Front cover -- Half title page -- Title page -- Copyright page -- Contents -- Introduction -- Aims of this book -- Who should use this book -- The structure of this book -- The methods used in this book -- The learning portfolio -- Employability -- Critical incidents -- Intended learning outcomes -- Part One: The university context -- 1 What are English speaking universities like? -- Theme: Maslow's hierarchy of needs -- Research into international students' adaptation -- Support services -- Accommodation -- Careers services -- Guidance -- 2 What sort of changes will I need to make? -- Theme: culture -- Learning styles -- Previous experiences -- The requirements of the situation -- Learning activities in English speaking universities -- Personal preferences -- What a UK university degree involves -- 3 What sort of things will I have to do? -- Theme: adaptation -- A day in the life . . . -- Students' unions -- Volunteering -- Self-management -- Doing sport and living healthily -- Culture shock -- Looking forward: ethnography -- 4 What sort of assessments will I have? -- Theme: assessment -- The principles of assessment -- Different approaches to assessments -- Types of assessment -- Part Two: The study process -- 5 Starting out: what do I already know? -- Theme: development -- Approach 1: Transmission versus constructivist learning -- Approach 2: Reflective learning -- Method 1: Discussions -- Method 2: Portfolios -- Skill 1: Discussion skills -- Skill 2: Objective and subjective writing -- 6 How can I understand my topic? -- Theme: corporate social responsibility -- Approach 1: Extensive reading -- Approach 2: Learning involves ongoing autonomous discovery -- Method 1: Finding texts for extensive reading -- Method 2: Time management and planning -- Skill 1: Skimming and surveying -- Skill 2: Scanning -- Skill 3: Note taking.

7 How do these ideas connect? -- Theme: eco-tourism -- Approach 1: Bloom's taxonomy -- Approach 2: Making connections -- Method 1: Writing summaries and paraphrases -- Method 2: Lecture note taking -- Skill 1: Glossaries -- Skill 2: Connecting ideas from reading and lectures -- Skill 3: Discourse markers -- 8 Group working: what do other people think? -- Theme: human resource management - staff training -- Approach 1: Working in teams -- Approach 2: The need for primary research -- Method 1: Group work -- Method 2: What is meant by quantitative research? -- Method 3: What is meant by qualitative research? -- Skill 1: Questionnaire design -- Skill 2: Interview schedules -- Skill 3: Presentations -- Part Three: Producing assignments -- 9 What do I have to do to excel in my assessments? -- Theme: brand management -- Approach 1: Bloom's Taxonomy (application and analysis) -- Approach 2: Process approach to planning assignments -- Method 1: Analysing assignment titles -- Method 2: Creating research questions -- Method 3: What is the literature? -- Method 4: Changing research questions into a research plan -- Skill 1: Evaluation of Internet websites and media sources -- Skill 2: Deep reading -- 10 What is critical awareness and how can I show it in my work? -- Theme: reviewing the themes of motivation, CSR and brand management -- Approach 1: Bloom's taxonomy (synthesis and evaluation) -- Approach 2: Critical awareness -- Method 1: Developing critical awareness when you are reading and note-taking -- Method 2: Devising a plan and a structure for your writing -- Method 3: Demonstrating critical awareness in your writing -- Skill 1: Synthesizing information and building paragraphs -- Skill 2: How to deal with qualitative data -- Skill 3: How to deal with quantitative data -- 11 Finishing off: have I done what was required? -- Theme: strategic management.

Approach 1: Discourse communities and academic texts -- Method 1: Avoiding plagiarism -- Skill 1: Referencing -- Skill 2: Checking -- Glossary -- Index -- Back cover.