Changing international student and business staff perceptions of in-sessional EAP: using the CEM model

This article addresses the question of whether the existing approach to EAP delivery implemented at the University of Northumbria is supporting the learning needs of the international student body. In addressing this the article documents the background, research and preliminary findings relating to provision of an in-sessional English for Academic Purposes (EAP) programme to international students studying in a business context. The article focuses on the management of the delivery of the EAP programme and is based on the experiences of two ‘subject champions’ from the English Language Centre and the postgraduate (PG) area of Newcastle Business School at Northumbria University. It documents research which has begun with an analysis and critique of past practice. This has led to the recognition of key issues which can influence the attendance and participation of overseas students on an in-sessional EAP programme. The article identifies and discusses the role of the three key concepts of contextualisation, embedding and mapping of the programme, as the foundation for managing in-sessional EAP delivery. The resulting model, the CEM Model, is designed to facilitate improved management of the provision of the EAP programme in a postgraduate business context. The findings show that application of the model can demonstrate added value in the key areas of design and content of an in-sessional EAP programme impacting on student attendance, understanding and integration of the programme with PG degree programme learning objectives and outcomes. To address the issue of sustaining the practice and benefits of the CEM Model the work concludes with the articulation of a framework which establishes the integration of the EAP programme within academic programmes both at the strategic level through Teaching and Learning policies and operational processes.