What Are The Goals Of The International Students?
What Are The Key Factors Of The Mpa Program That Drives The Attention Of The Students?
What Is The Goal Of Studying Mpa At Koi?
The aim of the research is to identify the different goals of the international students and the management in which they are facilitated through the MPA course that is offered by the KOI (King’s Own Institution). On the other hand, the research will also be aiming to assess the application of the MPA course and the manner in which it will be benefitting the industry.
The research questions those are to be answered through accomplishing the research on the selected subject are explained under:
The MPA program offered by the KOI of Australia employs a competency based curriculum in order to make sure that the students belonging to the diverse cultures of different nations such as from Vietnam and Russia attains necessary skills. Such skills, knowledge and abilities facilitate these students to become better public service leaders (Taylor, Bogdan and DeVault 2015). Students belonging to different cultures such as from Russia and Vietnam are exposed to the public service values o professionalism, ethical behavior and cultural diversity within the competency framework. This is also measured on the intermediary competency related with recognizing the ethical and legal implications related with diversity and social equity within the public service. Considering the same, the current research has an intention of explaining the ways in which the students belonging to different cultures of Vietnam and Russia can effectively attain the learning offered by the MPA course of KOI.
The goals of the international students are characterized by the host country’s attitude towards the international students. As per the case, the MPA course that is offered by the KOI aims at offering a wider scope to the international students. On the other hand, the affordability of the course fees has also helped in maintaining the lineage with the goals of the students. The “Master of Public Administration” course (MPA) is renowned as a professional degree of graduation in the field of public administration. Cox III, Buck and Morgan (2015) revealed that this course is similar to the course “Master of Business Administration” but with increased focus on the concerns associated with the government. The course also offers increased opportunity to all the qualified individuals to accomplish the training needs for attaining award of “Management and Executive Career Development Certification” in Australia. Cox III and Morgan (2015) stated that majorly in all the Australian universities including King’s Own Institute (KOI) the MPA program includes twelve courses with 480 hours of direct instruction. These researchers also revealed that this program will be supplemented with certain independent and interactive online assignments. Frederickson (2015) explained that the MPA course needs around 40 hours of direct instruction which is offered by means of a necessary face to face residency aspect and such aspect is not able to be waived. Training credit is just deemed to be approved for the Master of Public Administration coursework that is further granted by the education council and completed through King’s Own Institute University. In contrast, Greve (2015) presented a view that training credit might not be offered to the graduate courses those are completed at their own institutions. The individuals that desire to attain the career development training award, credit is needed to address the under mentioned conditions:
The different factors of the MPA course that drives the attention of the international students are based on the better employment opportunities that are provided to the graduates (Pollitt and Bouckaert 2017). On the other hand, the induction on the national culture, family influence, age/gender, religion and the like will be helping KOI to identify the driving force for the international students towards the course. According to the views presented by Grimmelikhuijsen et al. (2017) it has been gathered that the different cultures of Russia and Vietnam is supported by the Kings Own Institute. This is evident through focusing on the act that the MPA program offered by this institute is committed to the values related with cultural diversity for supporting students from different cultural backgrounds (Rosenbloom 2016). Moreover, these researchers also explained that cultural diversity is also included among the faculty, staff and the students related with the MPA program along with communicating and instilling the diversity values. Johnson (2014) revealed that the students of this university have become more diverse with Russian and Vietnamese students. Moreover, the institute also follows diversity of the communities they serve along with understanding different needs along with cultural expressions served by them (Osborne, Radnor and Nasi 2013).
The MPA program diversity philosophy addresses the ways in which these are integrated within the selection and recruitment of Vietnamese and Russian staff, faculty and students (Farazmand 2012). Meekosha, Wannan and Shuttleworth (2016) also added that the MPA program offered by Kings Own Institute enhances the student experiences within the MPA program. This includes ethnicity, race, gender identity, religion, nationality, age, socioeconomic status and military membership. Miller and Fox (2015) also revealed that such categories are not intended to be exhaustive rather being illustrative of the MPA program value that addresses individual differences brought by Russian and Vietnamese students within the MPA program of the university. These researchers also elaborated that the MPA program is very supportive for the Russian and Vietnamese students that can enhance their career development (Menzel 2014). This is for the reason that the institute ensures including representation of widest range of individual characteristics and more specifically people from different cultural background (Taylor, Bogdan and DeVault 2015).
The MPA program will be supporting all the culture based differences among the Russian and Vietnamese students joining the university (Hesselbarth and Schaltegger 2014). This is for the reason that the MPA program is focused on defining diversity to these students focused on a wide range of individual characteristics. Therefore, the major cause of undertaking the MPA course at KOI is based on the need of inducing the knowledge of diversity among the international students. According to Perry and Christensen (2015) the educational culture of Russia and Vietnam is quite different and their culture is focused on demonstrating a commitment to diversity hat includes gender and race. Focused on the same, Room (2016) also elaborated that the cultural difference in attaining education within these two nations is addressed by the MPA program offered by King’s Own Institute of Australia. This program of the nation supports students that aim to make visible its commitment to diversity along with inclusion in the areas of student experience within the classroom.
Shafritz and Hyde (2016) indicated that such program also motivates students to be personally committed to the cultural diversity within the public service. Numerous researches are present regarding the cultural differences that exist in these nations that affects the educational performance of the emigrate students. Shafritz, Borick, Russell and Hyde (2016) contrasted the view and explained in the research that the students of this university have become more diverse with Russian and Vietnamese students. Moreover, the institute also follows diversity of the communities they serve along with understanding different needs along with cultural expressions served by them (Levine, Christian and Lyons 2013). The MPA program diversity philosophy addresses the ways in which these are integrated within the selection and recruitment of Vietnamese and Russian staff, faculty and students. In addition, researchers such as Turner, Fiske and Hodge (2016) elaborated that religion also serves as the important part of culture within an origin and the destination nations such as Russia and Vietnam that impacts educational qualification of students. Lack of knowledge, language and culture of a different nation might result in issues regarding undergoing a MPA course within Australia or any other nation (Bryson, Crosby and Bloomberg 2014). Focused on such issue KOI has developed its MPA program for these students belonging to different cultural background. This course will facilitate these students to attain values of transparency and accountability, equity and respect, professionalism and ethical behavior in the competency framework (Taylor, Bogdan and DeVault 2015).
