto, L. H., & Pereira, P. C. (2019). ‘I wish to do an internship (abroad)’: investigating the perceived employability of domestic and international business internships. Higher Education, 78(3), 443–461. https://doi.org/10.1007/s10734-018-0351-1.
Rawlings, M., & Sue, E. (2013). Preparedness of chinese students for american culture and communicating in English. Journal of International Students, 3(1), 29–40.
Ryan, J. (2011). Teaching and learning for international students: towards a transcultural approach. Teachers and Teaching, 17(6), 631–648. https://doi.org/10.1080/13540602.2011.625138.
San Miguel, C., Rogan, F., Kilstoff, K., & Brown, D. (2006). Clinically speaking: a communication skills program for students from non-English speaking backgrounds. Nurse Education in Practice, 6(5), 268–274. https://doi.org/10.1016/j.nepr.2006.02.004.
Sangganjanavanich, V. F., & Black, L. L. (2009). Clinical supervision for international counselors-in-training: Implications for supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 37(2), 52–65. https://doi.org/10.1080/15566382.2009.12033860.
Sevenhuysen, S. L., & Haines, T. (2011). The slave of duty: Why clinical educators across the continuum of care provide clinical education in physiotherapy. Hong Kong Physiotherapy Journal, 29(2), 64–70. https://doi.org/10.1016/j.hkpj.2011.06.002.
Silva, P., Lopes, B., Costa, M., Seabra, D., Melo, A. I., Brito, E., et al. (2016). Stairway to employment? Internships in higher education. Higher Education, 72(6), 703–721. https://doi.org/10.1007/s10734-015-9903-9.
Tertiary Education Quality and Standard Agency (2017). Guidance note: work-integrated learning. https://www.teqsa.gov.au/latest-news/publications/guidance-note-work-integrated-learning. Accessed 22nd May 2020.
The Education Council (2018). Australian professional standards for teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn = 5800f33c_64. Accessed 4th May 2020.
Torry, B., Furness, S., & Wilkinson, P. (2005). The importance of agency culture and support in recruiting and retaining social workers to supervise students on placement. Practice, 17(1), 29–38. https://doi.org/10.1080/09503150500058025.
Zunz, S. J., & Oil, K. R. (2009). Field note: a preliminary look at international students in MSW field placements at nonurban U.S. campuses. Journal of Social Work Education, 45(1), 131–137. https://doi.org/10.5175/JSWE.2009.200700012.
Acknowledgments
We would like to acknowledge Ms Haidee Hicks, Associate Professor Wendy McKenzie, Ms Ruth Druva, Dr. Ian Walker, and placement administration staff of Departments of Physiotherapy, Occupational Therapy, Social Work, Medical Imaging, Nursing and Midwifery, Education as well as the Faculty of Business and Economics of Monash University, Australia for their work in recruiting participants for the survey.
Author information
Authors and Affiliations
Contributions
Den-Ching A. Lee and Terry P. Haines contributed to the study conception and design. Den-Ching A. Lee, Fiona Newton, Mong-Lin Yu, Julia Morphet, Averil Grieve, and Terry P. Haines contributed to survey preparation, and analyses were performed by Den-Ching A. Lee and Terry P. Haines. The first draft of the manuscript was written by Den-Ching A. Lee, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Electronic supplementary material
ESM 1
(DOCX 14 kb)
Rights and permissions
About this article
Cite this article
Lee, DC.A., Newton, F., Yu, ML. et al. Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses. High Educ 81, 665–683 (2021). https://doi.org/10.1007/s10734-020-00567-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10734-020-00567-6