To further broaden the horizons of international cooperation and gain a deeper understanding of the advanced practices of overseas universities in teaching systems and student support, the college recently hosted a special sharing session on the study tour to Lancaster University. Drawing on their study exchange experience at Lancaster University in the UK in December 2025, our teaching staff Chu Ruochen and Ying Tianyi provided a systematic overview of the curriculum, teaching models, academic support, and student development. Vice Dean Li Jinsong and all faculty members from the department attended the event, which featured a lively atmosphere of discussion.
During the two-week visit, our faculty members engaged in in-depth exchanges with multiple schools at Lancaster University, gaining a comprehensive understanding of the university’s overall operational model regarding the management of international pathway programs, the development of language preparation programs, the organization of specialized coursework, and student learning support. Through discussions with the International Pathways team, they gained a deeper understanding of the systematic approach overseas universities take toward academic progression planning and curriculum articulation. During the presentation on the Pre-sessional English program, they learned how language courses are integrated with the development of academic skills to ensure students’ smooth transition to their major studies.
At the teaching level, faculty members engaged in professional dialogues with colleagues from the School of Management and the School of Mathematics, exchanging views on curriculum structure, teaching arrangements, and student academic performance. Additionally, through discussions with the Learning Development Center and the library team, they gained an in-depth understanding of Lancaster University’s innovative approaches to academic writing support, study skills coaching, and the development of learning spaces. The university treats learning support as an integral part of its teaching system, utilizing ongoing learning guidance and feedback mechanisms to help students continuously improve their learning abilities and academic adaptability.
In addition, visiting faculty members were deeply impressed by Lancaster University’s practices in student well-being and inclusive teaching. The university’s well-being support system and inclusive teaching philosophy are integrated throughout the educational process, focusing on students’ learning experiences and physical and mental development to foster a supportive and inclusive learning environment. At the same time, the School of Management’s career development team is deeply involved in the student development process, ensuring a seamless connection between academic studies and future career development, thereby demonstrating a holistic and forward-looking approach to talent cultivation.
Drawing on their observations during the study visit, the two faculty members noted in their presentation that Lancaster University’s experience in aligning course objectives with learning outcomes, establishing a learning support system, and promoting the synergistic advancement of teaching and student development is highly aligned with the direction of the college’s current efforts to develop internationalized curricula. These practices offer valuable insights for optimizing curriculum structure, refining learning support mechanisms, and enhancing student learning outcomes.
This seminar not only deepened the faculty and students’ understanding of teaching models at overseas universities but also provided new insights for future curriculum development and educational reform. The school will continue to strengthen international exchange and cooperation, draw on high-quality educational resources, and continuously improve the quality of talent development.
