ABSTRACT
In this chapter John Hayter applies the idea of implicit theories of learning to the experience of overseas students attending a Masters’ course. Many of these students have previously studied in their own countries where they have imbibed a model of adult professional learning based on assumptions that in the UK are now considered to be old fashioned. The author presents data that suggests that the conflict between the underlying principles of the course and the implicit theories and expectations of the students can be resolved, provided tutors are themselves aware of the issues, and can help their students over the learning barriers that are commonly initially encountered. The question that remains for further study is the extent to which students’ adaptation to new styles of teaching and learning is ‘skin deep’, enabling them to meet the course requirements, or actually pays off in terms of working principles and practices on the students’ return to their very different cultures. Linking with Chapter 2, he suggests ways in which the transfer issue can be explicitly addressed as part of a formal course.
