In this paper, we investigate academic perspectives of managerialism and how this impacts on the teaching of international students. This paper through the qualitative interviews of 22 business school academics discusses and presents our findings on issues of institutional empathy, the international student experience and the increase in managerialism and how they influence academic perspectives. This research is coming to the fore during a time of change where many institutions rely on international student numbers for financial health. This change in funding and the student body has implications for not only how Business schools teach and interact with students from an international background, but also the policies and procedures which govern this interaction. The findings indicate that increased managerialism creates pressures and perceptions whereby academics feel that they do not receive the necessary institutional support and lack the infrastructure to deliver inclusive learning development strategies.
|Number of pages||24|
|Journal||Journal of International Business Education|
|Publication status||Published - 31 Dec 2018|
- Department of Logistics, Marketing, Hospitality and Analytics - School Director of Learning Development
- Northern Productivity Hub - Member
- Huddersfield Business School