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Abstract
In Australia the internationalization of education implies an increasing amount of ‘non-Anglo’, predominantly South-East Asian, students from different ethnic and language backgrounds in the classroom. This impacts on the effectiveness of action learning of professional skills, which is highly valued and supported by Australian educational institutions and is incorporated to reach all students. This paper reflects on the perceived improvement of students’ writing, presenting and teamwork skills integrated in the International Management academic unit at an ‘Anglo’ (Australian, English-medium) university. The analysis compares ‘Anglo’ (Australian and English first language) students to ‘non-Anglo’ (non-Australian, non-English first language) students.
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