Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/86490
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Type: Journal article
Title: Student satisfaction, teacher internships, and the case for a critical approach to international education
Author: Matthews, J.
Lawley, M.
Citation: Discourse, 2011; 32(5):687-698
Publisher: Taylor & Francis
Issue Date: 2011
ISSN: 0159-6306
1469-3739
Statement of
Responsibility: 
Julie Matthews and Meredith Lawley
Abstract: In recent times distinctions between the economic and political imperatives of international education and its cultural and educational aspects have become conveniently aligned. This alignment is troubling because it allows the pursuit of profit to fit neatly and without apparent controversy into the pursuit of more lofty political cultural and educational goals. Measures of student satisfaction with international education do little to challenge this comfortable affiliation. Indeed, they appear to reinforce the view that international education as currently pursued is travelling well and yielding maximum profits and benefits for all. The discussion in this article is based on the results of a pilot study that examined international student satisfaction with a teacher education internship program in Australia. Our findings showed that students were satisfied with their international education experience and that the internship/work integrated learning experience enhanced their satisfaction. Importantly however, our pre-departure study showed that students expected study abroad to make a difference to their lives even before they left home. The study led us to consider the meaning of student satisfaction and whether assessments of satisfaction might simply confirm what students already expect. If this is the case, it is not altogether clear what student satisfaction with international education means or measures.
Keywords: Student satisfaction; international education; teacher education internship; work integrated learning
Description: Published online: 26 Oct 2011
Rights: © 2011 Taylor & Francis
RMID: 0020136124
DOI: 10.1080/01596306.2011.620752
Appears in Collections:Education publications

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