Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses

Author:

Lee Den-Ching A.ORCID,Newton Fiona,Yu Mong-Lin,Morphet Julia,Kidman Gillian,Maloney Stephen,Grieve Averil,Shlonsky Aron,Haines Terry P.

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference48 articles.

1. AACSB International (2020). AACSB-accredited universities and business schools. https://www.aacsb.edu/accreditation/accredited-schools. Accessed 4th May 2020.

2. Abu-Arab, A., & Parry, A. (2015). Supervising culturally and linguistically diverse (CALD) nursing students: a challenge for clinical educators. Nurse Education in Practice, 15(4), e1–e9. https://doi.org/10.1016/j.nepr.2015.02.006.

3. Attrill, S., Lincoln, M., & McAllister, S. (2012). Student diversity and implications for clinical competency development amongst domestic and international speech-language pathology students. International Journal of Speech-Language Pathology, 14(3), 260–270. https://doi.org/10.3109/17549507.2011.652172.

4. Australian Institute of Family Studies (2008). Enhancing family and relationship service accessibility and delivery to culturally and linguistically diverse families in Australia. https://aifs.gov.au/cfca/publications/enhancing-family-and-relationship-service-accessibility-and/characteristics-and. Accessed 4th January 2019.

5. Bartram, B. (2008). Supporting international students in higher education: constructions, cultures and clashes. Teaching in Higher Education, 13(6), 657–668. https://doi.org/10.1080/13562510802452384.

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