The impact of adopting a mainstreamed model of service provision: The experiences of university staff members
Document Type
Journal Article
Publisher
Eastern College, Department of Education
Faculty
Faculty of Education and Arts
School
Office of Associate Dean - Teaching and Learning (FEA)
RAS ID
16727
Abstract
A qualitative case study examined the challenges of service provision and utilization regarding international students at an Australian university. Using a Social Constructivist Grounded Theory methodology, 73 participants were interviewed, including 38 staff members (16 academic, 22 non-academic), 25 international students, and 10 domestic students. The university had recently changed its model of service provision from specialised to mainstreamed. All students became viewed as one cohort, with the same needs, accessing the same services. Challenges associated with this move were discussed, and it was found that opinions about the effects of the new model depended on the staff members' role at the university and how much contact they had with international students. Teaching and support staff members reported struggling when working with international students under this model of service provision, and staff members reported facing challenges in providing support outside of their role descriptions, lack of specialised staff, and lack of specialised services. It was concluded that the use of this model, added to increasing enrolment numbers and decreasing support both for staff and students, could lead to an increased likelihood that some staff view and treat some international students with a "deficit" lens.
DOI
10.18251/ijme.v15i2.567
Access Rights
free_to_read
Comments
Harryba, S. A., & Knight, S. (2013). The impact of adopting a mainstreamed model of service provision: The experiences of university staff members. International Journal of Multicultural Education, 15(2), 1-18. Available here