Perceptions of faculty in health care and social sciences on teaching international students

In all, 102 responses were received. Despite 70% of respondents feeling that the responsibility for an improved learning experience for international students lies beyond them-with the University, their School, or students themselves-inclusive teaching practices that consider cultural diversity are widely reported. Some individuals feel unprepared to teach international students, citing a lack of cultural knowledge and training. The proportion of international students is perceived as the most important aspect of internationalization. Other key components of national and institutional HE strategies, such as “internationalization abroad”, appear to be relatively unimportant. Findings from this study provide a basis for all higher education institutions educating health and social care professionals to reflect critically on the realities of engaging with the internationalization of vocational programs.