Abstract
The relationship between inquiry-based learning (IBL) and international students is of rising importance in the UK in the context of a growing focus on the connection between research and teaching and the increasing number of overseas students. This article explores this relationship, drawing on the findings of research undertaken in a Department of Politics at a research-intensive UK university. It concludes by suggesting some possible ways forward for both students and staff in meeting the challenges of inquiry-based learning programmes.
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HAYTON_&_BACHE_-_PSA_T&L_Conf_paper_(IBL)_Sept_2010.docx
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