A Re-evaluation of Academics’ Expectations of Preparatory Year Egyptian Students: A Reconstructed Understanding

By Rania Khalil.

Published by The International Journal of Interdisciplinary Educational Studies

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This paper based on research and observation conducted at the English Department of a private British university established in Egypt, explores the role of academics and social transition in the adjustment of Egyptian students in the preparatory year of a British university, and the rigorous demands of a UK higher education system in Egypt. This paper indicates that students who do not make a seamless transition face increased difficulties in coping with the requirements and challenges of the preparatory year. In light of these bi-cultural and academic demands, and the increasingly changed nature of education in Egypt over the past twenty years, the responsibilities of faculty staff who interface mostly with preparatory year students have also been reviewed and their roles have undergone change. Because preparatory year students’ university experiences are neither satisfying nor as successful as they expect, academics have increasingly become key factors in enhancing students’ prospects of making a seamless transition, including enculturation into the life and practices of the university.

Keywords: Preparatory Year, UK Higher Education, British-Egyptian Higher Education, Social Transition, Transition to University, English Department, The British University in Egypt

The International Journal of Interdisciplinary Educational Studies, Volume 7, Issue 1, pp.55-72. Article: Print (Spiral Bound). Article: Electronic (PDF File; 358.587KB).

Dr. Rania Khalil

Lecturer, English Department, The British University in Egypt, Sherouk, Cairo, Egypt

Rania Khalil is a lecturer of English language and literature in the English Department at the British University in Egypt. She also holds the position of preparatory year coordinator and module leader for intermediate for the department. Dr. Khalil has delivered professional development workshops on learner autonomy and preparatory year student support at various universities in Egypt, Korea and the UK. Her conference participation is both local and international, covering various areas of language learning and literature. Her research interests include student support, autonomous learning, assessment and feedback, intercultural competence, and blended learning.