Factors Influencing the Success of Culturally and Linguistically Diverse Students in Engineering and Information Technology

摘要

The perception of supervisors who supervise culturally and linguistically diverse (CALD) higher Degree research students (HDR) in Engineering and IT was analysed to identify, operationalise and quantify factors which could influence outcomes related to successful completion of HDR studies. A large study was conducted from three Australian Universities (Queensland University of Technology, University of Western Australia, and Curtin University) to explore the key factors using Bayesian Network (BN) analysis, a complex systems approach. The BN model was quantified using coded survey variables and was further compared to write-in responses from a survey of 228 students and 69 supervisors, to explore the benefits of using mixed method analysis in the study of complex phenomena. Key findings indicate that qualitative responses broadly supported the results of the BN analysis, with supervisor experience, style and training identified as key factors. Sensitivity analyses demonstrated that 'student prior experience' showed the greatest positive influence, whilst 'student obligations' and 'student attributes' had the most negative impact on 'HDR student study completion'. Overall maintaining 'student motivation' was seen as the single most influential factor on HDR student study completion'. 'CALD student study completion' can be largely improved through 'supervisor's involvement' in helping to develop communication and networking skills. Moreover, supervision activities developed through participation of supervisors in respective training programs, followed by improving ' University Support', made the biggest positive impact on 'supervisor attributes'. These findings are useful for universities seeking to prioritise areas of funding, whilst also enhancing the performance of CALD students in these disciplines.