The academia benefits of the research will be based on the identification of the critical goals of the international students and the manner in which the course will be offering the students with an insight of the diversity (Birkland 2015). The academia benefits of undertaking the research will be aiming at identifying the different goals of the international students. The course will be helping to enhance the student’s understanding of the different key concepts of diversity relating to age, sexuality, culture and the like (Radaelli, Dente and Dossi 2012).
The industry benefits will be based on the promotion of the educational courses, which has contributed to the GDP of the nation. Estimation and reports state that the nation earns $30billion every year through the providence of international standard education to the students. As per the Deloitte Access Economics, the value of the international offshore education is estimated to be $434 million in 2014 (Internationaleducation.gov.au 2018).
The objectives of undertaking the research are explained under:
The scope of the research consists of the different factors that will be helping to develop the insight of the manner in which the MPA course that is offered by KOI. The research will be incorporating the expectations of the international students and the manner in which the MPA course will be facilitating the needs of the same while inducing the basic education on diversity.
Research approach is considered to be the most important step while conducting the research study as it will be helping he researcher in actualizing into the desired outcome of the study. Ledford and Gast (2018) stated that the proper identification of the research approach helps the researcher in identifying the different steps that are required to be undertaken by the researcher in order to comply with the needs of the research for culminating into a desired and unbiased outcome. Research approach is basically of two types, inductive approach and deductive approach (Flick 2015). In this connection, the researcher will be undertaking the deductive approach as it will be helping the researcher in scrutinising the different available models and theories, which are related to the research study. The research approach will be helping the researcher in assessing the different activities undertaken by the same while considering the need of undertaking an unbiased research outcome.
The Research philosophy will be helping the researcher to identify the diverse factors that might be affecting the study and thereby utilize effective research paradigm for calculating on an unbiased outcome (Lewis 2015). Research philosophy mainly comprises of positivism, interpretivism, realism and pragmatism. Taylor, Bogdan and DeVault (2015) stated that the research philosophy characterizes epistemology, ontology and axiology which helps the researcher in understanding the extent of the study. Positivism philosophy will be helping the researcher in undertaking scientifically proven techniques for establishing the arguments and counter- arguments (Symon and Cassell 2012). The researcher therefore chose to undertake the positivism philosophy, which will be allowing the researcher to apply scientific techniques for conducting the research as per the parameters (Mackey and Gass 2015). The philosophy will be helping the researcher in undertaking the study on the feasibility of the diverse cultures and the manner in which it is supported by KOI (King’s Own Institution) in the field of MPA. The different scientific methods of data collection, utilized by the researcher, have helped in identifying the different feasibility structures while conducting the study.
Research design helps the researcher in guiding the study to a desired outcome. The goal of undertaking the study governs the activities that are undertaken by the researcher while undertaking the study. On the other hand, the proper functioning of the researcher through the data collection procedure helps in retaining the unbiased outcome of the research.Accounting, Bogdan and DeVault (2015) stated that the research design helps the researcher in understanding the different variables and thereby undertake calculations to derive the outcome of the study . Research design can be of three different types, namely, explanatory research design, exploratory research design and descriptive research design. The researcher will be undertaking explanatory research design, which will be helping the same in identifying the causes and the effects of the different activities targeted towards an unbiased outcome (Mackey and Gass 2015). The goal centric design will be helping the researcher in maintaining the different changes in the data collection techniques and the manner in which the study is to be designed.
Taylor, Bogdan and DeVault (2015) stated that Data is considered to be the fundamental requirement for supporting the arguments and counter- arguments that are undertaken by the researcher in the study. Collection of suitable data as per the objective of the research helps in culminating into the target results (Taylor, Bogdan and DeVault 2015). On the other hand, the different ways through which the data is represented and interpreted helps in maintaining the unbiased outcome of the research. The researcher will be undertaking the primary data collection method which will be emphasizing on creating a questionnaire and thereby record the responses from the different samples. The researcher will be undertaking qualitative analysis through in depth semi-structured interviews of the post-graduate business students who are studying at the KOI in Australia. Eight interviews will be conducted during the data collection in order to ensure the unbiased outcome of undertaking the research. The data that will be gathered during the interviews will be rich in order to support the arguments that will be made by the researcher while undertaking the study. Exposition to the change in the systems of the research will be helping the researcher in interpreting the data and thereby culminate into an unbiased outcome. The data collection is an important aspect that will be helping the researcher in undertaking different assumptions and thereby collecting data in order to support the cause of undertaking the study (Taylor, Bogdan and DeVault 2015). The proficiency of the data collection method is based on the completeness of the study, which will be enabling the researcher to gather and interpret data through collection of samples and literature review. It will be helping the researcher in delving deeper into the different constrains and thereby undertake an unbiased research.
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Milestone |
Weeks |
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Selection of topic and search for justification |
Week 1 |
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Constructing literature |
Week 2 |
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Selecting appropriate methods |
Week 3 |
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Data collection |
Week 4 |
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Data analysis and representation |
Week 5 |
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Reviewing the outcomes |
Week 6 |
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Conclusions and recommendations |
Week 7 |
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Submitting draft of the project |
Week 8 |
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Printing and final submission |
Week 9 |
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